Download the Journal (PDF) - Division on Autism and ...
Download the Journal (PDF) - Division on Autism and ...
Download the Journal (PDF) - Division on Autism and ...
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
TABLE 4<br />
Example Questi<strong>on</strong> Words, Think Aloud Procedures, <strong>and</strong> Questi<strong>on</strong>s<br />
Story<br />
Element<br />
Questi<strong>on</strong><br />
Word Think Aloud Questi<strong>on</strong><br />
Setting Where “I just learned something new about <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
setting.” I am going to ask a questi<strong>on</strong><br />
using ‘where’ because ‘where’ is a good<br />
questi<strong>on</strong> word when asking about<br />
setting.”<br />
Character Who “We just found out about a character.<br />
‘Who’ is a good questi<strong>on</strong> word when<br />
asking a character questi<strong>on</strong>.”<br />
Event Why “We found out that Arthur did something.<br />
He borrowed books from <str<strong>on</strong>g>the</str<strong>on</strong>g> Brain. So<br />
I can ask a questi<strong>on</strong> about an event.”<br />
Problem Why “Oh, Arthur is not sleeping well. I am<br />
going to ask a questi<strong>on</strong> about <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
problem using why.”<br />
Soluti<strong>on</strong> What “We just found out that Mr. Ratburn<br />
helped solve Arthur’s problem. I am<br />
going to ask a questi<strong>on</strong> about <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
soluti<strong>on</strong>, using what.”<br />
ing <str<strong>on</strong>g>the</str<strong>on</strong>g> number of agreements by <str<strong>on</strong>g>the</str<strong>on</strong>g> number<br />
of agreements plus disagreements <strong>and</strong> multiplying<br />
by 100. In additi<strong>on</strong>, a Kappa coefficient<br />
was calculated. Interrater reliability was assessed<br />
for 30% of all collected student data.<br />
Reliability of prompted <strong>and</strong> unprompted student<br />
generated questi<strong>on</strong>s was 85% with a<br />
Kappa value of .62, c<strong>on</strong>sidered “good” agreement<br />
(Cooper & Hedges, 1994). Reliability of<br />
unprompted <strong>and</strong> prompted student resp<strong>on</strong>ses<br />
was 90% with a Kappa value of .68, also c<strong>on</strong>sidered<br />
“good” agreement (Cooper &<br />
Hedges).<br />
Data Analysis<br />
To gain a better underst<strong>and</strong>ing of <str<strong>on</strong>g>the</str<strong>on</strong>g> interventi<strong>on</strong><br />
effects <strong>on</strong> individual performance, all<br />
data obtained are presented graphically (Pars<strong>on</strong>s<strong>on</strong><br />
& Baer, 1992). The data were graphed<br />
<strong>and</strong> visually inspected by investigating <str<strong>on</strong>g>the</str<strong>on</strong>g> degree<br />
as well as variability of change to determine<br />
interventi<strong>on</strong> effects (Barlow & Hersen,<br />
1984; Kamil, 1995).<br />
Treatment Fidelity<br />
A graduate student coded a r<strong>and</strong>omly selected<br />
30% of all interventi<strong>on</strong> <strong>and</strong> baseline sessi<strong>on</strong>s<br />
“Where did Arthur have<br />
his pet business?”<br />
“Who is helping Arthur<br />
write his story?”<br />
“Why did Arthur borrow<br />
books from <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
Brain?”<br />
“Why is Arthur not<br />
sleeping well?”<br />
“What did Mr. Ratburn<br />
do to help Arthur<br />
solve his problem?”<br />
to document <str<strong>on</strong>g>the</str<strong>on</strong>g> specified interventi<strong>on</strong> procedures<br />
(see procedures secti<strong>on</strong> for a descripti<strong>on</strong>).<br />
Data collecti<strong>on</strong> c<strong>on</strong>sisted of frequency<br />
counts of researcher prompting, instructi<strong>on</strong>al<br />
steps completed, <strong>and</strong> presence of needed materials.<br />
The researcher adhered to procedures<br />
during all baseline <strong>and</strong> interventi<strong>on</strong> segments<br />
viewed 100% of <str<strong>on</strong>g>the</str<strong>on</strong>g> time. Fur<str<strong>on</strong>g>the</str<strong>on</strong>g>r, appropriate<br />
materials were presented in 100% of all baseline<br />
sessi<strong>on</strong>s, <strong>and</strong> 92% of <str<strong>on</strong>g>the</str<strong>on</strong>g> time during<br />
interventi<strong>on</strong>.<br />
Results<br />
Visual inspecti<strong>on</strong> of <str<strong>on</strong>g>the</str<strong>on</strong>g> data (presented in<br />
Figures 4 <strong>and</strong> 5) reveals a functi<strong>on</strong>al relati<strong>on</strong>ship<br />
between <str<strong>on</strong>g>the</str<strong>on</strong>g> implementati<strong>on</strong> of a reciprocal<br />
questi<strong>on</strong>ing interventi<strong>on</strong> delivered in cooperative<br />
pairs <strong>and</strong> questi<strong>on</strong> generati<strong>on</strong> <strong>and</strong><br />
resp<strong>on</strong>ding of <str<strong>on</strong>g>the</str<strong>on</strong>g> three children with ASD.<br />
That is, <strong>on</strong>ce interventi<strong>on</strong> began, all three<br />
children increased frequency of unprompted<br />
questi<strong>on</strong> generati<strong>on</strong> <strong>and</strong> resp<strong>on</strong>ding during<br />
reading.<br />
Questi<strong>on</strong> Generati<strong>on</strong><br />
Figure 4 illustrates <str<strong>on</strong>g>the</str<strong>on</strong>g> frequency of unprompted<br />
<strong>and</strong> prompted questi<strong>on</strong>s generated<br />
Reciprocal Questi<strong>on</strong>ing / 377