scholarly journals Comparing the Minimum Celeration Line and the Beat Your Personal Best Goal-Setting Approaches During the Mathematical Practice of Students Diagnosed with Autism

2021 ◽  
Author(s):  
Athanasios Vostanis ◽  
Ciara Padden ◽  
Aoife McTiernan ◽  
Peter E. Langdon
Keyword(s):  
Goal Setting ◽  
Mathematical Practice ◽  
Token Economy ◽  
Performance Criteria ◽  
Male Students ◽  
Multiple Baseline ◽  
Teaching Literature ◽  
Alternating Treatments Design ◽  
Control Instruction ◽  
Adapted Alternating Treatments Design

AbstractThis study compared two goal-setting approaches found in the Precision Teaching literature, namely the minimum celeration line and the beat your personal best during the mathematical practice of three male students diagnosed with autism, aged 8–9. An adapted alternating treatments design with a control condition was embedded in a concurrent multiple baseline across participants design. Each approach was randomly allocated to either the multiplication/division (×÷) table of 18 or 19, while no approach was allocated to the ×÷14 table that acted as a control. Instruction utilized number families and consisted of (a) untimed practice, (b) frequency-building, (c) performance criteria, (d) graphing, and (e) a token economy. Upon practice completion, an assessment of maintenance, endurance, stability, and application (MESA) was conducted. Participants improved with both conditions and maintained their performance well, while improvements with the control condition were weak. The beat your personal best approach was highlighted as slightly more effective in terms of average performance and more efficient in terms of timings needed to achieve criterion. No differences were identified in terms of learning rate (i.e., celeration) or performance on the MESA. More research is warranted to identify which goal-setting procedure is more appropriate for students in special education.

Comparison of Prompting Techniques to Teach Children With Autism to Ask Questions in the Context of a Conversation

2015 ◽  
Vol 32 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Matthew G. Swerdan ◽  
Rocío Rosales
Keyword(s):  
Stimulus Control ◽  
Children With Autism ◽  
Future Research ◽  
Control Procedure ◽  
Transfer Of Stimulus Control ◽  
Alternating Treatments Design ◽  
Textual Prompts ◽  
Students With Autism ◽  
Adapted Alternating Treatments Design

An adapted alternating treatments design was used to compare the efficacy of echoic and textual prompts to teach three students with autism (ages 8–15) to ask questions related to two pre-selected topics of conversation. Participants were first required to answer questions related to the topics to determine whether accurate responses were within their repertoire. This was followed by a transfer of stimulus control procedure to teach participants to ask relevant questions to the experimenter on the same topics. Probes with a novel conversation topic were conducted in the natural environment with a peer, and follow-up probes were conducted after training. Results indicate questions taught using an echoic prompt were acquired in fewer trials to criterion than questions taught using a textual prompt for two of the three participants. Limitations and implications for future research will be discussed.

A Comparison of High and Low Dosages of a Component of Milieu Teaching Strategies for Two Preschool-Age Learners With Autism Spectrum Disorder

2016 ◽  
Vol 47 (1) ◽  
pp. 87-98 ◽  
Author(s):  
Hannah M. Julien ◽  
Joe Reichle
Keyword(s):  
Autism Spectrum Disorder ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Preschool Age ◽  
Spectrum Disorder ◽  
Treatment Intensity ◽  
High Dose ◽  
Alternating Treatments Design ◽  
Milieu Teaching ◽  
Adapted Alternating Treatments Design

Purpose The intersection of treatment intensity and communication intervention is an emerging area of investigation. Milieu teaching (MT) approaches for teaching communication skills to children with autism spectrum disorder (ASD) have a substantial evidence base (see Goldstein, 2002). However, a relatively small percentage (37.8%) of MT studies have fully detailed the parameters that are required to determine treatment intensity (Parker-McGowan et al., 2014). This study compared the effect of two dosages of the modeling component of milieu teaching on acquisition and maintenance of new vocabulary for two preschoolers with ASD. Method Low- and high-dosage conditions were compared within an adapted alternating treatments design. Participants were two preschool-age children with ASD. Results Results suggested a functional relationship between dose of MT models and acquisition of vocabulary items. For 1 participant, a high-dose application yielded more efficient acquisition. For the second participant, a low-dose application yielded more efficient acquisition. Conclusion The results of this study highlight the influence of individual differences in ostensibly similar persons and response to intervention. The need for better quantifying dosage parameters and examining the relationship between dosage and intervention approaches for preschool-age learners with ASD is discussed.

Self-regulated learning skills of prospective music teachers in Turkey

2020 ◽  
Vol 38 (3) ◽  
pp. 415-430
Author(s):  
Ebru Tuncer Boon
Keyword(s):  
Goal Setting ◽  
Music Teachers ◽  
Daily Practice ◽  
Male Students ◽  
Future Research ◽  
Learning Skills ◽  
Practical Applications ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Gender

The purpose of this study was to investigate self-regulated learning skills of prospective music teachers in Turkey ( N = 222). This study also investigated whether self-regulated learning skills of prospective music teachers differed according to their gender, academic year, daily practice hours, and most recent instrument exam grade. The data were collected through the Self-Regulated Learning Skills Scale developed by Turan. Analyses revealed that statistically significant differences were found between the Planning and Goal Setting subscale and gender variable. The female students had higher planning and goal setting compared to the male students. The results also showed that the male students were more dependent learners. Students whose instrument exam grade was between 76 and 100 had higher planning and goal setting skills. Prospective music teachers who practiced their instruments more than 3 hr a day showed higher self-regulated learning skills than those who practiced less. Implications for future research and practical applications are also discussed.

The Effects of Goal-Setting and Imagery Training Programs on the Free-Throw Performance of Female Collegiate Basketball Players

1996 ◽  
Vol 10 (4) ◽  
pp. 382-397 ◽  
Author(s):  
Bart S. Lerner ◽  
Andrew C. Ostrow ◽  
Michael T. Yura ◽  
Edward F. Etzel
Keyword(s):  
Goal Setting ◽  
Multiple Baseline ◽  
Single Subject ◽  
Personal Goals ◽  
Basketball Players ◽  
Baseline Phase ◽  
Free Throw ◽  
Imagery Training ◽  
Intervention Goal ◽  
Collegiate Basketball

The purposes of this study were to investigate the effects of goal-setting and imagery programs, as well as a combined goal-setting and imagery training program, on the free-throw performance among female collegiate basketball players over the course of an entire season. A multiple-baseline, single-subject A-B-A design was employed in which participants were randomly assigned to one of three interventions: (a) goal-setting (n = 4), (b) imagery (n = 4), or (c) goal-setting and imagery (n = 4). Free-throw data were collected during practice sessions. Data were examined by way of changes in mean, level, trend, latency, and variability between baseline and intervention, and then between intervention and a second baseline phase. Three participants in the goal-setting program, and one participant in the goal-setting and imagery program, increased their mean free-throw performance from baseline to intervention. However, three participants in the imagery program decreased their mean free-throw performance from baseline to intervention. Goal discrepancy scores also were investigated. A positive correlation was found between participants’ free-throw performance and personal goals.

The Efficacy of Script Contexts in Language Comprehension Intervention With Children Who Have Mental Retardation

1991 ◽  
Vol 34 (4) ◽  
pp. 845-857 ◽  
Author(s):  
Young Tae Kim ◽  
Linda J. Lombardino
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Language Comprehension ◽  
Treatment Effects ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Alternating Treatments Design ◽  
Comprehension Intervention

This study was designed to investigate the effects of script-based and nonscript-based treatment on the language comprehension of 4 preschool children with mental retardation. An alternating treatments design (ATD) in combination with a multiple baseline design was used to evaluate treatment effects. Treatments were comprised of three script routines and three nonscript activities. Two semantic constructions were selected for training and counterbalanced across subjects and treatments. Daily probes were administered to assess the effects of the treatments. The script-based treatment was more effective than the nonscript treatment in facilitating comprehension of the targeted semantic constructions in 3 of the 4 subjects.

An Exploratory Analysis of Quality Indicators in Adapted Alternating Treatments Designs

2019 ◽  
Vol 39 (4) ◽  
pp. 226-237 ◽  
Author(s):  
Collin Shepley ◽  
Melinda J. Ault ◽  
Kaylee Ortiz ◽  
J. Colin Vogler ◽  
Molly McGee
Keyword(s):  
Quality Indicators ◽  
Single Case ◽  
Open Science ◽  
Experimental Comparison ◽  
Evidence Based Practices ◽  
Alternating Treatments Design ◽  
Single Case Research ◽  
Science Framework ◽  
And Behavior ◽  
Adapted Alternating Treatments Design

The single-case adapted alternating treatments design allows for an experimental comparison between two independent variables applied across two equally difficult, yet functionally independent, dependent variables. The design has been used prominently within the special education and behavior analysis literature since its inception. Despite its history and continued use, there are currently no formalized quality standards specific to the adapted alternating treatments design. Given the rise of evidence-based practices and the increased number of organizations developing quality and rigor standards, a discussion and evaluation of quality indicators specific to adapted alternating treatments designs is warranted. We provide an overview of quality indicators and examine their prevalence over the years within a subset of studies commonly incorporating the adapted alternating treatments design. Implications for researchers who use the design and organizations that develop standards for single-case research are discussed. Copies of coding tables and syntax in Microsoft Excel and SPSS formats may be obtained via Open Science Framework at https://osf.io/guw6h/ .

A Comparison of Instructional Response Requirements on the Multiplication Performance of Behaviorally Disordered Students

1991 ◽  
Vol 17 (1) ◽  
pp. 56-65 ◽  
Author(s):  
Christopher H. Skinner ◽  
Jane M. Ford ◽  
Barbara D. Yunker
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
The Other ◽  
School Students ◽  
Behaviorally Disordered ◽  
Opportunities To Respond ◽  
Written Responses ◽  
Verbal Responses ◽  
Alternating Treatments Design ◽  
Adapted Alternating Treatments Design

This study investigated the interaction between the topography and the rates or numbers of responses occasioned by an academic intervention. An adapted alternating treatments design was used to compare the effects of two cover, copy, and compare (CCC) interventions, one requiring written responses (WCCC) and the other requiring verbal responses (VCCC), on the written multiplication performance of two elementary school students. Equal amounts of time were allotted for the interventions. Although WCCC and assessment required written responses and VCCC required verbal responses, VCCC resulted in greater increases in written multiplication performance than WCCC for both subjects. VCCC also occasioned more than twice the number of opportunities to respond than WCCC. These results demonstrated how the CCC intervention could be improved by altering the topography of the required responses.

Phonological Treatment Efficacy and Developmental Norms

1996 ◽  
Vol 27 (3) ◽  
pp. 215-230 ◽  
Author(s):  
Judith A. Gierut ◽  
Michele L. Morrisette ◽  
Mary T. Hughes ◽  
Susan Rowland
Keyword(s):  
Clinical Intervention ◽  
Multiple Baseline ◽  
Chronological Age ◽  
Developmental Sequence ◽  
Phonological Acquisition ◽  
Age Norms ◽  
Alternating Treatments Design ◽  
Phonological Treatment ◽  
Phonological Change ◽  
Developmental Norms

The efficacy of teaching sounds in developmental sequence as defined by age norms was evaluated in two independent investigations. Study I was a within-subject evaluation using an alternating treatments design, with three children each receiving treatment on one early-acquired and one later-acquired phoneme relative to chronological age. Study II was an across-subject evaluation involving six children in a staggered multiple baseline paradigm, whereby three subjects were each taught one early-acquired sound and three other subjects were taught one later-acquired sound relative to chronological age. Phonological change was measured on probes of sounds excluded from each child's phonemic inventory. General results indicated that: (a) quantitatively, change in treated phonemes and manner classes was equivocal following treatment of early-acquired and later-acquired phonemes; (b) qualitatively, the onset of change was immediate following treatment of later-acquired phonemes, but delayed following treatment of early-acquired phonemes; and (c) treatment of later-acquired phonemes led to system-wide changes in untreated sound classes, whereas treatment of early-acquired phonemes did not. These findings were considered relative to clinical intervention and theories of phonological acquisition.

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