Education and Training in Developmental Disabilities - Division on ...

<strong>in</strong>structional tasks. When the observers
reached an 80% agreement on observed behaviors
for three consecutive sessions, tra<strong>in</strong><strong>in</strong>g
ended <strong>and</strong> observation of participants <strong>in</strong> the
general education classroom began.
Treatment fidelity. To ensure the appropriate
<strong>and</strong> consistent delivery of the self-monitor<strong>in</strong>g
strategy <strong>in</strong>struction, the tra<strong>in</strong>er followed
an <strong>in</strong>structional checklist each session. The
checklist consisted of steps the tra<strong>in</strong>er used to
<strong>in</strong>struct the student to follow directions <strong>and</strong>
monitor their own performance. The checklist
items were used to determ<strong>in</strong>e if the <strong>in</strong>structional
protocol was consistently delivered
<strong>in</strong> each session. The observer used the checklist
to monitor approximately 25% of tra<strong>in</strong><strong>in</strong>g
sessions to ensure that the <strong>in</strong>struction was consistent.
Experimental Design <strong>and</strong> Conditions
A multiple-basel<strong>in</strong>e design across subjects was
used to assess effects of an <strong>in</strong>structional program
designed to tra<strong>in</strong> students to follow directions
<strong>in</strong> the general education classroom
(Kazd<strong>in</strong>, 1982; Tawney & Gast, 1984). Because
of logistical <strong>and</strong> schedul<strong>in</strong>g cont<strong>in</strong>gencies,
two parallel multiple basel<strong>in</strong>e designs were
conducted, each with three participants. The
experimental conditions <strong>in</strong>cluded: basel<strong>in</strong>e,
<strong>in</strong>tervention, <strong>and</strong> ma<strong>in</strong>tenance. Each is described
below.
Basel<strong>in</strong>e. Dur<strong>in</strong>g this condition, the observer
observed <strong>and</strong> recorded frequency of
occurrence of each target behavior. A m<strong>in</strong>imum
of five directions was delivered dur<strong>in</strong>g
each observation session. If the teacher gave
less than three directions (e.g., <strong>in</strong> a session
when a video was played), the data were not
<strong>in</strong>cluded. No re<strong>in</strong>forcement or corrective
feedback was provided dur<strong>in</strong>g this condition.
Intervention was <strong>in</strong>itiated after a stable pattern
of respond<strong>in</strong>g was observed.
Intervention. This <strong>in</strong>volved teach<strong>in</strong>g students
to complete assigned tasks <strong>and</strong> self-monitor
their performance. Students were <strong>in</strong>structed
to make a “” mark <strong>in</strong> a box on the
self-monitor<strong>in</strong>g sheet each time they performed
a step <strong>in</strong> the task analysis, or a “” <strong>in</strong>
the box if a step <strong>in</strong> the task analysis was not
completed. Students were <strong>in</strong>structed on what
constituted an appropriate response <strong>in</strong>volv<strong>in</strong>g
follow<strong>in</strong>g directions. These statements were
pr<strong>in</strong>ted on the self-monitor<strong>in</strong>g sheet to corre-
spond with steps of the task analysis. Dur<strong>in</strong>g
the period preced<strong>in</strong>g the general education
class, self-monitor<strong>in</strong>g <strong>in</strong>struction was provided
<strong>in</strong> the follow<strong>in</strong>g manner.
First, the tra<strong>in</strong>er clearly def<strong>in</strong>ed the target
behavior of follow<strong>in</strong>g directions given by their
general education teacher. Students were <strong>in</strong>structed
<strong>in</strong> what constitutes a direction <strong>and</strong>
how to discrim<strong>in</strong>ate between a direction <strong>and</strong>
other statements. Examples were provided to
demonstrate a direction (e.g., “Please open
your book to page 20 <strong>and</strong> answer the questions
over the chapter”) versus a statement
(e.g., “My note book is miss<strong>in</strong>g”). The participant
was then asked to generate two examples
of directions that may occur <strong>in</strong> the general
education classroom <strong>in</strong> which that
participant participated. Second, the tra<strong>in</strong>er
expla<strong>in</strong>ed the purpose of self-monitor<strong>in</strong>g. The
tra<strong>in</strong>er <strong>in</strong>troduced the self-monitor<strong>in</strong>g form
<strong>and</strong> discussed how the participat<strong>in</strong>g student
responded to this form. The tra<strong>in</strong>er then
showed the participant the <strong>in</strong>strument <strong>and</strong>
discussed the component responses of follow<strong>in</strong>g
directions. Steps <strong>in</strong>cluded nodd<strong>in</strong>g the
head or mak<strong>in</strong>g a verbal affirmation, verbally
restat<strong>in</strong>g the direction, perform<strong>in</strong>g the direction,
<strong>and</strong> self-monitor<strong>in</strong>g the behaviors performed.
Next, the tra<strong>in</strong>er demonstrated each
step <strong>and</strong> self-monitored as he followed a direction.
The tra<strong>in</strong>er presented both exemplars
(e.g., “beg<strong>in</strong> to work after the teacher is
done giv<strong>in</strong>g directions”) <strong>and</strong> non-exemplars
(e.g., “sitt<strong>in</strong>g at your desk <strong>and</strong> look<strong>in</strong>g around
after the direction is given”) of follow<strong>in</strong>g directions.
The tra<strong>in</strong>er acted out each step of
follow<strong>in</strong>g directions <strong>and</strong> demonstrated the
use of the self-monitor<strong>in</strong>g device after each
step was completed.
Last, role-play<strong>in</strong>g was conducted <strong>in</strong> which
the student practic<strong>in</strong>g follow<strong>in</strong>g directions
while the tra<strong>in</strong>er delivered the directions. The
tra<strong>in</strong>er gave a direction <strong>and</strong> the participant
acted out all responses of the target behavior
<strong>and</strong> self-monitored while perform<strong>in</strong>g the direction
<strong>and</strong> complet<strong>in</strong>g the task. For example,
the student might be asked to open his book
to a particular page, choose two oppos<strong>in</strong>g colors,
or write down what a favorite meal. One
non-exemplar was used to assist <strong>in</strong> the discrim<strong>in</strong>ation
between directions <strong>and</strong> statements.
For example, “I th<strong>in</strong>k that is a nice draw<strong>in</strong>g,”
“I like the color red,” or “I’m not very fond of
tacos.” Verbal re<strong>in</strong>forcement was delivered to
Self-Monitor<strong>in</strong>g / 7