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

More documents

Recommendations

Info

Figure 3. Graphic display of Kyle’s performance data for two goals across conditions. Comb<strong>in</strong>ed Results for Mealtime Behavior <strong>and</strong> Feed<strong>in</strong>g Skill Acquisition The greatest mean percentage ga<strong>in</strong> (20%) across comb<strong>in</strong>ed behavior <strong>and</strong> skill goals for all three groups occurred <strong>in</strong> the BC condition. Participants ga<strong>in</strong>ed a mean 8% for comb<strong>in</strong>ed mealtime behaviors <strong>and</strong> feed<strong>in</strong>g skills <strong>in</strong> the B 90 / <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 condition <strong>and</strong> a mean 6% <strong>in</strong> the C condition. A mean ga<strong>in</strong> of 6% <strong>in</strong> the BC2 condition <strong>and</strong> 2% <strong>in</strong> the BC condition occurred across all groups <strong>and</strong> goals. Comparison of group means across all behaviors, conditions, <strong>and</strong> sequence of <strong>in</strong>terventions yielded a mean ga<strong>in</strong> of 42% from the basel<strong>in</strong>e condition (A)
TABLE 2 Individual <strong>and</strong> Group Data Mean Percent Change Across Conditions-Target Feed<strong>in</strong>g Skills through the BC condition. Group results were not considered as strong as <strong>in</strong>dividual data due to the small number of participants <strong>and</strong> variability <strong>in</strong> goals <strong>and</strong> <strong>in</strong>terventions. Individual Results Group 1 Brett. Brett’s performance data are shown <strong>in</strong> Figure 1. Basel<strong>in</strong>e data for Goal 1 (take small bites) revealed a mean accurate response rate of 47%. Mean accurate response rate was 82% <strong>in</strong> the BC condition, 90% <strong>in</strong> the B condition, <strong>and</strong> 96% <strong>in</strong> the C condition. In the BC2 condition, a mean rate of 94% was recorded, followed by 96% <strong>in</strong> the BC condition. Brett ga<strong>in</strong>ed an overall mean of 49% from the basel<strong>in</strong>e condition (A) through the BC condition for Goal 1. Brett’s Goal 2 (swallow between bites) began with a mean of 55% accurate responses <strong>in</strong> the basel<strong>in</strong>e condition. In the BC condition, his mean accurate response rate rose 24% to 79%. In the B condition, this rate decreased by 2%. In the C condition, Brett’s mean accurate response rate Basel<strong>in</strong>e Mean BC B C BC2 BC Total Mean Ga<strong>in</strong> Brett (Swallow Between Bites) 55 24 2 18 5 8 43 Jason (Swallow Between Bites) 66 22 9 3 1 1 30 Denver (Close Lips) 24 36 20 10 0 5 51 Comb<strong>in</strong>ed Group Means 48 27 9 2 1 5 41 Group 2 Basel<strong>in</strong>e Mean B BC C BC2 BC Total Mean Ga<strong>in</strong> Nate (Rhythmic Sequence of 3 or More Jaw Movements with Chew<strong>in</strong>g) 70 6 3 11 8 6 12 Stacy (Close Lips with Spoon<strong>in</strong>g) 15 8 34 8 6 38 6 Jessica (Active lips with spoon<strong>in</strong>g) 4 11 0 4 20 18 9 Comb<strong>in</strong>ed Group Means 30% 8 12 2 7 17 9 Group 3 Basel<strong>in</strong>e Mean C BC B BC2 BC Total Mean Ga<strong>in</strong> Dust<strong>in</strong> (Clean Face-No Request) 6 6 1 1 45 27 12 Kyle (Active Lips with Spoon<strong>in</strong>g) 68 0 15 4 4 4 27 Anna (Clean Face-No Request) 1 1 6 0 0 1 4 Comb<strong>in</strong>ed Group Means 25 2 7 1 16 8 14 was 95%. Brett’s mean performance decreased by 5% to 90% <strong>in</strong> the BC2 condition. A mean accurate response rate of 98% was observed <strong>in</strong> the BC condition. This represents a mean ga<strong>in</strong> of 43% from the basel<strong>in</strong>e condition (A) through the BC condition for Brett’s Goal 2. Jason. Basel<strong>in</strong>e data for Goal 1 (use napk<strong>in</strong> with request) revealed a mean accurate response rate of 7%. In the BC condition, this rate <strong>in</strong>creased by 90% to 97%. In the B condition, mean accurate response rate rose to 100%. He ma<strong>in</strong>ta<strong>in</strong>ed a 100% accurate response rate through the follow<strong>in</strong>g C, BC2, <strong>and</strong> BC conditions. Jason ga<strong>in</strong>ed a total mean of 93% from the <strong>in</strong>itial basel<strong>in</strong>e condition (A) through the BC condition for Goal 1. Jason’s basel<strong>in</strong>e data for Goal 2 (swallow between bites) was recorded at a mean 66% accurate response rate. In the BC condition, this rate <strong>in</strong>creased to 88%. In the B condition, a mean ga<strong>in</strong> of 9% yielded an accurate response rate of 97%. In the C condition, this rate decreased to 94%. A mean rate of 95% <strong>in</strong> the Feed<strong>in</strong>g Skills <strong>and</strong> Mealtime Behaviors / 91
Page 1 and 2:
Education
Page 3 and 4:
Education
Page 5 and 6:
Education
Page 7 and 8:
Using Self-Monitor
Page 9 and 10:
monitor their frequency of follow<s
Page 11 and 12:
instructional task
Page 13 and 14:
Figure 1. Percentage of correct res
Page 15 and 16:
Social Validity Informal feedback f
Page 17 and 18:
itoring procedure.
Page 19 and 20:
ple characteristics of communicatio
Page 21 and 22:
TABLE 1 Demographic Information, St
Page 23 and 24:
TABLE 2 Levels of Social Preference
Page 25 and 26:
esponses given by students
Page 27 and 28:
(1997). The effects of peer network
Page 29 and 30:
his or her monitorin</stron
Page 31 and 32:
the five minute pe
Page 33 and 34:
the token system (see Figures 1 <st
Page 35 and 36:
ing, number of tok
Page 37 and 38:
self-monitoring to
Page 39 and 40:
potatoes) in a mic
Page 41 and 42:
.”), and the tea
Page 43 and 44: While hearing the
Page 45 and 46: Figure 2. Graphic data for Alley. O
Page 47 and 48: Joe met criterion of 100% correct r
Page 49 and 50: trials. Ninth, det
Page 51 and 52: Computer-Based Video Instruction to
Page 53 and 54: ing materials. He
Page 55 and 56: Generalization Probe Procedures Pri
Page 57 and 58: Figure 1. Hyperstudio “card” wi
Page 59 and 60: to emit the behaviors, multiplied b
Page 61 and 62: curred after the prompt. Dur<strong
Page 63 and 64: ulation train<stro
Page 65 and 66: enhance the indepe
Page 67 and 68: een a part of the expected rout<str
Page 69 and 70: Figure 4. Kent’s performance on c
Page 71 and 72: Mirenda, P., Wilk, D., & Carson, P.
Page 73 and 74: search indicates t
Page 75 and 76: sions were conducted week days afte
Page 77 and 78: Maintenance Probe
Page 79 and 80: Figure 2. Number of correct respons
Page 81 and 82: TABLE 1 Instructional Data for Each
Page 83 and 84: Fetko, K. S., Schuster, J. W., Harl
Page 85 and 86: lar challenge for school personnel
Page 87 and 88: TABLE 1 Participant Demographic Cha
Page 89 and 90: vidually identified feedin<
Page 91 and 92: (i.e., before the in</stron
Page 93: Figure 2. Graphic display of Nate
Page 97 and 98: tion, this rate in
Page 99 and 100: A functional relationship was estab
Page 101: Search the entire archives of <stro
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?