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TABLE 5 Researcher Scaffolding Procedure Teacher Prompt Situation Definition Verbal Prompt ● Child fails to initiate a question Question ● Child asks for help ● “What does your checklist tell you to do?” ● Child repeats a generic question ● “What is a good question word when ● Child repeatedly asks a question asking a character question?” about <strong>the</strong> same element of a ● “What elements of <strong>the</strong> story did you just story read about?” ● Child does not respond to a peer question by all three participants with ASD. Because participants did not ask any questions unrelated to <strong>the</strong> story, <strong>the</strong> graph consists of <strong>the</strong> frequency of unprompted versus prompted question generation only. The change in frequency of unprompted question generation was immediate for Austin and Barry. Chris also showed an increase in <strong>the</strong> number of unprompted questions asked, but with greater variability. The frequency of unprompted questions increased from 0–1 at baseline to a range of 1–6, 1–4, and 0–4 during intervention for Austin, Barry, and Chris respectively. Prompting decreased as children began generating questions independently. As demonstrated in Table 6, unprompted and prompted question generation was not ● “What did you just read about?” Comment ● “Don’t forget to follow your checklist.” ● “Remember to make your question about something you just read.” ● “Try to ask a question about .” Modeling Child Generated Question The teacher models how to ask an ● Child does not respond to a appropriate question by: verbal prompt ● placing <strong>the</strong> appropriate story and word ● After corrective feedback card on <strong>the</strong> storyboard following a child generated ● asking a question directly related to <strong>the</strong> question element of <strong>the</strong> story identified on <strong>the</strong> story card Corrective Feedback Child Response ● The teacher uses <strong>the</strong> child’s response in ● Child gives an incorrect context, and <strong>the</strong>n provides <strong>the</strong> correct response to a question response ● Child asks an unclear or ● The teacher explains why <strong>the</strong> question inappropriate question does not ask something about <strong>the</strong> chosen Child Generated Question part of <strong>the</strong> story <strong>the</strong>n, models an ● Child asks an unclear or appropriate question inappropriate question ● The teacher explains why <strong>the</strong> question ● Child gives an incorrect does not ask something about <strong>the</strong> chosen response to a question part of <strong>the</strong> story <strong>the</strong>n, models an appropriate question 378 / Education and Training in Developmental Disabilities-September 2008 consistent among children with ASD, yet <strong>the</strong>y were representative of <strong>the</strong>ir general education peers. Similarities among individual children with ASD and <strong>the</strong>ir general education counterparts were observed in <strong>the</strong> percentage of unprompted questions posed. Austin. The proportion of unprompted versus prompted questions was high for Austin when generating questions related to characters, but lower when generating questions pertaining to an event or problem (see Table 6). The content of initial questions generated by Austin were generic, reflective of questions printed on <strong>the</strong> storycards, and primarily focused on characters and setting. Over time, Austin began asking more specific questions that went beyond character and setting iden-
Figure 4. Frequency of prompted and unprompted student generated questions by children with autism spectrum disorder tification to interpretation of events, problems, and solutions. For example, in beginning sessions, Austin asked <strong>the</strong> following, “Where are <strong>the</strong>y going?”; “Who is Arthur telling to go away?” In later sessions, Austin’s unprompted questions were specific and clearly stated, “Why does Arthur have to clean up his room before mommy gets home?”; “What did Arthur and Buster fight about?” Barry. Barry posed few character and setting questions, and needed higher levels of prompting when questions targeted an event as opposed to o<strong>the</strong>r story elements (see Table 6). Unlike o<strong>the</strong>r participants with ASD, Barry effectively asked “why” questions throughout intervention, which most often reflected <strong>the</strong> problem in <strong>the</strong> story. However, during initial sessions, Barry started <strong>the</strong> majority of his questions using <strong>the</strong> question word “why.” Later, he effectively asked a range of questions using question words o<strong>the</strong>r than “why” (e.g., “What did Arthur’s puppy do?”; “What happened to Reciprocal Questioning / 379
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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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and on-schedule behavior and decrea
Page 55 and 56: TABLE 1—(Continued) Author(s) Mor
Page 57 and 58: trums, aggression) in a four-year-o
Page 59 and 60: (Quill, 1995). Furthe</stro
Page 61 and 62: following picture prompt training.
Page 63 and 64: medication, for example anticonvuls
Page 65 and 66: TABLE 1 Number of Facilities That U
Page 67 and 68: Snoezelen on a variety of behaviors
Page 69 and 70: Kapell, D., Nightingale, B., Rodrig
Page 71 and 72: ity being on the c
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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.
Page 81 and 82: contact increased 41% from baseline
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
Page 89 and 90: The use of arm splints has been suc
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
Page 103 and 104: Figure 2. Self-monitoring checklist
Page 105: TABLE 4 Example Question Words, Thi
Page 109 and 110: Figure 5. Frequency of unprompted s
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Page 117 and 118: all three participants who passed b
Page 119 and 120: TABLE 2 Leisure Activities Used in
Page 121 and 122: papers were removed and the
Page 123 and 124: was 68% (range 42% to 83%). In <str
Page 125 and 126: Teaching Test-taking Strategies to
Page 127 and 128: ing experiences beginning at <stron
Page 129 and 130: short essay question. Items were ei
Page 131 and 132: plication of the t
Page 133 and 134: Figure 2. Percent correct on <stron
Page 135 and 136: aseline probes, data were highly va
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