etadd_46(4) - Division on Autism and Developmental Disabilities

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TABLE 1—(Continued) Studies Listed According to Categories with Number and Age of Participants (only those with a severe to profound disability), Experimental Design, Type of Stimuli Presented, Choice Format, and Results Stimuli Choice Format Results Category/Article Name n Age Design 12 Reid, Parsons, Towery, Lattimore, Green, & Brackett. (2007). 12 29–76 N/A Work materials MSWO vs. Mixed PC vs. Q Identifying work preferences among supported worked s with severe disabilities: Efficiency and accuracy of a preference-assessment protocol. Thomson, Czarnecki, Martin, Yu, & Martin. (2007). 11 Adults N/A Edible/tangible PC vs. SS Positive Predicting optimal preference assessment methods for individuals with developmental disabilities. Mechanisms Underlying Preference DeLeon, Frank, Gregory, & Allman. (2009). 1 9–20 N/A Leisure items PC Positive On the correspondence between preference assessment outcomes and progressive-ration schedule of assessments of stimulus value. Glover, Roane, Kadey, & Grow. (2008). 3 10–16 AT w/ CC Unspecified PC Positive Preference for reinforcers under progressive- and fixed-ratio schedules: A CC w/ Reversal Positive comparison of single and concurrent arrangements. Lee, Yu, Martin, & Martin. (2010). 2 35, 37 Reversal Edible items PC Positive On the relation between reinforcer efficacy and preference. Kodak, Lerman, Volkert, & Trosclair. (2007). 1 4–8 ME/Reversal Edible/tangible items CO Positive Further examination of factors that influence preference for positive 1 Reversal Positive versus negative reinforcement. 1 Reversal Positive Milo, Mace, & Nevin. (2010). 3 6–10 CC w/ Reversal Edible items CO Positive The effects of constant versus varied reinforcers on preference and resistance to change. Review of Choice and Preference Assessment / 581
TABLE 1—(Continued) Studies Listed According to Categories with Number and Age of Participants (only those with a severe to profound disability), Experimental Design, Type of Stimuli Presented, Choice Format, and Results Stimuli Choice Format Results Category/Article Name n Age Design 12 Effects of Choice Cannella-Malone, DeBar, & Sigafoos. (2009). 2 11–13 MB CC VOCA/picture exchange CO Positive An examination of preference for augmentative and alternative communication devices with two boys with significant intellectual disabilities. Carlson, Luiselli, Slyman, & Markowski. (2008). 2 3–15 MB Clothing PC Positive Choice-making as intervention for public disrobing in children with developmental disabilities. Dixon & Falcomata. (2004). 1 31 N/A Not specified MSWO Positive Preference for progressive delays and concurrent physical therapy exercise in an adult with acquired brain injury. Harding, Wacker, Berg, Barretto, & Lee. (2005). 2 2–5 CC w/ Reversal Toys/parent attention CO Positive An evaluation of choice responding during assessment and treatment of problem behavior. Harding, Wacker, Berg, Winborn-Kemmerer, & Lee. (2009). 2 4 CC w/ Reversal Toys/parent attention CO Positive Evaluation of choice allocation between positive and negative reinforcement during functional communication training with young children. Positive Positive Negative Leisure activities Paired vs. alone Hoch, McComas, Johnson, Faranda, & Guenther. (2002). 3 9–11 AT or Reversal The effects of magnitude on choice and responding during play activities. w/ MB 582 / Education and Training in Autism and Developmental Disabilities-December 2011 Positive Humenik, Curran, Luiselli, & Child. (2008). 1 7 Reversal Food Choice vs. Intervention for self-injury in a child with autism: effects of choice and no choice continuous access to preferred stimuli. Positive Reed, Pace, & Luiselli. (2009). 1 16 ME Tangible items Choice vs. An investigation into the provision of choice in tangible conditions of a no choice functional analysis.
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Education and Training in Autism an
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March 2012 Manuscripts Accepted for
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new line of research, the review ho
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TABLE 1—(Continued) Overview of H
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TABLE 1—(Continued) Overview of H
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Figure 1. MP3 Player (Model: SM-320
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Figure 3. Sony-Ericsson K800. Retri
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computer with three middle school s
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Figure 6. Video iPod. Apple, Inc. h
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example, in contrast to previous st
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using public transportation. Device
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accessible software to increase ind
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(14.3%), a unique curriculum (13.8%
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TABLE 1 Student Characteristics Stu
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eos” was highlighted. Students th
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ment was 100% for baseline and main
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Figure 3. Percentage of independent
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how to program and operate the equi
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Individuals with Disabilities Educa
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TABLE 1 Video Prompting Studies Con
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TABLE 1—(Continued) Video Prompti
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Length of video clips. Researchers
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to learn three cooking tasks. Resul
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Van Laarhoven and Van Laarhoven-Mye
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Dogoe, M., & Banda, D. R. (2009). R
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Page 55 and 56: TABLE 1 Summary of Demographic and
Page 57 and 58: TABLE 2 Summary of Outcome Variable
Page 59 and 60: with students in preschool (Akmanog
Page 61 and 62: with MoID acquiring some of their p
Page 63 and 64: Vocational task. To date one study
Page 65 and 66: ed; thereby adding to the amount of
Page 67 and 68: Retardation and Developmental Disab
Page 69 and 70: Education and Training in Autism an
Page 71 and 72: TABLE 1 Student Demographic Informa
Page 73 and 74: Figure 1. Example of the mini-poste
Page 75 and 76: Experimental Design This study empl
Page 77 and 78: intervention sessions was 75.55% de
Page 79 and 80: help continue maximum skill profici
Page 83 and 84: at the same time, or did not respon
Page 85 and 86: Figure 1. Correct responses for Joe
Page 87 and 88: sponses for each skill. No trends w
Page 89 and 90: then be used as a template for quic
Page 91 and 92: 2007). Choice making initiates the
Page 93 and 94: making choices is clearly not in th
Page 95 and 96: epeated until stable choice pattern
Page 97 and 98: transportation, commitment) to prov
Page 99 and 100: can be made. Last, because consumer
Page 103 and 104: TABLE 1 Studies Listed According to
Page 105: TABLE 1—(Continued) Studies Liste
Page 109 and 110: TABLE 1—(Continued) Studies Liste
Page 111 and 112: (i.e., MSW) and duration-based (i.e
Page 113 and 114: 2008), and increasing adaptive beha
Page 115 and 116: port difficulty implementing the in
Page 117 and 118: of a preferred item while continuin
Page 119 and 120: Kreiner, J., & Flexer, R. (2009). A
Page 123 and 124: autism on the CARS. Regarding socia
Page 125 and 126: other effect size measures and with
Page 127 and 128: quests during baseline sessions. Du
Page 129 and 130: ulation was generally clear and he
Page 131 and 132: communication training as a treatme
Page 133 and 134: encing allergy symptoms (one partic
Page 135 and 136: Assessments Preference assessment.
Page 137 and 138: Interobserver agreement. A second o
Page 139 and 140: challenging behavior in the presess
Page 141 and 142: tion of the preferred item signaled
Page 143 and 144: ior: An analysis of the literature.
Page 145 and 146: moderate intellectual disabilities
Page 147 and 148: Effects of the STAR intervention pr
Page 149 and 150: Copeland, S. R. (2002). See citatio
Page 151 and 152: 126. Ezell, D., & Klein, C. (2003).
Page 153 and 154: computer-based instruction program.
Page 155 and 156: sight words to students with mental
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Mastropieri, M. A. (2009). See cita
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262. Noyes, D. A., & Sax, C. L. (20
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Rispoli, M. (2009). See citation #1
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Sparks, S. (2010). See citation #87
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Vlaskamp, C. (2008). See citation #
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INDEX—VOLUME 46,
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Runes, Sandra. See Hausmann-Stabile
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Review of video prompting studies w
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Look! I'm in College! DVD Look, I
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13th International Conference on Au
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