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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TABLE 1<br />
Task Analyses of Target Food Preparati<strong>on</strong> Skills<br />
all of the steps of the task analysis, even if<br />
errors occurred.<br />
Basel<str<strong>on</strong>g>in</str<strong>on</strong>g>e/probe procedures. Basel<str<strong>on</strong>g>in</str<strong>on</strong>g>e c<strong>on</strong>diti<strong>on</strong>s<br />
occurred prior to <str<strong>on</strong>g>in</str<strong>on</strong>g>terventi<strong>on</strong>. The<br />
teacher collected basel<str<strong>on</strong>g>in</str<strong>on</strong>g>e data <strong>on</strong> each skill <str<strong>on</strong>g>in</str<strong>on</strong>g><br />
a <strong>on</strong>e-to-<strong>on</strong>e format for a m<str<strong>on</strong>g>in</str<strong>on</strong>g>imum of two<br />
sessi<strong>on</strong>s or until data were stable. A trial began<br />
with the teacher stat<str<strong>on</strong>g>in</str<strong>on</strong>g>g the Sd (i.e., “Cook the<br />
.”). She then waited 5 s for the student to<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>itiate the first step of the task <str<strong>on</strong>g>and</str<strong>on</strong>g> 20 s for<br />
the student to complete the first step of the<br />
task. If the student completed the step correctly,<br />
the teacher marked a () <strong>on</strong> the data<br />
sheet, delivered verbal praise, <str<strong>on</strong>g>and</str<strong>on</strong>g> waited 5 s<br />
for the student to <str<strong>on</strong>g>in</str<strong>on</strong>g>itiate the next step <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
20 s for the student to complete the step. If<br />
the student made an <str<strong>on</strong>g>in</str<strong>on</strong>g>correct resp<strong>on</strong>se or no<br />
resp<strong>on</strong>se, the teacher recorded the type of<br />
error <str<strong>on</strong>g>and</str<strong>on</strong>g> told the student to turn away while<br />
Microwav<str<strong>on</strong>g>in</str<strong>on</strong>g>g Macar<strong>on</strong>i <str<strong>on</strong>g>and</str<strong>on</strong>g> Cheese<br />
1. Wash h<str<strong>on</strong>g>and</str<strong>on</strong>g>s. 1. Wash h<str<strong>on</strong>g>and</str<strong>on</strong>g>s. 1. Wash h<str<strong>on</strong>g>and</str<strong>on</strong>g>s.<br />
2. Get saucepan. 2. Get Mac-cheese packet. 2. Get out plate.<br />
3. Get spo<strong>on</strong>. 3. Get medium size bowl. 3. Get two slices of bread.<br />
4. Get Ramen Noodles. 4. Get spo<strong>on</strong>. 4. Get peanut butter.<br />
5. Get 1 C. measur<str<strong>on</strong>g>in</str<strong>on</strong>g>g cup. 5. Get 1/3 C. measur<str<strong>on</strong>g>in</str<strong>on</strong>g>g cup. 5. Get jelly.<br />
6. Place saucepan <strong>on</strong> fr<strong>on</strong>t<br />
left burner.<br />
6. Open macar<strong>on</strong>i packet. 6. Get knife.<br />
7. Go to s<str<strong>on</strong>g>in</str<strong>on</strong>g>k with<br />
measur<str<strong>on</strong>g>in</str<strong>on</strong>g>g cup.<br />
7. Put macar<strong>on</strong>i <str<strong>on</strong>g>in</str<strong>on</strong>g> bowl. 7. Open peanut butter.<br />
8. Fill measur<str<strong>on</strong>g>in</str<strong>on</strong>g>g cup to top 8. Fill 1/3 C. measur<str<strong>on</strong>g>in</str<strong>on</strong>g>g cup 8. Open jelly.<br />
with water.<br />
with water.<br />
9. Pour <str<strong>on</strong>g>in</str<strong>on</strong>g> saucepan. 9. Pour <str<strong>on</strong>g>in</str<strong>on</strong>g>to bowl. 9. Put knife <str<strong>on</strong>g>in</str<strong>on</strong>g> jar <str<strong>on</strong>g>and</str<strong>on</strong>g> get<br />
peanut butter.<br />
10. Fill measur<str<strong>on</strong>g>in</str<strong>on</strong>g>g cup to top 10. Fill 1/3 C. measur<str<strong>on</strong>g>in</str<strong>on</strong>g>g cup 10. Spread peanut butter <strong>on</strong> <strong>on</strong>e<br />
with water.<br />
with water.<br />
bread slice.<br />
11. Pour <str<strong>on</strong>g>in</str<strong>on</strong>g>to saucepan. 11. Pour <str<strong>on</strong>g>in</str<strong>on</strong>g>to bowl. 11. Put knife <str<strong>on</strong>g>in</str<strong>on</strong>g> jar <str<strong>on</strong>g>and</str<strong>on</strong>g> get jelly.<br />
12. Turn temperature dial to 12. Put bowl <str<strong>on</strong>g>in</str<strong>on</strong>g>to microwave. 12. Spread jelly <strong>on</strong> other bread<br />
10.<br />
slice.<br />
13. Wait for water to boil. 13. Set microwave for 4 m<str<strong>on</strong>g>in</str<strong>on</strong>g>utes. 13. Put two slices together.<br />
14. Open Ramen Noodles. 14. Wait for beep. 14. Clean up.<br />
15. Put noodles <strong>on</strong>ly <str<strong>on</strong>g>in</str<strong>on</strong>g>to<br />
water.<br />
15. Take bowl out of microwave.<br />
16. Set timer for 3 m<str<strong>on</strong>g>in</str<strong>on</strong>g>utes. 16. Open cheese packet.<br />
17. Wait 3 m<str<strong>on</strong>g>in</str<strong>on</strong>g>utes. 17. Pour cheese <strong>on</strong>to noodles.<br />
18. Turn dial to off. 18. Stir with spo<strong>on</strong>.<br />
19. Open seas<strong>on</strong><str<strong>on</strong>g>in</str<strong>on</strong>g>g packet.<br />
20. Pour c<strong>on</strong>tents <str<strong>on</strong>g>in</str<strong>on</strong>g>to water.<br />
21. Stir.<br />
22. Clean up.<br />
19. Clean up.<br />
38 / <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<br />
she completed the step for the student. She<br />
then stated a verbal Sd to perform the next<br />
step <str<strong>on</strong>g>and</str<strong>on</strong>g> waited 5 s for the student to <str<strong>on</strong>g>in</str<strong>on</strong>g>itiate<br />
the step <str<strong>on</strong>g>and</str<strong>on</strong>g> 20 s for the student to complete<br />
the step. The process c<strong>on</strong>t<str<strong>on</strong>g>in</str<strong>on</strong>g>ued until the student<br />
completed the task analysis. Throughout<br />
the sessi<strong>on</strong>, the teacher praised attenti<strong>on</strong> <strong>on</strong> a<br />
variable ratio schedule of every two steps<br />
(VR2).<br />
Independent variable. The teacher began <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong><br />
after basel<str<strong>on</strong>g>in</str<strong>on</strong>g>e data were stable. Instructi<strong>on</strong>al<br />
sessi<strong>on</strong>s occurred <str<strong>on</strong>g>in</str<strong>on</strong>g> a <strong>on</strong>e-to-<strong>on</strong>e<br />
format with the student st<str<strong>on</strong>g>and</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>in</str<strong>on</strong>g> fr<strong>on</strong>t of<br />
the televisi<strong>on</strong>. The teacher counterbalanced<br />
which student went first each day <str<strong>on</strong>g>and</str<strong>on</strong>g> used a<br />
CTD procedure with video prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g to<br />
teach each targeted cook<str<strong>on</strong>g>in</str<strong>on</strong>g>g skill. Each <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al<br />
sessi<strong>on</strong> began with the teacher deliver<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
an attenti<strong>on</strong>al cue (i.e., “Let’s cook.”).