etadd_47(3) - Division on Autism and Developmental Disabilities

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TABLE 1 Participant Characteristics Student Age Ethnicity IQ Primary Disability Secondary Disability Sarah 14 Caucasian 54 a Moderate ID Language Impairment Ellen 14 Caucasian 52 b Moderate ID Language Impairment William 15 Caucasian 42 c Deaf, Language Impairment, Moderate ID, Multiple Speech Impairment Louis 12 Caucasian * Moderate ID Language Impairment a WISC-IV b SB5 c UNIT * IQ score not available each day, Sarah was observed working independently on academic worksheets or actively participating in group activities. Her personality could be described as bubbly as she spoke freely through her comments and questions. Ellen. Ellen was a 14-year old, 7 th grade female identified with a moderate intellectual disability (IQ 52) and a language impairment. Ellen’s most recent IEP noted she was able to read some basic elementary level sight words but experienced difficulty identifying words she had not memorized. Most of Ellen’s school day was spent with the classroom staff and students. She engaged in functional activities on a weekly basis including math and reading in the classroom, prevocational tasks within the school and community, as well as instructional outings to various sites within the community (e.g. grocery store, library, and restaurants). Ellen participated weekly in some general education classes such as choir. In terms of literacy, Ellen was exposed to ageappropriate materials such as magazines and an adapted newspaper (News-2-You ® ), literacy supports such as books on tape and picture communication symbols, and instructional materials such as simple language-oriented reading and writing worksheets. Ellen was a relatively quiet and shy young lady but was observed to be both willing and eager to work when asked. William. William was a 15-year old male in the eighth grade. He received special education services for students with multiple disabilities and was identified as having a moderate intellectual disability (Stanford-Binet IQ 42), experienced a hearing disability, and speech and language disabilities. William’s most recent IEP indicated he was able to independently read some elementary level sight words. Verbal communication was very limited for William. He used a speech-generating device (Dynavox), as well as gestures and a limited verbal vocabulary (yes/no) to communicate. The majority of William’s day was spent with the classroom staff and students engaged in functional activities such as academics in the classroom, prevocational tasks within the school and community, as well as instructional outings to various sites within the community (e.g. grocery store, library, and restaurants). In terms of literacy, William was exposed to age-appropriate materials such as magazines and an adapted newspaper (News-2-You ® ), literacy supports such as books on tape and picture communication symbols, and instructional materials such as simple language-oriented reading and writing worksheets. Although not always clear, William was very reliant on and fairly efficient in navigating and using his speech generating device to communicate in single word utterances typically to answer a question or make a comment. Although relatively quiet, William demonstrated a good sense of humor and was willing and eager to participate in school activities when requested. Louis. Louis was a 12-year old 7th grade male diagnosed with Down syndrome. His disability labels included a moderate intellectual disability and language impairment. Louis has recently lived in three different states over the past four years thus his official IQ score and school records were unavailable. His most recent IEP indicated that he was able to read and comprehend basic elementary sight words. Louis spent most of his school day with the classroom staff and students in functional 362 / Education and Training in Autism and Developmental Disabilities-September 2012
academic activities in the classroom, prevocational tasks within the school and community, as well as instructional outings to various sites within the community (e.g. grocery store, library, and restaurants). Louis enjoyed participating in general education classes on a weekly basis including choir. In terms of literacy, Louis was exposed to age-appropriate materials such as magazines and an adapted newspaper (News-2-You ® ), literacy supports such as books on tape and picture communication symbols, and instructional materials such as simple language-oriented reading and writing worksheets. Despite his recent move to this school from out of state, Louis was very outgoing and amiable with the adults and his peers in the school. Although sometimes difficult to understand, he readily spoke with classroom visitors and friends. Overall, Louis was observed to be willing and eager to comply with work requests, he occasionally needed to be reminded or redirected in order to complete tasks. Setting Study activities were conducted at a large table in the students’ self-contained classroom. within the local seventh and eighth grade junior high school. Participants sat across from the first author at a table located in the back of the classroom. The classroom included a small kitchen near the entrance, a bathroom, ten student desks arranged in rows facing an interactive whiteboard, a teacher desk, a small computer lab with three computers on a side wall, and a table surrounded by five chairs in the back of the room. Approximately eight students and three classroom staff members were present in the room and engaged in various group (e.g., calendar, cleaning tasks) and independent activities (e.g., independent worksheets, simple reading tasks) throughout the study. Despite the various activities occurring simultaneously, the classroom was relatively calm and free from major distractions. Independent and Dependent Variables The independent variable was a combined intervention with visual support as well as discussion. The visual support, a picture symbol strip containing five photos representative of key elements within the text (e.g. character, setting) was presented to the student at the beginning of each session. A brief discussion about text content and the pictures contained within the picture strip occurred prior to and immediately following the text read-aloud. The dependent variable was the student’s response to a series of four multiple-choice questions about the text content. Questions were asked individually and students were able to respond verbally, by pointing to the correct answer, or through a combination of the two responses. If a student failed to respond within ten seconds, the question was asked again. Materials Texts. Texts for the read-alouds were selected from the SRA Specific Skills Series: Getting the Main Idea (Boning, 1997), Book G. This SRA instructional series contained short expository and narrative high-interest texts designed by content and readability for seventh grade students (McGraw Hill, n.d). All stories were comparable in difficulty and relative length. The SRA booklet was chosen due to the age targeted in both content interest and ability level. Additionally, this text was used due to the similarity in difficulty and length among texts. Fifteen stories were randomly selected from the booklet. The selected stories ranged in length from 78–108 words with a mean of 97 and median of 95 words per story. Topics were varied and included a biography of Astrid Lindgren, the author of Pippi Longstocking, to facts about Neptune’s largest moon Triton. Comprehension Questions. Each text was accompanied by five, three-option multiplechoice questions. Each question was literal in nature, based on understanding the facts in the story, and framed as one of six wh- questions (who, what, when, where, why, and how). Table 2 provides a sample of questions and answers used for one of the texts. The questions were created based on Piontek’s (2008) nine criteria for creating valid and reliable multiple-choice questions (see Table 3). To ensure adherence to the criteria, each question was independently checked against the criteria. Suggested adjustments were made to the questions, which were followed by an Comprehension of Typical Texts / 363
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Education and Training in Autism an
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ities. Scholars have argued that do
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discussions were held with 12 addit
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TABLE 1 A Sample of Community Funds
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et al., 2007). At the school, stude
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students opportunities to work and
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Browder, D. M., & Cooper-Duffy, K.
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of words, and in the short term wer
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TABLE 3 Word Lists List No. Trainin
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TABLE 6 Pairwise Comparisons on Pos
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Word Identification or Word Attack
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erate to severe disabilities. Excep
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ess in a variety of subjects includ
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TABLE 1 Target Vocabulary Words by
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Figure 1. Example of PowerPoint Sli
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TABLE 3 Mean Percentage of Correct
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Figure 4. Jake’s percentages corr
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man-Martin et al. (2005) by demonst
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used in the study that did not foll
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lected. Stories were read in a quie
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y determining the number of interva
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with the removal of the interventio
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Accordingly, recent research has in
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Method Participants Four male child
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TABLE 2 Play Scale - Developmental
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elated utterances, which were used
Page 61 and 62: Figure 1. Ian’s Progress in Play
Page 63 and 64: Figure 3. Ryan’s Progress in Play
Page 65 and 66: Figure 5. Social Validity: Average
Page 67 and 68: (2000). A comparison of video model
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Page 71 and 72: Method Participants Four high schoo
Page 73 and 74: TABLE 1 Task Analyses for all Tasks
Page 75 and 76: Figure 1. Holly multiple baseline g
Page 77 and 78: Figure 3. Norman multiple baseline
Page 79 and 80: ing at photographs. Jake only requi
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Page 83 and 84: table video aids may lead to greate
Page 85 and 86: TABLE 2 Task Analyses Including Vid
Page 87 and 88: table.” During the session, the t
Page 89 and 90: Figure 2. Percent of steps with err
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Page 97 and 98: TABLE 2 Participants Demographic Da
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Page 101 and 102: TABLE 4 Total Number of Items Answe
Page 103 and 104: Figure 2. Total number of procedura
Page 105 and 106: serve both cognitive (e.g., self in
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Page 111: & Cobb, 2002). Generalization, the
Page 115 and 116: Procedure Baseline. In this multipl
Page 117 and 118: condition for each student. With th
Page 119 and 120: was repeated across all participant
Page 121 and 122: Boning, R. A. (1997). SRA Specific
Page 125 and 126: TABLE 1 Student demographic informa
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Page 129 and 130: TABLE 2 Content Standards, Alternat
Page 131 and 132: Student Achievement Figures 3-6 pro
Page 133 and 134: Figure 4. Student data across math
Page 135 and 136: Figure 6. Student data across math
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Page 143 and 144: TABLE 1 Studies of Mathematics Inte
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Page 147 and 148: Neef and colleagues (2003) demonstr
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