etadd_46(4) - Division on Autism and Developmental Disabilities

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TABLE 1—(Continued) Summary of Demographic and Procedural Variables Independent Variable (Controlling Prompt) Error Rates Participants (Target Participants) Setting Pupil: Teacher Ratio Dependent Variable Authors Instruction 0% Probes 14–19% Model with verbal description 11 - 15 step task analysis for purchasing Community settings (grocery store, pastry shop, and dry cleaning store) Instruction 0.3% Probes 7.5% Verbal Model of correct response Tekin-Iftar (2008) 3 with Autism, 1 with MoID; 7–12 years old; Parent-delivered instruction Tekin-Iftar, Kurt, & Acar (2008) 2 with mental retardation; 7-8 years old Instruction not reported Probes not reported Verbal model of correct response 3 students with MoID; 9–11 years old Waugh, Fredrick, & Alberto (2009) Not reported Verbal Model of correct response 5 with MoID (IQ 40– <strong>46</strong>); 12-15 years old Alberto, Waugh, & Fredrick (2010) Instruction 2.14% Probes 6.57% Verbal prompt paired with a model 3 with MID, 2 with MoID; 11–14 years Gursel, Tekin-Iftar, & Bozkurt (2006) Verbal prompt paired with a Not reported model Verbal of correct response Instruction 8.6%– 17.6% Probes 15.2%–26.4% University Unit (1:1) Tool identification with instructive feedback; intermittent probe Conditions Self-contained classroom Correct reading of sight- in public school (1:1) words, letter-sound correspondences, and blending skills Middle School Self-contained classroom Verbal reading and in public school (2:1 motoric demonstration and 3:1) of comprehension of individual sight words and connected text Classroom (2:1); Discrete skills - heterogeneous dyadic identification of grouping provinces, rivers, and border countries on Turkish map and expressive identification of math symbols Self-contained classroom 12-step task analysis for (1:1) subtraction with decimals Classroom (1:1) Recall of multiplication Facts Not reported CTD vs Simultaneous Prompting Different discrete tasks - (1) expressively read words from general education vocabulary lists (2) Verbally define key vocabulary words Acquisition of community signs with instructive feedback Special education and general education classrooms (large group) Rao & Kane (2009) 2 with Educable Mental Impairement Rao & Mallow (2009) 2 with cognitive impairments (IQ 49 & 62) Riesen et al. (2003) 1 with autism, 2 with multiple disabilities (IQ 50–55), 1 with MID (IQ 58–70); 2 paraprofessionals Instruction 1.1% Probes 2.21% Verbal Model of correct response Counselor’s Office in a public school (tutor dyads) Tekin-Iftar (2003) 4 typical peers, 4 with developmental disabilities; 10-13 years old Instruction 0% Probes 29% Verbal Model of correct response Expressive identification of first aid materials and instructive feedback Classroom in a public school (1:1) Tekin-Iftar, Acar, & Kurt (2003) 3 with MID; 13–14 years old Simultaneous Prompting / 531
TABLE 2 Summary of Outcome Variables Authors Design Results Maintenance Generalization Social Validity Parent Questionnaire Across materials, settings, and trainers Preschool 1, 2, and 4 weeks following mastery criterion Does not specify when collected Multiple Probe All students acquired targeted skills Akmanoglu-Uludag & Batu (2005) Questionnaire – Parents, Preschool Teachers and Paraprofessionals Across people, setting, and materials Colozzi et al. (2008) Multiple Probe Simultaneous prompting effective - met criterion. No significant differences in probe errors for verbal and motor responses between 1:1 and small Not reported Not reported Not reported group 3 of 4 participants acquired target stimuli under both simultaneous prompting conditions; 1 student acquired target stimuli in the every 4th day condition only Reichow & Wolery (2009) Adapted Alternating Treatments Across materials Parent Questionnaire Across trainers Semi-structured interview Across setting and Not reported materials Not reported 16 instructors and professors completed Questionnaire Across settings Mother and Student Questionnaire Multiple exemplars Not reported Elementary Akmanoglu & Batu (2004) Multiple Probe All students met Criterion 1, 2, and 4 weeks following demonstration of mastery Batu (2008) Multiple Probe All students met Criterion 1 and 3 weeks following demonstration of mastery Birkan (2005) Multiple Probe All students met Criterion 7, 18, and 25 days after criterion Kurt & Tekin-Iftar (2008) Adapted Alternating Both equally effective with 1, 2, and 4 weeks Treatments mixed efficiency data following demonstration of mastery Tekin-Iftar (2008) Multiple Probe All students met criterion 2 and 5 weeks following demonstration of mastery Tekin-Iftar, Kurt, & Acar Multiple Probe All students met criterion 1, 2, and 4 weeks (2007) following demonstration of mastery 532 / Education and Training in Autism and Developmental Disabilities-December 2011
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Education and Training in Autism an
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March 2012 Manuscripts Accepted for
Page 5 and 6: new line of research, the review ho
Page 7 and 8: TABLE 1—(Continued) Overview of H
Page 9 and 10: TABLE 1—(Continued) Overview of H
Page 11 and 12: Figure 1. MP3 Player (Model: SM-320
Page 13 and 14: Figure 3. Sony-Ericsson K800. Retri
Page 15 and 16: computer with three middle school s
Page 17 and 18: Figure 6. Video iPod. Apple, Inc. h
Page 19 and 20: example, in contrast to previous st
Page 21 and 22: using public transportation. Device
Page 23 and 24: accessible software to increase ind
Page 25 and 26: (14.3%), a unique curriculum (13.8%
Page 27 and 28: TABLE 1 Student Characteristics Stu
Page 29 and 30: eos” was highlighted. Students th
Page 31 and 32: ment was 100% for baseline and main
Page 33 and 34: Figure 3. Percentage of independent
Page 35 and 36: how to program and operate the equi
Page 37 and 38: Individuals with Disabilities Educa
Page 39 and 40: Education and Training in Autism an
Page 41 and 42: TABLE 1 Video Prompting Studies Con
Page 43 and 44: TABLE 1—(Continued) Video Prompti
Page 45 and 46: Length of video clips. Researchers
Page 47 and 48: to learn three cooking tasks. Resul
Page 49 and 50: Van Laarhoven and Van Laarhoven-Mye
Page 51 and 52: Dogoe, M., & Banda, D. R. (2009). R
Page 55: TABLE 1 Summary of Demographic and
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
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Page 67 and 68: Retardation and Developmental Disab
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
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Page 79 and 80: help continue maximum skill profici
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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 and 106: TABLE 1—(Continued) Studies Liste
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TABLE 1—(Continued) Studies Liste
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TABLE 1—(Continued) Studies Liste
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(i.e., MSW) and duration-based (i.e
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2008), and increasing adaptive beha
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port difficulty implementing the in
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of a preferred item while continuin
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Kreiner, J., & Flexer, R. (2009). A
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Education and Training in Autism an
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autism on the CARS. Regarding socia
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other effect size measures and with
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quests during baseline sessions. Du
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ulation was generally clear and he
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communication training as a treatme
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encing allergy symptoms (one partic
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Assessments Preference assessment.
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Interobserver agreement. A second o
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challenging behavior in the presess
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tion of the preferred item signaled
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ior: An analysis of the literature.
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moderate intellectual disabilities
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Effects of the STAR intervention pr
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Copeland, S. R. (2002). See citatio
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126. Ezell, D., & Klein, C. (2003).
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computer-based instruction program.
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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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