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

More documents

Recommendations

Info

sponse, but recorded <strong>the</strong> response as incorrect. If a correct response was not elicited with <strong>the</strong> expectant look with repeated stimulus Figure 1. Probe statements or questions. 348 / Education and Training in Developmental Disabilities-September 2008 cue, <strong>the</strong> graduate student modeled <strong>the</strong> correct response for <strong>the</strong> participant. If <strong>the</strong> participant emitted a correct response, <strong>the</strong> graduate
student gave <strong>the</strong> participant positive verbal reinforcement but recorded <strong>the</strong> initial response as incorrect. Correct responses were recorded only when participants responded accurately with a natural stimulus cue. A slightly different prompting system was used to facilitate appropriate eye contact and tone of voice. The first level prompt remained <strong>the</strong> same, consisting of an expectant look and <strong>the</strong> repetition of <strong>the</strong> stimulus cue. The second level prompt consisted of pointing to a pictorial prompt. The first pictorial prompt depicted a pair of open eyes to prompt <strong>the</strong> participant to make eye contact with <strong>the</strong> communication partner. The graduate student pointed to <strong>the</strong> picture and repeated <strong>the</strong> original stimulus cue, indicating that <strong>the</strong> participant should respond again, but with appropriate eye contact. The pictorial prompt depicting use of appropriate voice was a picture of a face, with an arrow pointing toward <strong>the</strong> mouth and throat to facilitate use of appropriate tone of voice. Participants’ instruction during each group instructional and individual role-playing session included <strong>the</strong> use of <strong>the</strong>se prompting systems, so <strong>the</strong>y were familiar with <strong>the</strong> meaning both pictorial prompts. When a participant reached his/her predetermined performance criterion for one target pragmatic-social communication skill, instruction for <strong>the</strong> subsequent target skill was taught during <strong>the</strong> next individual portion of <strong>the</strong> instructional session, following <strong>the</strong> roleplaying activity. The research team made an a priori decision to discontinue target skill instruction if a participant did not reach <strong>the</strong> predetermined performance criterion within four probe sessions. In this case, <strong>the</strong> team began instruction for <strong>the</strong> student’s next identified target skill. Generalization condition (A'). During <strong>the</strong> maintenance (A') condition, graduate students continued to initiate <strong>the</strong> 15 pragmatic and social language communication opportunities, delivered without <strong>the</strong> leveled prompting system or verbal positive reinforcement. When <strong>the</strong> (A') condition was initiated for a previously targeted social and pragmatic language skill, a new social and pragmatic language skill was systematically taught during <strong>the</strong> instructional sessions. Data on student responses for all five target areas were collected during each session of <strong>the</strong> (A') condition. Setting All instructional sessions and collection of participants’ performance data and graduate students’ procedural reliability occurred within a single high school. Instructional sessions took place in a single classroom one morning per week and data collection for students’ performance took place in <strong>the</strong> high school lunchroom two days per week. Graduate students sat with <strong>the</strong> same assigned participant during all instructional and data collection sessions. Interrater Performance and Procedural Reliability Participant performance data and graduate student procedural reliability data were collected by additional graduate SLP students trained as interraters. These interraters were not o<strong>the</strong>rwise involved in <strong>the</strong> investigation. One research team member trained <strong>the</strong>se students in scoring interventionists’ procedures and participant responses. During lunchtime data collection sessions, interraters sat close enough to <strong>the</strong> high school participants and graduate SLP communication partners to hear communication exchanges. They did not make eye contact or engage ei<strong>the</strong>r <strong>the</strong> graduate student or participant in conversation; however, <strong>the</strong>y were instructed to respond appropriately to communication attempts initiated by participants. Results Overall results indicated that <strong>the</strong> group systematic instructional strategy involving individualized role playing was effective in improving <strong>the</strong> social-pragmatic skills of <strong>the</strong> participants. Generalization probes in <strong>the</strong> high school lunchroom revealed variable results across participants. See Figures 2 to 6 for graphic displays of individual participants’ performance data. These figures show data for three primary target behaviors and secondary behaviors assessed within <strong>the</strong> single-subject multiple probe design. Experimental control was established as all participants demonstrated a change in <strong>the</strong>ir target behaviors only when <strong>the</strong> intervention was applied to each behavior within <strong>the</strong> multiple probe design. Social-Pragmatic Language Skills Instruction / 349
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: Definitions of Target Behaviors and
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 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 ...

Create successful ePaper yourself

Delete template?

Save as template?