Education and Training in Developmental Disabilities - Division on ...

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Figure 3. Percentage of correct responses for Bb dur<strong>in</strong>g basel<strong>in</strong>e, teach<strong>in</strong>g <strong>and</strong> follow up sessions accord<strong>in</strong>g to the therapist BT’s data. teach<strong>in</strong>g self-care <strong>and</strong> domestic skills us<strong>in</strong>g the method of ABA with their children after the study was completed. They agreed that tra<strong>in</strong><strong>in</strong>g <strong>in</strong> meet<strong>in</strong>gs <strong>and</strong> home visits were easy to underst<strong>and</strong>. Photo book was helpful <strong>in</strong> tra<strong>in</strong><strong>in</strong>g sessions with the children. All parents 390 / <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 agreed that they would recommend this tra<strong>in</strong><strong>in</strong>g to other parents of children with autism. What they liked most about this tra<strong>in</strong><strong>in</strong>g program was that it was easy to apply with their child. First mother A said “it was easy for my child to comprehend due to the visual
Figure 4. Percentage of correct responses for Cc dur<strong>in</strong>g basel<strong>in</strong>e, teach<strong>in</strong>g <strong>and</strong> follow up sessions. aids <strong>and</strong> repetitiveness”. Second mother B said “what I like most about the program was the picture books show<strong>in</strong>g the skill steps.” The third mother C mentioned that “learn<strong>in</strong>g to break skills <strong>in</strong>to parts, teach us<strong>in</strong>g correct prompt levels, <strong>and</strong> hav<strong>in</strong>g pictures of the steps” were the parts she liked most about the program. Participants stated the parts they liked least about this program were data collection, time l<strong>in</strong>e <strong>and</strong> busy family’s schedule. The first mother A said “I have no timel<strong>in</strong>e given for how long to teach the skill”. She Parent <strong>and</strong> Therapist Collaboration / 391
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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
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TABLE 2 Continued
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TABLE 2 Continued
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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 and 100: is well known that when parents lea
Page 101 and 102: tion Program (PTCP) for teach<stron
Page 103 and 104: (reinforcers, prom
Page 105: Figure 2. 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
Page 135 and 136: mined is that this
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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