general educati<strong>on</strong> peer took turns reading <strong>on</strong>e storybook aloud during each sessi<strong>on</strong>. Before reading, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher prompted <str<strong>on</strong>g>the</str<strong>on</strong>g> students to ask <str<strong>on</strong>g>the</str<strong>on</strong>g>ir friend questi<strong>on</strong>s, “It is time to read with your friend. Remember to ask each o<str<strong>on</strong>g>the</str<strong>on</strong>g>r questi<strong>on</strong>s while you read.” The researcher provided no guidance or prompts related to questi<strong>on</strong> generati<strong>on</strong>. Also, throughout baseline, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher provided students with stickers <strong>on</strong> a SCORE chart as cooperative behaviors were observed. Interventi<strong>on</strong>. On <str<strong>on</strong>g>the</str<strong>on</strong>g> first day of <str<strong>on</strong>g>the</str<strong>on</strong>g> cooperative pairs interventi<strong>on</strong> c<strong>on</strong>diti<strong>on</strong>, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher r<strong>and</strong>omly assigned <str<strong>on</strong>g>the</str<strong>on</strong>g> child with ASD to <strong>on</strong>e of <str<strong>on</strong>g>the</str<strong>on</strong>g> three typical peers participating in <str<strong>on</strong>g>the</str<strong>on</strong>g> study. On each successive day, general educati<strong>on</strong> participants were rotated. Participants had access to <str<strong>on</strong>g>the</str<strong>on</strong>g> following materials: (a) copies of a storybook from Marc Brown’s Author series for each participant, (b) laminated self-m<strong>on</strong>itoring checklist <strong>and</strong> vis-à-vis pen, (c) story cards c<strong>on</strong>taining elements of a story, corresp<strong>on</strong>ding picture, <strong>and</strong> generic questi<strong>on</strong> (d) questi<strong>on</strong> word cards (i.e., who, what, when, where, why <strong>and</strong> how), <strong>and</strong> (e) a manipulative velcro storyboard (see Figures 1-3). Also, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher c<strong>on</strong>tinued to provide students with stickers <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> SCORE chart after students dem<strong>on</strong>strated a behavior c<strong>on</strong>sistent with <str<strong>on</strong>g>the</str<strong>on</strong>g> SCORE curriculum. Sessi<strong>on</strong>s took place four days a week for approximately 40 minutes. The researcher began instructi<strong>on</strong> by verbally “walking” <str<strong>on</strong>g>the</str<strong>on</strong>g> students through each mental process used to c<strong>on</strong>struct a questi<strong>on</strong> during reading. When generating a questi<strong>on</strong>, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher placed <str<strong>on</strong>g>the</str<strong>on</strong>g> story card illustrating <str<strong>on</strong>g>the</str<strong>on</strong>g> relevant element of a story <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> Velcro storyboard followed by <str<strong>on</strong>g>the</str<strong>on</strong>g> appropriate questi<strong>on</strong> card (see Figure 3). After reading four pages of <str<strong>on</strong>g>the</str<strong>on</strong>g> book, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher asked <str<strong>on</strong>g>the</str<strong>on</strong>g> children, “Who wants to ask a questi<strong>on</strong>?” At that point, questi<strong>on</strong>ing was alternated between <str<strong>on</strong>g>the</str<strong>on</strong>g> two children <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher. The following is a detailed descripti<strong>on</strong> of <str<strong>on</strong>g>the</str<strong>on</strong>g> initial interventi<strong>on</strong> sessi<strong>on</strong> as it distinctly related to reciprocal questi<strong>on</strong>ing (i.e., <str<strong>on</strong>g>the</str<strong>on</strong>g> During Reading step <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> checklist in Figure 2). 1. The researcher explained: “Good questi<strong>on</strong>s start with a questi<strong>on</strong> word such as who, what, when, where, why, <strong>and</strong> how. Also, a good questi<strong>on</strong> asks about important 374 / Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities-September 2008 elements of <str<strong>on</strong>g>the</str<strong>on</strong>g> story such as, setting, characters, events, a problem, or a soluti<strong>on</strong>” while pointing to <str<strong>on</strong>g>the</str<strong>on</strong>g> story cards shown in Figure 1. The researcher <str<strong>on</strong>g>the</str<strong>on</strong>g>n read <str<strong>on</strong>g>the</str<strong>on</strong>g> generic questi<strong>on</strong> from story cards aloud. 2. The researcher presented <str<strong>on</strong>g>the</str<strong>on</strong>g> story cards c<strong>on</strong>taining <str<strong>on</strong>g>the</str<strong>on</strong>g> elements of a story, corresp<strong>on</strong>ding picture <strong>and</strong> generic questi<strong>on</strong>s as well <str<strong>on</strong>g>the</str<strong>on</strong>g> removable questi<strong>on</strong> words (See Figure 3). 3. The researcher read <str<strong>on</strong>g>the</str<strong>on</strong>g> story, stopping to ask questi<strong>on</strong>s before turning each page. 4. The researcher asked questi<strong>on</strong>s by picking <str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong> word, looking at <str<strong>on</strong>g>the</str<strong>on</strong>g> book, <strong>and</strong> restating what was read. For example, “I just found out what Arthur has for homework, so I can ask a questi<strong>on</strong> about an event because it is something <str<strong>on</strong>g>the</str<strong>on</strong>g> character has to do [<str<strong>on</strong>g>the</str<strong>on</strong>g> researcher placed <str<strong>on</strong>g>the</str<strong>on</strong>g> event card <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> storyboard] (see Figure 3). Because I want to ask about ‘what’ Arthur has for homework, I will start my questi<strong>on</strong> with ‘what’ [researcher placed <str<strong>on</strong>g>the</str<strong>on</strong>g> what card <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> storyboard]. So, my questi<strong>on</strong> is ‘What does Arthur have for homework?’” Or, if restating what was read would lead to a resp<strong>on</strong>se, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher made a generic statement followed by a questi<strong>on</strong> 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 questi<strong>on</strong>s, questi<strong>on</strong> words, <strong>and</strong> think aloud discussi<strong>on</strong>s. 5. The researcher directed <str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong> (generated in step 4 immediately above) to <strong>on</strong>e of <str<strong>on</strong>g>the</str<strong>on</strong>g> students. If <str<strong>on</strong>g>the</str<strong>on</strong>g> student resp<strong>on</strong>ded to <str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong> correctly, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher praised <str<strong>on</strong>g>the</str<strong>on</strong>g> student. If <str<strong>on</strong>g>the</str<strong>on</strong>g> student resp<strong>on</strong>ded incorrectly, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher provided corrective feedback by putting <str<strong>on</strong>g>the</str<strong>on</strong>g> student’s resp<strong>on</strong>se in c<strong>on</strong>text <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>n modeling <str<strong>on</strong>g>the</str<strong>on</strong>g> appropriate answer by locating <str<strong>on</strong>g>the</str<strong>on</strong>g> answer in <str<strong>on</strong>g>the</str<strong>on</strong>g> text. If <str<strong>on</strong>g>the</str<strong>on</strong>g> student failed to resp<strong>on</strong>d in five sec<strong>on</strong>ds or repeated <str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong>, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher rephrased for clarity or used restated using binary choice. If <str<strong>on</strong>g>the</str<strong>on</strong>g> student did not resp<strong>on</strong>d or resp<strong>on</strong>ded inappropriately, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher provided corrective feedback <strong>and</strong> put <str<strong>on</strong>g>the</str<strong>on</strong>g> resp<strong>on</strong>se in c<strong>on</strong>text, <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>n explained <str<strong>on</strong>g>the</str<strong>on</strong>g> correct answer. The scaffolding procedures are outlined in Table 5.
Figure 2. Self-m<strong>on</strong>itoring checklist Reciprocal Questi<strong>on</strong>ing / 375
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Education and Training in Developme
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Education and Training in Developme
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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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