Correction to: Self-Directed Video Prompting and Least-to-Most Prompting: Examining Ways of Increasing Vocational Skill Acquisition Among Students with Autism Spectrum Disorder and Intellectual Disability

Researchers have previously shown that video prompting can promote vocational skill acquisition for students with autism, and in a prior study, we demonstrated a model to train a paraprofessional to implement this practice. In this study, we evaluated (a) the degree to which the paraprofessional generalized implementation to new students and situations, and (b) the degree to which his implementation resulted in participants acquiring a vocational skill. The paraprofessional implemented the video prompting procedure with high fidelity without any additional training, and all three participants mastered the photocopying skill and generalized their implementation. These results suggest that focused coaching on video prompting implementation with one student may enable paraprofessionals to effectively generalize implementation when targeting similar skills with other students.

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Teacher Understanding and Application of Cognitive–Behavioural Approaches for Students With Autism Spectrum Disorder and Intellectual Disability

Australasian Journal of Special and Inclusive Education ◽

10.1017/jsi.2018.19 ◽

2019 ◽

Vol 43 (01) ◽

pp. 12-26

Author(s):

Betty P. V. Ho ◽

Jennifer Stephenson ◽

Mark Carter

Keyword(s):

Autism Spectrum Disorder ◽

Intellectual Disability ◽

Salient Feature ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Teacher Planning ◽

Teacher Understanding ◽

South Wales ◽

Cognitive Behavioural ◽

Students With Autism

AbstractThis study provides an in-depth examination of the understanding and implementation of cognitive–behavioural approaches (CBA) by Australian teachers of students with both autism spectrum disorder and intellectual disability. Semistructured interviews were completed with 13 New South Wales teachers and several themes emerged. Interviewed teachers appeared to have limited knowledge about CBA; their description of the application of CBA and their reported practices included few features specific and unique to CBA. They primarily perceived CBA as a tool for behaviour management; addressing emotion was a theme but addressing cognition was not a salient feature of their practice. Most teachers seemed unaware of the potential of CBA in fostering generalisation or maintenance, and important student characteristics appeared to be seldom considered in teacher planning of their CBA programs. Directions for enhancing teacher knowledge and supporting their practice of CBA are suggested.

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The Effects of a Computer-Aided Listening Comprehension Intervention on the Generalized Communication of Students With Autism Spectrum Disorder and Intellectual Disability

Journal of Special Education Technology ◽

10.1177/0162643419832976 ◽

2019 ◽

Vol 34 (4) ◽

pp. 269-283

Author(s):

Belva C. Collins ◽

Diane M. Browder ◽

Kathryn L. Haughney ◽

Caryn Allison ◽

Kathy Fallon

Keyword(s):

Autism Spectrum Disorder ◽

Intellectual Disability ◽

Listening Comprehension ◽

Functional Relation ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Dependent Variables ◽

Computer Aided ◽

Students With Autism ◽

Comprehension Intervention

In this study, a computer-aided listening comprehension intervention package supported both listening comprehension and communication goals for three students with autism spectrum disorder (ASD) and intellectual disability (ID). The package consisted of systematic instruction (i.e., system of least prompts [SLP] procedure) to teach listening comprehension, an iPad-supported electronic communication book, and a peer support arrangement. The students with ASD and ID who participated in the study increased both listening comprehension and communication skills, while showing an increase in generalizing communication turns to interactions with their peers without disabilities. The researchers found a functional relation between the SLP procedure and both dependent variables. All three participants experienced concurrent growth between the dependent variables, implying a connection between text-based listening comprehension and communication outcomes. Further implications for academic instruction for students with ASD who use augmentative and alternative communication as well as for future inquiry concerning cross-modal generalization to social communication discourse are discussed.

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Using Computer-Assisted Instruction to Teach Science Vocabulary to Students With Autism Spectrum Disorder and Intellectual Disability

Rural Special Education Quarterly ◽

10.1177/8756870518784270 ◽

2018 ◽

Vol 37 (4) ◽

pp. 207-218 ◽

Cited By ~ 1

Author(s):

Bethany R. McKissick ◽

Luann Ley Davis ◽

Fred Spooner ◽

Larry B. Fisher ◽

Carlie Graves

Keyword(s):

Autism Spectrum Disorder ◽

Intellectual Disability ◽

Functional Relation ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Computer Assisted Instruction ◽

Future Research ◽

Computer Assisted ◽

Students With Autism ◽

Assisted Instruction

Rural special educators face unique challenges in providing high quality special education services, especially when teaching grade-aligned science content. Computer-assisted instruction (CAI) is one strategy that has the potential to address two major challenges (i.e., a lack of preservice training and limited professional development opportunities) in providing grade-aligned content instruction with fidelity. This study investigated the use of a CAI intervention package to teach three middle school students with autism spectrum disorder and intellectual disability the structure and function of five key elements of an amoeba. Results showed a functional relation between the number of correct responses made during probe sessions and introduction of the CAI intervention. Implications for practice and suggestions for future research are also discussed.

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