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

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TABLE 2 Cont<strong>in</strong>ued Ma<strong>in</strong>tenance/Follow up/ Generalization Treatment Integrity Social Validity Measures Study Results None Not reported Not reported Increased duration of peer <strong>in</strong>teractions across sett<strong>in</strong>gs, <strong>in</strong>creased use of augmentative communication system, some <strong>in</strong>crease <strong>in</strong> verbalizations, <strong>in</strong>crease <strong>in</strong> peer acceptance Frequency of <strong>in</strong>teractions PND48% Duration of <strong>in</strong>teractions PND 95% Higher level of social <strong>in</strong>teractions, <strong>and</strong> contact with the general curriculum when supported by 2 peers PND35.09% Significant <strong>in</strong>creases <strong>in</strong> unprompted synchronous reciprocal <strong>in</strong>teractions PND100% Both participants improved their social peer <strong>in</strong>teractions dur<strong>in</strong>g recess PND75% (zero basel<strong>in</strong>e) Garrison-Harrell, Kamps & Kravits (1997) None Not reported Not reported Carter, Cush<strong>in</strong>g, Clark, & Kennedy (2005) None Not reported Frequency of reciprocal <strong>in</strong>vitations—more <strong>in</strong>vitations extended by Koegel, Werner, Vismara, & Koegel (2005) 330 / <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 peers after treatment Yes but through anecdotal reports Yes Data were reported <strong>in</strong> a table, rang<strong>in</strong>g from 78%-100% Yes GPND100% Harper, Symon, & Frea (2008) (cont<strong>in</strong>ued)
TABLE 2 Cont<strong>in</strong>ued Ma<strong>in</strong>tenance/Follow up/ Generalization Treatment Integrity Social Validity Measures Study Results Video Model<strong>in</strong>g (n 11) 1 boy generalized motor play Not reported Not reported with three related toys; follow up data were recorded 1 week after treatment was withdrawn for both boys FPND100% Paterson & Arco (2007) Both participants <strong>in</strong>creased their appropriate verbal <strong>and</strong> motor play behavior across toys; their repetitive verbal <strong>and</strong> motor play behavior decreased; Not reported The social validation of the treatment outcomes was assessed by ten mothers of school-aged children. Generalization to a novel peer was measured for all three participants; Follow up data were taken at 1- <strong>and</strong> 2-months. FPND100% Follow-up tests conducted at 1 <strong>and</strong> 3 months after the study FPND100% PND100% Experiment I: mixed results across subjects <strong>and</strong> behaviors PND90.57% Nikopoulos & Keenan (2007) Not reported Not reported Not reported Not reported Follow-up at 1- <strong>and</strong> 3-months GPND100% FPND100% M95% (83.3% to 100%) Yes Generalization across materials <strong>and</strong> across sett<strong>in</strong>gs were measured MPND100% Nikopoulos & Keenan All participants <strong>in</strong>creased (2004) the duration of reciprocal play; social <strong>in</strong>itiation improvement results were mixed PND72.41% Gena, Couloura, & All 3 participants Kymissis (2005) <strong>in</strong>creased their affective categories In vivo model<strong>in</strong>g PND88% Video model<strong>in</strong>g PND79% H<strong>in</strong>e & Wolery (2006) Both participants showed improvement <strong>in</strong> both pretend play behaviors PND70.45% Evidence-Based Social Skills Interventions / 331 (cont<strong>in</strong>ued)
Page 1 and 2: Education
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
Page 21 and 22: TABLE 1 Dolly Gray Children’s Lit
Page 23 and 24: who did not clearly have a developm
Page 25 and 26: TABLE 3 Juvenile Literature with Ma
Page 27 and 28: TABLE 5 Characterizations i
Page 29 and 30: drome in The Duche
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Page 35 and 36: Gresham, Kern, Barreras, Thornton,
Page 37 and 38: number of cases of sin</str
Page 39 and 40: TABLE 1 Continued
Page 45: TABLE 2 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:
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Page 69 and 70: classroom. This program not only ga
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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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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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