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

sions were conducted week days after school
hours for two students <strong>and</strong> dur<strong>in</strong>g school
hours for one student.
Screen<strong>in</strong>g <strong>and</strong> Task Selection
Digit numbers, expressive words, <strong>and</strong> tell<strong>in</strong>g
time <strong>in</strong> hours, halves, <strong>and</strong> quarters were selected
for the follow<strong>in</strong>g reasons: (a) targeted
stimuli <strong>in</strong>cluded the same task taught <strong>in</strong> <strong>in</strong>clusive
classrooms, (b) ability to read digit numbers,
expressive words, <strong>and</strong> tell<strong>in</strong>g time <strong>in</strong>
hours, halves, <strong>and</strong> quarters facilitates <strong>in</strong>dependent
life skills, (c) acquisition of targeted stimuli
reduces negative attention from peers
when <strong>in</strong> <strong>in</strong>clusive classrooms, <strong>and</strong> (d) each
student’s IEP <strong>in</strong>cluded an objective for read<strong>in</strong>g
digit numbers, <strong>and</strong> expressive words, <strong>and</strong>
tell<strong>in</strong>g time. Screen<strong>in</strong>g procedures resulted <strong>in</strong>
25 unknown words for Yunus, n<strong>in</strong>e digit numbers
for Erol, <strong>and</strong> tell<strong>in</strong>g time <strong>in</strong> hours, halves,
<strong>and</strong> quarters for Yasem<strong>in</strong>.
The tra<strong>in</strong>er presented each potential item
twice us<strong>in</strong>g a 1:1 format <strong>and</strong> recorded student
responses as (a) correct, (b) <strong>in</strong>correct, or (c)
no response. Length of the response <strong>in</strong>terval
was 4 s follow<strong>in</strong>g the task direction <strong>and</strong> presentation
of the stimulus. The tra<strong>in</strong>er praised
correct responses <strong>and</strong> ignored <strong>in</strong>correct <strong>and</strong>
no responses. Students received praise for attention
on the average of every fourth response.
At the end of each screen<strong>in</strong>g session,
students chose a re<strong>in</strong>forcer (e.g., pretzel,
c<strong>and</strong>y, cracker, sticker etc.). For each student,
an item was targeted for <strong>in</strong>struction if <strong>in</strong>correct
or no responses occurred <strong>in</strong> all screen<strong>in</strong>g
sessions.
Erol’s task was to identify whether or not he
receptively identified digit numbers (i.e., 1-2-
3-4-5-6-7-8-9) across three sets (i.e., three digit
numbers per set). Erol’s teacher selected the
task based on which curriculum-based skills he
had not acquired <strong>in</strong> <strong>in</strong>clusive classroom. Each
digit number was marked <strong>in</strong> red on Mat Book
(Kilicoglu, Micozkadioglu, & Dede, 2001)
used <strong>in</strong> <strong>in</strong>clusive classrooms for preschool
grades. Screen<strong>in</strong>g for Erol consisted of present<strong>in</strong>g
him with n<strong>in</strong>e digit numbers from Mat
Book (as described above). N<strong>in</strong>e unknown
digit numbers were r<strong>and</strong>omly assigned as target
stimuli (three sets of three numbers).
Yunus’ task was to expressively identify 20
expressive words grouped across four sets
(i.e., five expressive words per set). Yunus’
teacher selected the task based on which curriculum-based
skills he had not acquired <strong>in</strong>
<strong>in</strong>clusive classroom. Yunus had learned to recognize
a few of the expressive words of Let’s
Start Read<strong>in</strong>g (Dogan, Guden, & P<strong>in</strong>ar, 2001)
used <strong>in</strong> <strong>in</strong>clusive classrooms for primary
grades but not many other words. Screen<strong>in</strong>g
for Yunus consisted of show<strong>in</strong>g him 20 flashcards
(measur<strong>in</strong>g 8 cm by 12 cm) pr<strong>in</strong>ted
approximately 3 cm high us<strong>in</strong>g a permanent
black marker on <strong>in</strong>dex cards. N<strong>in</strong>e unknown
expressive words (father, board, table, desk,
w<strong>in</strong>dow, plot, sister, mother, door) were r<strong>and</strong>omly
assigned as target stimuli (three sets of
three words).
Yasem<strong>in</strong>’s task was to verbally state time on
a clock (three sets of five stimuli each) when
presented with clock <strong>and</strong> hear<strong>in</strong>g the teacher
state the position of hour h<strong>and</strong> <strong>and</strong> m<strong>in</strong>ute
h<strong>and</strong> of the clock. The tra<strong>in</strong>er selected target
behaviors of tell<strong>in</strong>g time for Yasem<strong>in</strong> at her
teachers <strong>and</strong> parents request. Screen<strong>in</strong>g for
Yasem<strong>in</strong> consisted of (a) present<strong>in</strong>g her with
15 different time situations (one at a time)
which were r<strong>and</strong>omly ordered (five stimuli of
hours, five stimuli of halves, <strong>and</strong> five stimuli of
quarters), (b) stat<strong>in</strong>g the position of the
h<strong>and</strong>s <strong>and</strong> (c) ask<strong>in</strong>g to tell the time.
Materials
Instructional sessions required stimulus cards,
<strong>and</strong> a clock. The tra<strong>in</strong>er selected target digit
numbers for Erol from the Mat Book used <strong>in</strong>
<strong>in</strong>clusive classrooms for preschool grades.
Digit numbers were pr<strong>in</strong>ted approximately 7
cm high us<strong>in</strong>g a permanent black marker on
<strong>in</strong>dex cards measur<strong>in</strong>g 10 cm by 15 cm. The
tra<strong>in</strong>er selected target expressive words for
Yunus from the Let’s Start Read<strong>in</strong>g Book to learn
read<strong>in</strong>g <strong>and</strong> writ<strong>in</strong>g used <strong>in</strong> <strong>in</strong>clusive classrooms
for primary grades. Words were pr<strong>in</strong>ted
approximately 3 cm high us<strong>in</strong>g a permanent
black marker on <strong>in</strong>dex cards measur<strong>in</strong>g 8 cm
by 12 cm. The tra<strong>in</strong>er selected a clock with a
diameter of 19 cm <strong>and</strong> hour numbers pr<strong>in</strong>ted
2 cm high us<strong>in</strong>g a permanent black marker,
<strong>and</strong> with the m<strong>in</strong>ute h<strong>and</strong> turn<strong>in</strong>g just like a
real clock.
Full Probe Conditions
Prior to <strong>in</strong>struction, the teacher conducted a
m<strong>in</strong>imum of three full probe sessions (a full
Simultaneous Prompt<strong>in</strong>g for Teach<strong>in</strong>g Discrete Tasks / 71