Education and Training in Autism and Developmental Disabilities

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TABLE 3 (Continued) Student Steps C. Construct Explanation 8. Student touches or looks at the information being shown 9. Student provides an explanation (prediction) 10. Student participates in testing explanation Experimental Design and Analysis Example Lesson Steps 1. Magnetism Lesson 2. Simple Machines (Inclined Plane Lesson) 1. Students pointed to or read with the teacher as she read sentences about a science concept to the students (e.g., Magnets stick to most metals. This paper clip is metal. The magnet will stick to it.) 2. Students pointed to or read with the teacher as she read sentences about a science concept to the students (e.g., A ramp is a simple machine. Simple machines make work easier. It is easier to push an object up a ramp than to lift it up.) 1. Using the same concept, students made a prediction about whether the magnet would stick to another material (e.g., This pencil is made of wood. The magnet will not stick to it.) 2. Using the same concept, students made a prediction about whether it is easier to lift something or push it up a ramp (e.g., I need to get this crate on top of the book shelf. It will be easier to use the ramp than to lift A multiple probe across participants single subject research design was used to evaluate the effect of the multi-component training on Examples of Correct Student Responses Incorrect Responses 1. Touches sentence or reads sentence with teacher as she reads it 2. Same as example 1. 1. Independently make a prediction or answer a prediction question based on the science concept (e.g., This pencil is made out of wood. Will the magnet stick to it? Yes or no?) 2. Independently make a prediction or answer a prediction question based on the science concept (e.g., I need to get this crate on top of the book shelf. Will it be easier to use the ramp than to lift it up) it up? Yes or no?) 1. Students participated by 1. Independently partici- touching magnets to pate by physically objects made of wood, manipulating the objects plastic, and metal or directing partners to 2. Students participated 2. Independently participate attempting to lift the crate by physically and push the crate up the manipulating the objects ramp or directing partners to 8. Does not touch or eyegaze to picture/material 9. Does not provide an explanation; chooses an explanation that is not relevant to the previously provided information 10. Does not respond teacher’s use of the steps of inquiry-based science instruction and the concurrent effects on student participation in an inquiry lesson. A multiple probe design is a variation of a multiple baseline design in which data are Inquiry-Based Science Instruction / 387
TABLE 3 (Continued) Student Steps D. Report 11. Student reports what he/ she found 12. Student answers questions about the information Example Lesson Steps 1. Magnetism Lesson 2. Simple Machines (Inclined Plane Lesson) 1. Students answered questions or reported information about what they discovered during the experiment (i.e., What the magnet stuck to?) 2. Students answered questions or reported information about what they discovered during the experiment (i.e., It was easier to push the crate up the ramp. 1. Students responded to questions about the science concept (i.e., Magnets stick to most metals) 1. Students responded to questions about the science concept (i.e., A ramp is a simple machine. It is easier to push an object up a ramp than to lift it up.) collected intermittently in order to estimate trends and patterns in the data within and between tiers (Horner & Baer, 1978; Kennedy, 2005). Specifically, “probes” (observations of science lessons) were conducted for all teachers and students prior to each teacher and student pair entering intervention. Ongoing data were collected once the teacher entered intervention. Procedure Pre-baseline. Because teachers of students with moderate and severe intellectual disabil- Examples of Correct Student Responses Incorrect Responses 1. Independently provide a correct statement or answer to a question about what they discovered (e.g., The magnet stuck to the paper clip. No, the magnet did not stick to the book) 2. Independently provide a correct statement or answer to a question about what they discovered (e.g., The ramp made it easier to get the crate on the shelf. It was harder to pick up the crate than push it up the ramp) 1. Independently provide a correct statement or answer to a question about what they the science concept (i.e., Q: What kind of materials to magnets stick to? A: Most metals) 2. Independently provide a correct statement or answer to a question about what they the science concept (i.e., Q: Did this simple machine make our work, moving the crate, easier or harder? A: Easier) 11. Does not respond; makes incorrect choices or provides incorrect information about what was found 12. Does not answer literal questions; answers questions incorrectly ities may receive little to no exposure to science instruction, all teachers received a one day workshop that included a general overview of science from the first author and science curriculum experts prior to the beginning of data collection. Each special education teacher was asked to invite a general education science teacher to the workshop with them. Specifically, the inservice consisted of information on five topics: (a) Science and Students with Significant Disabilities (the first author described why the re- 388 / Education and Training in Autism and Developmental Disabilities-September 2010
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Education and Training in Autism an
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Manuscripts Accepted for Future Pub
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dents in classes that included stud
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TABLE 1 Summary Descriptors of Meli
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tions were conducted at their work
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her function more independently wit
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eluctant to engage in interactions.
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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: Education and Training in Autism an
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 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 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: TABLE 3 (Continued) Student Steps B
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 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
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M. (1992). The effects of self oper
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TABLE 1 Stages of The Halliwick’s
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plete other steps (Tekin & Kɹrcaal
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Figure 1. Percentage of correct res
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Martin, J. (1981). The Halliwick Me
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systematic instruction to teach fou
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also extremely low with a standard
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Procedural reliability probes measu
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Discussion The purpose of this stud
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(1986). Stanford-Binet Intelligence
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focus on the important adults in th
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cording to the current environment
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that “she felt very inadequate in
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tive research. (2 nd Ed.). New Jers
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