etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
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TABLE 1<br />
Summary of Demographic <strong>and</strong> Procedural Variables<br />
Independent Variable<br />
(C<strong>on</strong>trolling Prompt) Error Rates<br />
Authors Participants (Target Participants) Setting Pupil: Teacher Ratio Dependent Variable<br />
Instructi<strong>on</strong> 10.4%<br />
Probe 45%<br />
Modeling prompt paired<br />
with verbal prompt<br />
Preschool<br />
Expressive identificati<strong>on</strong><br />
of relatives<br />
2 with <strong>Autism</strong>; 5.5 years old Classroom for children<br />
with <strong>Autism</strong> in a<br />
university unit for<br />
children with<br />
development delays<br />
Akmanoglu-Uludag & Batu<br />
(2005)<br />
Instructi<strong>on</strong> (1:1)<br />
Verbal 38.5%,<br />
Motor 0%; (4:1)<br />
Verbal 49%,<br />
Motor 0%<br />
Probe (1:1) Verbal,<br />
Motor, <strong>and</strong> Instructive<br />
Feedback 41.6%; (4:<br />
1) Verbal 25%,<br />
Motor 24.2%,<br />
Instructive Feedback <br />
30%<br />
Instructi<strong>on</strong> Everyday<br />
probes 0–3.5%<br />
Every 4th day probes <br />
0–4.3%<br />
Probes First 8 days <br />
50% First 2 every 4th day<br />
28.1%<br />
Full physical prompt to<br />
perform play acti<strong>on</strong><br />
paired with a verbal<br />
model of language<br />
(1) acquisiti<strong>on</strong> <strong>and</strong><br />
training trials of target<br />
pretend play expressive<br />
vocabulary skills (2)<br />
pretend play motor<br />
skill (3) instructive<br />
feedback - expressive<br />
vocabulary skills<br />
(1:1)<br />
Public preschool<br />
Classroom (1:1 <strong>and</strong><br />
4:1)<br />
4 with pervasive developmental<br />
disorder <strong>and</strong> developmental<br />
disabilities; 3–4 years old;<br />
Para delivered instructi<strong>on</strong><br />
Colozzi, Ward, & Crotty<br />
(2008)<br />
Verbal model of correct<br />
resp<strong>on</strong>se<br />
Classroom (1:1) 14 transportati<strong>on</strong> words<br />
<strong>and</strong> 11 line drawings<br />
(2 words per c<strong>on</strong>diti<strong>on</strong>;<br />
3 c<strong>on</strong>diti<strong>on</strong>s <br />
Everyday probes, Every<br />
fourth day probes <strong>and</strong><br />
c<strong>on</strong>trol)<br />
Reichow & Wolery (2009) 1 with speech language<br />
impairment, 1 English<br />
Language Learner, 1 with<br />
typical development, 1 at-risk<br />
for school failure; 4–5 years<br />
old<br />
Instructi<strong>on</strong> 34–64%<br />
Probe not reported<br />
Not Reported<br />
Modeling plus verbal<br />
prompt<br />
Verbal directi<strong>on</strong> paired with<br />
modeling<br />
Instructi<strong>on</strong> 0%<br />
Probes 26–35%<br />
Verbal Model of correct<br />
resp<strong>on</strong>se<br />
Instructi<strong>on</strong> Not<br />
reported Probes (CTD<br />
1–16%) (SP 2–15%)<br />
CTD vs Simultaneous<br />
Prompting (Intermittent<br />
probes)<br />
Elementary<br />
Akmanoglu & Batu (2004) 3 with <strong>Autism</strong>; 6–17 years old Classroom at university Receptive identificati<strong>on</strong><br />
school (1:1)<br />
of numerals 1–9<br />
Batu (2008) 4 with <strong>Developmental</strong> Delays Home-based instructi<strong>on</strong> (1) Caregiver<br />
(IQ 41–50); 6-9 years old;<br />
implementati<strong>on</strong> (2)<br />
Caregiver-delivered<br />
Acquisiti<strong>on</strong> of home-<br />
instructi<strong>on</strong><br />
living skills (e.g.,<br />
wearing socks, making<br />
bed, etc)<br />
Birkan (2005) 1 MID, 2 MoID; 6–13 years old Classroom at research 3 discrete tasks (sight<br />
university (1:1)<br />
words, receptive<br />
identificati<strong>on</strong> of digits,<br />
telling time<br />
Kurt & Tekin-Iftar (2008) 4 with <strong>Autism</strong>; 6–8 years old School - Classroom, Turning <strong>on</strong> CD player<br />
cafeteria, free-play<br />
<strong>and</strong> taking a digital<br />
area, <strong>and</strong> hall<br />
picture<br />
530 / Educati<strong>on</strong> <strong>and</strong> Training in <strong>Autism</strong> <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-December 2011