Download the Journal (PDF) - Division on Autism and ...

More documents

Recommendations

Info

TABLE 6 Question Generation by Element of a Story Participants <strong>the</strong> computer?”). By <strong>the</strong> end of intervention, Barry used a number of question words, and only received prompting when questions did not reflect <strong>the</strong> element of a story. Chris. In comparison to o<strong>the</strong>r children with ASD, Chris demonstrated <strong>the</strong> highest percentage of unprompted questions when asking about a problem and <strong>the</strong> lowest percentage when asking about characters and events (see Table 6). Chris’s difficulty forming character questions was a result of using “who” and “what” question words interchangeably, “Who is mommy doing?” Chris relied primarily on modeling to ask a question during beginning sessions. By session 6, he was consistently asking more unprompted than prompted questions during reading. During initial sessions, Chris used a lot of self-talk, “I can ask an element. Setting is an element.” By <strong>the</strong> end of session 5, Chris asked his first specific problem question, “Why did Muffy trip <strong>the</strong> brain?” Throughout <strong>the</strong> intervention, Chris progressively asked more specific questions reflecting story content, “Why is <strong>the</strong>ir house all messy?” Self-talk remained prominent, but instances of failing to ask a question decreased steadily after session eight. At <strong>the</strong> end of <strong>the</strong> intervention, Chris continued to use “who” and “what” question words interchangeably. Unprompted Responses Characters Setting Event Problem Solution Totals UP P UP P UP P UP P UP P UP P Figure 5 shows <strong>the</strong> frequency of unprompted responses by each child. Immediately after intervention began, general education peers increased question generation. Because <strong>the</strong> intervention involved reciprocal questioning, <strong>the</strong> responses of <strong>the</strong> children with ASD were Total # Generated Cole 11 2 12 1 16 8 4 6 0 2 43 19 62 Cole’s Ps 23 2 2 2 6 13 6 8 0 1 36 26 63 Dean 1 1 1 2 9 6 17 4 0 4 28 17 45 Dean’s Ps 3 2 5 0 12 14 7 4 1 0 28 20 48 Nate 3 7 3 1 13 9 9 3 1 5 29 25 54 Nate’s Ps 6 5 7 2 13 7 15 5 0 0 30 30 60 380 / Education and Training in Developmental Disabilities-September 2008 highly dependent on questions posed by general education peers. That is, all three children with ASD show a general pattern of increased unprompted responses with an increase in <strong>the</strong> questions posed by peers, although with individual variations in relation to consistency. The number of times participants with ASD responded to questions generated by peers without prompting ranged from 2–6, 1–6 and 1–5 for Austin, Barry and Chris respectively. Participants with ASD and <strong>the</strong>ir general education peers had <strong>the</strong> opportunity to respond to a variety of questions focusing on each of <strong>the</strong> 5 elements of a story (see Table 7). The proportion of unprompted versus prompted responses was variable. Participants with ASD and <strong>the</strong>ir peers received <strong>the</strong> least amount of prompting when responding to character and setting questions. Responses to problem questions showed greater variability. Fur<strong>the</strong>r, solution questions were asked very infrequently by participants, making it difficult to note any patterns in responding behavior. Very few participants failed to respond or responded with “I don’t know.” Questions that required a response beyond text recall required prompting more often than responses directly found in text. That is, if a response required interpretation of a character’s behavior or summarizing a character’s actions or events, <strong>the</strong> need for prompting increased. For example, in <strong>the</strong> story Arthur Goes to Camp, Rocky (<strong>the</strong> boy’s camp counselor) is yelling at <strong>the</strong> boys about <strong>the</strong>ir physical shape. Earlier in <strong>the</strong> story, references were made about sporting competitions between <strong>the</strong> boys and girls camps, and Rocky is yelling at <strong>the</strong>
Figure 5. Frequency of unprompted student responses by children with autism spectrum disorder by frequency of peer generated questions boys about getting in better shape. One participant asked, “Why is Rocky being so mean to <strong>the</strong> boys?” To answer this question, first, <strong>the</strong> student must interpret Rocky’s behavior as “mean.” Then, <strong>the</strong> participant has to link Rocky’s pushing <strong>the</strong> boys to get into better shape as a reflection of his desire to win <strong>the</strong> competition. This takes summarizing information from within text and linking it to what <strong>the</strong> participant already knows about competition. Social Validity Social validity data were collected including interviews with parents of children with ASD, interviews of children with ASD, and interviews with 8 of 9 participating general education peers. Parents were interviewed regarding degree of change noticed in <strong>the</strong>ir child’s reading and social behavior, and whe<strong>the</strong>r or not <strong>the</strong>y felt <strong>the</strong> intervention was important Reciprocal Questioning / 381
Page 1 and 2:
Education and Training in Developme
Page 3 and 4:
Page 5 and 6:
Page 7 and 8:
Self-Determination in Relation to H
Page 9 and 10:
ticipants (a) believed the<
Page 11 and 12:
Field notes were used to document <
Page 13 and 14:
ling information, medical history a
Page 15 and 16:
Home. Jack lived with his mo<strong
Page 17 and 18:
we felt strongly that we needed inf
Page 19 and 20:
literature, mostly to do with <stro
Page 21 and 22:
tion? The national consumer survey.
Page 23 and 24:
Figure 1. Proposed intersection of
Page 25 and 26:
teaching in each program for five y
Page 27 and 28:
also used to support and challenge
Page 29 and 30:
Despite Paula’s description of an
Page 31 and 32:
The paraprofessionals at Harborvill
Page 33 and 34:
Figure 2. Resultant intersection of
Page 35 and 36:
learning opportunities relevant to
Page 37 and 38:
Bouck, E. C. (2005). Service delive
Page 39 and 40:
Thirty Year Review of Safety Skill
Page 41 and 42:
TABLE 1 Safety Skill Studies Refere
Page 43 and 44:
TABLE 1—(Continued) Reference Par
Page 45 and 46:
found differences only in efficienc
Page 47 and 48:
skill for integrating persons with
Page 49 and 50:
treatment of a burn) may take sever
Page 51 and 52:
created video programs to teach stu
Page 53 and 54:
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
Page 73 and 74: communication turns (i.e., initiati
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
Page 93 and 94: sions, he engaged in hand mouthing
Page 95 and 96: Effects of a Reciprocal Questioning
Page 97 and 98: 4-45). Because the
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 and 106: TABLE 4 Example Question Words, Thi
Page 107: Figure 4. Frequency of prompted and
Page 111 and 112: their children to
Page 113 and 114: and lack of random selection makes
Page 115 and 116: prehension-monitoring activities. C
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
show all

Download the Journal (PDF) - Division on Autism and ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?