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TABLE 2 Percent Correct on <strong>the</strong> Acquisition and Application of Test-taking Strategies by at least 10 points for each participant on both <strong>the</strong> tests measuring strategy application and <strong>the</strong> probes measuring achievement. All students reached 80% mastery on achievement probes and <strong>the</strong> tests designed to measure test-taking application. Strategy Application Test Brandy John Sarah Amy Pretest 19 40 28 27 Training Controlled Practice 1 83 86 88 89 Controlled Practice 2 75 92 72 85 Controlled Practice 3 81 – 86 79 Controlled Practice 4 86 – 92 81 Controlled Practice 5 93 – – 90 Post-training (with feedback) Advanced Practice 1 100 100 86 79 Advanced Practice 2 93 100 71 93 Advanced Practice 3 93 100 93 93 Advanced Practice 4 93 100 86 93 Advanced Practice 5 93 100 86 83 Posttest 90 92 86 85 Post-training (without feedback) Maintenance 93 86 86 86 Generalization 1 86 58 55 83 Generalization 2 86 86 80 80 Results on <strong>the</strong> test-taking application showed that Brandy and John both memorized <strong>the</strong> steps of <strong>the</strong> test-taking strategy as demonstrated by verbal repetition in only two attempts. Sarah and Amy had some difficulty memorizing <strong>the</strong> steps of <strong>the</strong> test-taking strategy, taking <strong>the</strong>m five and six attempts, respectively, to verbally repeat <strong>the</strong> strategy correctly. Both Sarah and Amy had lower verbal ability scores on previous evaluations among all participants, thus it is possible that <strong>the</strong>ir difficulty memorizing and repeating <strong>the</strong> strategy could be attributed to <strong>the</strong> lower verbal ability. Data were also collected to determine <strong>the</strong> level of accuracy with which each participant applied <strong>the</strong> test-taking strategy prior to training, during training, and post training, as measured by percent correct on <strong>the</strong> pretest, controlled practice tests, advanced practice tests, and posttest. All participants reached mastery of 80% correct during controlled practice and advanced practice, and demonstrated significant gains from pretest to posttest in <strong>the</strong>ir test-taking ability. Results are presented in Table 2. Achievement Probes 404 / Education and Training in Developmental Disabilities-September 2008 Achievement probes results (see Figure 2) also support <strong>the</strong> effectiveness of <strong>the</strong> intervention. Brandy obtained a mean percent score of 55 (range 50–60) on achievement probes during baseline and a mean percent score of 77.4 (range 55–90) during post-training sessions. Her lowest score, at 55 percent during <strong>the</strong> second post-training session, could be attributed to <strong>the</strong> level of reading difficulty of <strong>the</strong> probe. The first author observed her having difficulty reading <strong>the</strong> passages in <strong>the</strong> probe which negatively impacted her score, and adjusted <strong>the</strong> subsequent probes to match her instructional reading level. John obtained a mean percent score of 55 (range 55–65) on baseline probes and improved his score to 82.4 (range 80–84) during post-training. Similarly, Sarah and Amy demonstrated substantial improvements on achievement probes, from a mean percent score of 45.5 (range 35–55) and 49.1 (range 30–65), respectively,
Figure 2. Percent correct on <strong>the</strong> achievement probes. Teaching Test-taking Strategies / 405
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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
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TABLE 1—(Continued) Author(s) Mor
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trums, aggression) in a four-year-o
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(Quill, 1995). Furthe</stro
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following picture prompt training.
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medication, for example anticonvuls
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TABLE 1 Number of Facilities That U
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Snoezelen on a variety of behaviors
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Kapell, D., Nightingale, B., Rodrig
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ity being on the c
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communication turns (i.e., initiati
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Definitions of Target Behaviors and
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student gave the p
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Figure 2. Bob’s performance data.
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Page 83 and 84: Figure 5. Eric’s performance data
Page 85 and 86: Figure 6. Jen’s performance data.
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Page 91 and 92: Figure 1. Intervention results for
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Page 101 and 102: TABLE 3 Examples of Elements of a S
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Page 129 and 130: short essay question. Items were ei
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