The Effects of Progressive Time Delay to Teach Social Problem-Solving to Preschoolers

A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target participants, all of whom exhibited challenging behavior or were at risk for social skill deficits, were paired with a typically developing peer for small group instructional sessions. During sessions, children were presented with scenarios involving simple social problems and were asked, “What could you do?” After naming an appropriate solution, participants were prompted to use the solution. Results indicate the use of PTD during small group instruction was effective for teaching social problem-solving to preschoolers, generalized to novel contexts and maintained following the withdrawal of the intervention. Limitations, areas for future research, and implications for practice are discussed.

Co-Teaching in Uncertain Times: Using Technology to Improve Student Learning and Manage Today’s Complex Educational Landscape

As co-teachers tackle the unique challenges of instructing in remote, hybrid, and socially distanced brick-and-mortar settings they can increase their success by incorporating technology solutions into their shared classrooms. Technology can facilitate co-teachers’ implementation of small-group instruction, increase options for student engagement and participation, and establish instructional consistency through clear communication. The result can be enhanced student learning and more efficient and effective delivery of the specially designed instruction that students with disabilities must receive.

Social Skills Instruction, Online Modules, and Telecoaching to Develop Planning Skills of Young Adults With Autism

This study examined the efficacy of an intervention package consisting of small group instruction, online instructional modules, and telecoaching to increase planning skills of eight young adults (ages 17–26) with autism spectrum disorder (ASD) and other related neurological disorders. Telecoaching sessions used existing video conference platforms (e.g., FaceTime, Google Hangouts, Skype, Zoom) with young adults as the direct recipients of the coaching. The primary dependent variable was number of planning steps described on fictional vignettes, and a supplementary dependent variable was self-reported participation in weekly social activities. A multiple baseline across participants design with participants assigned to three cohorts was utilized. Results indicated all participants increased knowledge of steps required to plan activities. However, implementation of the planned activities varied with minimal gains demonstrated by five of the eight participants. Implications for practice and research related to technology-based interventions to increase social engagement of young adults with ASD is discussed.