etadd_47(3) - Division on Autism and Developmental Disabilities

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Impact of SMART Board technology: An investitgation of sight word reading and observational learning. Journal of Autism and Developmental Disorders, 37, 1869–1882. Snell, M. E., & Brown, F. (2006). Instruction of students with severe disabilities. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. Touchette, P. (1971). Transfer of stimulus control: Measuring the moment of transfer. Journal of the Experimental Analysis of Behavior, 6, 223–232. Westling, D., & Fox, L. (2004). Teaching students with severe disabilities. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall. Wilson, R., Majsterek, D., & Simmons, D. (1996). The effects of computer-assisted versus teacherdirected instruction on the multiplication performance of elementary students with learning disabilities. Journal of Learning Disabilities, 29, 382– 390. Wilson, R., & Wesson, C. (1986). Making every minute count: Academic learning time in LD classrooms. Learning Disabilities Focus, 2, 13–19. Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate to severe disabilities. White Plains, NY: Longman. Yaw, J. S., Skinner, C. H., Parkhurst, J., Taylor, C. M., Booher, J., & Chambers, K. (2011). Extending research on a computer-based sight-word reading intervention to a student with autism. Journal of Behavioral Education, 20, 44–54. Received: 21 September 2011 Initial Acceptance: 17 November 2011 Final Acceptance: 15 January 2012 292 / Education and Training in Autism and Developmental Disabilities-September 2012
Education and Training in Autism and Developmental Disabilities, 2012, <strong>47</strong>(3), 293–301 © <strong>Division</strong> on Autism and Developmental Disabilities Group Delivered Literacy-Based Behavioral Interventions for Children with Intellectual Disability Dana Keeter Scoggins Middle School, Paulding County School District Jessica L. Bucholz University of West Georgia Abstract: This study was conducted to examine the effects literacy-based behavioral interventions have on improving the behavior of students with intellectual disability. A second purpose of this study was to determine if literacy-based behavioral interventions could be an effective intervention strategy when used simultaneously with a group of students targeting the same behavior. A multiple baseline design across small groups was used to assess whether the group delivered story intervention would decrease the negative behaviors of the five participants in this study. Results showed that the behaviors decreased for all five students. In the early 1990s, Gray and Garand developed social stories to be used specifically as an intervention to help children with autism understand, correctly participate in, and respond to various social situations. Students with autism are not the only children who struggle with social skills deficits. Children with emotional behavioral disorders, attention deficit hyperactivity disorder (ADHD), intellectual disability, and learning disabilities also struggle with understanding and appropriately responding in social situations (Brown, 2001; Hall, Peterson, Webster, Bolen, & Brown, 1999; Vaughn, Haager, Hogan, & Kouzehanani, 1992). Students with different disabilities have difficulties functioning in social situations and may benefit from a social story intervention. Gray and Garand (1993) used social stories that were presented to one student targeting one specific behavior. They developed suggested guidelines for writing a social story. According to Gray (1995), a social story should be an individually written story that describes a specific situation in which the child is having difficulty, social cues that are relevant to the situation, and expected re- Correspondence concerning this article should be addressed to Jessica L. Bucholz, University of West Georgia, Department of Collaborative Support and Intervention, 1601 Maple Street, Carrollton, GA 30118. sponses to the situation. Gray also suggests specific types of sentences to be used when writing a social story along with a ratio of each type of sentence. Gray describes the sentence types as descriptive, perspective, directive, and affirmative. Social stories are a relatively easy strategy to implement with a student. They are not time intensive in their development or use and can be used for a wide variety of situations and behaviors (Reynhout & Carter, 2006). Social stories can also be used with individuals with a wide range of ages. Finally, social stories can be developed for children in the mild to moderate range of cognitive functioning and who have basic language skills (Gray & Garand). Gray and Garand (1993) developed social stories to help children with autism correctly use social skills to participate in social situations. Social skills are described as “the cognitive functions and specific verbal and nonverbal behaviors that an individual engages in when interacting with others” (Gut & Safran, 2002, p. 88). Difficulty in understanding and responding in social situations can occur in a number of ways, including, sharing, taking turns, conflict resolution, adapting to routines, making choices, understanding body language, facial expressions, and gestures (Gut & Safran). Gut and Safran (2002) list other social skills which are a critical component to the school setting, such as, “coping skills (i.e., expressing anger appropriately); work habits (i.e., using class time efficiently); Group Delivered Literacy-Based Behavioral Interventions / 293
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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
Page 13 and 14: et al., 2007). At the school, stude
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Page 17 and 18: Browder, D. M., & Cooper-Duffy, K.
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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
Page 35 and 36: Figure 1. Example of PowerPoint Sli
Page 37 and 38: TABLE 3 Mean Percentage of Correct
Page 39 and 40: Figure 4. Jake’s percentages corr
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Page 45 and 46: used in the study that did not foll
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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
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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
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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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