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general education peer took turns reading one storybook aloud during each session. Before reading, <strong>the</strong> researcher prompted <strong>the</strong> students to ask <strong>the</strong>ir friend questions, “It is time to read with your friend. Remember to ask each o<strong>the</strong>r questions while you read.” The researcher provided no guidance or prompts related to question generation. Also, throughout baseline, <strong>the</strong> researcher provided students with stickers on a SCORE chart as cooperative behaviors were observed. Intervention. On <strong>the</strong> first day of <strong>the</strong> cooperative pairs intervention condition, <strong>the</strong> researcher randomly assigned <strong>the</strong> child with ASD to one of <strong>the</strong> three typical peers participating in <strong>the</strong> study. On each successive day, general education participants were rotated. Participants had access to <strong>the</strong> following materials: (a) copies of a storybook from Marc Brown’s Author series for each participant, (b) laminated self-monitoring checklist and vis-à-vis pen, (c) story cards containing elements of a story, corresponding picture, and generic question (d) question word cards (i.e., who, what, when, where, why and how), and (e) a manipulative velcro storyboard (see Figures 1-3). Also, <strong>the</strong> researcher continued to provide students with stickers on <strong>the</strong> SCORE chart after students demonstrated a behavior consistent with <strong>the</strong> SCORE curriculum. Sessions took place four days a week for approximately 40 minutes. The researcher began instruction by verbally “walking” <strong>the</strong> students through each mental process used to construct a question during reading. When generating a question, <strong>the</strong> researcher placed <strong>the</strong> story card illustrating <strong>the</strong> relevant element of a story on <strong>the</strong> Velcro storyboard followed by <strong>the</strong> appropriate question card (see Figure 3). After reading four pages of <strong>the</strong> book, <strong>the</strong> researcher asked <strong>the</strong> children, “Who wants to ask a question?” At that point, questioning was alternated between <strong>the</strong> two children and <strong>the</strong> researcher. The following is a detailed description of <strong>the</strong> initial intervention session as it distinctly related to reciprocal questioning (i.e., <strong>the</strong> During Reading step on <strong>the</strong> checklist in Figure 2). 1. The researcher explained: “Good questions start with a question word such as who, what, when, where, why, and how. Also, a good question asks about important 374 / Education and Training in Developmental Disabilities-September 2008 elements of <strong>the</strong> story such as, setting, characters, events, a problem, or a solution” while pointing to <strong>the</strong> story cards shown in Figure 1. The researcher <strong>the</strong>n read <strong>the</strong> generic question from story cards aloud. 2. The researcher presented <strong>the</strong> story cards containing <strong>the</strong> elements of a story, corresponding picture and generic questions as well <strong>the</strong> removable question words (See Figure 3). 3. The researcher read <strong>the</strong> story, stopping to ask questions before turning each page. 4. The researcher asked questions by picking <strong>the</strong> question word, looking at <strong>the</strong> book, and restating what was read. For example, “I just found out what Arthur has for homework, so I can ask a question about an event because it is something <strong>the</strong> character has to do [<strong>the</strong> researcher placed <strong>the</strong> event card on <strong>the</strong> storyboard] (see Figure 3). Because I want to ask about ‘what’ Arthur has for homework, I will start my question with ‘what’ [researcher placed <strong>the</strong> what card on <strong>the</strong> storyboard]. So, my question is ‘What does Arthur have for homework?’” Or, if restating what was read would lead to a response, <strong>the</strong> researcher made a generic statement followed by a question such as “Wow, Arthur has a problem. What is Arthur’s problem?” Table 4 provides examples of researcher dialogue related to all five elements of a story including questions, question words, and think aloud discussions. 5. The researcher directed <strong>the</strong> question (generated in step 4 immediately above) to one of <strong>the</strong> students. If <strong>the</strong> student responded to <strong>the</strong> question correctly, <strong>the</strong> researcher praised <strong>the</strong> student. If <strong>the</strong> student responded incorrectly, <strong>the</strong> researcher provided corrective feedback by putting <strong>the</strong> student’s response in context and <strong>the</strong>n modeling <strong>the</strong> appropriate answer by locating <strong>the</strong> answer in <strong>the</strong> text. If <strong>the</strong> student failed to respond in five seconds or repeated <strong>the</strong> question, <strong>the</strong> researcher rephrased for clarity or used restated using binary choice. If <strong>the</strong> student did not respond or responded inappropriately, <strong>the</strong> researcher provided corrective feedback and put <strong>the</strong> response in context, and <strong>the</strong>n explained <strong>the</strong> correct answer. The scaffolding procedures are outlined in Table 5.
Figure 2. Self-monitoring checklist Reciprocal Questioning / 375
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Education and Training in Developme
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Self-Determination in Relation to H
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ticipants (a) believed the<
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Field notes were used to document <
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ling information, medical history a
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Home. Jack lived with his mo<strong
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we felt strongly that we needed inf
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literature, mostly to do with <stro
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tion? The national consumer survey.
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Figure 1. Proposed intersection of
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teaching in each program for five y
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also used to support and challenge
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Despite Paula’s description of an
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The paraprofessionals at Harborvill
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Figure 2. Resultant intersection of
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learning opportunities relevant to
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Bouck, E. C. (2005). Service delive
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Thirty Year Review of Safety Skill
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TABLE 1 Safety Skill Studies Refere
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TABLE 1—(Continued) Reference Par
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found differences only in efficienc
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skill for integrating persons with
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treatment of a burn) may take sever
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Page 55 and 56: TABLE 1—(Continued) Author(s) Mor
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Page 59 and 60: (Quill, 1995). Furthe</stro
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Page 65 and 66: TABLE 1 Number of Facilities That U
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Page 79 and 80: Figure 2. Bob’s performance data.
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Page 83 and 84: Figure 5. Eric’s performance data
Page 85 and 86: Figure 6. Jen’s performance data.
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Page 91 and 92: Figure 1. Intervention results for
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Page 99 and 100: TABLE 2 Codes of Student Question G
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Page 119 and 120: TABLE 2 Leisure Activities Used in
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Page 133 and 134: Figure 2. Percent correct on <stron
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