Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
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TABLE 2<br />
C<strong>on</strong>t<str<strong>on</strong>g>in</str<strong>on</strong>g>ued<br />
Ma<str<strong>on</strong>g>in</str<strong>on</strong>g>tenance/Follow up/<br />
Generalizati<strong>on</strong> Treatment Integrity Social Validity Measures<br />
Study Results<br />
Not reported<br />
Pivotal Resp<strong>on</strong>se <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> (n 1)<br />
Performance c<strong>on</strong>t<str<strong>on</strong>g>in</str<strong>on</strong>g>ued dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g Video-taped record<str<strong>on</strong>g>in</str<strong>on</strong>g>gs: 86-97%<br />
6-30 ma<str<strong>on</strong>g>in</str<strong>on</strong>g>tenance sessi<strong>on</strong>s, <str<strong>on</strong>g>and</str<strong>on</strong>g> presentati<strong>on</strong><br />
dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g generalizati<strong>on</strong> probes 80-100% prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
GPND100%<br />
77-96% c<strong>on</strong>sequences<br />
J<strong>on</strong>es & Feely, (2007) All 3 children achieved mastery<br />
(90% <str<strong>on</strong>g>in</str<strong>on</strong>g>dependent correct<br />
resp<strong>on</strong>d<str<strong>on</strong>g>in</str<strong>on</strong>g>g, across 2<br />
c<strong>on</strong>secutive sessi<strong>on</strong>s <str<strong>on</strong>g>and</str<strong>on</strong>g> days)<br />
PND66.11%<br />
Not reported Increased eye c<strong>on</strong>tact,<br />
ma<str<strong>on</strong>g>in</str<strong>on</strong>g>ta<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g topic, <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
tak<str<strong>on</strong>g>in</str<strong>on</strong>g>g turns accord<str<strong>on</strong>g>in</str<strong>on</strong>g>g to<br />
social validity assessment<br />
questi<strong>on</strong>naire<br />
Theory of M<str<strong>on</strong>g>in</str<strong>on</strong>g>d (n 1)<br />
1 child <str<strong>on</strong>g>in</str<strong>on</strong>g>creased shared <str<strong>on</strong>g>in</str<strong>on</strong>g>terest<br />
time, percentage of<br />
c<strong>on</strong>textually appropriate<br />
resp<strong>on</strong>ses with typically<br />
develop<str<strong>on</strong>g>in</str<strong>on</strong>g>g peer<br />
GPND100%<br />
Increased time spent <str<strong>on</strong>g>in</str<strong>on</strong>g> shared<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>terest <str<strong>on</strong>g>in</str<strong>on</strong>g> c<strong>on</strong>versati<strong>on</strong>s<br />
Increased percentage of<br />
resp<strong>on</strong>ses appropriate to<br />
c<strong>on</strong>text of c<strong>on</strong>versati<strong>on</strong><br />
Score of 0 for all students <strong>on</strong><br />
first or sec<strong>on</strong>d order False<br />
Belief tasks.<br />
PND80.77%<br />
Ch<str<strong>on</strong>g>in</str<strong>on</strong>g>, Bernard-Opitz<br />
(2000)<br />
Cognitive Behavioral <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> (n 3)<br />
N<strong>on</strong>e Not reported Not reported<br />
Significant ma<str<strong>on</strong>g>in</str<strong>on</strong>g> effects were<br />
found from parent rat<str<strong>on</strong>g>in</str<strong>on</strong>g>gs for<br />
general improvement for<br />
social skills, adaptability, <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
atypicality. Staff rat<str<strong>on</strong>g>in</str<strong>on</strong>g>gs had<br />
significant improvements for<br />
social skill, but n<strong>on</strong>significant<br />
rat<str<strong>on</strong>g>in</str<strong>on</strong>g>gs for adaptability, <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
significant rat<str<strong>on</strong>g>in</str<strong>on</strong>g>gs <str<strong>on</strong>g>in</str<strong>on</strong>g> the<br />
opposite directi<strong>on</strong> for<br />
atypicality<br />
Effect size social skills: .24<br />
Effect size adaptability: .59<br />
Effect size atypicality: .39<br />
Lopata, Thomeer,<br />
Volker, & Nida<br />
(2006)<br />
334 / <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>-September 2009<br />
(c<strong>on</strong>t<str<strong>on</strong>g>in</str<strong>on</strong>g>ued)