Effects of the Onset of Differential Reinforcer Quality on Skill Acquisition

2021 ◽  
pp. 014544552098814
Author(s):  
Tom Cariveau ◽  
Astrid La Cruz Montilla
Keyword(s):  
Developmental Disabilities ◽  
Skill Acquisition ◽  
Comparative Research ◽  
Differential Reinforcement ◽  
Future Research ◽  
Target Response ◽  
Delayed Onset ◽  
Control Transfer ◽  
Transfer Procedures ◽  
Reinforcer Quality

Differential reinforcement of a target response is a necessary component of stimulus control transfer procedures. Recent research has further considered the timing (i.e., onset) of differential reinforcement of unprompted correct responding. To date, the onset of differential reinforcement has been inconsistently controlled in studies comparing skill acquisition programs for individuals with developmental disabilities. The current study serves as a systematic replication of prior comparative research to examine the effects of immediate and delayed differential reinforcement onset on the efficiency of acquisition for three individuals with developmental disabilities. The delayed onset of differential reinforcement required the fewest number of exposures to mastery per target across all comparisons. These findings failed to replicate those of prior research on differential reinforcement onset, possibly due to differences in participant characteristics, target tasks, or other required procedural modifications. Considerations for future research on differential reinforcement procedures in skill acquisition programs are described.

The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

2021 ◽  
pp. 016264342198997
Author(s):  
Sojung Jung ◽  
Ciara Ousley ◽  
David McNaughton ◽  
Pamela Wolfe
Keyword(s):  
Developmental Disabilities ◽  
Positive Impact ◽  
Single Case ◽  
Effect Sizes ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Positive Effects ◽  
Analytic Review ◽  
Wide Range ◽  
The Impact

In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.

scholarly journals Twenty Years of Communication Intervention Research With Individuals Who Have Severe Intellectual and Developmental Disabilities

2010 ◽  
Vol 115 (5) ◽  
pp. 364-380 ◽  
Author(s):  
Martha E. Snell ◽  
Nancy Brady ◽  
Lee McLean ◽  
Billy T. Ogletree ◽  
Ellin Siegel ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Literature Review ◽  
Treatment Fidelity ◽  
Intervention Research ◽  
Communication Intervention ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Communication Performance ◽  
Current State ◽  
Communication Interventions

Abstract This literature review was conducted to evaluate the current state of evidence supporting communication interventions for individuals with severe intellectual and developmental disabilities. We reviewed 116 articles published between 1987 and 2007 in refereed journals meeting three criteria: (a) described a communication intervention, (b) involved one or more participants with severe intellectual and developmental disabilities, and (c) addressed one or more areas of communication performance. Many researchers failed to report treatment fidelity or to assess basic aspects of intervention effects, including generalization, maintenance, and social validity. The evidence reviewed indicates that 96% of the studies reported positive changes in some aspects of communication. These findings support the provision of communication intervention to persons with severe intellectual and developmental disabilities. Gaps in the research were reported as were recommendations for future research.

Family Role in the Development of Self-Determination for Youth With Intellectual and Developmental Disabilities: A Scoping Review

2021 ◽  
Vol 59 (4) ◽  
pp. 315-334
Author(s):  
Evan E. Dean ◽  
Anne V. Kirby ◽  
Mayumi Hagiwara ◽  
Karrie A. Shogren ◽  
Deniz Tekin Ersan ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Scoping Review ◽  
Self Determination ◽  
Future Research ◽  
Knowledge Gap ◽  
Intellectual And Developmental Disabilities ◽  
Family Role ◽  
Research And Practice ◽  
Family Perspectives ◽  
Home Context

Abstract The development of self-determination is promoted by supportive contexts during adolescence; families are a key part of this context. In adolescent populations, research suggests families can support self-determination in a number of ways, yet less is known about how self-determination is promoted within families of youth with intellectual and developmental disabilities (IDD). To address this knowledge gap, we conducted a scoping review to examine the existing evidence pertaining to the role families of youth with IDD play in supporting the development of self-determination. A review of 24 publications revealed that existing research has focused on understanding family perspectives on self-determination, but there is a lack of studies investigating how families provide supports for self-determination in the home context for youth with IDD. Additionally, little intervention work has focused on supporting families to promote self-determination. Based on the findings, implications for future research and practice are provided.

Studying Populism in Comparative Perspective: Reflections on the Contemporary and Future Research Agenda

2018 ◽  
Vol 51 (13) ◽  
pp. 1667-1693 ◽  
Author(s):  
Cas Mudde ◽  
Cristóbal Rovira Kaltwasser
Keyword(s):  
Comparative Research ◽  
Future Research ◽  
Special Issue ◽  
Comfort Zone ◽  
Contemporary Debate ◽  
Future Research Agenda ◽  
Academic Fields ◽  
Current Events ◽  
Economic Anxiety ◽  
The Comparative Study

Academics are increasingly using the concept of populism to make sense of current events such as the Brexit referendum and the Trump presidency. This is certainly a welcome development, but two shortcomings can be observed in the contemporary debate. On one hand, new populism scholars often start from scratch and do not build upon the existing research. On the other hand, those who have been doing comparative research on populism stay in their comfort zone and thus do not try to link their work to other academic fields. In this article, we address these two shortcomings by discussing some of the advantages of the so-called ideational approach to the comparative study of populism and by pointing out four avenues of future research, which are closely related to some of the contributions of this special issue, namely, (a) economic anxiety, (b) cultural backlash, (c) the tension between responsiveness and responsibility, and (d) (negative) partisanship and polarization.

Teaching Small Talk: Increasing On-Topic Conversational Exchanges in College Students with Intellectual and Developmental Disabilities Using Remote Audio Coaching

2020 ◽  
pp. 014544552097517
Author(s):  
Brianna Joseph ◽  
Kelly B. Kearney ◽  
Michael P. Brady ◽  
Angelica Downey ◽  
Ayse Torres
Keyword(s):  
College Students ◽  
Developmental Disabilities ◽  
Positive Impact ◽  
Multiple Baseline ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Baseline Design ◽  
Small Talk ◽  
Covert Audio Coaching ◽  
Community Environments

Adults with intellectual and developmental disabilities (IDD) often have deficits in interpersonal skills due to limited social-communication opportunities. Knowing how to engage in “small talk” or simple social conversational exchanges can be beneficial in postsecondary schooling, employment sites, community environments, and social gatherings. Recently, covert audio coaching (CAC) showed a positive impact on increasing conversational exchanges. As the COVID-19 pandemic increased the need for remote delivery tools, we explored the effectiveness of remote audio coaching (RAC) to teach this skill to college students with IDD. We used a multiple baseline design across participants to examine whether RAC might increase on-topic, small talk conversational exchanges. Results demonstrated that RAC effectively increased small talk skills between participants and a confederate. Upon removal of RAC, all participants still performed above their baselines, with two participants maintaining near mastery levels 2 weeks after the intervention was removed. Limitations and future research are discussed.

scholarly journals Experiences That Predict Employment for Students With Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs

2018 ◽  
Vol 42 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Meg Grigal ◽  
Clare Papay ◽  
Frank Smith ◽  
Debra Hart ◽  
Rayna Verbeck
Keyword(s):  
Higher Education ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Institutions Of Higher Education ◽  
Federally Funded ◽  
Demonstration Program ◽  
Gainful Employment ◽  
Postsecondary Program

The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment. In this article, we identify predictors of employment while in the program and at exit for students who completed a TPSID program between 2010 and 2015. Results identified several predictors of employment for students with IDD. Authors share implications for future research and practice gleaned from the analysis.

The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities

2020 ◽  
Vol 45 (4) ◽  
pp. 271-287
Author(s):  
Lindsay S. Athamanah ◽  
Marisa H. Fisher ◽  
Connie Sung ◽  
Jinny E. Han
Keyword(s):  
High School Students ◽  
Developmental Disabilities ◽  
Peer Mentoring ◽  
Social Impact ◽  
Mentoring Programs ◽  
Future Research ◽  
Mentoring Program ◽  
Intellectual And Developmental Disabilities ◽  
Peer Mentors ◽  
The Impact

Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors ( n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors’ personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees’ personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors’ attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.

Lessons Learned From Our Elders: How to Study Polypharmacy in Populations With Intellectual and Developmental Disabilities

2014 ◽  
Vol 52 (1) ◽  
pp. 60-77 ◽  
Author(s):  
Jessica N. Stortz ◽  
Johanna K. Lake ◽  
Virginie Cobigo ◽  
Hélène M. J. Ouellette-Kuntz ◽  
Yona Lunsky
Keyword(s):  
Developmental Disabilities ◽  
The Elderly ◽  
Population Based ◽  
Lessons Learned ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Sampling Strategies ◽  
Negative Consequences ◽  
Concurrent Use ◽  
Associated Variables

Abstract Polypharmacy is the concurrent use of multiple medications, including both psychotropic and non-psychotropic drugs. Although it may sometimes be clinically indicated, polypharmacy can have a number of negative consequences, including medication nonadherence, adverse drug reactions, and undesirable drug–drug interactions. The objective of this paper was to gain a better understanding of how to study polypharmacy among people with intellectual and developmental disabilities (IDD). To do this, we reviewed literature on polypharmacy among the elderly and people with IDD to inform future research approaches and methods on polypharmacy in people with IDD. Results identified significant variability in methods used to study polypharmacy, including definitions of polypharmacy, samples studied, analytic strategies, and variables included in the analyses. Four valuable methodological lessons to strengthen future polypharmacy research in individuals with IDD emerged. These included the use of consistent definitions of polypharmacy, the implementation of population-based sampling strategies, the development of clinical guidelines, and the importance of studying associated variables.

scholarly journals Functional mastery of percussive technology in nut-cracking and stone-flaking actions: experimental comparison and implications for the evolution of the human brain

2012 ◽  
Vol 367 (1585) ◽  
pp. 59-74 ◽  
Author(s):  
Blandine Bril ◽  
Jeroen Smaers ◽  
James Steele ◽  
Robert Rein ◽  
Tetsushi Nonaka ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Tool Use ◽  
Cognitive Abilities ◽  
Brain Evolution ◽  
Experimental Comparison ◽  
Future Research ◽  
Research Areas ◽  
Nut Cracking ◽  
Percussive Technology ◽  
Recent Experimental Work

Various authors have suggested behavioural similarities between tool use in early hominins and chimpanzee nut cracking, where nut cracking might be interpreted as a precursor of more complex stone flaking. In this paper, we bring together and review two separate strands of research on chimpanzee and human tool use and cognitive abilities. Firstly, and in the greatest detail, we review our recent experimental work on behavioural organization and skill acquisition in nut-cracking and stone-knapping tasks, highlighting similarities and differences between the two tasks that may be informative for the interpretation of stone tools in the early archaeological record. Secondly, and more briefly, we outline a model of the comparative neuropsychology of primate tool use and discuss recent descriptive anatomical and statistical analyses of anthropoid primate brain evolution, focusing on cortico-cerebellar systems. By juxtaposing these two strands of research, we are able to identify unsolved problems that can usefully be addressed by future research in each of these two research areas.

Families of Individuals With Intellectual and Developmental Disabilities: Policy, Funding, Services, and Experiences

2013 ◽  
Vol 51 (5) ◽  
pp. 349-359 ◽  
Author(s):  
Amy Hewitt ◽  
John Agosta ◽  
Tamar Heller ◽  
Ann Cameron Williams ◽  
Jennifer Reinke
Keyword(s):  
Developmental Disabilities ◽  
Research Priorities ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Policy Makers ◽  
Home Support ◽  
The Status ◽  
Services And Supports ◽  
At Home

Abstract Families are critical in the provision of lifelong support to individuals with intellectual and developmental disabilities (IDD). Today, more people with IDD receive long-term services and supports while living with their families. Thus, it is important that researchers, practitioners, and policy makers understand how to best support families who provide at-home support to children and adults with IDD. This article summarizes (a) the status of research regarding the support of families who provide support at home to individuals with IDD, (b) present points of concern regarding supports for these families, and (c) associated future research priorities related to supporting families.

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