Observational Learning of Comprehension Monitoring Skills in Children Who Exhibit Mental Retardation

1991 ◽  
Vol 34 (1) ◽  
pp. 141-154 ◽  
Author(s):  
Helen K. Ezell ◽  
Howard Goldstein
Keyword(s):  
Mental Retardation ◽  
Observational Learning ◽  
Multiple Baseline ◽  
Comprehension Monitoring ◽  
Learning Paradigm ◽  
Baseline Design ◽  
Moderate Mental Retardation ◽  
Message Type ◽  
Unfamiliar Word ◽  
Idiomatic Phrase

An observational learning paradigm was used to instruct 5 children with mild or moderate mental retardation to monitor their comprehension of inadequate instructions. Instructions were inadequate because of an interfering signal, an unfamiliar word, excessive length, or an unfamiliar idiomatic phrase. Subjects’ peers served as models during the training. A multiple baseline design across subjects and across instruction types was employed. All subjects learned to request clarification of the first three inadequate instructions; however, none of the children learned to request clarification of idiomatic phrases. Although all children eventually demonstrated observational learning, three children required feedback from the trainer before they began to request clarification for one or two of the instruction types. Two children generalized their requesting behavior to the interfering signal message type, suggesting that generalization may be likely to occur between similar message types. During posttesting all children generalized their requesting behavior when presented with two unfamiliar message types, sometimes using new question forms. Four of the 5 children also generalized their requesting behavior in sessions with their teachers 5–10 weeks later.

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 Experimental Analysis of Milieu Language Intervention

1989 ◽  
Vol 54 (3) ◽  
pp. 448-461 ◽  
Author(s):  
Steven F. Warren ◽  
Linda M. Bambara
Keyword(s):  
Mental Retardation ◽  
Language Development ◽  
Baseline Period ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Experimental Control ◽  
Baseline Design ◽  
Spontaneous Imitation ◽  
Object Form ◽  
Interactive Play

The syntactic and pragmatic effects of a milieu language teaching intervention implemented to teach the action-object form were investigated. Subjects were 3 young children with borderline to moderate levels of mental retardation, all in the early stages of productive language development. After a prolonged baseline period, each subject received three to four training sessions per week in a small group interactive play situation. Experimental control was demonstrated by a multiple baseline design across subjects. Generalization was measured along a variety of dimensions. Results indicated that subjects learned to generatively produce action-object combinations. These combinations were used in nonobligatory conversational situations as requests for objects/actions and as declaratives. Subjects also began to respond correctly to probe questions. The results support the conclusion that milieu training procedures can be used to enhance the acquisition and generative use of basic syntactic-semantic forms. The results also suggest that systemic adult commenting, child conversational "scaffolding," and spontaneous imitation may play significant roles for some children in the acquisition and generalization of language taught via a milieu approach.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Stimulus Generalization Using Nonvisual Stimuli with a Student Who Has Autism Spectrum Disorder and Visual Impairment

2021 ◽  
Vol 115 (2) ◽  
pp. 121-133
Author(s):  
Robin Arnall ◽  
Yors Garcia ◽  
Annette K. Griffith ◽  
Jack Spear
Keyword(s):  
Visual Impairment ◽  
Private School ◽  
Sensory Input ◽  
Language Skills ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Stimulus Generalization ◽  
Baseline Design ◽  
Tactile Stimuli ◽  
Low Levels

Introduction: The main objective of this study was to determine whether stimulus symmetry, or untaught generalized relations among stimuli, could be demonstrated using audio and tactile stimuli (i.e., nonvisual). Methods: A modified alternating treatment within a concurrent multiple baseline design across nonvisual stimulus sets (i.e., tactile and audio) was implemented with Zach, an 11-year-old male diagnosed with autism and visual impairment, to teach two relations (sound–touch and sound–label) among stimuli. Following training, the researcher tested whether Zach could identify stimuli through an untaught relation (touch–label). The study presented here required a week to complete and was conducted at a private school for individuals with behavioral concerns. Results: During baseline, Zach demonstrated low levels of correct responses (average of 7% across all relations) for all skills. In the training phase (for only two of the three targeted skills, sound–touch and sound–label relations), Zach demonstrated proficiency for most stimuli used in the sets (average of 61% across relations). Finally, in the testing phase (the untaught touch–label relation), Zach demonstrated high levels of generalized acquisition (89%). Discussion: Results indicated that the procedure used in this study could be generalized to novel populations, including those with visual impairments, and that different forms of sensory input could be used, including auditory and tactile-based teaching. Implications for practitioners: Individuals working with learners with differing levels of visual impairment could utilize the demonstrated procedure to associate types of stimuli, using methods other than visual input. The procedure outlined would benefit a population that may require assistance with developing language skills but who also may have difficulties using common visual stimuli.

Multiple baseline design

TVZ ◽  
2021 ◽  
Vol 131 (1) ◽  
pp. 52-53
Author(s):  
Katrien Cuyvers
Keyword(s):  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design

A Parent-Implemented Shared Reading Intervention via Telepractice

2021 ◽  
pp. 105381512110322
Author(s):  
Yusuf Akemoglu ◽  
Vanessa Hinton ◽  
Dayna Laroue ◽  
Vanessa Jefferson
Keyword(s):  
Time Delay ◽  
Single Case ◽  
Multiple Baseline ◽  
Video Editing ◽  
Baseline Design ◽  
Communicative Acts ◽  
Use Of Time ◽  
Young Children With Disabilities ◽  
Evidenced Based ◽  
Feedback Delivery

We describe a study of the internet-based Parent-Implemented Communication Strategies–Storybook (i-PiCSS), an intervention designed to train and coach parents to use evidenced-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and RTs while reading storybooks with their young children with disabilities. Three participating parents were trained and coached via telepractice technologies (videoconferences, video editing software). Zoom software was used for videoconferencing and Camtasia software was used to record the training and coaching sessions and to edit the recorded session for feedback delivery purposes. Using a single-case multiple-baseline design across NCT strategies within each family, we examined (a) parents’ fidelity use of the three NCT strategies, (b) parents’ use of book RTs, and (c) child language and communication outcomes. The entire intervention period lasted 8 weeks. After training and coaching, parents used the modeling, mand-model, and time delay strategies with higher rates and higher quality (accuracy). Children initiated more communicative acts upon parents’ use of time delay and increased their numbers of single- and multiple-word responses.

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

2021 ◽  
pp. 109830072098353
Author(s):  
Emily Gregori ◽  
Mandy J. Rispoli ◽  
Catharine Lory ◽  
So Yeon Kim ◽  
Marie David
Keyword(s):  
Special Education Teachers ◽  
Challenging Behavior ◽  
Professional Growth ◽  
Implementation Fidelity ◽  
Multiple Baseline ◽  
Functional Communication ◽  
Baseline Design ◽  
Behavioral Needs ◽  
Teacher Coaching ◽  
Child Engagement

Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often completely unavailable for paraprofessionals. The purpose of this study was to evaluate a program in which teachers served as coaches for paraprofessionals. Using a multiple-baseline design across paraprofessional-and-child dyads, we evaluated the effects of the teachers-as-coaches program on paraprofessional implementation fidelity and child engagement in challenging behavior and appropriate communication. The results showed that with teacher coaching, paraprofessionals increased their behavior intervention implementation fidelity to 100%. During the maintenance probes, two of the paraprofessionals implemented the intervention with 100% fidelity, and the third paraprofessional implemented the intervention with higher fidelity than baseline. Results also showed corresponding decreases in child challenging behavior and increases in appropriate communication. Implications for research and practice in supporting paraprofessionals are discussed.

Leg Strength Is Related to Endurance Run Performance in Children and Adolescents with Mental Retardation

2000 ◽  
Vol 12 (3) ◽  
pp. 324-333 ◽  
Author(s):  
Bo Fernhall ◽  
Kenneth H. Pitetti
Keyword(s):  
Mental Retardation ◽  
Body Size ◽  
Children And Adolescents ◽  
Aerobic Capacity ◽  
Significant Influence ◽  
Moderate Mental Retardation ◽  
Leg Strength ◽  
And Gender ◽  
The Relationship ◽  
Shuttle Run

This study evaluated the relationship between leg strength and endurance run performance, independent of aerobic capacity (V̇O2peak), body size, and gender, in children and adolescents with mild or moderate mental retardation. Twenty-six individuals (15 boys and 11 girls) volunteered and underwent tests of V̇O2peak, isokinetic leg strength, and endurance run performance (600-yard ran/walk and 20-m shuttle run). Results showed that leg strength was significantly related to both types of run performance; however, when controlling for V̇O2peak, body size, and gender, leg strength was a more significant contributor to the 600-yard run/walk than to 20-m shuttle run performance. Gender did not influence these relationships. These data suggest that leg strength has a significant influence on endurance run performance in children and adolescents with mild or moderate mental retardation.

Generalization with Precision: The Role of Negative Teaching Examples in the Instruction of Generalized Grocery Item Selection

1986 ◽  
Vol 11 (4) ◽  
pp. 300-308 ◽  
Author(s):  
Robert H. Horner ◽  
Richard W. Albin ◽  
Ginevera Ralph
Keyword(s):  
Young Adults ◽  
Grocery Store ◽  
Item Selection ◽  
Multiple Baseline ◽  
Correct Selection ◽  
Correct Rejection ◽  
Baseline Design ◽  
Dependent Variables ◽  
Selection Of

For generalization to be functional, it must occur with a precision that results in acquired responses occurring under appropriate, nontrained conditions, and acquired responses not occurring under inappropriate, nontrained conditions. This study examines the effect of differing types of negative teaching examples on the precision with which generalized grocery item selection is learned. Within a split-multiple baseline design, six young adults identified as mildly, moderately, or severely mentally retarded were trained to select or to reject grocery items using picture cards as cues. The dependent variables were correct selection of 10 trained “positive” grocery items and the correct rejection of 20 nontrained “negative” grocery items in a nontrained grocery store. Participants were trained in a grocery store to select 10 positive grocery examples matching their picture cards and to reject either (a) a set of negative examples that were maximally different from the positive examples, or (b) a set of negative examples that were minimally different from the positive examples. Both training sets resulted in participants correctly selecting the 10 positive items in a nontrained store. Training with the “minimally different” negative examples was functionally related to improved rejection of nontrained negative items in the nontrained store. The implications of teaching with minimally different, negative examples are discussed.

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