etadd_46(4) - Division on Autism and Developmental Disabilities

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Figure 3. Percentage of subtraction 3-digit money computational problems with regrouping using the touchpoints strategy answered correctly by Trent, Michael, and Alex. were conducted during the training phase, while 44% were completed in the probe sessions. The inter-observer agreement was 100%. Effectiveness of the Intervention Figure 3 illustrates the percentage of correct responses the students received on the subtraction problems with regrouping using money computations during the baseline, intervention, and maintenance phases. Trent. Trent’s baseline mean score was 6.66% across all 3 sessions, which demonstrates a stable trend in the data. A substantial immediate positive score increase was observed when the intervention probes were issued, which showed the touch-points strategy was an effective intervention for acquiring subtraction problems with regrouping using money values. The average score across all Touchmath© and Money Skills / 551
intervention sessions was 75.55% demonstrating a continual, stable, and maintained acquisition of the target skills set needed to calculate the correct answers, which was a 68.88% increase from the baseline phase. Trent reached criteria within the preset number of sessions, which was established when 80% of the probe scores were 40% higher than the baseline scores. There was no data point overlap observed from the baseline to the intervention phases signifying an immediate positive increase that was maintained throughout the intervention. The trend from the intervention through the maintenance phase was positive and the data points within the trend were reasonably stable. Trent’s mean score during intervention was 75.55% and increased to 83% during the maintenance phase, indicating a continual improvement in skill level with additional opportunities to utilize the strategy. There was an 83% overlap between the intervention and maintenance phase, though Trent was able to increase his mean scores during maintenance. This indicates that Trent was able to prolong his ability to solve the subtraction problems with regrouping and, based on his scores during the maintenance phase, improve his scores over time. The intervention strategy was successful initially and in sustaining Trent’s ability to solve subtraction problems with regrouping. Michael. Michael’s mean score during the baseline phase was 5% indicating that he had established a flat and stable baseline measure. However, Michael’s mean score during the intervention phase increased to 88%, which was an 83% increase from the baseline phase. This abrupt level change and 0% overlapping data points from baseline to intervention substantiated that the touch-points intervention strategy was effective for Michael in acquiring the subtraction skills with regrouping. Michael met criteria after only four sessions. There was a level trend after the abrupt level change from the baseline to the intervention phase indicating a consistent calculation skill aptitude. The mean maintenance score for Michael was 45% with a median score of 35%. There was 100% data point overlap from intervention to the maintenance phase. A continual decreasing trend occurred during the maintenance phase ending in a 20% score on the final probe session. Michael did not revert to his previous baseline scores, but further probes would be needed to determine sustained skill retention. The intervention strategy was confirmed to be effective over a relatively short period of time, as further strategy instruction may prove beneficial for Michael’s continued success. Alex. Alex’s baseline phase extended for 9 sessions, while maintaining a flat and stable trend with a mean score of 2.22%. However, during the intervention phase, Alex demonstrated a positive level change with the first intervention probe session. The second probe score increased significantly from 20% to 70%, then faltering back to 30% causing an unstable level change with the first four sessions. The fifth session established the start of an observable stable level change. Due to beginning unstable scores, Alex required the greatest time to meet criteria. Criteria were met after ten sessions with an average score of 76% and a 90% median score, which was a 73.77% increase from the baseline measures. The touch-points intervention strategy was effective for Alex to subtract 3-digit money problems with regrouping. Between the baseline and intervention phases there was 0% data point overlap, demonstrating a positive level change though five additional sessions were required until stability and criteria were met. There was 100% overlap from intervention to maintenance phase. The mean maintenance score for Michael was 100%. From the beginning of the baseline to the end of the maintenance phase, there was a steady increasing data score trend and overall the touch-points intervention strategy proved to be effective for Alex. Social Validity Survey In general, the students, teachers, and parents indicated in the social validity survey that the TouchMath© program using the touch-points intervention was beneficial. The students stated that the strategy was easy to use and understand and improved their ability to solve subtraction problems with regrouping involving money computations. The teachers reported they appreciated the students’ abilities to quickly acquire and successfully follow the number of steps needed to solve the subtrac- 552 / 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
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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
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 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
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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: Experimental Design This study empl
Page 79 and 80: help continue maximum skill profici
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Page 85 and 86: Figure 1. Correct responses for Joe
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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
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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
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
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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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