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

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TABLE 1 Cont<strong>in</strong>ued Study Participants/Sett<strong>in</strong>gs Target Behavior Interventions Research Design ABAB, <strong>and</strong> BABA: work<strong>in</strong>g with 1 or 2 peers Peer tra<strong>in</strong><strong>in</strong>g to adapt class activities, provide <strong>in</strong>struction, implement behavior plans, provide frequent feedback, promote communication for the participat<strong>in</strong>g students with disabilities Social <strong>in</strong>teractions (acknowledgement of another student us<strong>in</strong>g verbal or nonverbal behaviors), coded for who they occurred with, <strong>and</strong> the quality of <strong>in</strong>teraction; Contact <strong>and</strong> consistency with general education curriculum Synchronous reciprocal <strong>in</strong>teractions, child affect 3 students (2 with autism) ages 12, 13, &17 6 general education students <strong>in</strong> classes with target students <strong>in</strong> a middle <strong>and</strong> high school English <strong>and</strong> science class. Carter, Cush<strong>in</strong>g, Clark, & Kennedy (2005) Multiple basel<strong>in</strong>e across participants Contextually supported play dates: activities selected to be mutually re<strong>in</strong>forc<strong>in</strong>g for both child with autism <strong>and</strong> typically develop<strong>in</strong>g peer, cooperative arrangements set up by adults with<strong>in</strong> activities (participation of both critical to the activity) Triads were developed—with two peers <strong>and</strong> one target child with autism dur<strong>in</strong>g recess; naturalistic <strong>in</strong>tervention 2 primary grade children with autism 14 typically develop<strong>in</strong>g peers play dates occurr<strong>in</strong>g <strong>in</strong> natural sett<strong>in</strong>gs Koegel, Werner, Vismara, & Koegel (2005) Concurrent multiple basel<strong>in</strong>e across participants Ga<strong>in</strong><strong>in</strong>g attention, # of turn tak<strong>in</strong>g exchanges, # of <strong>in</strong>itiations to play 2 boys, 8 <strong>and</strong> 9 yrs old with autism <strong>in</strong> <strong>in</strong>clusive sett<strong>in</strong>gs Harper, Symon, & Frea (2008) 324 / <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 Multiple basel<strong>in</strong>e across play behavior with a withdrawal phase Video model<strong>in</strong>g (by male adult); social praise Video Model<strong>in</strong>g (n 11) Appropriate verbal play behavior & motor play behavior; repetitive verbal play <strong>and</strong> motor play behavior Experimenter I: Social <strong>in</strong>itiation; reciprocal play; imitative response; object engagement; other behaviors Paterson & Arco (2007) 2 boys with autism (Ages 6&7yrs) high function<strong>in</strong>g play room <strong>in</strong> the school’s special education center Multiple basel<strong>in</strong>e across subject Video model<strong>in</strong>g (by a 10-yr old boy with LD & average social skills); Verbal <strong>in</strong>structions; model<strong>in</strong>g <strong>in</strong> vivo; Behavior rehearsal Experiment I: 3 boys with autism (Ages 6.5; 6.5; & 7) <strong>in</strong> a sem<strong>in</strong>aturalistic room of a special school Nikopoulos & Keenan (2007) (cont<strong>in</strong>ued)
TABLE 1 Cont<strong>in</strong>ued Study Participants/Sett<strong>in</strong>gs Target Behavior Interventions Research Design Video model<strong>in</strong>g (by a peer) Multiple basel<strong>in</strong>e across subjects Video model<strong>in</strong>g (by a peer of Multiple basel<strong>in</strong>e across the same age <strong>and</strong> sex); subjects with a return to In-vivo model<strong>in</strong>g basel<strong>in</strong>e Multiple basel<strong>in</strong>e across behaviors (garden<strong>in</strong>g & cook<strong>in</strong>g tasks) across two Video model<strong>in</strong>g (with adults h<strong>and</strong>s only) Social <strong>in</strong>itiation; reciprocal play behavior Affective responses: show<strong>in</strong>g sympathy; show<strong>in</strong>g appreciation; show<strong>in</strong>g disapproval Different types of pretend play actions performed Nikopoulos & Keenan 3 boys with autism (btwn 7-9 yr) (2004) sett<strong>in</strong>g unspecified Gena, Couloura, & 3 preschool boys with autism (Ages Kymissis (2005) 5, 4, 3 yr) Mild to moderate mental retardation; Home sett<strong>in</strong>g for each participant H<strong>in</strong>e & Wolery (2006) 2 girls with autism (Ages 30, 43 months) <strong>in</strong>clusive sett<strong>in</strong>g participants Spontaneous requests Video self model<strong>in</strong>g Multiple basel<strong>in</strong>e across subjects Comply<strong>in</strong>g with teacher Embedded video model<strong>in</strong>g (by Multiple probe across directions; greet<strong>in</strong>g others; typical peers) <strong>and</strong> computer participants shar<strong>in</strong>g materials based <strong>in</strong>struction* 4 boys with autism (Ages 5.5; 4.5; 4; 5 yrs) unspecified school sett<strong>in</strong>g 2 boys <strong>and</strong> 2 girls with autism (Ages 5, 5, 6, & 6) All participants were <strong>in</strong>cluded <strong>in</strong> general ed classroom for part of the day 5 boys <strong>and</strong> 1 girl with autism (Ages 8, 7, 10, 11, & 7) after-school behavior therapy program therapy room Wert & Neisworth (2003) Simpson, Langone, & Ayres (2004) Multiple basel<strong>in</strong>e across subjects; multiple basel<strong>in</strong>e with child across two model<strong>in</strong>g conditions <strong>and</strong> with<strong>in</strong> each model<strong>in</strong>g condition across two tasks In vivo <strong>and</strong> video model<strong>in</strong>g (by familiar adults) Subject 1: Expressive label<strong>in</strong>g of emotions Subject 2: Independent play Subject 3: Spontaneous greet<strong>in</strong>gs; oral comprehensions Subject 4: Conversational speech; cooperative play Subject 5: Social play Charlop-Christy, Le, & Freeman (2000) Multiple basel<strong>in</strong>e across subjects Compliment-giv<strong>in</strong>g behaviors Experiment I: 1) Video model<strong>in</strong>g 2) VM re<strong>in</strong>forcement 3) re<strong>in</strong>forcement only Experiment I: 2 boys with Asperger’s Syndrome (both 5 yrs) Study took place <strong>in</strong> <strong>in</strong>tegrated preschool classroom dur<strong>in</strong>g free play time Apple, Bill<strong>in</strong>gsley, & Schwartz (2005) Experiment II: Self-management Evidence-Based Social Skills Interventions / 325 (cont<strong>in</strong>ued)
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Page 7 and 8: Best Practices in
Page 9 and 10: plication facts to middle school st
Page 11 and 12: Multiculturalism, Religion, <strong
Page 13 and 14: disability that are conveyed throug
Page 15 and 16: the rest of society until acted upo
Page 17 and 18: abilities as an opportunity for spi
Page 19 and 20: ability and qualit
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Page 25 and 26: TABLE 3 Juvenile Literature with Ma
Page 27 and 28: TABLE 5 Characterizations i
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Page 39: TABLE 1 Continued
Page 43 and 44: TABLE 1 Continued
Page 53 and 54: Target Behaviors A number of social
Page 55 and 56: to promote social skills in
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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
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tool. Prior to the in</stro
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was first introduc
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ecause all of the students would be
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Effectiveness of Parent and
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is well known that when parents lea
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tion Program (PTCP) for teach<stron
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(reinforcers, prom
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Figure 2. Percentage of correct res
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Figure 4. Percentage of correct res
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is not progressing
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care and domestic
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enced based on IEP goals, whereas r
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TABLE 1 Definition
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to the criteria in
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Figure 2. Percentage of occurrence
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intervention was s
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goal setting on ta
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Increasing Compreh
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plied systematic promptin</
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TABLE 2 Book Adaptations Book Dirty
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Intervention. Like baselin<
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Figure 2. Number of correct respons
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mined is that this
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Evaluating the Acc
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TABLE 1 Characteristics of children
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educators. These educators were enr
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TABLE 3 Mean ratin
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could help a teacher better underst
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