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

More documents

Recommendations

Info

TABLE 1 Participant Characteristics Participant Sex Age Diagnosis Communication Skills tions, could respond to video stimuli in preference assessments. Considering <strong>the</strong> relationship between discrimination skills and stimulus modalities used in preference assessments reported in previous research, and <strong>the</strong> potential of video presentations in presenting protracted activities, <strong>the</strong> purpose of this study was to systematically replicate previous research on discrimination skills and object, pictorial, and spoken stimuli in assessing preferences for leisure activities, and to include video presentation as one of <strong>the</strong> stimulus modalities. Method Participants and Setting Participants were seven adults recruited from River Road Place of St. Amant, a residential and community resource facility for persons with developmental disabilities. They were selected based on <strong>the</strong>ir ABLA assessments conducted at <strong>the</strong> beginning of <strong>the</strong> study. The ABLA assessment procedures can be found in Conyers et al. (2002), de Vries et al. (2005), and Martin and Yu (2000). Participants 1, 2, and 3 passed <strong>the</strong> visual discrimination task (referred to as Level 3 on <strong>the</strong> ABLA test) but failed both <strong>the</strong> visual matching-to-sample (Level 4) and <strong>the</strong> auditory-visual discriminations (Level 6). Participants 4 and 5 passed both Levels 3 and 4, but failed Level 6. Participants 6 and 7 passed all three levels. Characteristics for each participant were obtained from <strong>the</strong>ir health records and are provided in Table 1. All sessions were conducted in a small quiet room with minimal distractions. The experimenter sat across a table from <strong>the</strong> participant during each session, and an observer attended some of <strong>the</strong> sessions to conduct reliability checks. Research Design ABLA Levels Passed* 1 F 41 Severe developmental disabilities None 3 2 F 39 Profound developmental disabilities None 3 3 M 33 Autism None 3 4 F 37 Severe developmental disabilities None 3 and 4 5 M 49 Severe developmental Little speech; socially 3 and 4 disabilities responsive 6 F 41 Severe developmental Little speech; difficult to 3, 4, and 6 disabilities understand 7 F 50 Moderate developmental Little or no recognizable 3, 4, and 6 disabilities speech; understands simple instructions and questions * Level 3 visual discrimination, Level 4 quasi-identity visual matching-to-sample discrimination, Level 6 auditory-visual discrimination. 390 / Education and Training in Developmental Disabilities-September 2008 Each participant received an initial preference assessment using actual objects to identify his or her most preferred and least preferred leisure activities. Next, <strong>the</strong> most and least preferred leisure activities were presented in four modalities (object, picture, video, and spoken) using a replication design, with each modality assessed at least twice.
TABLE 2 Leisure Activities Used in <strong>the</strong> Preference Assessments Leisure Activity Stimuli Presented During a Trial Coloring Crayons and coloring book Doing a puzzle 3-pieces Listening to music Tape recorder with pop music Painting Paint, paint brush, paper, and water Playing cards Deck of playing cards Playing with a light toy Rattle-shaped light toy called “Meteor Storm” about 20 cm tall Playing with object-sound related toy A cow-shaped plastic toy Playing with a velcro-ball Tennis ball wrapped with velcro and two rackets with velcro on one side Playing with a carpentry set Mini tool kit Playing with a toy car A miniature sport car about 6 cm long Playing with a xylophone A miniature xylophone (24 cm 11 cm) Reading magazines Three types of magazines Shaking a rattle Rattle Touching a lighting ball Plasma lighting ball about 33 cm tall Turning on and off a fan that lights up Battery operated hand-held fan Washing and applying lotion to hands Hand soap, sponge, water and hand lotion Watering plants Plastic plants and watering can Initial Object Preference Assessment Six activities were identified for each participant based on recommendations from <strong>the</strong> participant’s caregivers and on practical considerations in presenting and performing <strong>the</strong> activities during sessions. Table 2 lists all <strong>the</strong> leisure activities used and <strong>the</strong> object stimuli presented on each trial. A paired-stimulus presentation procedure was used (Fisher et al., 1992; Piazza, Fisher, Hagopian, Bowman, & Toole, 1996). Each stimulus was paired with every o<strong>the</strong>r stimulus twice, totaling 30 trials. Order and positions of <strong>the</strong> stimuli were counterbalanced across trials. Trials were spread across two to four sessions depending on <strong>the</strong> participant’s level of functioning. On each trial, <strong>the</strong> experimenter presented <strong>the</strong> objects representing <strong>the</strong> two leisure activities concurrently on <strong>the</strong> table. Verbal prompts and gestures were provided to <strong>the</strong> participant to attend to each stimulus. The experimenter <strong>the</strong>n asked <strong>the</strong> participant to “pick one”. Once <strong>the</strong> participant made an approach response (touching or pointing to a stimulus), <strong>the</strong> non-selected stimulus was removed immediately, and <strong>the</strong> participant was allowed to engage in <strong>the</strong> chosen activity for approximate 30 s. If <strong>the</strong> participant tried to approach both stimuli or did not choose an activity after 10 s, <strong>the</strong> trial was repeated. At <strong>the</strong> end of <strong>the</strong> assessment, <strong>the</strong> preference measure for a stimulus was calculated by dividing <strong>the</strong> number of trials in which that stimulus was chosen by <strong>the</strong> total number of trials that particular stimulus was available during <strong>the</strong> assessment, multiplied by 100%. The most and least frequently preferred stimuli were used in <strong>the</strong> next phase (see Table 3). Stimulus Modalities and Presentation Procedures Four stimulus modalities were evaluated in a replication design. Presentations using objects (O) were given to each participant during <strong>the</strong> first phase, followed by presentations using pictorial (P), video (V), and spoken (S) stimuli in subsequent phases. The order for P, V, and S phases was randomized and <strong>the</strong> four Discrimination Skills / 391
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 and 108: Figure 4. Frequency of prompted and
Page 109 and 110: Figure 5. Frequency of unprompted s
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: all three participants who passed b
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 ...

Create successful ePaper yourself

Delete template?

Save as template?