etadd_47(3) - Division on Autism and Developmental Disabilities

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TABLE 2 Steps for Completing Generalization Tasks was created consisting of steps containing the functional words taught to the student during both conditions. Both reading the word and performing the steps of the task analysis were observed and recorded. The interning-teacher recorded the number of words used correctly to make the particular snack. If the student correctly read and used the word, the teacher provided verbal praise. However, if the student did not read or use the word correctly, then the teacher prompted the student by reading the word. Prompting occurred after 5s of wait time. If student could not complete the step within the 5s, the step was recorded as incorrect and the student was prompted regarding that specific word. Social Validity Task Student Condition Steps Instant Pudding Kyle CAI 1. pour the pudding in a bowl 2. add a cup of cold milk 3. use a whisk to stir 4. stir the pudding for a minute 5. refrigerate for 5 minutes 6. serve the pudding English Muffin Pizza Joe TD 1. put tomato sauce on half the bread Jake 2. spread sauce with a spoon 3. put cheese on top 4. add 4 slices of pepperoni 5. heat in microwave 6. eat the pizza Note. CAI computer-assisted instruction; TD teacher-directed instruction. At the end of the study, participants completed a Likert scale survey describing their experiences and preference for each of the CTD methods. The classroom teacher and teacher’s assistant completed a Likert scale survey describing their attitudes for each of the CTD methods along with their feelings on the efficiency and effectiveness for using each of the methods. Student responses were recorded and shared with both the teacher and teaching assistant to ensure reliability. Results During baseline, students did not read any of the target words correctly. During the teacherdirected CTD condition, the mean percentage of words ready correctly increased to 78.11% and students reached criterion with a mean of 19 sessions. During the computerassisted CTD condition, the mean percentage of words read correctly increased to 77% and students reached criterion with a mean of 24 sessions. Although the percentage of words read correctly was similar, students acquired the targeted words quicker during the teacher-directed condition. However, individual differences did occur. Table 3 displays the participants’ mean percentages of correct responses during each condition. Joe. During baseline, Joe did not read any of the target words correctly. During the teacher-directed CTD condition, the mean percentage of words read correctly increased to 82% and Joe reached criteria after five sessions. During the computer-assisted CTD condition, his mean percentage of words read correctly increased to 82% and he reached criterion after seven sessions. Although the percentage of words read correctly was the same, Joe acquired the targeted words more efficiently during the teacher-directed CTD condition. Therefore, the teacher-directed CTD procedures were re-implemented to 286 / Education and Training in Autism and Developmental Disabilities-September 2012
TABLE 3 Mean Percentage of Correct Responses Joe Kyle Jake TD % correct 82% 77.38% 75.83% # of sessions 5 8 6 CAI % correct 82% 78% 72.8 # of sessions 7 7 10 Preferred TD % correct 91% – 88.75% # of sessions 4 – 4 CAI % correct – 90.75% – # of sessions – 4 – Faded Picture Prompt % correct 94% 79% 94% # of sessions 3 6 3 Generalization % correct 100% 91% 100% Note. CAI computer-assisted instruction; TD teacher-directed instruction. teach the words related to making a pizza. Joe’s mean percentage of words read correctly was 91% and he required four sessions to reach criterion. When the picture prompt was removed, Joe’s mean performance increased to 94% following three sessions. During the generalization phase, Joe read and completed 100% of the task analysis correctly to make a pizza. See Figure 2 for Joe’s results. Kyle. During baseline, Kyle did not read any of the target words correctly. During the teacher-directed CTD condition, the mean percentage of words read correctly increased to 77.38% and Kyle reached criteria after eight sessions. During the computer-assisted CTD condition, his mean percentage of words read correctly increased to 78% and he reached criterion after seven sessions. Although the percentage of words read correctly was nearly the same, Kyle acquired the targeted words more efficiently during the computer-assisted CTD condition. Therefore, the computer-assisted CTD procedures were reimplemented to teach the words related to making a pudding. Kyle’s mean percentage of words read correctly was 90.75% and he required four sessions to reach criterion. When the picture prompt was removed, Kyle’s mean performance decreased to 79% but reached criterion in six sessions. During the generalization phase, Kyle read and completed 91% of the task analysis correctly to make instant pudding. See Figure 3 for Kyle’s results. Jake. During baseline, Jake did not read any of the target words correctly. During the Figure 2. Joe’s percentages correct of targeted vocabulary with computer-assisted instruction (CAI) and teacher-directed (TD) conditions. Teacher-Directed and Computer-Assisted Constant Time Delay / 287
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Page 7 and 8: ities. Scholars have argued that do
Page 9 and 10: discussions were held with 12 addit
Page 11 and 12: TABLE 1 A Sample of Community Funds
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Page 15 and 16: students opportunities to work and
Page 17 and 18: Browder, D. M., & Cooper-Duffy, K.
Page 21 and 22: of words, and in the short term wer
Page 23 and 24: TABLE 3 Word Lists List No. Trainin
Page 25 and 26: TABLE 6 Pairwise Comparisons on Pos
Page 27 and 28: Word Identification or Word Attack
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Page 33 and 34: TABLE 1 Target Vocabulary Words by
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Page 39 and 40: Figure 4. Jake’s percentages corr
Page 41 and 42: man-Martin et al. (2005) by demonst
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Page 49 and 50: y determining the number of interva
Page 51 and 52: with the removal of the interventio
Page 53 and 54: Accordingly, recent research has in
Page 55 and 56: Method Participants Four male child
Page 57 and 58: TABLE 2 Play Scale - Developmental
Page 59 and 60: 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
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
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table.” During the session, the t
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Figure 2. Percent of steps with err
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ter the 15 th session. With table w
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our students, it may have been diff
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Education and Training in Autism an
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TABLE 2 Participants Demographic Da
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opening of the lesson, the teacher
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TABLE 4 Total Number of Items Answe
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Figure 2. Total number of procedura
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serve both cognitive (e.g., self in
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and quasi-experimental designs for
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& Cobb, 2002). Generalization, the
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academic activities in the classroo
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Procedure Baseline. In this multipl
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condition for each student. With th
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was repeated across all participant
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Boning, R. A. (1997). SRA Specific
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TABLE 1 Student demographic informa
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ping, dining out, voting) and diffe
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TABLE 2 Content Standards, Alternat
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Student Achievement Figures 3-6 pro
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Figure 4. Student data across math
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Figure 6. Student data across math
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A second limitation of the current
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y students with intellectual disabi
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TABLE 1 Studies of Mathematics Inte
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subject design to provide an interv
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Neef and colleagues (2003) demonstr
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abilities. Education and Training i
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