Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
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<str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al tasks. When the observers<br />
reached an 80% agreement <strong>on</strong> observed behaviors<br />
for three c<strong>on</strong>secutive sessi<strong>on</strong>s, tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
ended <str<strong>on</strong>g>and</str<strong>on</strong>g> observati<strong>on</strong> of participants <str<strong>on</strong>g>in</str<strong>on</strong>g> the<br />
general educati<strong>on</strong> classroom began.<br />
Treatment fidelity. To ensure the appropriate<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> c<strong>on</strong>sistent delivery of the self-m<strong>on</strong>itor<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
strategy <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>, the tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er followed<br />
an <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al checklist each sessi<strong>on</strong>. The<br />
checklist c<strong>on</strong>sisted of steps the tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er used to<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>struct the student to follow directi<strong>on</strong>s <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
m<strong>on</strong>itor their own performance. The checklist<br />
items were used to determ<str<strong>on</strong>g>in</str<strong>on</strong>g>e if the <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al<br />
protocol was c<strong>on</strong>sistently delivered<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> each sessi<strong>on</strong>. The observer used the checklist<br />
to m<strong>on</strong>itor approximately 25% of tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
sessi<strong>on</strong>s to ensure that the <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong> was c<strong>on</strong>sistent.<br />
Experimental Design <str<strong>on</strong>g>and</str<strong>on</strong>g> C<strong>on</strong>diti<strong>on</strong>s<br />
A multiple-basel<str<strong>on</strong>g>in</str<strong>on</strong>g>e design across subjects was<br />
used to assess effects of an <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al program<br />
designed to tra<str<strong>on</strong>g>in</str<strong>on</strong>g> students to follow directi<strong>on</strong>s<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> the general educati<strong>on</strong> classroom<br />
(Kazd<str<strong>on</strong>g>in</str<strong>on</strong>g>, 1982; Tawney & Gast, 1984). Because<br />
of logistical <str<strong>on</strong>g>and</str<strong>on</strong>g> schedul<str<strong>on</strong>g>in</str<strong>on</strong>g>g c<strong>on</strong>t<str<strong>on</strong>g>in</str<strong>on</strong>g>gencies,<br />
two parallel multiple basel<str<strong>on</strong>g>in</str<strong>on</strong>g>e designs were<br />
c<strong>on</strong>ducted, each with three participants. The<br />
experimental c<strong>on</strong>diti<strong>on</strong>s <str<strong>on</strong>g>in</str<strong>on</strong>g>cluded: basel<str<strong>on</strong>g>in</str<strong>on</strong>g>e,<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>terventi<strong>on</strong>, <str<strong>on</strong>g>and</str<strong>on</strong>g> ma<str<strong>on</strong>g>in</str<strong>on</strong>g>tenance. Each is described<br />
below.<br />
Basel<str<strong>on</strong>g>in</str<strong>on</strong>g>e. Dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g this c<strong>on</strong>diti<strong>on</strong>, the observer<br />
observed <str<strong>on</strong>g>and</str<strong>on</strong>g> recorded frequency of<br />
occurrence of each target behavior. A m<str<strong>on</strong>g>in</str<strong>on</strong>g>imum<br />
of five directi<strong>on</strong>s was delivered dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
each observati<strong>on</strong> sessi<strong>on</strong>. If the teacher gave<br />
less than three directi<strong>on</strong>s (e.g., <str<strong>on</strong>g>in</str<strong>on</strong>g> a sessi<strong>on</strong><br />
when a video was played), the data were not<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>cluded. No re<str<strong>on</strong>g>in</str<strong>on</strong>g>forcement or corrective<br />
feedback was provided dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g this c<strong>on</strong>diti<strong>on</strong>.<br />
Interventi<strong>on</strong> was <str<strong>on</strong>g>in</str<strong>on</strong>g>itiated after a stable pattern<br />
of resp<strong>on</strong>d<str<strong>on</strong>g>in</str<strong>on</strong>g>g was observed.<br />
Interventi<strong>on</strong>. This <str<strong>on</strong>g>in</str<strong>on</strong>g>volved teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g students<br />
to complete assigned tasks <str<strong>on</strong>g>and</str<strong>on</strong>g> self-m<strong>on</strong>itor<br />
their performance. Students were <str<strong>on</strong>g>in</str<strong>on</strong>g>structed<br />
to make a “” mark <str<strong>on</strong>g>in</str<strong>on</strong>g> a box <strong>on</strong> the<br />
self-m<strong>on</strong>itor<str<strong>on</strong>g>in</str<strong>on</strong>g>g sheet each time they performed<br />
a step <str<strong>on</strong>g>in</str<strong>on</strong>g> the task analysis, or a “” <str<strong>on</strong>g>in</str<strong>on</strong>g><br />
the box if a step <str<strong>on</strong>g>in</str<strong>on</strong>g> the task analysis was not<br />
completed. Students were <str<strong>on</strong>g>in</str<strong>on</strong>g>structed <strong>on</strong> what<br />
c<strong>on</strong>stituted an appropriate resp<strong>on</strong>se <str<strong>on</strong>g>in</str<strong>on</strong>g>volv<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g directi<strong>on</strong>s. These statements were<br />
pr<str<strong>on</strong>g>in</str<strong>on</strong>g>ted <strong>on</strong> the self-m<strong>on</strong>itor<str<strong>on</strong>g>in</str<strong>on</strong>g>g sheet to corre-<br />
sp<strong>on</strong>d with steps of the task analysis. Dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
the period preced<str<strong>on</strong>g>in</str<strong>on</strong>g>g the general educati<strong>on</strong><br />
class, self-m<strong>on</strong>itor<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong> was provided<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> the follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g manner.<br />
First, the tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er clearly def<str<strong>on</strong>g>in</str<strong>on</strong>g>ed the target<br />
behavior of follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g directi<strong>on</strong>s given by their<br />
general educati<strong>on</strong> teacher. Students were <str<strong>on</strong>g>in</str<strong>on</strong>g>structed<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> what c<strong>on</strong>stitutes a directi<strong>on</strong> <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
how to discrim<str<strong>on</strong>g>in</str<strong>on</strong>g>ate between a directi<strong>on</strong> <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
other statements. Examples were provided to<br />
dem<strong>on</strong>strate a directi<strong>on</strong> (e.g., “Please open<br />
your book to page 20 <str<strong>on</strong>g>and</str<strong>on</strong>g> answer the questi<strong>on</strong>s<br />
over the chapter”) versus a statement<br />
(e.g., “My note book is miss<str<strong>on</strong>g>in</str<strong>on</strong>g>g”). The participant<br />
was then asked to generate two examples<br />
of directi<strong>on</strong>s that may occur <str<strong>on</strong>g>in</str<strong>on</strong>g> the general<br />
educati<strong>on</strong> classroom <str<strong>on</strong>g>in</str<strong>on</strong>g> which that<br />
participant participated. Sec<strong>on</strong>d, the tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er<br />
expla<str<strong>on</strong>g>in</str<strong>on</strong>g>ed the purpose of self-m<strong>on</strong>itor<str<strong>on</strong>g>in</str<strong>on</strong>g>g. The<br />
tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er <str<strong>on</strong>g>in</str<strong>on</strong>g>troduced the self-m<strong>on</strong>itor<str<strong>on</strong>g>in</str<strong>on</strong>g>g form<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> discussed how the participat<str<strong>on</strong>g>in</str<strong>on</strong>g>g student<br />
resp<strong>on</strong>ded to this form. The tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er then<br />
showed the participant the <str<strong>on</strong>g>in</str<strong>on</strong>g>strument <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
discussed the comp<strong>on</strong>ent resp<strong>on</strong>ses of follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
directi<strong>on</strong>s. Steps <str<strong>on</strong>g>in</str<strong>on</strong>g>cluded nodd<str<strong>on</strong>g>in</str<strong>on</strong>g>g the<br />
head or mak<str<strong>on</strong>g>in</str<strong>on</strong>g>g a verbal affirmati<strong>on</strong>, verbally<br />
restat<str<strong>on</strong>g>in</str<strong>on</strong>g>g the directi<strong>on</strong>, perform<str<strong>on</strong>g>in</str<strong>on</strong>g>g the directi<strong>on</strong>,<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> self-m<strong>on</strong>itor<str<strong>on</strong>g>in</str<strong>on</strong>g>g the behaviors performed.<br />
Next, the tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er dem<strong>on</strong>strated each<br />
step <str<strong>on</strong>g>and</str<strong>on</strong>g> self-m<strong>on</strong>itored as he followed a directi<strong>on</strong>.<br />
The tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er presented both exemplars<br />
(e.g., “beg<str<strong>on</strong>g>in</str<strong>on</strong>g> to work after the teacher is<br />
d<strong>on</strong>e giv<str<strong>on</strong>g>in</str<strong>on</strong>g>g directi<strong>on</strong>s”) <str<strong>on</strong>g>and</str<strong>on</strong>g> n<strong>on</strong>-exemplars<br />
(e.g., “sitt<str<strong>on</strong>g>in</str<strong>on</strong>g>g at your desk <str<strong>on</strong>g>and</str<strong>on</strong>g> look<str<strong>on</strong>g>in</str<strong>on</strong>g>g around<br />
after the directi<strong>on</strong> is given”) of follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g directi<strong>on</strong>s.<br />
The tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er acted out each step of<br />
follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g directi<strong>on</strong>s <str<strong>on</strong>g>and</str<strong>on</strong>g> dem<strong>on</strong>strated the<br />
use of the self-m<strong>on</strong>itor<str<strong>on</strong>g>in</str<strong>on</strong>g>g device after each<br />
step was completed.<br />
Last, role-play<str<strong>on</strong>g>in</str<strong>on</strong>g>g was c<strong>on</strong>ducted <str<strong>on</strong>g>in</str<strong>on</strong>g> which<br />
the student practic<str<strong>on</strong>g>in</str<strong>on</strong>g>g follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g directi<strong>on</strong>s<br />
while the tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er delivered the directi<strong>on</strong>s. The<br />
tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er gave a directi<strong>on</strong> <str<strong>on</strong>g>and</str<strong>on</strong>g> the participant<br />
acted out all resp<strong>on</strong>ses of the target behavior<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> self-m<strong>on</strong>itored while perform<str<strong>on</strong>g>in</str<strong>on</strong>g>g the directi<strong>on</strong><br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> complet<str<strong>on</strong>g>in</str<strong>on</strong>g>g the task. For example,<br />
the student might be asked to open his book<br />
to a particular page, choose two oppos<str<strong>on</strong>g>in</str<strong>on</strong>g>g colors,<br />
or write down what a favorite meal. One<br />
n<strong>on</strong>-exemplar was used to assist <str<strong>on</strong>g>in</str<strong>on</strong>g> the discrim<str<strong>on</strong>g>in</str<strong>on</strong>g>ati<strong>on</strong><br />
between directi<strong>on</strong>s <str<strong>on</strong>g>and</str<strong>on</strong>g> statements.<br />
For example, “I th<str<strong>on</strong>g>in</str<strong>on</strong>g>k that is a nice draw<str<strong>on</strong>g>in</str<strong>on</strong>g>g,”<br />
“I like the color red,” or “I’m not very f<strong>on</strong>d of<br />
tacos.” Verbal re<str<strong>on</strong>g>in</str<strong>on</strong>g>forcement was delivered to<br />
Self-M<strong>on</strong>itor<str<strong>on</strong>g>in</str<strong>on</strong>g>g / 7