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TABLE 3 Comprehension Questions Comprehension Questions Dirty Bertie Procedure Basel<strong>in</strong>e phase. Dur<strong>in</strong>g basel<strong>in</strong>e, the <strong>in</strong>structor (first author) progressed through each story, provided objects affixed to the book pages, <strong>and</strong> asked the preplanned comprehension questions, as shown <strong>in</strong> Table 3, giv<strong>in</strong>g the student the object <strong>and</strong> a distractor to respond. The <strong>in</strong>structor did not prompt or provide feedback dur<strong>in</strong>g basel<strong>in</strong>e conditions. At the appropriate place <strong>in</strong> the story, the <strong>in</strong>structor asked the comprehension question, placed the objects by the student’s h<strong>and</strong>s on the table, <strong>and</strong> waited 5 s for a response. Be- Alex<strong>and</strong>er <strong>and</strong> the Terrible, Horrible, No Good, Very Bad Day I Missed You Everyday Question 1 What did Bertie pick up off What did Alex<strong>and</strong>er go to sleep with What did she wrap herself with? the ground <strong>and</strong> eat? that got stuck <strong>in</strong> his hair? Answer: Sucker Answer: Gum Answer: Wrapp<strong>in</strong>g Paper Question 2 What did Bertie put up his What didn’t Alex<strong>and</strong>er f<strong>in</strong>d a toy What did she tie herself with? nose <strong>and</strong> then try to eat? <strong>in</strong>? Answer: Orange Answer: Cereal Box Answer: Ribbon Question 3 What did Bertie go hunt<strong>in</strong>g What didn’t Alex<strong>and</strong>er get <strong>in</strong> his What did she jump <strong>in</strong>side? <strong>in</strong> the garden for? lunch box? Answer: Worms Answer: Chocolate Bar Answer: A Box Question 4 Who would Bertie lick <strong>in</strong> the What didn’t Alex<strong>and</strong>er get with his What did she use to write your face? shoes? address with? Answer: The dog Answer: Blue Shoelaces Answer: A Pen Question 5 What did Bertie try <strong>and</strong> eat What did Alex<strong>and</strong>er’s Brother take What was <strong>in</strong> the mailbag she after watch<strong>in</strong>g his cat? from him? jumped <strong>in</strong>to? Answer: Flowers Answer: Pillow Answer: Envelopes Question 6 What did Bertie learn not to What did Alex<strong>and</strong>er eat that didn’t What can you f<strong>in</strong>d her wrapped eat because he got all wet? get stuck <strong>in</strong> his hair? <strong>in</strong>? Answer: Flowers Answer: Gum Answer: A Box Question 7 What did Bertie learn no to What did Alex<strong>and</strong>er f<strong>in</strong>d a toy <strong>in</strong>? After pay<strong>in</strong>g the postman, what play with when his sister dumped them on his head? will be on their way? Answer: Worms Answer: Cereal Box Answer: The Envelopes Question 8 What did Bertie learn not to What did Alex<strong>and</strong>er get <strong>in</strong> his What does she need to be eat off the ground? lunch box? unwrapped from? Answer: Suckers Answer: Chocolate Bar Answer: Wrapp<strong>in</strong>g Paper Question 9 After gett<strong>in</strong>g hair <strong>in</strong> his What did Alex<strong>and</strong>er f<strong>in</strong>d with his What should you not forget to mouth, who did Bertie learn not to lick? shoes at the shoe store? untie? Answer: The dog Answer: The Blue Shoe Str<strong>in</strong>gs Answer: The Ribbon Question 10 What does Bertie still put What did Nick give to Alex<strong>and</strong>er? What did she use to write the up his nose <strong>and</strong> then eat? thank you letter? Answer: Oranges Answer: Pillow Answer: A Pen 414 / <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 cause of physical challenges, both students selected responses by slid<strong>in</strong>g their arm across the table to touch one object. The <strong>in</strong>structor waited until all movement stopped to be sure that the student had made the selection <strong>and</strong> was not scann<strong>in</strong>g the objects. At the end of 5 s, the <strong>in</strong>structor scored the response <strong>and</strong> cont<strong>in</strong>ued read<strong>in</strong>g the story up to the next comprehension question <strong>and</strong> so on until all 10 questions were asked. This was repeated for all three books across days until a stable or decelerat<strong>in</strong>g trend <strong>in</strong> the basel<strong>in</strong>e data was observed.
Intervention. Like basel<strong>in</strong>e, each <strong>in</strong>tervention session began with the <strong>in</strong>structor read<strong>in</strong>g the book aloud <strong>and</strong> ask<strong>in</strong>g comprehension questions after each page. In addition, the <strong>in</strong>structor would ask the student to “read with me” when read<strong>in</strong>g a page with an embedded object. To help the student “read with me,” the <strong>in</strong>structor would place the students h<strong>and</strong> on the object that was attached to the page <strong>and</strong> then read the text that conta<strong>in</strong>ed the noun the object depicted (e.g., “Alex<strong>and</strong>er woke up with gum stuck <strong>in</strong> his hair.” The book page had a pack of gum attached.). The <strong>in</strong>structor then placed the same object as <strong>in</strong> the book (e.g., pack of gum) beside a distractor object (e.g., one from another book) <strong>in</strong> front of the student’s h<strong>and</strong>s on the table. After ask<strong>in</strong>g the comprehension question, the teacher waited for an <strong>in</strong>dependent response or that is, for the student to slide an arm across the table to select one of the objects. If no response occurred, the <strong>in</strong>structor began to use the least-to-most prompt system. If the student made no response after 5 s, the <strong>in</strong>structor gave the first level prompt. For the first level prompt, the <strong>in</strong>structor said “F<strong>in</strong>d the one that is like this” <strong>and</strong> placed students h<strong>and</strong> on page with tactile object). Aga<strong>in</strong> the <strong>in</strong>structor waited 5 s for a response. If a correct response occurred after the first level prompt, the student was praised. If the student once aga<strong>in</strong> made no response after 5 seconds, the <strong>in</strong>structor used a second level prompt. The <strong>in</strong>structor said, “F<strong>in</strong>d the one that is like this” <strong>and</strong> placed students h<strong>and</strong> on page with tactile object, then placed students h<strong>and</strong> on the correct object, <strong>and</strong> then removed the student’s h<strong>and</strong> while say<strong>in</strong>g “You f<strong>in</strong>d it.” The <strong>in</strong>structor then waited another 5 seconds for a response, a correct response resulted <strong>in</strong> praise. If no response, the <strong>in</strong>structor used a third level, fully physical prompt. The <strong>in</strong>structor said, “F<strong>in</strong>d the one that is like this” <strong>and</strong> placed students h<strong>and</strong> on page with tactile object <strong>and</strong> then placed students h<strong>and</strong> on the correct object <strong>and</strong> said “This is the ‘gum’ (or whatever the object was)!” If at any time dur<strong>in</strong>g the prompt hierarchy the student went for an <strong>in</strong>correct response, the attempt was blocked <strong>and</strong> the student was physically redirected to the correct answer. Ma<strong>in</strong>tenance <strong>and</strong> generalization. Ma<strong>in</strong>tenance probes were collected on Student 1 on all three books, approximately two weeks after the <strong>in</strong>tervention ended. Generalization data were collected with Student 1 <strong>in</strong> two additional sett<strong>in</strong>gs to demonstrate generalization across sett<strong>in</strong>gs (i.e., the student’s classroom <strong>and</strong> the empty cafeteria). In addition, a peer from the student’s school who was nondisabled was recruited to conduct the <strong>in</strong>tervention with Book 3 to demonstrate generalization across people. Results Agreement. Procedural fidelity for delivery of all steps of the <strong>in</strong>tervention was 100% across all three books for both Student 1 <strong>and</strong> 2. Inter-rater agreement for scor<strong>in</strong>g student 1 respond<strong>in</strong>g was 98% for Book 1, 100% for Book 2, <strong>and</strong> 93% for Book 3. For student 1, both procedural fidelity <strong>and</strong> <strong>in</strong>ter-rater agreement data were collected for 29% of the sessions for Book 1, 47% of the sessions for Book 2, <strong>and</strong> 29% of the sessions for Book 3. Inter-rater agreement for scor<strong>in</strong>g student 2 respond<strong>in</strong>g was 100% for Book 1, 100% for Book 2, <strong>and</strong> 100% for Book. For student 2, both procedural fidelity <strong>and</strong> <strong>in</strong>ter-rater agreement data were collected for 36% of the sessions for Book 1, 27% of the sessions for Book 2, <strong>and</strong> 40% of the sessions for Book 3. Student 1 data. Student 1 performance data are displayed <strong>in</strong> Figure 1. Dur<strong>in</strong>g basel<strong>in</strong>e, Student 1 correctly answered a mean of less than one question (.75) of the 10 comprehension questions asked <strong>in</strong> Book 1, with a range from 0 to 3 questions. After <strong>in</strong>tervention, the responses <strong>in</strong>creased (M 5, range from 1–9). Dur<strong>in</strong>g basel<strong>in</strong>e for book 2, Student 1 also correctly answered a mean of less than one (.6) of the 10 comprehension questions asked, with a range from 1 to 3 questions. After <strong>in</strong>tervention, the responses <strong>in</strong>creased (M 6.5, range from 3–8). For Book 3 dur<strong>in</strong>g basel<strong>in</strong>e, Student 1 correctly answered a mean of 1.3 of the 10 comprehension questions asked, with a range from 0 to 2 steps. After <strong>in</strong>tervention, the responses <strong>in</strong>creased (M 5.6, range from 1 to 9). Student 2 data. Student 2 performance data are displayed <strong>in</strong> Figure 2. Dur<strong>in</strong>g basel<strong>in</strong>e, Student 2 correctly answered a mean of 1.75 questions of the 10 comprehension ques- Increas<strong>in</strong>g Comprehension / 415
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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
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to promote social skills in
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*Hine, J. F., & Wo
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Learn by Doing: A
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implemented is consistent across pe
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concludes the program with an empha
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TABLE 2 Scholar Pretest Directions:
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dren with autism. If, through these
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classroom. This program not only ga
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tism and Other <st
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Typically students with low IQs, <s
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applied the vocabulary word to a gi
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Jacob, Carl, and R
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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
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Page 97 and 98: Effectiveness of Parent and
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Page 105 and 106: Figure 2. Percentage of correct res
Page 107 and 108: Figure 4. Percentage of correct res
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Page 111 and 112: care and domestic
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Page 115 and 116: TABLE 1 Definition
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Page 119 and 120: Figure 2. Percentage of occurrence
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Page 129: TABLE 2 Book Adaptations Book Dirty
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
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