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Method Participants Participants <strong>in</strong>cluded three children with autism, their mothers, <strong>and</strong> one habilitation therapist that worked with children with autism. All participant children were receiv<strong>in</strong>g state funded therapy services through the <strong>Division</strong> of <strong>Developmental</strong> <strong>Disabilities</strong> <strong>in</strong> Arizona. In order to receive these services they must have a documented diagnosis of autism given by a child psychologist or developmental pediatrician. No records of their <strong>in</strong>dividual IQ scores were available. Children were attend<strong>in</strong>g the G.R.E.A.T. Kids center (Guthrie Recreation <strong>Education</strong> <strong>and</strong> Therapy), a private center for children with developmental disabilities <strong>in</strong> Ch<strong>and</strong>ler, Arizona. The first mother A was 33 years old <strong>and</strong> atta<strong>in</strong>ed an associate degree. She was married <strong>and</strong> had two children, one of which was diagnosed with autism. She was a work<strong>in</strong>g mother who was a former habilitation therapist that was promoted to a supervisory role. She conducted the <strong>in</strong>tervention both at the center <strong>and</strong> at home with her daughter <strong>in</strong> parallel sessions. Mother A was placed as “parent as therapist” <strong>in</strong> this study. Her daughter Aa was five years old <strong>and</strong> could follow two-step <strong>in</strong>structions, <strong>and</strong> was learn<strong>in</strong>g to read <strong>and</strong> write at that time. The second mother B was 41 years old <strong>and</strong> has a Master’s degree. She was married <strong>and</strong> had three children, two with developmental disabilities, one of which was diagnosed with autism. Her four year old son Bb was mostly nonverbal with a few s<strong>in</strong>gle words, <strong>and</strong> had difficulty <strong>in</strong> follow<strong>in</strong>g more than one-step directions. His therapist BT was a high school graduate. The therapist BT worked with him for three-hour sessions per week for several months. The <strong>in</strong>tervention with Bb would be conducted by the mother B <strong>and</strong> the therapist BT at the same time both at home <strong>and</strong> at the center. The third mother C was work<strong>in</strong>g, married, <strong>and</strong> had two children, one of which was diagnosed with autism. Her seven year old son Cc was able to follow all s<strong>in</strong>gle-step <strong>and</strong> some two-step directions, had limited verbal language, <strong>and</strong> could recognize letters, numbers <strong>and</strong> read s<strong>in</strong>gle words. This mother worked alone. She did not have a therapist work<strong>in</strong>g <strong>in</strong> the study with her. The participation criteria for parents were as follows <strong>in</strong> the study: (a) they should read <strong>and</strong> write; (b) they should voluntarily attend tra<strong>in</strong><strong>in</strong>g sessions <strong>and</strong> be capable of carry<strong>in</strong>g out tra<strong>in</strong><strong>in</strong>g procedures at home. The follow<strong>in</strong>g criteria was also considered for children to be participants: (a) they should be between ages of 3 to 7, (b) diagnosed with autism, <strong>and</strong> (c) could follow simple one-step directions such as “come, go, sit down, st<strong>and</strong> up, open, <strong>and</strong> close.” The follow<strong>in</strong>g criteria for the habilitation therapists were taken <strong>in</strong>to account for be the participat<strong>in</strong>g <strong>in</strong> the study: (a) to have at least two months of experience on teach<strong>in</strong>g skills to people with developmental disabilities, (b) to have completed 10 hours of tra<strong>in</strong><strong>in</strong>g given by the State of Arizona’s <strong>Division</strong> of <strong>Developmental</strong> <strong>Disabilities</strong>, that outl<strong>in</strong>es how to effectively teach skills to people with developmental disabilities us<strong>in</strong>g methods of Applied Behavioral Analysis, <strong>and</strong> (c) to voluntarily attend tra<strong>in</strong><strong>in</strong>g sessions <strong>and</strong> be capable of carry<strong>in</strong>g out tra<strong>in</strong><strong>in</strong>g procedures at the therapy centers <strong>and</strong> provide tra<strong>in</strong><strong>in</strong>g to parents <strong>in</strong> their home. Sett<strong>in</strong>gs <strong>and</strong> Materials Three different sett<strong>in</strong>gs were used <strong>in</strong> this study: Meet<strong>in</strong>g room for parent <strong>and</strong> therapist <strong>in</strong>structional meet<strong>in</strong>gs at the center, therapy room for therapist work<strong>in</strong>g on skills, <strong>and</strong> children’s home for home supervision. The parent tra<strong>in</strong><strong>in</strong>g sessions were conducted <strong>in</strong> the meet<strong>in</strong>g room at the center. The other sett<strong>in</strong>g was the children’s own home. All the house sett<strong>in</strong>gs were as designed by the parents. No additional accommodation was planned. All teach<strong>in</strong>g sessions <strong>and</strong> the home visits were conducted <strong>in</strong> the natural environment of children’s daily lives. There were no selected specific materials such as toys, daily furniture or items on data collection <strong>and</strong> teach<strong>in</strong>g periods. All materials were natural materials used <strong>in</strong> daily rout<strong>in</strong>es. Design 384 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-September 2009 As one of the methods of s<strong>in</strong>gle subject designs, a multiple probe research design across behaviors was used <strong>in</strong> order to f<strong>in</strong>d out the effects of <strong>in</strong>dependent variables on the dependent variables. The <strong>in</strong>dependent variable of the study was Parent <strong>and</strong> Therapist Collabora-
tion Program (PTCP) for teach<strong>in</strong>g self care <strong>and</strong> domestic skills for <strong>in</strong>dividuals with autism. The dependent variable was performance level of children with autism on self care <strong>and</strong> domestic skills taught by their mothers <strong>and</strong> therapist. Data Collection In the study, accord<strong>in</strong>g to the multiple probe design across behaviors, the children’s basel<strong>in</strong>e phase, tra<strong>in</strong><strong>in</strong>g phase, probe phase <strong>and</strong> follow up phase data concern<strong>in</strong>g performance level of acquisition of children on the target skills were collected. Basel<strong>in</strong>e, probes <strong>and</strong> follow up phase data were collected by the researchers <strong>in</strong> accordance with the research model. The s<strong>in</strong>gle opportunity method was used <strong>in</strong> data collection procedures. Accord<strong>in</strong>g to that method, firstly the materials to be used were prepared <strong>and</strong> the sett<strong>in</strong>g was organized. Secondly, the record<strong>in</strong>g procedures were <strong>in</strong>itiated by giv<strong>in</strong>g the child or adult discrim<strong>in</strong>ative stimuli. The skill steps carried out correctly were marked as correct (). When the child had no response with<strong>in</strong> 10 skill steps, application would be stopped <strong>and</strong> the rest of the items would be marked as wrong (). When the child had a correct response for one item <strong>and</strong> an <strong>in</strong>correct response for the next item, the correct ones were marked as (), the <strong>in</strong>correct or skipped ones were marked as (). The tra<strong>in</strong><strong>in</strong>g phase data for each skill were collected by the participant parent <strong>and</strong> therapist us<strong>in</strong>g the Data Record<strong>in</strong>g Form for <strong>Tra<strong>in</strong><strong>in</strong>g</strong> Procedure (DRFTP) provided by the program. Dur<strong>in</strong>g the <strong>in</strong>itial tra<strong>in</strong><strong>in</strong>g program, how to fill <strong>in</strong> the forms was expla<strong>in</strong>ed <strong>in</strong> detail. Social validity data were collected from mothers by “PTCP Exit<strong>in</strong>g Questionnaire.” The questionnaire <strong>in</strong>cluded n<strong>in</strong>e questions about satisfaction of the mothers regard<strong>in</strong>g the study. The questionnaire was sent to the mothers by e-mail when the study was completed, <strong>and</strong> the mothers were asked to send the answers of the questionnaire through e-mail as well. Independent Variable Parent <strong>and</strong> Therapist Collaboration Program (PTCP) for teach<strong>in</strong>g self-care <strong>and</strong> domestic skills. The purpose of the PTCP was to enable parents <strong>and</strong> therapists of <strong>in</strong>dividuals with autism to teach self-care <strong>and</strong> domestic skills to their children/student. PTCP has been adapted from the parent tra<strong>in</strong><strong>in</strong>g program for teach<strong>in</strong>g self-care <strong>and</strong> domestic skills to children with mental retardation developed by Cavkaytar (1999, 2007). PTCP consisted of group <strong>and</strong> <strong>in</strong>dividual (one-to-one) teach<strong>in</strong>g activities with parents <strong>and</strong> habilitation therapists. Dur<strong>in</strong>g the application of these procedures, the “Teach<strong>in</strong>g Self-Care <strong>and</strong> Domestic Skills Manual” (TSCDSM), which was replicated by Cavkaytar (1999) <strong>in</strong> accordance with the program objectives, was used. The purpose of the TSCDSM was to make the parents <strong>and</strong> habilitation therapists knowledgeable <strong>and</strong> skillful about the program’s objectives <strong>and</strong> content. TSCDSM had three parts: <strong>in</strong>troduction, prepar<strong>in</strong>g before skill <strong>in</strong>struction, <strong>and</strong> skill <strong>in</strong>struction. An appendices section was also <strong>in</strong>cluded <strong>in</strong> the manual. The manual consisted of lists <strong>and</strong> forms for parents to prepare dur<strong>in</strong>g the study. As part of the program, group <strong>and</strong> <strong>in</strong>dividual meet<strong>in</strong>gs with parents <strong>and</strong> habilitation therapists were planned <strong>and</strong> conducted. First, as group tra<strong>in</strong><strong>in</strong>g part of the program, group meet<strong>in</strong>gs were conducted. The purpose was to give tra<strong>in</strong><strong>in</strong>g to parents about the topics <strong>in</strong> TSCDSM. Second, the <strong>in</strong>dividual (one-to-one) tra<strong>in</strong><strong>in</strong>g part of the program, home visits with parents, <strong>and</strong> center visits with habilitation therapists were planned <strong>and</strong> conducted with parents <strong>and</strong> habilitation therapists. The purpose of the tra<strong>in</strong><strong>in</strong>g, one-to-one teach<strong>in</strong>g aspect of the program, was three-fold; (1) to enable the parents <strong>and</strong> habilitation therapists transform the knowledge they ga<strong>in</strong>ed <strong>in</strong> group meet<strong>in</strong>gs <strong>in</strong>to practice, (2) to see the parents, habilitation therapists <strong>and</strong> the child <strong>in</strong> a one-to-one practice under the supervision of an expert <strong>and</strong>, (3) to give tra<strong>in</strong><strong>in</strong>g to the parent <strong>and</strong> habilitation therapists while apply<strong>in</strong>g the program. Procedure Intervention started with the first group meet<strong>in</strong>g. Three group meet<strong>in</strong>gs, each of which lasted 1.5 hours, <strong>and</strong> a home visit to the parents’ home of each parent lasted 1.5 hours were conducted. Also visits to the center of therapist BT last<strong>in</strong>g 1.5 hours were con- Parent <strong>and</strong> Therapist Collaboration / 385
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Education
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Education
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Education
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Best Practices in
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plication facts to middle school st
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Multiculturalism, Religion, <strong
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disability that are conveyed throug
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the rest of society until acted upo
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abilities as an opportunity for spi
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ability and qualit
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TABLE 1 Dolly Gray Children’s Lit
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who did not clearly have a developm
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TABLE 3 Juvenile Literature with Ma
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TABLE 5 Characterizations i
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drome in The Duche
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Special Olympics). Most of the recr
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“add depth and m
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Gresham, Kern, Barreras, Thornton,
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number of cases of sin</str
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TABLE 1 Continued
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TABLE 1 Continued
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TABLE 1 Continued
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TABLE 2 Continued
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TABLE 2 Continued
Page 49 and 50: TABLE 2 Continued
Page 51 and 52: TABLE 2 Continued
Page 53 and 54: Target Behaviors A number of social
Page 55 and 56: to promote social skills in
Page 57 and 58: *Hine, J. F., & Wo
Page 59 and 60: Learn by Doing: A
Page 61 and 62: implemented is consistent across pe
Page 63 and 64: concludes the program with an empha
Page 65 and 66: TABLE 2 Scholar Pretest Directions:
Page 67 and 68: dren with autism. If, through these
Page 69 and 70: classroom. This program not only ga
Page 71 and 72: tism and Other <st
Page 73 and 74: Typically students with low IQs, <s
Page 75 and 76: applied the vocabulary word to a gi
Page 77 and 78: Jacob, Carl, and R
Page 79 and 80: ting them apart. J
Page 81 and 82: cannot provide this type of <strong
Page 83 and 84: Pentop Computers as Tools for Teach
Page 85 and 86: Okolo, & Courtad, 2007). Smart toys
Page 87 and 88: computer for all multiplication pro
Page 89 and 90: software immediately repeated the n
Page 91 and 92: tool. Prior to the in</stro
Page 93 and 94: was first introduc
Page 95 and 96: ecause all of the students would be
Page 97 and 98: Effectiveness of Parent and
Page 99: is well known that when parents lea
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Page 105 and 106: Figure 2. Percentage of correct res
Page 107 and 108: Figure 4. Percentage of correct res
Page 109 and 110: is not progressing
Page 111 and 112: care and domestic
Page 113 and 114: enced based on IEP goals, whereas r
Page 115 and 116: TABLE 1 Definition
Page 117 and 118: to the criteria in
Page 119 and 120: Figure 2. Percentage of occurrence
Page 121 and 122: intervention was s
Page 123 and 124: goal setting on ta
Page 125 and 126: Increasing Compreh
Page 127 and 128: plied systematic promptin</
Page 129 and 130: TABLE 2 Book Adaptations Book Dirty
Page 131 and 132: Intervention. Like baselin<
Page 133 and 134: Figure 2. Number of correct respons
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Page 137 and 138: Evaluating the Acc
Page 139 and 140: TABLE 1 Characteristics of children
Page 141 and 142: educators. These educators were enr
Page 143 and 144: TABLE 3 Mean ratin
Page 145 and 146: could help a teacher better underst
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