etadd_47(3) - Division on Autism and Developmental Disabilities

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ued for a minimum of five weeks and until all student data showed a change in level and trend. Maintenance probes (units 1–3) of previous units were conducted every two to three weeks after intervention throughout the duration of the study. No maintenance of Unit 4 was taken due to the ending of the school year. Only independent correct student responses were graphed and used for visual analysis of the data. Figure 2. Sample Student Assessment in Geometry. Procedure Baseline and Ongoing Probes. During baseline, the graduate research assistant served as the primary data collector. Inter-observer agreement was taken on one of the three baseline sessions by a second member of the research team. Students were individually assessed for each of the four units of instruction during each baseline probe. All baseline probes 378 / Education and Training in Autism and Developmental Disabilities-September 2012
TABLE 2 Content Standards, Alternate Achievement, and Task Analyses Used in Math National Standard (NCTM) based on 6-8 th grade bands Algebra: Represent and analyze mathematical situations and structures using algebraic symbols. Geometry: Specify locations and describe spatial relationships using coordinate geometry and other representational systems. Use visualization, spatial reasoning, and geometric modeling to solve problems. Measurement: Apply appropriate techniques, tools, and formulas to determine measurements. Data Analysis and Probability: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them. Competency Goal(s) from state standard course of study standards Use and evaluate algebraic expressions. Solve simple (one- and two-step) equations or inequalities. Represent problem situations with geometric models. Identify, predict, and describe dilations in the coordinate plane. Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. Collect, organize, analyze, and display data (including box plots and histograms) to solve problems. followed the same guidelines described under the description of the dependent variable. No feedback was given to students during baseline probes. Data was graphed and visually inspected after each session. After baseline, the same procedures were followed to continue to probe whatever unit was receiving instruction. That is, one or two times a week prior to the lesson, the graduate student con- Alternate Achievement standards addressed in this study Task Analysis Solve simple one-step equations that relate to stories about daily events. Identify and describe the intersection of figures in a plane. Draw line segments and a coordinate plane to demonstrate spatial sense for familiar contexts like grocery store. Develop numbers sense for real numbers. Develop flexibility in solving mathematical problems by selecting strategies and using appropriate technology. Use next dollar strategy to solve problems related to everyday transactions. Collect, organize and display data to solve problems from familiar events. ducted the task analytic assessment for that unit. At the end of a unit, all units were reprobed before the next was introduced. Intervention Identify problem statement. Identify first, second, and last fact in story. Name unknown quantity “x”. Place facts in correct sequence on Equation Prompt. Identify operation needed to solve problem. State solution to problem. State solution in story context. Identify problem statement. Identify points on map using facts from story. Draw line segments formed from identified points. Identify plane formed from line segments. State solution to problem. State solution in story context. Identify problem statement. Identify dollar amount from fact in story. Count number of one dollar bills equal to given dollar amount. Count out one more dollar, (if verbal, may say “and one more” while counting one more). State solution to problem. State solution in story context. Identify problem statement. Record data from story on graph. Identify choice with “more”. State solution to problem. State solution in story context. The mathematics intervention included (a) mathematics word problem stories based on familiar activities, (b) a graphic organizer and Grade-Aligned Secondary Math / 379
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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
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Figure 1. Ian’s Progress in Play
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Figure 3. Ryan’s Progress in Play
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Figure 5. Social Validity: Average
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(2000). A comparison of video model
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Method Participants Four high schoo
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TABLE 1 Task Analyses for all Tasks
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Figure 1. Holly multiple baseline g
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Page 97 and 98: TABLE 2 Participants Demographic Da
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