Effects of Training on CCTY Reading Rates of Visually Impaired Students

1981 ◽  
Vol 75 (9) ◽  
pp. 368-373 ◽  
Author(s):  
Steven J. Lagrow
Keyword(s):  
Visually Impaired ◽  
Multiple Baseline ◽  
Training Procedure ◽  
Systematic Instruction ◽  
Baseline Design ◽  
Reading Efficiency ◽  
Systematic Training ◽  
Visually Impaired Students ◽  
College Bound Students ◽  
Efficiency Rate

This study investigated the effects of a closed circuit television (CCTV) system on the reading rates of six visually impaired, college-bound students. Two conditions were imposed: (1) the students received no training in its use but were encouraged to practice with the system and (2) they were then exposed to a systematic training procedure. A multiple baseline design across subjects was used. The students exhibited inconsistent directions of change in reading rate when they were introduced to CCTV without training. These differences appeared to be a function of an interaction between reading efficiency (rate and comprehension) and visual acuity. After systematic instruction in the use of CCTV, however, the reading rates of all the students increased, regardless of the direction of change exhibited in the preceding phase.

Siblings as Home Trainers: A Strategy for Teaching Domestic Skills to Children

1987 ◽  
Vol 12 (1) ◽  
pp. 53-60 ◽  
Author(s):  
Ann Swenson-Pierce ◽  
Frances L. Kohl ◽  
Andrew L. Egel
Keyword(s):  
Multiple Baseline ◽  
Training Procedure ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Sibling Pairs ◽  
Skill Performance ◽  
Nondisabled Siblings ◽  
Potential Use ◽  
Social Praise

This article presents an evaluation of the effectiveness of a sibling training procedure designed to prepare nonhandicapped siblings to teach domestic tasks to their younger siblings with handicaps. A multiple baseline design across three sibling pairs was used to assess (a) the acquisition and generalization of the use of an increased prompt sequence and social praise by the nondisabled siblings, (b) the level of independent skill performance by the siblings with handicaps, and (c) the maintenance of skills acquired by both the nonhandicapped child and the sibling with a disability in the absence of the instructor. Results indicated that the nonhandicapped siblings learned to use the prompt sequence proficiently and consistently; the use of social praise was not as consistent. The acquired skills generalized at levels above baseline when teaching a different task and were maintained at varying levels of proficiency in the absence of the instructor. Finally, the independent skill performance of the siblings with handicaps increased as a result of the training. Implications of these results are discussed in terms of the potential use of siblings as instructional agents for individuals with moderate handicaps.

Teachers of Students with Visual Impairments Share Experiences and Advice for Supporting Students in Understanding Graphics

2018 ◽  
Vol 112 (5) ◽  
pp. 475-487 ◽  
Author(s):  
L. Penny Rosenblum ◽  
Li Cheng ◽  
Carole R. Beal
Keyword(s):  
Student Teaching ◽  
Visually Impaired ◽  
Vision Loss ◽  
Low Vision ◽  
Visual Impairments ◽  
Systematic Instruction ◽  
Mathematics Problems ◽  
Field Of Vision ◽  
Wide Range ◽  
Visually Impaired Students

Introduction Knowing how to gather information from graphics and to use that information to solve mathematics problems is an important skill. Prior research indicates that many students with visual impairments face considerable challenges when attempting to locate information in math graphics. Little is known about how teachers of students with visual impairments support their students in acquiring graphics skills. Methods Eleven teachers of visually impaired students participated in focus groups. Sessions were audio-recorded and transcribed. Themes were identified. Results The teachers described the importance of individualizing instruction for the student, teaching a systematic approach, and ensuring that graphics are clear to them. Discussion From an early age, visually impaired students need explicit instruction in how to access information in graphics. The use of prescribed low vision devices, manipulatives, and systematic instruction are integral to student success, as are the design and production of clear and accurate graphics. Implications for practitioners Teachers of visually impaired students utilize a variety of strategies to support students in accessing information in graphics. A curriculum and guidelines to assist them in supporting a wide range of learners would be valuable to the field of vision loss.

scholarly journals Teaching Advanced Manding Skills to Children with Autism Spectrum Disorder Using Systematic Instruction, Speech-Generating Devices, and Skinner’s Analysis of Verbal Behaviour

2021 ◽  
Author(s):  
◽  
Amarie Carnett
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Systematic Instruction ◽  
Baseline Design ◽  
Children With Asd ◽  
Multiple Probe

<p>Autism Spectrum Disorder (ASD) is characterized by marked impairments in social and communication skills, as well as restricted and/or repetitive patterns of behaviour or interests. Approximately 25-30% of children with ASD do not develop speech. As a result they may require augmentative and alternative communication (AAC) interventions. However, most interventions discussed in our present body of research focuses on basic communication skills like requesting. As such, it is important to investigate systematic teaching strategies for more complex requesting (i.e., manding) skills like requesting actions or requesting information. This research aims to extend previous manding literature by investigating effective methods for teaching advanced manding skills to children with ASD who communicate using an SGD.  Three empirical intervention studies that a presented in this thesis evaluated the use of behaviour chain interruption strategy (BCIS) and systematic teaching procedures based on the principals of applied behaviour analysis (ABA), to teach advanced manding skills (i.e., manding for actions, manding for “where” questions, and persistence of “where questions”) for individuals with ASD who use speech-generating devices (SGD).  Single-case research methodology was used via variations of the multiple baseline design (i.e., multiple probe multiple baseline design across participants and multiple probe multiple baseline across participants and behaviour chains) to evaluate the effectiveness of the interventions. A total of three participants (2 boys and 1 girl, ages 13, 10, and 5) participated in the interventions that were designed to teach the targeted mand. Results of each study yielded positive results, in that each participant acquired the targeted skill. Generalisation (i.e., across stimuli, over time, and across communication partners) results were mixed, however with additional teaching with the use of systematic instruction they were also acquired. Although these results are preliminary, they indicated that advanced manding skills should be taught to children with ASD who communicate using SGDs and can be acquired with the use of systematic instruction.</p>

Situation Generality of Overcorrective Functional Movement Training

1978 ◽  
Vol 43 (3) ◽  
pp. 759-762 ◽  
Author(s):  
Daniel M. Doleys ◽  
Karen C. Wells
Keyword(s):  
Behavioral Change ◽  
Multiple Baseline ◽  
Training Procedure ◽  
Multiple Baseline Design ◽  
Head Turning ◽  
Functional Movement ◽  
Baseline Design ◽  
Movement Training ◽  
Treatment Situation

A multiple baseline design across situations was employed to assess (a) the effects of an overcorrective functional movement training procedure on stereotypic head-turning and (b) the generality of behavioral change to two non-treatment situations. Results indicated that the overcorrection procedure was immediately effective in reducing head-turning in the treatment situation. Head-turning initially increased in the two non-treatment situations and then gradually declined.

The Effects of Self-Evaluation Training on Maintenance and Generalization during Stuttering Treatment

1982 ◽  
Vol 47 (3) ◽  
pp. 271-280 ◽  
Author(s):  
Roger J. Ingham
Keyword(s):  
The Self ◽  
Multiple Baseline ◽  
Self Management ◽  
Training Procedure ◽  
Management Research ◽  
Baseline Design ◽  
Self Evaluation ◽  
Maintenance Schedule ◽  
Speech Performance ◽  
Evaluation Training

Training in self-evaluation of speech performance was combined with a self-managed, performance-contingent maintenance schedule during the treatment of two young adult stutterers. A multiple baseline design was used to investigate the effect of introducing this procedure to a variety of speaking situations. Covert and overt assessment indicated that whenever the self-evaluation training procedure was introduced to the maintenance schedule, it was associated with substantially reduced stuttering which was sustained over a period of at least six months across speaking situations. Some implications of these findings for treatment and self-management research are discussed.

scholarly journals Teaching Advanced Manding Skills to Children with Autism Spectrum Disorder Using Systematic Instruction, Speech-Generating Devices, and Skinner’s Analysis of Verbal Behaviour

2021 ◽  
Author(s):  
◽  
Amarie Carnett
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Systematic Instruction ◽  
Baseline Design ◽  
Children With Asd ◽  
Multiple Probe

<p>Autism Spectrum Disorder (ASD) is characterized by marked impairments in social and communication skills, as well as restricted and/or repetitive patterns of behaviour or interests. Approximately 25-30% of children with ASD do not develop speech. As a result they may require augmentative and alternative communication (AAC) interventions. However, most interventions discussed in our present body of research focuses on basic communication skills like requesting. As such, it is important to investigate systematic teaching strategies for more complex requesting (i.e., manding) skills like requesting actions or requesting information. This research aims to extend previous manding literature by investigating effective methods for teaching advanced manding skills to children with ASD who communicate using an SGD.  Three empirical intervention studies that a presented in this thesis evaluated the use of behaviour chain interruption strategy (BCIS) and systematic teaching procedures based on the principals of applied behaviour analysis (ABA), to teach advanced manding skills (i.e., manding for actions, manding for “where” questions, and persistence of “where questions”) for individuals with ASD who use speech-generating devices (SGD).  Single-case research methodology was used via variations of the multiple baseline design (i.e., multiple probe multiple baseline design across participants and multiple probe multiple baseline across participants and behaviour chains) to evaluate the effectiveness of the interventions. A total of three participants (2 boys and 1 girl, ages 13, 10, and 5) participated in the interventions that were designed to teach the targeted mand. Results of each study yielded positive results, in that each participant acquired the targeted skill. Generalisation (i.e., across stimuli, over time, and across communication partners) results were mixed, however with additional teaching with the use of systematic instruction they were also acquired. Although these results are preliminary, they indicated that advanced manding skills should be taught to children with ASD who communicate using SGDs and can be acquired with the use of systematic instruction.</p>

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.

Effects of exercise habits on visually impaired students on walking and balance ability

2019 ◽  
Vol 28 (5) ◽  
pp. 823-830
Author(s):  
Kye-Rak Choi ◽  
Si-Eun Lee ◽  
Yu-Jin Shim ◽  
Seung-Wook Choi
Keyword(s):  
Visually Impaired ◽  
Exercise Habits ◽  
Balance Ability ◽  
Visually Impaired Students

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.

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