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6. After <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher asked three questi<strong>on</strong>s<br />
(as outlined in step 4 above), she verbally<br />
prompted a participant to ask a questi<strong>on</strong>:<br />
“Who would like to ask a questi<strong>on</strong>?”<br />
If <str<strong>on</strong>g>the</str<strong>on</strong>g> student did not ask a questi<strong>on</strong> in<br />
five sec<strong>on</strong>ds, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher provided a<br />
verbal prompt: “What did we learn about<br />
<strong>on</strong> this page?” Did we just learn about a<br />
character or an event?”<br />
If <str<strong>on</strong>g>the</str<strong>on</strong>g> student failed to ask a questi<strong>on</strong> in<br />
5 sec<strong>on</strong>ds, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher modeled questi<strong>on</strong><br />
generati<strong>on</strong>.<br />
7. The researcher <strong>and</strong> participants rotated<br />
around <str<strong>on</strong>g>the</str<strong>on</strong>g> table asking each o<str<strong>on</strong>g>the</str<strong>on</strong>g>r questi<strong>on</strong>s<br />
during this initial sessi<strong>on</strong>.<br />
After sessi<strong>on</strong> 2, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher no l<strong>on</strong>ger<br />
generated questi<strong>on</strong>s with participants <strong>and</strong><br />
provided scaffolding to include verbal<br />
prompting, modeling <strong>and</strong> corrective feedback<br />
as needed (see Table 5). Scaffolding was used<br />
when children with ASD <strong>and</strong>/or <str<strong>on</strong>g>the</str<strong>on</strong>g>ir general<br />
educati<strong>on</strong> peers had difficulty forming/re-<br />
Figure 3. Reciprocal questi<strong>on</strong>ing materials<br />
sp<strong>on</strong>ding to questi<strong>on</strong>s. Students had access to<br />
all needed materials during each sessi<strong>on</strong>, including<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g> self- m<strong>on</strong>itoring checklist (Figure<br />
2).<br />
Interrater Reliability<br />
376 / Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities-September 2008<br />
A special educati<strong>on</strong> graduate student was<br />
taught to code student <strong>and</strong> researcher behavior<br />
for reliability purposes. To learn coding<br />
procedures, <str<strong>on</strong>g>the</str<strong>on</strong>g> researcher <strong>and</strong> student assistant<br />
watched videotapes taken during a pilot<br />
study of storybook reading using <str<strong>on</strong>g>the</str<strong>on</strong>g> same<br />
procedure but in a <strong>on</strong>e-to-<strong>on</strong>e situati<strong>on</strong> with a<br />
researcher <strong>and</strong> student. The graduate student<br />
<strong>and</strong> researcher watched <str<strong>on</strong>g>the</str<strong>on</strong>g> videos <strong>and</strong> coded<br />
researcher <strong>and</strong> student behaviors until 80%<br />
agreement was reached for three out of five<br />
c<strong>on</strong>secutive coding sessi<strong>on</strong>s. Agreement was<br />
reached by sessi<strong>on</strong> 3. At this time, <str<strong>on</strong>g>the</str<strong>on</strong>g> graduate<br />
student began coding interventi<strong>on</strong> data<br />
for reliability.<br />
Interrater reliability was calculated by divid-