etadd_47(3) - Division on Autism and Developmental Disabilities
etadd_47(3) - Division on Autism and Developmental Disabilities
etadd_47(3) - Division on Autism and Developmental Disabilities
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TABLE 3<br />
Examples of Types of Problems Used <strong>on</strong> Pretest, Posttest, <strong>and</strong> Maintenance Check<br />
the two groups of students with regard to their<br />
pretest (F [1, 8] .20, p .67), IQ scores (F<br />
[1, 8] .32, p .58), or age (F [1, 8] 2.42,<br />
p .16).<br />
A program instructor who had two years<br />
of experience teaching functi<strong>on</strong>al life skills<br />
delivered the strategy instructi<strong>on</strong> to the<br />
experimental group three times a week<br />
(i.e., M<strong>on</strong>day, Wednesday, <strong>and</strong> Friday) during<br />
the regularly scheduled class time. Each<br />
less<strong>on</strong> lasted for approximately 30–35 minutes.<br />
The total durati<strong>on</strong> of the interventi<strong>on</strong><br />
was two weeks (i.e., six less<strong>on</strong>s). During the<br />
interventi<strong>on</strong>, students in the comparis<strong>on</strong><br />
group attended their regularly scheduled<br />
classes.<br />
Materials<br />
Problem type Example<br />
Target item Mike had a dinner at a restaurant <strong>and</strong> the bill was $35.63. He paid the bill with<br />
additi<strong>on</strong>al 15% for the tip.<br />
(a) How much was the tip?<br />
(b) How much did he pay in total?<br />
Generalizati<strong>on</strong> Item<br />
Different c<strong>on</strong>text The price for a can of soda is $2.99 <strong>and</strong> the sales tax is 6%.<br />
(a) How much is tax?<br />
(b) How much total will you pay for the soda?<br />
Different operati<strong>on</strong> The book is <strong>on</strong> sale for 20% off. The price for the book you want to buy is $20.00.<br />
(a) How much m<strong>on</strong>ey will you save from the sales?<br />
(b) How much is the book now?<br />
Different value Your bill for your dinner is $127.56 <strong>and</strong> you really enjoyed the service. You want to<br />
give the waiter a 20% tip.<br />
(a) How much is the tip?<br />
(b) How much is the total you will pay?<br />
We developed three equivalent probes for the<br />
pretest, posttest, <strong>and</strong> maintenance check.<br />
Each probe c<strong>on</strong>tained 16 items including<br />
(a) 10 target items that assessed students’<br />
ability to calculate tip <strong>and</strong> total bill in a variety<br />
of situati<strong>on</strong>s (e.g., restaurant, delivery, taxi<br />
fare) <strong>and</strong> (b) six generalizati<strong>on</strong> items that<br />
assessed students’ ability to solve problems<br />
using percentages in a different c<strong>on</strong>text<br />
(e.g., calculate sales tax), requiring different<br />
operati<strong>on</strong> (e.g., calculate sales price), or using<br />
different percentage values. Table 3 presents<br />
examples of each type of problem <strong>on</strong> the<br />
three tests. Each target <strong>and</strong> generalizati<strong>on</strong><br />
item <strong>on</strong> the probes c<strong>on</strong>tained two questi<strong>on</strong>s<br />
that were related to the two steps of the problem<br />
soluti<strong>on</strong>. Therefore, the total available<br />
number of problems from the target items was<br />
20 <strong>and</strong> 12 from the generalizati<strong>on</strong> items. The<br />
order of the different types of items <strong>on</strong> the<br />
tests was r<strong>and</strong>omized (Case et al., 1992). We<br />
also developed additi<strong>on</strong>al worksheets that<br />
<strong>on</strong>ly c<strong>on</strong>tained target items for guided <strong>and</strong><br />
independent practice during the interventi<strong>on</strong>.<br />
General Procedure<br />
The instructor of the course delivered the<br />
interventi<strong>on</strong> to the experimental group using<br />
the scripted less<strong>on</strong> plans developed by the<br />
researcher. Each scripted less<strong>on</strong> plan included<br />
a step-by-step protocol, teacher wording,<br />
examples, student worksheets, <strong>and</strong> overhead<br />
transparencies. Before each less<strong>on</strong>, the<br />
researcher <strong>and</strong> the teacher went over the less<strong>on</strong><br />
plan together <strong>and</strong> simulated the teaching<br />
process using the script.<br />
Each less<strong>on</strong> followed the structure of an<br />
explicit instructi<strong>on</strong> less<strong>on</strong>. For example, the<br />
teacher began each less<strong>on</strong> with a review of the<br />
previous less<strong>on</strong> <strong>and</strong> a descripti<strong>on</strong> of the learning<br />
objectives <strong>and</strong> expectati<strong>on</strong>s. Following the<br />
348 / Educati<strong>on</strong> <strong>and</strong> Training in <strong>Autism</strong> <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-September 2012