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 Not reported Pivotal Response <strong>Tra<strong>in</strong><strong>in</strong>g</strong> (n 1) Performance cont<strong>in</strong>ued dur<strong>in</strong>g Video-taped record<strong>in</strong>gs: 86-97% 6-30 ma<strong>in</strong>tenance sessions, <strong>and</strong> presentation dur<strong>in</strong>g generalization probes 80-100% prompt<strong>in</strong>g GPND100% 77-96% consequences Jones & Feely, (2007) All 3 children achieved mastery (90% <strong>in</strong>dependent correct respond<strong>in</strong>g, across 2 consecutive sessions <strong>and</strong> days) PND66.11% Not reported Increased eye contact, ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g topic, <strong>and</strong> tak<strong>in</strong>g turns accord<strong>in</strong>g to social validity assessment questionnaire Theory of M<strong>in</strong>d (n 1) 1 child <strong>in</strong>creased shared <strong>in</strong>terest time, percentage of contextually appropriate responses with typically develop<strong>in</strong>g peer GPND100% Increased time spent <strong>in</strong> shared <strong>in</strong>terest <strong>in</strong> conversations Increased percentage of responses appropriate to context of conversation Score of 0 for all students on first or second order False Belief tasks. PND80.77% Ch<strong>in</strong>, Bernard-Opitz (2000) Cognitive Behavioral <strong>Tra<strong>in</strong><strong>in</strong>g</strong> (n 3) None Not reported Not reported Significant ma<strong>in</strong> effects were found from parent rat<strong>in</strong>gs for general improvement for social skills, adaptability, <strong>and</strong> atypicality. Staff rat<strong>in</strong>gs had significant improvements for social skill, but nonsignificant rat<strong>in</strong>gs for adaptability, <strong>and</strong> significant rat<strong>in</strong>gs <strong>in</strong> the opposite direction for atypicality Effect size social skills: .24 Effect size adaptability: .59 Effect size atypicality: .39 Lopata, Thomeer, Volker, & Nida (2006) 334 / <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 (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 None Not reported Not reported Ma<strong>in</strong>tenance probes 1/month for 5 months <strong>in</strong>dicated high performance levels ma<strong>in</strong>ta<strong>in</strong>ed after <strong>in</strong>tervention tra<strong>in</strong><strong>in</strong>g MPND100% Baumr<strong>in</strong>ger (2002) Post treatment results <strong>in</strong>dicated significantly greater ability to suggest relevant solutions, higher number of social solutions, few non-social solutions Significant improvement <strong>in</strong> knowledge of emotions Significant ma<strong>in</strong> effects for <strong>in</strong>itiat<strong>in</strong>g positive <strong>in</strong>teractions, <strong>and</strong> respond<strong>in</strong>g positively to peers Significantly higher post-treatment scores on cooperation <strong>and</strong> assertion on SSRS-T Effect size positive <strong>in</strong>teractions: 1.24 Effect size cooperation: .47 Effect size assertion: .69 Bock (2007) Increase <strong>in</strong> participation <strong>in</strong> cooperative learn<strong>in</strong>g activities, play<strong>in</strong>g organized sport games at recess, <strong>and</strong> visit<strong>in</strong>g with peers at lunch for all students PND100% Not reported Not reported Not reported Not reported Others (n 7) Ga<strong>in</strong>s ma<strong>in</strong>ta<strong>in</strong>ed to new <strong>in</strong>teractions/activities GPND100% Verbal elaborations <strong>and</strong> unscripted <strong>in</strong>teraction <strong>in</strong>creased; PND83.52% (Zero basel<strong>in</strong>e) Krantz & McClannahan (1998) (cont<strong>in</strong>ued) Evidence-Based Social Skills Interventions / 335
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 49: 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:
Page 67 and 68: dren with autism. If, through these
Page 69 and 70: classroom. This program not only ga
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Page 97 and 98: Effectiveness of Parent and
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tion Program (PTCP) for teach<stron
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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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