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

More documents

Recommendations

Info

Maintenance procedures. Follow-up probes were collected nine weeks after <strong>the</strong> student meet acquisition criterion. Follow-up probes occurred in <strong>the</strong> community setting where <strong>the</strong> student was initially trained. Follow-up probes were collected to determine if <strong>the</strong> initial instructional affected <strong>the</strong> student’s performance over time. Reliability Interobserver reliability data and procedural reliability data were collected simultaneously by <strong>the</strong> primary investigator and <strong>the</strong> classroom teacher. Interobserver and procedural reliability data were collected during 33% of baseline and each concurrent phase. Observers independently and simultaneously recorded <strong>the</strong> number of steps <strong>the</strong> student performed independently or <strong>the</strong> required prompt and response time. Interobserver agreement was calculated by dividing <strong>the</strong> number of agreements of student responses by <strong>the</strong> number of agreements plus disagreements and multiplying by 100. Interobserver reliability ranged from 96 to 100%, with a mean of 99% agreement. The mean interobserver reliability agreement for each student across conditions was Aaron, 97%; Bill, 100%; Cate, 100%, and Doug, 97%. Procedural integrity measures check <strong>the</strong> investigator’s performance by using <strong>the</strong> correct prompting hierarchy and response time. The classroom teacher was trained using an itemized checklist that listed <strong>the</strong> task-analyzed steps of each task and <strong>the</strong> level of prompt. The teacher was considered successfully trained after completing 100% of <strong>the</strong> checklist for three consecutive trials. The procedural agreement level was calculated by dividing <strong>the</strong> number of observed teacher behaviors by <strong>the</strong> number of planned teacher behaviors and multiplying by 100 (Billingsley, White, & Munson, 1980). Procedural reliability ranged from 97-100%, with a mean of 99%. The mean procedural reliability agreement for each student across conditions was: Aaron, 99%; Bill, 100%; Cate, 96% and Doug 100% Results Number of independent transitions made by students during baseline, handheld prompting intervention, and maintenance phases in <strong>the</strong> vocational setting is presented in Figure 1. During baseline, students demonstrated limited ability to independently transition between specific work tasks. Number of independent task transitions made by students during this phase was zero. When students used <strong>the</strong> handheld prompting system during intervention, increases in <strong>the</strong> number of independent transitions were apparent. Number of independent transitions ranged from 40% to 100% with a mean of 86%. Aaron demonstrated no independent transitions during baseline and increased independent transitioning to a mean of 82% (range 40-100%) during intervention. Bill demonstrated no independent transitions during baseline and increased independent transitioning to a mean of 84% (range 50-100%) during intervention. Cate demonstrated no independent transitions during baseline and increased independent transitioning to a mean of 80% (range 50-100%) during intervention. Doug demonstrated no independent transitions during baseline and increased independent transitioning to a mean of 94% (range 80-100%) during intervention. Number of instructional sessions to reach criteria ranged from nine to five with a mean of six. Moreover, all students maintained transitioning nine weeks later with 100% independence. Discussion 106 / Education and Training in Developmental Disabilities-March 2008 The purpose of this study was to determine <strong>the</strong> effectiveness of a commercially-produced handheld computer, as a prompting system to facilitate independent transitions from task to task in a community-based vocational instructional site for students with moderate and severe intellectual disabilities. Analysis of <strong>the</strong> data indicated a functional relationship in task transitions performance between baseline and intervention replicated across participants. The current investigation contributes to a growing body of research examining strategies to increase vocational skills of students with intellectual disabilities. This study replicates findings from previous studies which found that students with moderate to severe intellectual disabilities can learn to effectively use handheld prompting systems, increase student autonomy at <strong>the</strong> workplace, and de-
Figure 1. Number of independent tasks transitions across students. crease dependency on coworkers, teachers, job coaches, and peers (Cihak et al., in press; Davies et al., 2002a, 2002b, 2004; Ferguson et al., 2005; Furniss et al., 2001; Riffel et al., 2005). Prior to <strong>the</strong> handheld prompting interven- Handheld Prompting System / 107
Page 1 and 2:
Education and Training in Developme
Page 3 and 4:
Page 5 and 6:
Page 7 and 8:
Guardianship: Its Role in t
Page 9 and 10:
guardians who are knowledgeable abo
Page 11 and 12:
in budgeting and spending; (b) a sp
Page 13 and 14:
and effective are essential to self
Page 15 and 16:
involved in the gu
Page 17 and 18:
sonal rights removed through guardi
Page 19 and 20:
who are not trustworthy, and when o
Page 21 and 22:
Discussion and Recommendations Lake
Page 23 and 24:
DC: OSERS. (ERIC Document Reproduct
Page 25 and 26:
people who do not have disabilities
Page 27 and 28:
TABLE 1 School Demographics Demogra
Page 29 and 30:
TABLE 2 Methods for Including Stude
Page 31 and 32:
participate in service learning pro
Page 33 and 34:
who are “more experienced” in s
Page 35 and 36:
cern that they wer
Page 37 and 38:
service learning activity for stude
Page 39 and 40:
supports school personnel need to h
Page 41 and 42:
Using Pivotal Response Training wit
Page 43 and 44:
the trained peers
Page 45 and 46:
Group B between one and two times p
Page 47 and 48:
ing play sessions with Group B, Col
Page 49 and 50:
learned to interact with ot
Page 51 and 52:
Affirmative sentences emphasize a v
Page 53 and 54:
identifying several important behav
Page 55 and 56:
Kenji. For Kenji, all observation s
Page 57 and 58:
Figure 2. Percentage of 10-s interv
Page 59 and 60: gaging in complicated verbal commun
Page 61 and 62: Results The results of the<
Page 63 and 64: when the person wa
Page 65 and 66: Effectiveness of the</stron
Page 67 and 68: is still encountering only one symb
Page 69 and 70: TABLE 1 Characteristic of Participa
Page 71 and 72: TABLE 2 Characteristics of
Page 73 and 74: TABLE 3 Major Findings Study Commun
Page 75 and 76: TABLE 3—(Continued) Study Communi
Page 77 and 78: TABLE 3—(Continued) Study Communi
Page 79 and 80: nosed as having ASD. Therefore, PEC
Page 81 and 82: Preschool Teacher Perceptions of As
Page 83 and 84: TABLE 1 Teacher Demographics 1 Teac
Page 85 and 86: TABLE 3 Assistive Technology Self-A
Page 87 and 88: Integration or supplemental perspec
Page 89 and 90: I don’t know if the</stro
Page 91 and 92: sessions, and the
Page 93 and 94: that would be difficult to develop
Page 95 and 96: Riemer-Reiss, M. L., & Wacker, R. R
Page 97 and 98: TABLE 1 Characteristics of Campers
Page 99 and 100: appropriate answers were provided.
Page 101 and 102: Figure 2. Effects of STAR intervent
Page 103 and 104: garding how to effectively interact
Page 105 and 106: Shafer K. (1992). Peer-mediating in
Page 107 and 108: proach, features are built into <st
Page 109: independent transitions were totale
Page 113 and 114: type of skills (e.g., domestic, lei
Page 115 and 116: Peer-Implemented Time Delay Procedu
Page 117 and 118: show that peer tutors can reliably
Page 119 and 120: General Procedures The dependent va
Page 121 and 122: Skill training. The teacher and one
Page 123 and 124: Figure 2. Percent of correct respon
Page 125 and 126: heterogeneous group of students is
Page 127 and 128: States’ Eligibility Guidelines fo
Page 129 and 130: Method Procedure The first author d
Page 131 and 132: TABLE 1—(Continued) IQ part score
Page 133 and 134: eligibility to exhibit an IQ two or
Page 135: ility guidelines for MR from state
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?