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 />
Instructi<strong>on</strong>al Data for Each Student <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> Set Through Criteri<strong>on</strong><br />
Student/Set<br />
No.<br />
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 />
sessi<strong>on</strong>s<br />
No.<br />
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 />
trials<br />
No.<br />
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 />
errors<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> the same study. Only <strong>on</strong>e other study was<br />
located that taught more than <strong>on</strong>e tasks us<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
different stimuli to a small group of students<br />
(Fickel et al., 1998). Us<str<strong>on</strong>g>in</str<strong>on</strong>g>g different prompts<br />
(i.e., verbal <str<strong>on</strong>g>and</str<strong>on</strong>g> manual) across students is<br />
also an additi<strong>on</strong>al c<strong>on</strong>tributi<strong>on</strong>. Accord<str<strong>on</strong>g>in</str<strong>on</strong>g>g to<br />
Fickel et al., “This is important given the trend<br />
toward the use of <str<strong>on</strong>g>in</str<strong>on</strong>g>clusive sett<str<strong>on</strong>g>in</str<strong>on</strong>g>gs with students<br />
with disabilities. This trend will require<br />
students to learn <str<strong>on</strong>g>in</str<strong>on</strong>g> more heterogeneous sett<str<strong>on</strong>g>in</str<strong>on</strong>g>gs<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> group will place dem<str<strong>on</strong>g>and</str<strong>on</strong>g>s <strong>on</strong> teachers<br />
for teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g diverse students with<str<strong>on</strong>g>in</str<strong>on</strong>g> the<br />
same <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al group” (p. 239).<br />
Third, several reas<strong>on</strong>s may exist for c<strong>on</strong>duct<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
research <str<strong>on</strong>g>in</str<strong>on</strong>g> which effective <str<strong>on</strong>g>and</str<strong>on</strong>g> systematic<br />
strategies are exam<str<strong>on</strong>g>in</str<strong>on</strong>g>ed for teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
students with mental retardati<strong>on</strong> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g>clusive<br />
classrooms. Almost all teachers want to: (a)<br />
teach their students with maximum effectiveness<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> a m<str<strong>on</strong>g>in</str<strong>on</strong>g>imum amount of time, (b) overcome<br />
barriers for children who have diverse<br />
learn<str<strong>on</strong>g>in</str<strong>on</strong>g>g needs, (c) teach different c<strong>on</strong>cepts<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> skills, <str<strong>on</strong>g>and</str<strong>on</strong>g> (d) avoid teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g different<br />
k<str<strong>on</strong>g>in</str<strong>on</strong>g>ds of tasks with different stimuli across students<br />
with vary<str<strong>on</strong>g>in</str<strong>on</strong>g>g cognitive abilities because<br />
of perceived difficulty. However, our <str<strong>on</strong>g>in</str<strong>on</strong>g>dependent<br />
variable reliability data <str<strong>on</strong>g>in</str<strong>on</strong>g>dicated that the<br />
tra<str<strong>on</strong>g>in</str<strong>on</strong>g>er implemented the required teacher behaviors<br />
with a high degree of accuracy. Whatever<br />
the reas<strong>on</strong>, as more students with mental<br />
%<br />
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 />
errors<br />
<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> time<br />
(m<str<strong>on</strong>g>in</str<strong>on</strong>g>:sec)<br />
Daily probe<br />
time<br />
(m<str<strong>on</strong>g>in</str<strong>on</strong>g>:sec)<br />
No. of<br />
Probe<br />
errors<br />
% probe<br />
errors<br />
Erol<br />
1 15 45 0 0 135 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 18 s 45 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 05 s 17 37<br />
2 11 33 0 0 99 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 16 s 33 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 08 s 9 27<br />
3 5 15 0 0 45 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 44 s 15 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 12 s 5 33<br />
Total 31 93 0 0 280 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 18 s 93 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 25 s 31 33<br />
Yunus<br />
1 16 48 0 0 144 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 01 s 58 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 23 s 13 27<br />
2 8 32 0 0 96 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 55 s 24 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 01 s 8 25<br />
3 5 15 0 0 45 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 22 s 15 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 15 s 4 26<br />
Total 29 95 0 0 286 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 18 s 97 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 39 s 25 26<br />
Yasem<str<strong>on</strong>g>in</str<strong>on</strong>g><br />
1 12 60 0 0 96 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 36 s 48 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 36 s 21 35<br />
2 16 80 0 0 128 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 19 s 64 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 42 s 39 48<br />
3 5 25 0 0 40 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 05 s 20 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 23 s 11 44<br />
Total 33 165 0 0 265 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 00 s 133 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 41 s 71 43<br />
Gr<str<strong>on</strong>g>and</str<strong>on</strong>g> Total 93 353 0 0 831 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 36 s 324 m<str<strong>on</strong>g>in</str<strong>on</strong>g> 45 s 127 35<br />
retardati<strong>on</strong>, especially those with low <str<strong>on</strong>g>in</str<strong>on</strong>g>cidence<br />
disabilities, move <str<strong>on</strong>g>in</str<strong>on</strong>g>to heterogeneous<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g>clusive classroom sett<str<strong>on</strong>g>in</str<strong>on</strong>g>gs for <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al<br />
purposes, additi<strong>on</strong>al research will be<br />
needed to guide the <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al efforts of<br />
classroom teachers <str<strong>on</strong>g>and</str<strong>on</strong>g> paraprofessi<strong>on</strong>als<br />
(Fickel et al., 1998).<br />
Fourth, amount of time that is spent <strong>on</strong><br />
daily probe sessi<strong>on</strong>s must be c<strong>on</strong>sidered when<br />
implement<str<strong>on</strong>g>in</str<strong>on</strong>g>g a simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g procedure.<br />
In this study, simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>volved high probe time to criteri<strong>on</strong>. However,<br />
this <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al procedure resulted <str<strong>on</strong>g>in</str<strong>on</strong>g><br />
high student performance 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 />
<str<strong>on</strong>g>and</str<strong>on</strong>g> generalizati<strong>on</strong> probe sessi<strong>on</strong>s as it<br />
was <str<strong>on</strong>g>in</str<strong>on</strong>g> other studies with simultaneous<br />
prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g (e.g., S<str<strong>on</strong>g>in</str<strong>on</strong>g>glet<strong>on</strong> et al., 1999). S<str<strong>on</strong>g>in</str<strong>on</strong>g>ce<br />
a major goal of educati<strong>on</strong> for students is to<br />
ma<str<strong>on</strong>g>in</str<strong>on</strong>g>ta<str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> generalize acquired behaviors,<br />
the additi<strong>on</strong>al probe time that may be associated<br />
with simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g may be defensible.<br />
However, additi<strong>on</strong>al research is<br />
needed before def<str<strong>on</strong>g>in</str<strong>on</strong>g>itive statements can be<br />
made (S<str<strong>on</strong>g>in</str<strong>on</strong>g>glet<strong>on</strong> et al.,).<br />
F<str<strong>on</strong>g>in</str<strong>on</strong>g>ally, the students with mild <str<strong>on</strong>g>and</str<strong>on</strong>g> moderate<br />
disabilities are believed to have benefited<br />
from this <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>. Although they had no<br />
history with simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g procedure,<br />
they acquired <str<strong>on</strong>g>and</str<strong>on</strong>g> generalized all of<br />
their targeted <str<strong>on</strong>g>in</str<strong>on</strong>g>formati<strong>on</strong> <str<strong>on</strong>g>and</str<strong>on</strong>g> ma<str<strong>on</strong>g>in</str<strong>on</strong>g>ta<str<strong>on</strong>g>in</str<strong>on</strong>g>ed<br />
Simultaneous Prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g for Teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g Discrete Tasks / 77