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struction programs for arithmetic word-problem solv<strong>in</strong>g by educable mentally retarded children. Learn<strong>in</strong>g <strong>and</strong> Instruction, 4, 193–215. Jitendra, A., DiPipi, C. M., & Perron-Jones, N. (2002). An exploratory study of schema-based word-problem-solv<strong>in</strong>g <strong>in</strong>struction for middle school students with learn<strong>in</strong>g disabilities: An emphasis on conceptual <strong>and</strong> procedural underst<strong>and</strong><strong>in</strong>g. Journal of Special <strong>Education</strong>, 36, 23–38. Jolivette, K., Houch<strong>in</strong>s, D. E., L<strong>in</strong>go, A. S., Barton- Arwood, S. M., & Shippen, M. E. (2006). Build<strong>in</strong>g math fluency for students with developmental disabilities <strong>and</strong> attentional difficulties us<strong>in</strong>g Great Leaps Math. <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>, 41, 392–400. Kennedy, C. H. (2005). S<strong>in</strong>gle-case designs for educational research. Boston: Allyn <strong>and</strong> Bacon. LeapFrog © (2008). Personal learn<strong>in</strong>g tools. Retrieved October 21, 2008 from http://www.leapfrog schoolhouse.com/do/f<strong>in</strong>dpage?pageKeyplt Macc<strong>in</strong>i, P., & Gagnon, J. C. (2005). Mathematics <strong>and</strong> technology-based <strong>in</strong>terventions. In Edyburn, D., Higg<strong>in</strong>s, K., & Boone, R. (Eds.), H<strong>and</strong>book of special education technology research <strong>and</strong> practice (pp. 599–622). 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Effectiveness of Parent <strong>and</strong> Therapist Collaboration Program (PTCP) for Teach<strong>in</strong>g Self-Care <strong>and</strong> Domestic Skills to Individuals with Autism Atilla Cavkaytar Anadolu University Elena Pollard Guthrie Ma<strong>in</strong>stream Services, AZ Abstract: The purpose of this study was to develop <strong>and</strong> determ<strong>in</strong>e the effectiveness of a Parent <strong>and</strong> Therapist Collaboration Program for teach<strong>in</strong>g self care <strong>and</strong> domestic skills to <strong>in</strong>dividuals with autism with vary<strong>in</strong>g educational needs, age, <strong>and</strong> severity of disability. Three <strong>in</strong>dividuals with autism, one habilitation provider, <strong>and</strong> three parents participated <strong>in</strong> the study. A multiple probe design with probe conditions across skills was used <strong>in</strong> order to exam<strong>in</strong>e the effectiveness of <strong>in</strong>dependent variables on the dependent variable. The <strong>in</strong>dependent variable of the study was Parent <strong>and</strong> Therapist Collaboration Program (PTCP) for teach<strong>in</strong>g self care <strong>and</strong> domestic skills for <strong>in</strong>dividuals with autism. <strong>Tra<strong>in</strong><strong>in</strong>g</strong> is completed when the parents <strong>and</strong> therapists determ<strong>in</strong>e that they are proficient <strong>in</strong> the tasks expla<strong>in</strong>ed dur<strong>in</strong>g the meet<strong>in</strong>gs <strong>and</strong> home visits, <strong>in</strong>clud<strong>in</strong>g how to complete various record<strong>in</strong>g forms for target skills <strong>and</strong> how to apply teach<strong>in</strong>g methods. Result show that the PTCP was effective for teach<strong>in</strong>g self-care <strong>and</strong> domestic skills to children with autism. Accord<strong>in</strong>g to The Revised Fourth Edition of Diagnostic <strong>and</strong> Statistical Manual, (DSM-IV- TR), autism is characterized as hav<strong>in</strong>g: Qualitative impairments <strong>in</strong> social <strong>in</strong>teractions <strong>and</strong> communication skills, <strong>and</strong> repetitive <strong>and</strong> stereotyped patterns of behavior (American Psychiatric Association, 2000). In addition, people with autism often acquire self-care <strong>and</strong> daily liv<strong>in</strong>g skills, but require additional supports <strong>in</strong> the form of supervision <strong>and</strong> prompt<strong>in</strong>g to ensure <strong>in</strong>dependent performance (Hibbert, Kost<strong>in</strong>as, & Luiselli, 2002). Many The first author completed this study when he was a visit<strong>in</strong>g Professor at Arizona State University, <strong>Division</strong> of Curriculum & Instruction. Thanks to all who assisted <strong>in</strong>clud<strong>in</strong>g Dr. Samuel DiGangi <strong>and</strong> Special <strong>Education</strong> faculty. Special thanks to the Guthrie Recreation <strong>Education</strong> <strong>and</strong> Therapy Center, a private center for children with developmental disabilities <strong>in</strong> Ch<strong>and</strong>ler, AZ. We would also like to extend a warm thank you to the families, children, <strong>and</strong> therapists who participated <strong>in</strong> the study. Correspondence concern<strong>in</strong>g this article should be addressed to Atilla Cavkaytar, Anadolu University, Faculty of <strong>Education</strong>, Eskisehir, 26470, TURKEY. Email: acavkayt@anadolu.edu.tr <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>, 2009, 44(3), 381–395 © <strong>Division</strong> on <strong>Developmental</strong> <strong>Disabilities</strong> <strong>in</strong>dividuals with autism have deficits <strong>in</strong> their ability to function <strong>in</strong>dependently <strong>and</strong> need multiple forms of <strong>in</strong>struction to master daily liv<strong>in</strong>g skills (Carothers & Taylor, 2004). An <strong>in</strong>dividual who has essential self-care skills such as dress<strong>in</strong>g, eat<strong>in</strong>g, <strong>and</strong> toilet<strong>in</strong>g skills is considered as one who has taken important steps toward ga<strong>in</strong><strong>in</strong>g an <strong>in</strong>dependent life. As a ma<strong>in</strong> aspect of American Association on Intellectual <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong> (AAIDD-formerly AAMR—American Association on Mental Retardation) def<strong>in</strong>ition, help<strong>in</strong>g an <strong>in</strong>dividual with a developmental disability ga<strong>in</strong> practical skills <strong>in</strong>clud<strong>in</strong>g self-care skills are important for <strong>in</strong>creas<strong>in</strong>g his <strong>in</strong>dependence <strong>and</strong> participation <strong>in</strong> society (AAMR, 2002). Matthews <strong>and</strong> Hudson (2001) po<strong>in</strong>ted out that the parent tra<strong>in</strong><strong>in</strong>g methods by which parents are taught parent<strong>in</strong>g strategies should follow sound <strong>in</strong>structional pr<strong>in</strong>ciples based on established theories of learn<strong>in</strong>g. There is a great deal of evidence that applied behavioral analysis (ABA) is a highly effective form of <strong>in</strong>tervention for children with autism (Dillenburger, Keenan, Gallagher, & McElh<strong>in</strong>ney, Parent <strong>and</strong> Therapist Collaboration / 381
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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
Page 45 and 46: TABLE 2 Continued
Page 53 and 54: Target Behaviors A number of social
Page 55 and 56: to promote social skills in
Page 57 and 58: *Hine, J. F., & Wo
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
Page 71 and 72: tism and Other <st
Page 73 and 74: Typically students with low IQs, <s
Page 75 and 76: applied the vocabulary word to a gi
Page 77 and 78: Jacob, Carl, and R
Page 79 and 80: ting them apart. J
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
Page 87 and 88: computer for all multiplication pro
Page 89 and 90: software immediately repeated the n
Page 91 and 92: tool. Prior to the in</stro
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Page 99 and 100: is well known that when parents lea
Page 101 and 102: tion Program (PTCP) for teach<stron
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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
Page 117 and 118: to the criteria in
Page 119 and 120: Figure 2. Percentage of occurrence
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Page 123 and 124: goal setting on ta
Page 125 and 126: Increasing Compreh
Page 127 and 128: plied systematic promptin</
Page 129 and 130: TABLE 2 Book Adaptations Book Dirty
Page 131 and 132: Intervention. Like baselin<
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
Page 141 and 142: educators. These educators were enr
Page 143 and 144: TABLE 3 Mean ratin
Page 145 and 146: could help a teacher better underst
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