Education and Training in Autism and Developmental Disabilities

More documents

Recommendations

Info

TABLE 2 Instructional Data for Each Student through Criterion Students Behaviors Thru Criterion Number of Sessions Ömer Simple progression Physical Verbal Prompt 3 Verbal Gesture/Mimic Prompt 3 Verbal Prompt 3 Total 9 Yener Simple progression Physical Verbal Prompt 3 Verbal Gesture/Mimic Prompt 3 Verbal Prompt 3 Total 9 Soner Simple progression Physical Verbal Prompt 3 Verbal Gesture/Mimic Prompt 3 Verbal Prompt 3 Total 9 9 while using only “verbal prompt.” During the maintenance and generalization sessions he continued to perform the skill with 100% accuracy. Discussion The main purpose of this study was to determine the effects of most to least prompting on the simple progression swimming skills for children with autism. In addition, generalization and follow up data was collected. Results of the study were analyzed using graphic illustrations. Results indicated that all subjects increased their correct target skills in simple progression swimming skills with a significant amount during the intervention phase. Moreover, subjects maintained their successful simple progression skills during the first, second, and fourth weeks of generalization phases. Literature review proved that most to least prompting method is an effective intervention to teach leisure skills to an adult with autism (Vuran, 2008), learning pedestrian skills (Batu et al., 2004), food preparation skills (Kayser et al., 1986), banking skills (Donnell & Ferguson, 1988), teaching verbal labels (Richmond & Lewallen, 1983). Consequently, similar to these findings, this study demonstrated that most to least prompting was an effective method to teach and maintain a simple progression swimming skill to children with autism. Based on the graphic illustration of data, it can be concluded that all participants received the same amount of sessions and all subjects did not have any error in their performance during the intervention. Considering the difficulties subjects such as attention and communication skills, this study proved that most to least prompt was an effective procedure to teach the simple progression swimming skill. Moreover, procedural reliability measures showed that all teachers applied most to least prompting procedure consistently between 87%–100%. In the literature it is recommended that procedural reliability which is minimally 80% and above 90% is highly regarded (Wolery, Bailey, & Sugai, 1988). This study also showed that procedural reliability was high for teachers during the sessions. As a result, it can be concluded that all teachers effectively applied the procedures of most to least prompting to teach the simple progression swimming skill for children with autism. Also all participants performed this skill very well in early sessions with this intervention in a limited time. Therefore, this procedure is highly recommended for further research attempts. The present study has two important contributions to literature: 1) support of the literature that most to least prompting was an effective method to teach certain tasks to individuals with disabilities: 2) first research attempt to determine the effects of most to least procedure on simple progression swimming skill for children with autism. Most to Least Prompting / 445
Figure 1. Percentage of correct responses after the prompt for simple progression swimming skill during full probe, instructional, maintenance, and generalization probe sessions. Closed circles represent correct responses during full probe, instructional, and maintenance sessions. Open circles represent correct responses during generalization sessions. 446 / Education and Training in Autism and Developmental Disabilities-September 2010
Page 1 and 2:
Education and Training in Autism an
Page 3 and 4:
Page 5 and 6:
Manuscripts Accepted for Future Pub
Page 7 and 8:
dents in classes that included stud
Page 9 and 10:
TABLE 1 Summary Descriptors of Meli
Page 11 and 12:
tions were conducted at their work
Page 13 and 14:
her function more independently wit
Page 15 and 16:
eluctant to engage in interactions.
Page 17 and 18:
ehaviors were consistent with Phill
Page 19 and 20:
disabilities. Second, it has promot
Page 21 and 22:
youth with severe disabilities. Min
Page 23 and 24:
parents of students with intellectu
Page 25 and 26:
tributed to such PSE program compon
Page 27 and 28:
TABLE 2 Mean Scores of the 7 PSE Pr
Page 29 and 30:
that educators’ and parents’ po
Page 31 and 32:
gan, 1997). Despite the challenges
Page 33 and 34:
ing the total score of the Family A
Page 35 and 36:
with the identified factors being r
Page 37 and 38:
of a positive outlook has been docu
Page 39 and 40:
Page 41 and 42:
TABLE 1 Demographic Characteristics
Page 43 and 44:
ways in the same interviews where s
Page 45 and 46:
In a number of comments, respondent
Page 47 and 48:
practitioners assigned both issues
Page 49 and 50:
Page 51 and 52:
eliability (r .92) and good inter-
Page 53 and 54:
TABLE 2 EQCA Adaptive Behaviors: Me
Page 55 and 56:
TABLE 5 ERDCP: Means, SDs, and t Te
Page 57 and 58:
teen of these studies (90%) reveale
Page 59 and 60:
practice may have had an influence
Page 61 and 62:
Page 63 and 64:
ing to questions, (c) the learner f
Page 65 and 66:
around a small instructional table
Page 67 and 68:
TABLE 2 (Continued) 9. Guide studen
Page 69 and 70:
TABLE 3 (Continued) Student Steps B
Page 71 and 72:
TABLE 3 (Continued) Student Steps D
Page 73 and 74:
esponding to errors by interrupting
Page 75 and 76:
Figure 1. Teacher’s number of ste
Page 77 and 78: Figure 2. Number of inquiry skills
Page 79 and 80: TABLE 4 Results of Parent Survey It
Page 81 and 82: data was not simply an artifact of
Page 83 and 84: Education and Training in Autism an
Page 85 and 86: TABLE 1 Students’ Description Sub
Page 87 and 88: served a communicative function. In
Page 89 and 90: Descriptive Analysis The first rese
Page 91 and 92: eakdown whenever it is the case. He
Page 95 and 96: stood attribution when two consecut
Page 97 and 98: within easy reach. The instructiona
Page 99 and 100: and provided Takao a pen with thin
Page 101 and 102: Figure 3. Percentages of correct re
Page 103 and 104: teacher whether we should fully hon
Page 107 and 108: components to be effective promptin
Page 109 and 110: ability (IQ 44, Stanford-Binet Inte
Page 111 and 112: TABLE 1 Task Analysis for Cooking R
Page 113 and 114: pographic); and (c) no response, ch
Page 115 and 116: Figure 2. Percentage of steps perfo
Page 117 and 118: Figure 4. Percentage of steps perfo
Page 119 and 120: ture audio feature of the PDA, but
Page 121 and 122: M. (1992). The effects of self oper
Page 125 and 126: TABLE 1 Stages of The Halliwick’s
Page 127: plete other steps (Tekin & Kɹrcaal
Page 131 and 132: Martin, J. (1981). The Halliwick Me
Page 133 and 134: systematic instruction to teach fou
Page 135 and 136: also extremely low with a standard
Page 137 and 138: Procedural reliability probes measu
Page 139 and 140: Discussion The purpose of this stud
Page 141 and 142: (1986). Stanford-Binet Intelligence
Page 143 and 144: focus on the important adults in th
Page 145 and 146: cording to the current environment
Page 147 and 148: that “she felt very inadequate in
Page 149: tive research. (2 nd Ed.). New Jers
Page 152: Search the entire archives of Educa
show all

Education and Training in Autism and Developmental Disabilities

Create successful ePaper yourself

Delete template?

Save as template?