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6. After <strong>the</strong> researcher asked three questions (as outlined in step 4 above), she verbally prompted a participant to ask a question: “Who would like to ask a question?” If <strong>the</strong> student did not ask a question in five seconds, <strong>the</strong> researcher provided a verbal prompt: “What did we learn about on this page?” Did we just learn about a character or an event?” If <strong>the</strong> student failed to ask a question in 5 seconds, <strong>the</strong> researcher modeled question generation. 7. The researcher and participants rotated around <strong>the</strong> table asking each o<strong>the</strong>r questions during this initial session. After session 2, <strong>the</strong> researcher no longer generated questions with participants and provided scaffolding to include verbal prompting, modeling and corrective feedback as needed (see Table 5). Scaffolding was used when children with ASD and/or <strong>the</strong>ir general education peers had difficulty forming/re- Figure 3. Reciprocal questioning materials sponding to questions. Students had access to all needed materials during each session, including <strong>the</strong> self- monitoring checklist (Figure 2). Interrater Reliability 376 / Education and Training in Developmental Disabilities-September 2008 A special education graduate student was taught to code student and researcher behavior for reliability purposes. To learn coding procedures, <strong>the</strong> researcher and student assistant watched videotapes taken during a pilot study of storybook reading using <strong>the</strong> same procedure but in a one-to-one situation with a researcher and student. The graduate student and researcher watched <strong>the</strong> videos and coded researcher and student behaviors until 80% agreement was reached for three out of five consecutive coding sessions. Agreement was reached by session 3. At this time, <strong>the</strong> graduate student began coding intervention data for reliability. Interrater reliability was calculated by divid-
TABLE 4 Example Question Words, Think Aloud Procedures, and Questions Story Element Question Word Think Aloud Question Setting Where “I just learned something new about <strong>the</strong> setting.” I am going to ask a question using ‘where’ because ‘where’ is a good question word when asking about setting.” Character Who “We just found out about a character. ‘Who’ is a good question word when asking a character question.” Event Why “We found out that Arthur did something. He borrowed books from <strong>the</strong> Brain. So I can ask a question about an event.” Problem Why “Oh, Arthur is not sleeping well. I am going to ask a question about <strong>the</strong> problem using why.” Solution What “We just found out that Mr. Ratburn helped solve Arthur’s problem. I am going to ask a question about <strong>the</strong> solution, using what.” ing <strong>the</strong> number of agreements by <strong>the</strong> number of agreements plus disagreements and multiplying by 100. In addition, a Kappa coefficient was calculated. Interrater reliability was assessed for 30% of all collected student data. Reliability of prompted and unprompted student generated questions was 85% with a Kappa value of .62, considered “good” agreement (Cooper & Hedges, 1994). Reliability of unprompted and prompted student responses was 90% with a Kappa value of .68, also considered “good” agreement (Cooper & Hedges). Data Analysis To gain a better understanding of <strong>the</strong> intervention effects on individual performance, all data obtained are presented graphically (Parsonson & Baer, 1992). The data were graphed and visually inspected by investigating <strong>the</strong> degree as well as variability of change to determine intervention effects (Barlow & Hersen, 1984; Kamil, 1995). Treatment Fidelity A graduate student coded a randomly selected 30% of all intervention and baseline sessions “Where did Arthur have his pet business?” “Who is helping Arthur write his story?” “Why did Arthur borrow books from <strong>the</strong> Brain?” “Why is Arthur not sleeping well?” “What did Mr. Ratburn do to help Arthur solve his problem?” to document <strong>the</strong> specified intervention procedures (see procedures section for a description). Data collection consisted of frequency counts of researcher prompting, instructional steps completed, and presence of needed materials. The researcher adhered to procedures during all baseline and intervention segments viewed 100% of <strong>the</strong> time. Fur<strong>the</strong>r, appropriate materials were presented in 100% of all baseline sessions, and 92% of <strong>the</strong> time during intervention. Results Visual inspection of <strong>the</strong> data (presented in Figures 4 and 5) reveals a functional relationship between <strong>the</strong> implementation of a reciprocal questioning intervention delivered in cooperative pairs and question generation and responding of <strong>the</strong> three children with ASD. That is, once intervention began, all three children increased frequency of unprompted question generation and responding during reading. Question Generation Figure 4 illustrates <strong>the</strong> frequency of unprompted and prompted questions generated Reciprocal Questioning / 377
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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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created video programs to teach stu
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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 63 and 64: medication, for example anticonvuls
Page 65 and 66: TABLE 1 Number of Facilities That U
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Page 75 and 76: Definitions of Target Behaviors and
Page 77 and 78: student gave the p
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.
Page 87 and 88: to students with severe disabilitie
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Page 91 and 92: Figure 1. Intervention results for
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Page 95 and 96: Effects of a Reciprocal Questioning
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Page 99 and 100: TABLE 2 Codes of Student Question G
Page 101 and 102: TABLE 3 Examples of Elements of a S
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Page 119 and 120: TABLE 2 Leisure Activities Used in
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Page 125 and 126: Teaching Test-taking Strategies to
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Page 133 and 134: Figure 2. Percent correct on <stron
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