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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While hear<str<strong>on</strong>g>in</str<strong>on</strong>g>g the verbal directi<strong>on</strong>s <strong>on</strong> the<br />
videotape, the student watched the video<br />
model of the entire task. The video then delivered<br />
the verbal Sd for the task. Dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g 0 s<br />
delay sessi<strong>on</strong>s, the videotape showed a model<br />
of the first step of the task analysis accompanied<br />
by a verbal prompt. The videotape then<br />
froze with a colored frame, <str<strong>on</strong>g>and</str<strong>on</strong>g> the student<br />
had 20 s to perform the step before delivery of<br />
the prompt for the next step. <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> sessi<strong>on</strong>s<br />
used videotapes with a 0-s delay <str<strong>on</strong>g>in</str<strong>on</strong>g>terval<br />
until the student reached 100% for two days.<br />
Dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g 5 s delay sessi<strong>on</strong>s, the student had 5 s<br />
to <str<strong>on</strong>g>in</str<strong>on</strong>g>itiate a step before the delivery of the<br />
video prompt. This was followed by a still colored<br />
frame of 20 s to complete the step <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>itiate the next step of the task analysis. If the<br />
student performed an <str<strong>on</strong>g>in</str<strong>on</strong>g>correct resp<strong>on</strong>se before<br />
the prompt, the teacher said, “No, wait if<br />
you are not sure.” If the student performed an<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>correct resp<strong>on</strong>se after the prompt, the<br />
teacher rewound the videotape to show the<br />
prompt until the student performed the resp<strong>on</strong>se<br />
correctly. If the student required more<br />
than 20 s to complete a step, the teacher<br />
paused the videotape until the student completed<br />
the step <str<strong>on</strong>g>and</str<strong>on</strong>g> recorded a durati<strong>on</strong> error.<br />
Dur<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>al sessi<strong>on</strong>s, the teacher<br />
praised correct resp<strong>on</strong>ses <strong>on</strong> a c<strong>on</strong>t<str<strong>on</strong>g>in</str<strong>on</strong>g>uous re<str<strong>on</strong>g>in</str<strong>on</strong>g>forcement<br />
schedule (CRF) until the student<br />
reached 100% criteri<strong>on</strong> for two days. She then<br />
th<str<strong>on</strong>g>in</str<strong>on</strong>g>ned praise to a variable ratio schedule of<br />
every four steps (i.e., VR4) until the students<br />
performed at 100% criteri<strong>on</strong> for <strong>on</strong>e additi<strong>on</strong>al<br />
day.<br />
Ma<str<strong>on</strong>g>in</str<strong>on</strong>g>tenance. The teacher c<strong>on</strong>ducted<br />
ma<str<strong>on</strong>g>in</str<strong>on</strong>g>tenance sessi<strong>on</strong>s dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g the sec<strong>on</strong>d week<br />
after each student reached criteri<strong>on</strong> <strong>on</strong> a skill.<br />
There were no video prompts dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g ma<str<strong>on</strong>g>in</str<strong>on</strong>g>tenance<br />
sessi<strong>on</strong>s. The teacher praised correct<br />
resp<strong>on</strong>ses <strong>on</strong> a VR4 schedule. She <str<strong>on</strong>g>in</str<strong>on</strong>g>terrupted<br />
all <str<strong>on</strong>g>in</str<strong>on</strong>g>correct resp<strong>on</strong>ses <str<strong>on</strong>g>and</str<strong>on</strong>g> modeled the correct<br />
resp<strong>on</strong>se for the students. She also encouraged<br />
students to use the skills at home<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> then c<strong>on</strong>ducted teleph<strong>on</strong>e <str<strong>on</strong>g>in</str<strong>on</strong>g>terviews to<br />
m<strong>on</strong>itor home performance.<br />
Experimental Design<br />
The authors used a multiple probe across behaviors<br />
design replicated across students to<br />
evaluate the effectiveness of the CTD procedure<br />
with video prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g. The <str<strong>on</strong>g>in</str<strong>on</strong>g>structor<br />
(first author) taught the sec<strong>on</strong>d skill after the<br />
first skill reached criteri<strong>on</strong> but could not<br />
teach the third skill due to the school year<br />
end<str<strong>on</strong>g>in</str<strong>on</strong>g>g.<br />
Reliability<br />
A classroom team teacher who held a degree<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> moderate/severe disabilities or a classroom<br />
assistant collected dependent <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g>dependent<br />
variable reliability data <strong>on</strong> a weekly basis<br />
for a total of 26% of all sessi<strong>on</strong>s across participants.<br />
The measured teacher behaviors (<str<strong>on</strong>g>in</str<strong>on</strong>g>dependent<br />
variable) <str<strong>on</strong>g>in</str<strong>on</strong>g>cluded (a) giv<str<strong>on</strong>g>in</str<strong>on</strong>g>g a<br />
general attenti<strong>on</strong> cue, (b) complet<str<strong>on</strong>g>in</str<strong>on</strong>g>g the<br />
data sheet, (c) hav<str<strong>on</strong>g>in</str<strong>on</strong>g>g materials ready, (d)<br />
start<str<strong>on</strong>g>in</str<strong>on</strong>g>g the videotape, (e) manipulat<str<strong>on</strong>g>in</str<strong>on</strong>g>g the<br />
prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g <strong>on</strong> the videotape with a remote<br />
c<strong>on</strong>trol (i.e., forward<str<strong>on</strong>g>in</str<strong>on</strong>g>g or rew<str<strong>on</strong>g>in</str<strong>on</strong>g>d<str<strong>on</strong>g>in</str<strong>on</strong>g>g), <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
(f) prais<str<strong>on</strong>g>in</str<strong>on</strong>g>g correct resp<strong>on</strong>ses. The teacher<br />
calculated <str<strong>on</strong>g>in</str<strong>on</strong>g>dependent variable reliability<br />
agreement by divid<str<strong>on</strong>g>in</str<strong>on</strong>g>g the number of observed<br />
behaviors by the number of planned<br />
behaviors <str<strong>on</strong>g>and</str<strong>on</strong>g> multiply<str<strong>on</strong>g>in</str<strong>on</strong>g>g by 100 for each<br />
variable (Brown & Snell, 2000). Independent<br />
variable reliability agreement was 93% or<br />
higher throughout the <str<strong>on</strong>g>in</str<strong>on</strong>g>vestigati<strong>on</strong>, with a<br />
mean of 100% for Joe, 94% for Alley, <str<strong>on</strong>g>and</str<strong>on</strong>g> 97%<br />
for Kelly. Procedural errors c<strong>on</strong>sisted of the<br />
teacher fail<str<strong>on</strong>g>in</str<strong>on</strong>g>g to deliver verbal praise after<br />
correct resp<strong>on</strong>ses.<br />
The teacher calculated dependent variable<br />
reliability agreement by us<str<strong>on</strong>g>in</str<strong>on</strong>g>g the po<str<strong>on</strong>g>in</str<strong>on</strong>g>t-bypo<str<strong>on</strong>g>in</str<strong>on</strong>g>t<br />
method <str<strong>on</strong>g>and</str<strong>on</strong>g> divid<str<strong>on</strong>g>in</str<strong>on</strong>g>g the total number<br />
of agreements by the total number of agreement<br />
plus disagreements <str<strong>on</strong>g>and</str<strong>on</strong>g> multiply<str<strong>on</strong>g>in</str<strong>on</strong>g>g by<br />
100 (Brown & Snell, 2000). Dependent variable<br />
reliability agreement was 86% or higher<br />
throughout the <str<strong>on</strong>g>in</str<strong>on</strong>g>vestigati<strong>on</strong> with a mean of<br />
90% for Joe, 92% for Alley, <str<strong>on</strong>g>and</str<strong>on</strong>g> 94% for Kelly.<br />
Results<br />
Figures 1, 2, <str<strong>on</strong>g>and</str<strong>on</strong>g> 3 present performance data<br />
for this <str<strong>on</strong>g>in</str<strong>on</strong>g>vestigati<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>dicate the effectiveness<br />
of a CTD procedure with video<br />
prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>in</str<strong>on</strong>g> teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g food preparati<strong>on</strong> skills<br />
(i.e., Ramen noodles <strong>on</strong> the stove, Mac n M<str<strong>on</strong>g>in</str<strong>on</strong>g>utes<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> the microwave, <str<strong>on</strong>g>and</str<strong>on</strong>g> peanut butter <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
jelly <strong>on</strong> the countertop) to 3 students with<br />
moderate disabilities. Participants reached criteri<strong>on</strong><br />
<strong>on</strong> two target skills <str<strong>on</strong>g>in</str<strong>on</strong>g> an average of 10.3<br />
sessi<strong>on</strong>s each.<br />
Video Prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g / 39