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TABLE 5<br />
Researcher Scaffolding Procedure<br />
Teacher Prompt Situati<strong>on</strong> Definiti<strong>on</strong><br />
Verbal Prompt ● Child fails to initiate a questi<strong>on</strong> Questi<strong>on</strong><br />
● Child asks for help ● “What does your checklist tell you to do?”<br />
● Child repeats a generic questi<strong>on</strong> ● “What is a good questi<strong>on</strong> word when<br />
● Child repeatedly asks a questi<strong>on</strong> asking a character questi<strong>on</strong>?”<br />
about <str<strong>on</strong>g>the</str<strong>on</strong>g> same element of a ● “What elements of <str<strong>on</strong>g>the</str<strong>on</strong>g> story did you just<br />
story<br />
read about?”<br />
● Child does not resp<strong>on</strong>d to a peer<br />
questi<strong>on</strong><br />
by all three participants with ASD. Because<br />
participants did not ask any questi<strong>on</strong>s unrelated<br />
to <str<strong>on</strong>g>the</str<strong>on</strong>g> story, <str<strong>on</strong>g>the</str<strong>on</strong>g> graph c<strong>on</strong>sists of <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
frequency of unprompted versus prompted<br />
questi<strong>on</strong> generati<strong>on</strong> <strong>on</strong>ly. The change in frequency<br />
of unprompted questi<strong>on</strong> generati<strong>on</strong><br />
was immediate for Austin <strong>and</strong> Barry. Chris<br />
also showed an increase in <str<strong>on</strong>g>the</str<strong>on</strong>g> number of<br />
unprompted questi<strong>on</strong>s asked, but with greater<br />
variability. The frequency of unprompted<br />
questi<strong>on</strong>s increased from 0–1 at baseline to a<br />
range of 1–6, 1–4, <strong>and</strong> 0–4 during interventi<strong>on</strong><br />
for Austin, Barry, <strong>and</strong> Chris respectively.<br />
Prompting decreased as children began generating<br />
questi<strong>on</strong>s independently.<br />
As dem<strong>on</strong>strated in Table 6, unprompted<br />
<strong>and</strong> prompted questi<strong>on</strong> generati<strong>on</strong> was not<br />
● “What did you just read about?”<br />
Comment<br />
● “D<strong>on</strong>’t forget to follow your checklist.”<br />
● “Remember to make your questi<strong>on</strong> about<br />
something you just read.”<br />
● “Try to ask a questi<strong>on</strong> about .”<br />
Modeling Child Generated Questi<strong>on</strong> The teacher models how to ask an<br />
● Child does not resp<strong>on</strong>d to a appropriate questi<strong>on</strong> by:<br />
verbal prompt ● placing <str<strong>on</strong>g>the</str<strong>on</strong>g> appropriate story <strong>and</strong> word<br />
● After corrective feedback<br />
card <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> storyboard<br />
following a child generated ● asking a questi<strong>on</strong> directly related to <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
questi<strong>on</strong><br />
element of <str<strong>on</strong>g>the</str<strong>on</strong>g> story identified <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
story card<br />
Corrective Feedback Child Resp<strong>on</strong>se<br />
● The teacher uses <str<strong>on</strong>g>the</str<strong>on</strong>g> child’s resp<strong>on</strong>se in<br />
● Child gives an incorrect<br />
c<strong>on</strong>text, <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>n provides <str<strong>on</strong>g>the</str<strong>on</strong>g> correct<br />
resp<strong>on</strong>se to a questi<strong>on</strong><br />
resp<strong>on</strong>se<br />
● Child asks an unclear or<br />
● The teacher explains why <str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong><br />
inappropriate questi<strong>on</strong><br />
does not ask something about <str<strong>on</strong>g>the</str<strong>on</strong>g> chosen<br />
Child Generated Questi<strong>on</strong><br />
part of <str<strong>on</strong>g>the</str<strong>on</strong>g> story <str<strong>on</strong>g>the</str<strong>on</strong>g>n, models an<br />
● Child asks an unclear or<br />
appropriate questi<strong>on</strong><br />
inappropriate questi<strong>on</strong><br />
● The teacher explains why <str<strong>on</strong>g>the</str<strong>on</strong>g> questi<strong>on</strong><br />
● Child gives an incorrect<br />
does not ask something about <str<strong>on</strong>g>the</str<strong>on</strong>g> chosen<br />
resp<strong>on</strong>se to a questi<strong>on</strong><br />
part of <str<strong>on</strong>g>the</str<strong>on</strong>g> story <str<strong>on</strong>g>the</str<strong>on</strong>g>n, models an<br />
appropriate questi<strong>on</strong><br />
378 / Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities-September 2008<br />
c<strong>on</strong>sistent am<strong>on</strong>g children with ASD, yet <str<strong>on</strong>g>the</str<strong>on</strong>g>y<br />
were representative of <str<strong>on</strong>g>the</str<strong>on</strong>g>ir general educati<strong>on</strong><br />
peers. Similarities am<strong>on</strong>g individual children<br />
with ASD <strong>and</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>ir general educati<strong>on</strong> counterparts<br />
were observed in <str<strong>on</strong>g>the</str<strong>on</strong>g> percentage of<br />
unprompted questi<strong>on</strong>s posed.<br />
Austin. The proporti<strong>on</strong> of unprompted versus<br />
prompted questi<strong>on</strong>s was high for Austin<br />
when generating questi<strong>on</strong>s related to characters,<br />
but lower when generating questi<strong>on</strong>s pertaining<br />
to an event or problem (see Table 6).<br />
The c<strong>on</strong>tent of initial questi<strong>on</strong>s generated by<br />
Austin were generic, reflective of questi<strong>on</strong>s<br />
printed <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> storycards, <strong>and</strong> primarily focused<br />
<strong>on</strong> characters <strong>and</strong> setting. Over time,<br />
Austin began asking more specific questi<strong>on</strong>s<br />
that went bey<strong>on</strong>d character <strong>and</strong> setting iden-