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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Inter-Observer Agreement<br />
Inter-observer agreement was assessed <strong>on</strong><br />
Alex’s target behavior, task completi<strong>on</strong>, for<br />
61% of the sessi<strong>on</strong>s <str<strong>on</strong>g>and</str<strong>on</strong>g> was assessed <strong>on</strong> his<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>dependent use of the token system for 40%<br />
of possible sessi<strong>on</strong>s. Troy’s target behavior,<br />
verbal request<str<strong>on</strong>g>in</str<strong>on</strong>g>g, was measured by two observers<br />
for 64% of his sessi<strong>on</strong>s <str<strong>on</strong>g>and</str<strong>on</strong>g> for <str<strong>on</strong>g>in</str<strong>on</strong>g>dependent<br />
use of his token system, for 52% of<br />
possible sessi<strong>on</strong>s. Inter-observer agreement<br />
was calculated by divid<str<strong>on</strong>g>in</str<strong>on</strong>g>g the smaller number<br />
of resp<strong>on</strong>ses recorded by an observer by the<br />
larger number of resp<strong>on</strong>ses recorded by the<br />
other observer (Richards, Taylor, Ramasamy,<br />
& Richards, 1999). Mean <str<strong>on</strong>g>in</str<strong>on</strong>g>ter-observer agreement<br />
for Alex was calculated at 100% for task<br />
completi<strong>on</strong> data <str<strong>on</strong>g>and</str<strong>on</strong>g> 92% (range 50 to 100%)<br />
for <str<strong>on</strong>g>in</str<strong>on</strong>g>dependent use of the token system data,<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> for Troy was calculated at 98% (range 57<br />
to 100%) for request<str<strong>on</strong>g>in</str<strong>on</strong>g>g data <str<strong>on</strong>g>and</str<strong>on</strong>g> 94% (range<br />
60 to 100%) for <str<strong>on</strong>g>in</str<strong>on</strong>g>dependent use of the token<br />
system data.<br />
Results<br />
Figure 3 shows number of tasks completed<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> number of tokens taken <str<strong>on</strong>g>in</str<strong>on</strong>g>dependently<br />
dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g each sessi<strong>on</strong> by Alex. Figure 4 shows<br />
number of requests for help <str<strong>on</strong>g>and</str<strong>on</strong>g> number of<br />
tokens taken <str<strong>on</strong>g>in</str<strong>on</strong>g>dependently dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g each sessi<strong>on</strong><br />
by Troy.<br />
Dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g basel<str<strong>on</strong>g>in</str<strong>on</strong>g>e, Alex did not complete any<br />
tasks <str<strong>on</strong>g>and</str<strong>on</strong>g> Troy did not make any verbal requests<br />
for help. After self-m<strong>on</strong>itor<str<strong>on</strong>g>in</str<strong>on</strong>g>g 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 />
both students showed <str<strong>on</strong>g>in</str<strong>on</strong>g>creases <str<strong>on</strong>g>in</str<strong>on</strong>g> their target<br />
behaviors. Alex <str<strong>on</strong>g>in</str<strong>on</strong>g>creased number of tasks<br />
completed <str<strong>on</strong>g>in</str<strong>on</strong>g> resp<strong>on</strong>se to changes <str<strong>on</strong>g>in</str<strong>on</strong>g> required<br />
number of tasks. That is to say, each time the<br />
required number of tasks <str<strong>on</strong>g>in</str<strong>on</strong>g>creased from <strong>on</strong>e<br />
to two, then three, then four, Alex met that<br />
requirement <str<strong>on</strong>g>and</str<strong>on</strong>g> earned his reward. Similarly,<br />
Troy <str<strong>on</strong>g>in</str<strong>on</strong>g>creased his verbal requests for help <str<strong>on</strong>g>in</str<strong>on</strong>g><br />
resp<strong>on</strong>se to number of times the task was sabotaged.<br />
That is to say that he met or exceeded<br />
his requirement (i.e., two requests, then four,<br />
then five, then six) dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g all but two sessi<strong>on</strong>s<br />
dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g the <str<strong>on</strong>g>in</str<strong>on</strong>g>terventi<strong>on</strong> phases. On <str<strong>on</strong>g>in</str<strong>on</strong>g>stances<br />
where he exceeded the requirement, he chose<br />
to c<strong>on</strong>t<str<strong>on</strong>g>in</str<strong>on</strong>g>ue work<str<strong>on</strong>g>in</str<strong>on</strong>g>g <strong>on</strong>ce he had earned his<br />
re<str<strong>on</strong>g>in</str<strong>on</strong>g>forcer, usually headph<strong>on</strong>es, or he made<br />
multiple, repeated requests for help when the<br />
teacher did not resp<strong>on</strong>d quickly.<br />
Data <strong>on</strong> whether students took their earned<br />
token <str<strong>on</strong>g>in</str<strong>on</strong>g>dependently were collected beg<str<strong>on</strong>g>in</str<strong>on</strong>g>n<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
with Sessi<strong>on</strong> 9 for Alex <str<strong>on</strong>g>and</str<strong>on</strong>g> Sessi<strong>on</strong> 14 for<br />
Troy. Prior to booster tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g neither Alex<br />
(Sessi<strong>on</strong>s 9-11) nor Troy (Sessi<strong>on</strong>s 14-16) took<br />
any tokens <str<strong>on</strong>g>in</str<strong>on</strong>g>dependently. After booster tra<str<strong>on</strong>g>in</str<strong>on</strong>g>-<br />
Figure 3. Alex: Task completi<strong>on</strong> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g>dependent use of token system.<br />
30 / <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>-March 2005