etadd_48(1) - Division on Autism and Developmental Disabilities

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Each student’s placement test was analyzed based on the number of items correct, representing the concepts and skills included in the twenty instructional lessons that would follow. For example, the LL placement test included items which asked the student to name the days of the week and this skill was included within the instructional lessons forty-one through sixty, the lessons one might expect a typical student to encounter over twenty days of instruction. The second performance measure was administered after two weeks of instruction. It consisted of curriculum-based assessments which were the mastery tests included within the LL program after every tenth lesson. The third performance measure was administered after four weeks of instruction and it was the following appropriate mastery test from the program. The students in the LL group took the mastery tests located after lessons fifty and sixty. Assessments were administered to students one-on-one, before daily instruction, in order to more accurately assess the students’ learning. Student performance was reported as the percent of items correct. The same procedures were followed for students who received instruction from the CR program. The first performance measure was the placement test. Each student’s placement test was analyzed based on the number of items correct, representing the concepts and skills included in the first twenty instructional lessons. Each student’s performance was reported in terms of percent of instructional items correct. The CR program includes mastery tests after lesson twenty. Therefore, for the second performance measure, it was not appropriate to administer the first mastery test after two weeks of instruction since students could have only completed lessons one through ten or fewer, if repetition was necessary. A curriculum-based assessment was created by the first author using the same format as the program mastery test; however, items assessed the skills taught in lessons one through ten. The second performance measure consisted of the mastery test included in the CR program without modification (located in the program after lesson twenty). Performance measures were administered one-on-one, at the beginning of a lesson, prior to instruction. Student performance was reported as the percent of items correct. Treatment Integrity/Inter-observer Agreement Instruction was carried out according to a checklist of teacher behaviors (Marchand- Martella et al., 1995). These behaviors corresponded to the procedures and behaviors prescribed in the Direct Instruction program. Once per week, one of the researchers observed instruction. The fidelity of treatment was 92% across instructional groups. Treatment fidelity for instructional groups ranged from 62% to 100%. Approximately 30% of the curriculum-based assessments were checked for inter-observer agreement. This was calculated as the total number of agreements divided by the total number of disagreements and agreements, multiplied by 100. Interobserver agreement for instructional probes was 100%. Results Because the sample sizes were small, the researchers checked assumptions for normality, linearity, and variability prior to analysis. For each sub-group, a one-way within subjects analysis of variance ANOVA statistical procedure was conducted with the factor being time and the dependent variable being the percent correct on each curriculum-based assessment. The progress measures for students receiving instruction using CR were analyzed separately from students who received instruction using LL because the content within the curriculum-based measures were different. The means and standards deviations for curriculum-based assessments are presented in Table 2. For the CR group, the results for the ANOVA indicated a significant time effect, Wilk’s 0.075, F(2, 9) 55.37, p .01, multivariate 2 .93. Follow-up polynomial contrasts indicated a significant linear effect with means increasing over time, F(1, 10) 149.28, p .01, partial 2 .94. For the LL group, the results for the ANOVA indicated a significant time effect, Wilk’s .014, F(2, 5) 173.1, p .01, multivariate 2 .99. Follow up polynomial contrasts indicated a significant linear effect with means increasing over time, F(1, 6) 569.38, p .01, partial 2 Direct Instruction / 45
TABLE 2 Means and Standard Deviations for Curriculum-based Measures .99. These results suggest that the instructional programs made a statistically significant difference in students’ growth in skill over time. Discussion The purpose of this study was to extend the line of research regarding DI language and comprehension instruction for students with ASD and DD by implementing a pilot study in which students with ASD and DD received more comprehensive instruction than in previous research. The researchers implemented programs as they were designed, addressing multiple skills by teaching whole lessons. Eighteen students with ASD and DD participated in either Language for Learning (Engelmann, & Osborn, 1999) or Corrective Reading Comprehension A Thinking Basics (Engelmann et al., 2002) for four weeks during an extended school year program. Their performance was measured over time using curriculum-based assessments included in the programs or developed based on the programs. Results indicate that DI programs had a strong effect on students’ learning ( 2 .94 and 2 .99). This extends prior research in which single case research designs indicated that there was a functional relation between DI and increased language skills by investigating specific instructional strands within DI programs (Flores & Ganz, 2007; Flores & Ganz, 2009; Ganz & Flores, 2009). In contrast to these previous studies, the current study provided a more realistic implementation of DI programs. The programs were implemented by classroom teachers without modification of the programs’ content organization. Previous research demonstrated that students with ASD and DD could successfully participate in DI, including its unique instructional formats such as frequent questioning, choral and individual responding, and the presentation of multiple skills within one lesson (Flores & Ganz, 2007; Flores & Ganz, 2009; Ganz & Flores, 2009). Within the current study, students with ASD and DD were able to participate in all portions of the lessons and successfully move from one lesson to the next, replicating previous research. The current findings extended previous research from the use of portions of programs to presentation of the programs as prescribed, without modification. This study extended this investigation by exposing students to lessons in which they learned multiple skills (more than presented in previous research) and demonstrated that students could participate appropriately and transition between different formats within each lesson. Implications Mean Standard Deviation Language for Learning Group Percent Correct Assessment 1 (prior to instruction) 3.29 5.96 Percent Correct Assessment 2 (after 2 weeks of instruction) 56.00 8.93 Percent Correct Assessment 3 (after 4 weeks of instruction) 65.00 6.83 Corrective Reading Thinking Basics Group Percent Correct Assessment 1 (prior to instruction) 6.36 10.73 Percent Correct Assessment 2 (after 2 weeks of instruction) 65.09 21.84 Percent Correct Assessment 3 (after 4 weeks of instruction) 77.45 20.02 The results of this study have implications for instructional design and content for students with ASD and DD. This study further demonstrates that students with ASD and DD can benefit from group instruction. One-on-one instruction in the form of discrete trial teaching represents the largest body of intervention research for this population (National Research Council, 2001). However, students in the current study successfully participated in DI which required sustained attention, fre- 46 / Education and Training in Autism and Developmental Disabilities-March 2013
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Page 9 and 10: TABLE 1 Participation in General Ed
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Page 13 and 14: TABLE 3 Self-Determination Skill Us
Page 15 and 16: ment, economic dependence, segregat
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Page 39 and 40: compared to Caucasians and African
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Figure 1. Percentage of correct res
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TABLE 6 Efficiency Data Participant
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each participant, the number of cor
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