scholarly journals Increasing Access to Online Learning for Students With Disabilities During the COVID-19 Pandemic

2021 ◽  
pp. 002246692199806
Author(s):  
Ji Young Kim ◽  
Daniel M. Fienup
Keyword(s):  
Online Learning ◽  
Students With Disabilities ◽  
Task Analysis ◽  
Online Intervention ◽  
Multiple Baseline ◽  
Second Grade ◽  
Multiple Baseline Design ◽  
Educational Activities ◽  
Baseline Design ◽  
Second Grade Students

During the COVID-19 pandemic, there were alarming reports of children missing out on online special educational activities due to a lack of access to those resources. We evaluated a simple, online intervention using a concurrent multiple baseline design across three second-grade students with disabilities who unreliably accessed the remote curriculum. The dependent variable was the number of daily assignments completed. During baseline, the teacher provided students and parents with educational activities via Google Classroom and the teacher contacted parents when a student missed educational activities. For intervention, the teacher implemented a task analysis that listed five daily assignments. Students earned preferred rewards contingent on completing all activities. Results showed that the intervention was effective in increasing engagement in online learning.

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.

Multiple baseline design

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

The Multiple Baseline Design for Evaluating Population-Based Research

2007 ◽  
Vol 33 (2) ◽  
pp. 162-168 ◽  
Author(s):  
Nathan G. Hawkins ◽  
Robert W. Sanson-Fisher ◽  
Anthony Shakeshaft ◽  
Catherine D’Este ◽  
Lawrence W. Green
Keyword(s):  
Population Based ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design

Generalized Effects of Enhanced Milieu Teaching

1994 ◽  
Vol 37 (6) ◽  
pp. 1320-1340 ◽  
Author(s):  
Ann P. Kaiser ◽  
Peggy P. Hester
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Language Delays ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Preschool Classrooms ◽  
Milieu Teaching ◽  
Enhanced Milieu Teaching

The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined with untrained teachers, peers, and parents. Some generalization to untrained partners was observed for all children. Correlational analyses indicated that greater numbers of child utterances and greater diversity in vocabulary were associated with increased talking and mands for verbalization presented by partners.

The Effects of Community Training Using a Videodisc-Based Simulation

1992 ◽  
Vol 11 (4) ◽  
pp. 207-222 ◽  
Author(s):  
Cheryl A. Wissick ◽  
John W. Lloyd ◽  
Mable B. Kinzie
Keyword(s):  
Multiple Baseline ◽  
Interactive Videodisc ◽  
Convenience Store ◽  
Multiple Baseline Design ◽  
Community Based ◽  
Baseline Design ◽  
Training Package ◽  
Natural Settings ◽  
Purchasing Skills

The purpose of this study was to determine the suitability of using interactive videodisc for developing community based simulations for students with moderate disabilities. A multiple baseline design across students was used to assess the effects of the training package, that made use of an interactive videodisc-based simulation, on the students' skills to locate and purchase an item in simulated and natural convenience store settings. Three adolescents with moderate disabilities were taught how to access the equipment, discriminate items, and shop for snack items in a convenience store. During baseline and intervention phases, purchasing skills were assessed daily in simulated settings and weekly in natural settings. Measures included the number of extra actions to locate an item, percentage of assistance from the teacher, and number of purchasing steps completed correctly. All students learned how to access the equipment, to discriminate visuals of shopping items, and to interact in the simulated store setting. In addition for the simulated settings, students demonstrated a decrease in the number of extra actions needed to locate an item and an increase in the number of purchasing steps performed correctly.

Learning to Recruit Assistance to Attain Transition Goals

1995 ◽  
Vol 16 (4) ◽  
pp. 237-246 ◽  
Author(s):  
FABRICIO E. BALCAZAR ◽  
CHRISTOPHER B. KEYS ◽  
JUANA GARATE-SERAFINI
Keyword(s):  
Social Support ◽  
At Risk ◽  
Data Collection ◽  
Role Play ◽  
Support Network ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Social Support Network ◽  
Social Competencies ◽  
Baseline Design

This study evaluated a program to develop help-recruiting competencies as a strategy to facilitate the transition of adjudicated male youths with disabilities residing in a segregated institution. six adjudicated male youths with disabilities participated in the study. a multiple baseline design across behaviors was used to evaluate the youths' acquisition of help-recruiting skills. self-reported measures of the actions taken by the youths in the process of pursuing transition goals were also collected. youths' performance in role-play situations and generalization probes indicated consistent improvements in help-recruiting skills following training. the youths established a total of 17 transition goals at the beginning of the study, of which 11 were attained as planned, 4 were still in progress at the end of data collection, and 2 were dropped. participants also increased the size of their social support network and reported improved satisfaction with their social competencies. the limitations and benefits of developing help-recruiting competencies to facilitate attainment of transition goals among at-risk youths with disabilities are discussed.

Introducing Computational Thinking Unplugged in Early Childhood Education Within the Context of Physical and Natural Science Courses

2022 ◽  
pp. 197-222
Author(s):  
Michail Kalogiannakis ◽  
Kalliopi Kanaki
Keyword(s):  
Early Childhood ◽  
Pilot Study ◽  
Natural Science ◽  
Computational Thinking ◽  
Second Grade ◽  
Educational Activities ◽  
Science Courses ◽  
Digital Era ◽  
Educational Framework ◽  
Second Grade Students

In the contemporary digital era, introducing computational thinking concepts is considered an imperative need at all stages of schooling, since they are inextricably linked to skills applicable and beneficial in everyday life. This chapter presents a novel educational framework that aims to foster the growth of computational thinking at early childhood stages, within the context of physical and natural science courses, pursuing the unplugged philosophy and following the principles of game-based, project-based and collaborative learning. This chapter also presents a relevant pilot study, conducted with second grade students of a Greek primary school, with the objective of assessing the feasibility of the proposed educational framework, as well as examining its effectiveness. The results stemming from the pilot are promising and reveal that the proposed approach serves our goal to enhance computational thinking at the first stages of schooling through engaging and fun educational activities that appeal to young students.

Developing a Leisure Skill Repertoire in Severely and Profoundly Handicapped Persons

AAESPH Review ◽  
1978 ◽  
Vol 3 (3) ◽  
pp. 162-172 ◽  
Author(s):  
Paul Wehman ◽  
Adelle Renzaglia ◽  
Geraldine Berry ◽  
Richard Schutz ◽  
Orv Karan
Keyword(s):  
Leisure Time ◽  
Multiple Baseline ◽  
Community Reintegration ◽  
Multiple Baseline Design ◽  
Critical Component ◽  
Baseline Design ◽  
Adolescents And Adults

The present paper describes the development of a repertoire of leisure time skills in severely and profoundly handicapped adolescents and adults. Specific instructional direction and appropriate task analyses were provided in data-based programs involving the training of three exercises and four table games. The results of each program were evaluated in a multiple baseline design. Results were discussed in terms of the importance of helping the severely and profoundly handicapped develop a repertoire of leisure time skills. The ability to use leisure time is viewed as a potentially critical component in the move toward community reintegration.

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