Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students With Autism

2017 ◽  
Vol 40 (3) ◽  
pp. 225-245 ◽  
Author(s):  
Elif Tekin-Iftar ◽  
Belva C. Collins ◽  
Fred Spooner ◽  
Seray Olcay-Gul
Keyword(s):  
General Education ◽  
Future Research ◽  
Simultaneous Prompting ◽  
Baseline Design ◽  
Teacher Student ◽  
Core Content ◽  
Study Results ◽  
Students With Autism ◽  
Academic Content ◽  
Over Time

The researchers in this study used a multiple baseline design across dyads to examine the effects of professional development with coaching to train general education teachers to use a simultaneous prompting procedure when teaching academic core content to students with autism and the effects of the procedure on the students’ outcomes. Three teacher–student dyads participated in the study. Results showed that (a) teachers acquired the ability to use the simultaneous prompting procedure with 100% accuracy, maintained the acquired teaching behaviors over time, and generalized them in teaching new academic content to their students; and (b) students acquired the targeted academic content, maintained it over time, and generalized it across different persons and settings. In addition, the students acquired instructive feedback stimuli added to instruction and maintained these over time as well. Last, both the opinions of the teachers and students about the social validity of the study were positive. Future research is needed to support these findings.

Effects of School-Home Communication With Parent-Implemented Reinforcement on Off-Task Behavior for Students With ASD

2019 ◽  
Vol 57 (2) ◽  
pp. 95-111 ◽  
Author(s):  
Samantha E. Goldman ◽  
Kelli A. Sanderson ◽  
Blair P. Lloyd ◽  
Erin E. Barton
Keyword(s):  
Single Case ◽  
Autism Spectrum ◽  
Future Research ◽  
Single Case Design ◽  
Design Standards ◽  
Baseline Design ◽  
Functional Relations ◽  
Task Behavior ◽  
Students With Autism ◽  
Spectrum Disorders

AbstractSchool-home communication is highly valued for parents of students with autism spectrum disorders (ASD) and other developmental disabilities. However, parents report poor communication as a common barrier to developing partnerships with schools. Using a multiple baseline design, we evaluated the effects of a school-home note intervention with parent-implemented reinforcement for decreasing off-task behavior of students with ASD at school. We also evaluated social validity (i.e., feasibility and acceptability) of the intervention and outcomes. Only two of the four participants showed clear behavior change, which precluded the demonstration of functional relations. However, all participating parents and teachers reported the school-home note and parent-implemented contingent reinforcement were highly feasible and acceptable, and indicated positive outcomes relating to improved family-school partnership and communication. Findings of this study, which meets single-case design standards and quality indicators, are discussed in terms of future research and practice.

scholarly journals Using a Simultaneous Prompting Procedure to Improve the Quality of the Writing of Three Students with Learning Disabilities

2021 ◽  
Vol 14 (11) ◽  
pp. 81
Author(s):  
Kerstin Nobel ◽  
Anne Barwasser ◽  
Matthias Grünke ◽  
Kristie Asaro-Saddler ◽  
Bruce Saddler
Keyword(s):  
Learning Disabilities ◽  
Progress Monitoring ◽  
Upper Elementary ◽  
Elementary Level ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Simultaneous Prompting ◽  
Baseline Design ◽  
Students With Ld

The purpose of this experiment was to determine the effects of a simultaneous prompting procedure on the writing performance of three upper-elementary-level students diagnosed with learning disabilities (LD). Interventionists gave task directions followed by model prompts with a 0-s time delay to teach students composition. Non-targeted information related to the writing process was embedded in the form of progress monitoring. A multiple-baseline design across participants (AB) was used to assess the effectiveness of the intervention. Results indicate that the simultaneous prompting procedure positively affected the overall quality of writing of students with LD. Implications for practice and future research are discussed.

Cooperative Learning Groups in Reading: An Integration Strategy for Students with Autism and General Classroom Peers

1995 ◽  
Vol 21 (1) ◽  
pp. 89-109 ◽  
Author(s):  
Debra M. Kamps ◽  
Betsy Leonard ◽  
Jessica Potucek ◽  
Linda Garrison-Harrell
Keyword(s):  
Cooperative Learning ◽  
General Education ◽  
Reading Instruction ◽  
Learning Groups ◽  
Teacher Student ◽  
Integration Strategy ◽  
General Classroom ◽  
Students With Autism ◽  
Reversal Design ◽  
Instructional Arrangement

A reversal design in two classrooms was used to examine the effects of Cooperative Learning Croups (CLCs) for three students with autism and their general education peers. Pretreatment reading instruction consisted of whole language, teacher-led activities including teacher-student discussion of vocabulary, story concepts, main ideas, and story-mapping with reading aloud by individual students. Intervention conditions consisted of continued teacher-led instruction plus supplemental CLCs including three activities: (a) peer tutoring on vocabulary words, (b) comprehension questions, and (c) academic games. Results demonstrated increased reading gains, academic engagement, and peer interaction during the supplemental CLG conditions. Results also provided documentation of the peer-mediated strategy as a viable instructional arrangement for the integration of students with autism in general education settings.

scholarly journals Predictors of postsecondary success for students with autism spectrum disorder

2018 ◽  
Author(s):  
◽  
Sarah E. Kimmel
Keyword(s):  
Autism Spectrum Disorder ◽  
High School Students ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Predictor Variables ◽  
Future Research ◽  
Postsecondary Outcomes ◽  
Study Results ◽  
Students With Autism ◽  
The Impact

The purpose of this quantitative study was to analyze the impact of three predicting factors, low socioeconomic status (SES), participation in community based work experience (CBWE) programs, and the presence of multiple disability diagnoses, on postsecondary outcomes of students with Autism Spectrum Disorder (ASD). The case study specifically analyzed postsecondary outcomes of 70 high school students with an educational diagnosis of ASD, who graduated from public, self-contained special education secondary schools during the 2014-2017 academic years. Postsecondary outcomes were measured through data gathered by the school district's Graduate Six Month Follow Up questionnaire. Study results found no statistically significant impact of any predictor variables on postsecondary outcomes. Results also indicated no significant relationship between the three predictor variables. Limitations of the study include sample size, qualification for free and reduced lunch, data collection tools, and time frames. Implications for practice and future research opportunities are discussed.

Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure

2015 ◽  
Vol 32 (2) ◽  
pp. 102-113 ◽  
Author(s):  
Nicole Scott Britton ◽  
Belva C. Collins ◽  
Melinda Jones Ault ◽  
Margaret E. Bausch
Keyword(s):  
Time Delay ◽  
Classroom Teacher ◽  
Constant Time Delay ◽  
Constant Time ◽  
Support Personnel ◽  
Simultaneous Prompting ◽  
Baseline Design ◽  
Core Content ◽  
Peer Tutor ◽  
High Degree

Within the context of a multiple baseline design, the researchers in this investigation used a constant time delay (CTD) procedure to teach two classroom support personnel (i.e., paraprofessional, peer tutor) to use a simultaneous prompting (SP) procedure when teaching a high school student with a moderate intellectual disability to (a) identify words from science core content, (b) identify words from social studies core content, (c) make Kool-Aid, and (d) alphabetize last names by their first letters. The classroom teacher implemented the CTD procedure with a high degree of fidelity, the paraprofessional and the peer tutor implemented the SP procedure with high levels of fidelity, and the student increased his ability to perform the targeted skills.

Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas

2017 ◽  
Vol 33 (3) ◽  
pp. 150-159 ◽  
Author(s):  
Emily Sartini ◽  
Victoria F. Knight ◽  
Amy D. Spriggs ◽  
R. Allan Allday
Keyword(s):  
Language Arts ◽  
Quality Indicators ◽  
Text Comprehension ◽  
English Language ◽  
Autism Spectrum ◽  
Future Research ◽  
Content Areas ◽  
Core Content ◽  
Comprehension Skills ◽  
Students With Autism

As increasing literature emerges to address text comprehension deficits for students with autism spectrum disorder (ASD), educators often struggle to design interventions resulting in successful generalization of comprehension skills. This evaluative review of literature explored the inclusion of and methods used in generalization of text comprehension research for students with ASD. Authors examined 32 studies across content areas (e.g., English language arts [ELA], math, science) to investigate the following questions: (a) To what extent is generalization addressed across content areas for students with ASD? (b) How did the studies program for generalization? (c) What conclusions can be inferred about effective generalization methods? and (d) Can quality indicators be recommended for generalization methods for text comprehension? Recommendations for quality indicators for generalization measures and strategies are suggested based on the findings from the current review. Implications for future research and instructional practice are also discussed.

Moderating Role of Gender in the Relationship between Cognitive Errors and Anxiety among Adolescents

2020 ◽  
Vol 4 (1) ◽  
pp. 86-102
Author(s):  
Tasnim Rehna ◽  
Rubina Hanif ◽  
Muhammad Aqeel
Keyword(s):  
Mental Health Problems ◽  
Adolescent Psychopathology ◽  
Future Research ◽  
Cognitive Errors ◽  
Adolescent Anxiety ◽  
Study Results ◽  
The Status ◽  
Manifest Anxiety ◽  
The Relationship

Background: Widespread social paradigms on which the status variances are grounded in any society, gender plays pivotal role in manifestation of mental health problems (Rutter, 2007). A hefty volume of research has addressed the issue in adults nonetheless, little is vividly known about the role of gender in adolescent psychopathology. Sample: A sample of 240 adolescents (125 boys, 115 girls) aging 12-18 years was amassed from various secondary schools of Islamabad with the approval of the Federal Directorate of Education (FDE), relevant authorities of the schools and the adolescents themselves. Instruments: Taylor Manifest Anxiety Scale (Taylor & Spence, 1953) and Children’s Negative Cognitive Errors Questionnaire (CNCEQ) by Leitenberg et al., (1986) were applied in present study. Results: Multiple regression analysis revealed that cognitive errors jointly accounted for 78% of variance in predicting anxiety among adolescents. Findings also exhibited that gender significantly moderated the relationship between cognitive errors and adolescent anxiety. Implications of the findings are discoursed for future research and clinical practice.

scholarly journals Research Creativity and Productivity in Political Science: A Research Agenda for Understanding Alternative Career Paths and Attitudes Toward Professional Work in the Profession

2019 ◽  
Vol 53 (1) ◽  
pp. 79-83
Author(s):  
Kim Quaile Hill
Keyword(s):  
Research Productivity ◽  
Career Paths ◽  
Research Agenda ◽  
Scientific Literature ◽  
Future Research ◽  
Scientific Career ◽  
Scientific Careers ◽  
Publication Success ◽  
General Scientific ◽  
Over Time

ABSTRACTA growing body of research investigates the factors that enhance the research productivity and creativity of political scientists. This work provides a foundation for future research, but it has not addressed some of the most promising causal hypotheses in the general scientific literature on this topic. This article explicates the latter hypotheses, a typology of scientific career paths that distinguishes how scientific careers vary over time with respect to creative ambitions and achievements, and a research agenda based on the preceding components for investigation of the publication success of political scientists.

A Downward Spiral? A Panel Study of Misinformation and Media Trust in Chile

2021 ◽  
pp. 194016122110252
Author(s):  
Sebastián Valenzuela ◽  
Daniel Halpern ◽  
Felipe Araneda
Keyword(s):  
News Media ◽  
Panel Study ◽  
Future Research ◽  
Panel Survey ◽  
Downward Spiral ◽  
The Media ◽  
Media Trust ◽  
People’S Attitudes ◽  
Over Time

Despite widespread concern, research on the consequences of misinformation on people's attitudes is surprisingly scant. To fill in this gap, the current study examines the long-term relationship between misinformation and trust in the news media. Based on the reinforcing spirals model, we analyzed data from a three-wave panel survey collected in Chile between 2017 and 2019. We found a weak, over-time relationship between misinformation and media skepticism. Specifically, initial beliefs on factually dubious information were negatively correlated with subsequent levels of trust in the news media. Lower trust in the media, in turn, was related over time to higher levels of misinformation. However, we found no evidence of a reverse, parallel process where media trust shielded users against misinformation, further reinforcing trust in the news media. The lack of evidence of a downward spiral suggests that the corrosive effects of misinformation on attitudes toward the news media are less serious than originally suggested. We close with a discussion of directions for future research.

Sign in / Sign up

Export Citation Format

Share Document