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

probe condition) with each student across all
stimulus sets <strong>in</strong> the task us<strong>in</strong>g the 1:1 <strong>in</strong>struction
format. He presented each item three
times <strong>in</strong> r<strong>and</strong>om order for a total of 353 trials
dur<strong>in</strong>g <strong>in</strong>itial full probe conditions (93 trials
for Erol, 95 trials for Yunus, 165 trials for
Yasem<strong>in</strong>). The teacher secured the student’s
attention, presented the stimulus followed by
the task direction, <strong>and</strong> waited 4sforaresponse.
If the student responded correctly,
the teacher delivered praise <strong>in</strong> the form of
smil<strong>in</strong>g, nodd<strong>in</strong>g affirmatively, <strong>and</strong> say<strong>in</strong>g
“yes” or “good.” The teacher waited an <strong>in</strong>ter
trial-<strong>in</strong>terval of 4 s <strong>and</strong> presented the next
stimulus. If the student did not respond or
responded <strong>in</strong>correctly, the teacher waited the
<strong>in</strong>ter-trial <strong>in</strong>terval <strong>and</strong> presented the next
stimulus. Student attention was praised on a
VR4 schedule. The teacher offered a tangible
re<strong>in</strong>forcement (e.g., pretzel, c<strong>and</strong>y, cracker,
or sticker etc.) at the end of each probe session.
Full probe conditions also occurred after
each student reached criterion on each stimulus
set. These full probe sessions were conducted
<strong>in</strong> the 1:1 <strong>in</strong>struction format. Intervention
cont<strong>in</strong>ued when data trend for the
untra<strong>in</strong>ed sets was stable.
Daily Probe Sessions
The tra<strong>in</strong>er conducted a daily probe session
immediately prior to every tra<strong>in</strong><strong>in</strong>g session to
assess acquisition of stimuli currently be<strong>in</strong>g
tra<strong>in</strong>ed. Daily probe sessions began when
basel<strong>in</strong>e data for all students were stable. The
tra<strong>in</strong>er used the same format as described for
full probe sessions. Each student received one
trial per stimulus item. Data collected dur<strong>in</strong>g
daily probe sessions were used to determ<strong>in</strong>e
when each set met criterion (80% accuracy for
three days).
Instructional Procedures
The tra<strong>in</strong>er used a simultaneous prompt<strong>in</strong>g
procedure dur<strong>in</strong>g <strong>in</strong>struction sessions. One
<strong>in</strong>structional session occurred each day immediately
follow<strong>in</strong>g daily probe session. Each student
was taught a different task with each task
consist<strong>in</strong>g of three to five sets of stimuli. Student
attention was praised on a VR4 schedule.
The maximum time allocated for each <strong>in</strong>struction
session was 5 to 10 m<strong>in</strong>. At the end of
72 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-March 2005
each session, students received descriptive
praise for participat<strong>in</strong>g <strong>and</strong> were allowed to
choose a re<strong>in</strong>forcer.
Each digit number for Erol received three
trials for a total of n<strong>in</strong>e trials per session. A
trial began with the teacher secur<strong>in</strong>g attention
by say<strong>in</strong>g, “Hi Erol, we are together aga<strong>in</strong> to
study numbers. Are you ready?” The tra<strong>in</strong>er
then placed the stimulus cards on the table <strong>in</strong>
front of Erol <strong>and</strong> said, “Name the red number?”
<strong>and</strong> immediately provided the answer
(i.e., the controll<strong>in</strong>g prompt). If Erol responded
correctly with<strong>in</strong> 4 s, the tra<strong>in</strong>er said,
“Yes, that is great” <strong>and</strong> went to the next trial.
No responses or <strong>in</strong>correct responses resulted
<strong>in</strong> the tra<strong>in</strong>er repeat<strong>in</strong>g the question <strong>and</strong> provid<strong>in</strong>g
the prompt a second time. <strong>Tra<strong>in</strong><strong>in</strong>g</strong>
sessions cont<strong>in</strong>ued until Erol reached 100%
correct respond<strong>in</strong>g <strong>in</strong> three consecutive daily
probe sessions.
The same <strong>in</strong>structional procedures were
used for teach<strong>in</strong>g Yunus words. Yunus received
three trials on each word for a total of
n<strong>in</strong>e trials per session. Yunus’ trials began with
the teacher secur<strong>in</strong>g attention by say<strong>in</strong>g, “It is
time to learn some words Yunus. Are you
ready?” After receiv<strong>in</strong>g an affirmative answer
the tra<strong>in</strong>er placed the stimulus cards on the
table <strong>in</strong> front of Yunus. The teacher said,
“Show me, which one is the door?” <strong>and</strong> immediately
provided the answer (i.e., the controll<strong>in</strong>g
prompt). If Yunus responded correctly
with<strong>in</strong> 4 s the tra<strong>in</strong>er said “Yes, that is great”
<strong>and</strong> went to the next trial. No responses or
<strong>in</strong>correct responses resulted <strong>in</strong> the tra<strong>in</strong>er repeat<strong>in</strong>g
the question <strong>and</strong> provid<strong>in</strong>g the
prompt a second time. <strong>Tra<strong>in</strong><strong>in</strong>g</strong> sessions cont<strong>in</strong>ued
until the Yunus reached 100% correct
respond<strong>in</strong>g <strong>in</strong> three consecutive daily probe
sessions.
Yasem<strong>in</strong> received two trials per stimulus
item for a total 10 trials per session (five different
time situations were r<strong>and</strong>omly assigned
for each <strong>in</strong>structional session of each stimulus
set). Yasem<strong>in</strong>’s trials began with the teacher
secur<strong>in</strong>g attention by say<strong>in</strong>g, “Well Yasem<strong>in</strong>,
are you ready to learn tell<strong>in</strong>g time?” He then
presented the stimulus time on the clock <strong>and</strong>
said, “What time is it?” <strong>and</strong> immediately provided
the answer. When Yasem<strong>in</strong> responded
correctly, the teacher provided verbal confirmation.
<strong>Tra<strong>in</strong><strong>in</strong>g</strong> sessions cont<strong>in</strong>ued until
Yasem<strong>in</strong> reached 100% correct respond<strong>in</strong>g <strong>in</strong>
three consecutive daily probe sessions.