Education and Training in Autism and Developmental Disabilities

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pair is misinterpreted and a thin pen of a non-preferred brand (e.g., UNI) or nonpreferred color (e.g., blue) is presented, Takao will touch the picture card depicting the preferred color or preferred brand, depending on the attribution that the listener misunderstood in the second breakdown, within 5 s with 80% accuracy for two consecutive blocks. Color-Size. In this phase, the attributions misunderstood by the listener were color and size. Four plates of pens were placed on the table behind the teacher. The four plates contained two black pens, two red pens, two blue pens, and two green pens, respectively. The two pens on each plate were of a preferred size (i.e., thin) and a non-preferred size (thick). All pens on the four plates were a preferred brand (i.e., MITSUBISHI). Two picture cards, each symbolizing thin or thick, and four picture cards, each colored red, black, blue, or green, were placed within easy reach. The instructional objective in the Color-Size phase was defined as follows: When the communication initiation is misinterpreted and a pen of a preferred brand (e.g., MITSUBISHI), non-preferred color (e.g., blue), and non-preferred size (e.g., thick) is presented, Takao will touch a picture card depicting the preferred color (i.e., black or red) or preferred size (i.e., thin) within 5 s. In addition, when the first communication repair is misinterpreted and a pen of a non-preferred color (e.g., green) or non-preferred size (e.g., thick) is presented, Takao will touch a picture card depicting the preferred color or preferred size, depending on the attribution that the communication partner misunderstood in the second breakdown, within 5 s with 80% accuracy for two consecutive blocks. Size-Brand. In this phase, the attributions misunderstood by the listener were brand and size. Four plates of pens were placed on the table behind the teacher. Each plate included four pens of two preferred colors (i.e., red and black) and two non-preferred colors (i.e., blue and green). Two of the four plates consisted of pens of a preferred brand (i.e., MITSUB- ISHI). Of these two plates, one consisted of four thick pens and the other of four thin pens. The remaining two plates consisted of pens with a non-preferred brand (i.e., UNI or ZEBRA). Of the latter two plates, one consisted of four thick pens and the other of four thin pens. Two picture cards, each symbolizing thin or thick, and three picture cards, each symbolizing MITSUBISHI, ZEBRA, or UNI, were placed within easy reach. The instructional objective in the Size-Brand phase was defined as follows: When the communication initiation is misinterpreted and a plate of pens of a nonpreferred brand (e.g., UNI) and non-preferred size (e.g., thick) is presented, Takao will touch a picture card depicting the preferred brand (i.e., MITSUBISHI) or preferred size (i.e., thin) within 5 s. In addition, when the first communication repair is misinterpreted and a plate of pens of a non-preferred brand (e.g., UNI) or nonpreferred size (e.g., thick) is presented, Takao will touch a picture card depicting preferred brand or preferred size, depending on the attribution that the listener misunderstood in the second breakdown, within 5 s with 80% accuracy for two consecutive blocks. Following the first repair responses made by Takao, the teacher provided the second type of misunderstanding in which a pen with one non-preferred attribution and two preferred attributions was presented (e.g., a pen of a non-preferred size, a preferred brand, and a preferred color). Which non-preferred attribution was presented depended on Takao’s first repair response. For example, if he touched a picture card depicting black (preferred color) within 5 s after a green (nonpreferred color), thick (non-preferred size), and MITSUBISHI pen (preferred brand) was presented in the first breakdown, the teacher presented a MISUBISHI (preferred size), black (preferred color), and thick (non-preferred size) pen in the second breakdown. If Takao touched a picture card depicting black (preferred color) and then a picture depicting thin (preferred size) within 5 s after a MITSUBISHI (preferred brand), thick (nonpreferred size), and green (non-preferred color) pen was presented, the teacher honored the one he touched longer (e.g., thin) Picture Card Strategy / 415
and provided Takao a pen with thin (the honored attribution), MITSUBISHI (preferred brand), and green (non-preferred color). Reducing the number of wrong attributions one by one as Takao exhibited a repair attempt in Two Attribute Repair was viewed as analogous to a gradual understanding by the listener on the basis of a piece of information provided by Takao, which typically occur in their daily interactions. Procedure Baseline. During baseline, Standard Opportunities and Repair Probes were presented with a 1-to-1 ratio. On Standard Opportunities, when a communication initiation occurred, the teacher immediately exhibited acknowledgment (e.g., nodding or saying OK), moved to the table to pick up a pen or a plate of pens, and provided a pen or a plate of pens that Takao requested. On Repair Probes, when a communication initiation occurred, the teacher immediately nodded or said “OK” to show her acknowledgment, moved to the table to pick up a pen or a plate of pens, and provided a pen or a plate of pens with one non-preferred attribution (One Attribute Repair), or two non-preferred attributions (Two Attribute Repair). When Takao exhibited a correct response within 5 s after the first breakdown, the teacher immediately provided the requested pen (One Attribute Repair) or a pen with one non-preferred attribution (Two Attribute Repair). When the target behavior did not occur within 5 s, the teacher provided the pen requested by Takao (One Attribute Repair) or a pen with one non-preferred attribution (Two Attribute Repair). With regard to Two Attribute Repair, when the student exhibited a correct response within 5 s after the second breakdown occurred, the teacher immediately nodded or said “OK” to show her acknowledgment, moved to the table to pick up a pen, and provided the requested pen. When the target behavior did not occur within 5 s, the teacher provided the pen requested by Takao. The order of picture cards was changed every session. Interventions. During intervention, Standard Opportunities and Repair Probes were presented with a 1-to-3 or 1-to-4 ratio. The Figure 1. One Attribute Repair intervention flowchart. C Takao, T Special education teacher. procedures for Standard Opportunities were the same as those in the baseline sessions. On Repair Probes, a constant time-delay procedure was employed to enable Takao to use a picture card that corresponded to the misunderstood attribution any time a misunderstanding occurred. Specifically, when he did not touch a card that corresponded to the misunderstood attribution within 5 s after a communication breakdown occurred, the teacher provided a model prompt as a controlling prompt across all phases. Takao failed to exhibit the target behavior after the controlling prompt was provided once across all phases. To deal with the unexpected response, a physical prompt was provided. As in baseline, the order of picture cards was changed every session. The intervention procedures in One Attribute Repair and Two Attribute Repair were presented in Figure 1 and 2, respectively. Research Design One Attribute Repair required Takao to repair a misunderstanding with a wrong attribution. Two Attribute Repair required him to repair two misunderstandings with two wrong attributions. Therefore, a changing-criteria design across two conditions was used to demonstrate two occurrences of behavior change immediately after the constant time-delay procedure was introduced. In addition, baseline and intervention were inserted in each of the phases. 416 / 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
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disabilities. Second, it has promot
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youth with severe disabilities. Min
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parents of students with intellectu
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tributed to such PSE program compon
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TABLE 2 Mean Scores of the 7 PSE Pr
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that educators’ and parents’ po
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gan, 1997). Despite the challenges
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ing the total score of the Family A
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with the identified factors being r
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of a positive outlook has been docu
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TABLE 1 Demographic Characteristics
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ways in the same interviews where s
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In a number of comments, respondent
Page 47 and 48: practitioners assigned both issues
Page 49 and 50: Education and Training in Autism an
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 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 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: within easy reach. The instructiona
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 and 128: plete other steps (Tekin & Kɹrcaal
Page 129 and 130: Figure 1. Percentage of correct res
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
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tive research. (2 nd Ed.). New Jers
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