Reciprocal Peer Coaching and Teaching Teams’ Use of Pyramid Model Practices

2021 ◽  
pp. 105381512199322
Author(s):  
Adrienne K. Golden ◽  
Mary Louise Hemmeter ◽  
Marisa Edmonds ◽  
Jennifer R. Ledford
Keyword(s):  
Early Childhood ◽  
Peer Coaching ◽  
Probe Design ◽  
Classroom Activities ◽  
Teaching Teams ◽  
Pyramid Model ◽  
Effectiveness Of Training ◽  
Multiple Probe ◽  
Multiple Probe Design

A multiple probe design across behaviors, replicated across teaching teams, was used to evaluate the effectiveness of training plus reciprocal peer coaching on teaching teams’ implementation of Pyramid Model (PM) practices. In this study, teaching teams (three dyads and one triad) were provided with training around the use of targeted PM practices and reciprocal peer coaching. Coaching required teachers within each team to observe and provide feedback to one another around their use of targeted PM practices. Data from this study indicate reciprocal peer coaching is an effective and efficient way for early childhood teaching teams to increase their use of PM practices. Increased use of PM practices generalized across classroom activities and maintained following the removal of peer coaching. Results, limitations, impacts on the field, and next steps are discussed.

scholarly journals Comparison of Tablet-Delivered and Instructor-Delivered Teaching on Receptive Identification in Children With Autism Spectrum Disorders

2018 ◽  
Vol 34 (1) ◽  
pp. 55-67
Author(s):  
Sabine Saade Chebli ◽  
Marc J. Lanovaz ◽  
Marie-Michèle Dufour
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Probe Design ◽  
Children With Asd ◽  
Receptive Identification ◽  
Multielement Design ◽  
Spectrum Disorders ◽  
Multiple Probe ◽  
Multiple Probe Design

The purpose of our study was to compare the effectiveness of tablet- and instructor-delivered teaching (i.e., prompting and reinforcement) on the receptive identification of one-word concepts in children with autism spectrum disorders (ASDs). To this end, we embedded a multielement design within a multiple probe design to compare the effectiveness of the two instructional modalities in seven participants. Two of the seven participants showed generalization on all concepts in fewer instructional trials following instructor-delivered teaching, whereas the remaining five participants had mixed results depending on the concept. In total, the participants showed more rapid generalization with the instructor for 14 of the 19 concepts taught. Our results suggest that tablets should not systematically replace instructor-delivered prompting and reinforcement, but that they may be used to provide supplementary teaching to children with ASD.

The Individualized Curriculum Sequencing Model: Effects on Skill Acquisition and Generalization

1988 ◽  
Vol 13 (1) ◽  
pp. 8-19 ◽  
Author(s):  
Linda M. Bambara ◽  
Steven F. Warren ◽  
Shelley Komisar
Keyword(s):  
Skill Acquisition ◽  
Probe Design ◽  
Classroom Activities ◽  
Stimulus Variation ◽  
Multiple Stimulus ◽  
School Day ◽  
Severe Handicaps ◽  
Curriculum Sequencing ◽  
Target Skills ◽  
Multiple Probe

The effects of the Individualized Curriculum Sequencing (ICS) model on the acquisition and generalization of skills by two preschoolers with severe handicaps were evaluated using a within-subject multiple probe design across different target responses. Target skills were taught across three classroom activities and routines that occurred during the school day. Daily training trials were distributed across and within activities using the skill cluster approach. In addition, concurrent stimulus variation was programmed across multiple stimulus dimensions (i.e., trainers, activities, and materials). The results preliminarily support the efficacy of the ICS model. Criterion performance and generalization across novel classroom activities and materials were evident for four of five skills trained. The study was discontinued before training of a second skill for one subject could be completed. Prior to terminating the study, performance on the second skill was highly variable and the effect of training was negligible. Research implications are addressed.

scholarly journals Using Interactive Mobile Applications to Teach Reading Skills to Female Students with Hearing Impairments

2021 ◽  
Vol 45 (3) ◽  
pp. 158-191
Keyword(s):  
Mobile Applications ◽  
Reading Skills ◽  
Interactive Multimedia ◽  
Word Reading ◽  
Future Research ◽  
Probe Design ◽  
Hearing Impairments ◽  
New Words ◽  
Multiple Probe ◽  
Multiple Probe Design

The purpose of the study was to investigate the use of mobile applications to teach word reading to three students with hearing impairments aged 9-12. Instruction was conducted using four mobile applications (Chalkboard, Expeditions, Phonto, and Words Seller) that combined interactive multimedia features such as text, images, videos, and interactive content. A multiple probe design was used to evaluate the effectiveness of the applications in teaching reading skills. Results indicated that the use of these mobile applications was effective on the acquisition of the reading skills. Results also showed that all students performed at or above criterion on maintenance probe sessions. Additionally, students were able to generalize the acquired reading skills to read new words. Implications for practice and suggestions for future research are discussed. Keywords: Hearing impairments, interactive multimedia, mobile applications, reading skills, multiple probe design

The Effects of the Verbal Developmental Capability of Naming on How Children Can Be Taught

2018 ◽  
Vol 1 (1) ◽  
pp. 23-54 ◽  
Author(s):  
R. Douglas Greer ◽  
Alison Corwin ◽  
Susan Buttigieg
Keyword(s):  
Probe Design ◽  
Matched Pairs ◽  
Learn Units ◽  
Learn Unit ◽  
Rate Of Learning ◽  
Reversal Design ◽  
Stage 1 ◽  
Multiple Probe ◽  
Multiple Probe Design

Naming, a verbal developmental capability that is a source for children to acquire language incidentally, may affect how they learn best in school. We tested the presence/absence of Naming (Experiment I) and the induction of Naming (Experiment II) on the rates of learning under 2-instructional conditions (9 -participants, ages 5-7) using a counterbalanced reversal design across matched pairs for Experiment I and stage 2 of Experiment II. In stage 1 Experiment II we used adelayed multiple probe design across participants to show the induction of Naming and then in stage 2 we tested the effects of the induction of Naming on rate of learning. The dependent variable in each study was numbers of instructional trials to meet curricular objectives. In Experiment 1, we compared learning under (a) standard learn unit presentations (SLUs) or instructional trials that met the criteria for learn units and (b) model demonstration learn units (MLUs)-- learn units with antecedent instructions. In Experiment I, MLUs correlated with faster rates of learning for all 4-participants with Naming. For the 4-participants who lacked Naming, MLUs did not accelerate learning. In Experiment 2, we induced Naming for those 4-participants and then MLUs accelerated rates of learning. The findings suggest that the onset of Naming allows children to learn and be taught in new ways.

Phonological Awareness and Production

1999 ◽  
Vol 30 (1) ◽  
pp. 50-60 ◽  
Author(s):  
Heidi M. Harbers ◽  
Elaine P. Paden ◽  
James W. Halle
Keyword(s):  
Phonological Awareness ◽  
Production Performance ◽  
Probe Design ◽  
Error Patterns ◽  
Multiple Probe ◽  
Planning Intervention ◽  
Preschool Aged Children ◽  
Multiple Probe Design

Changes in feature awareness and production during phonological intervention were examined separatelyin four preschool-aged children with severe phonological impairment. Each received intervention that incorporated attention to the features of three error patterns and provided opportunities to practice productions for those patterns. Awareness skills and productionperformance were assessed repeatedly in the context of a multiple-probe design. Relationships between the two variables were then observed. Results indicated that the rate and degree of change in awareness did not always parallel production performance. The findings suggest that both feature awareness and production should be considered when planning intervention.

Peer Mediators’ Use of Prompting to Increase Social Communication in Students with Disabilities

2020 ◽  
pp. 152574012093699
Author(s):  
Kera B. Ackerman ◽  
Amy D. Spriggs ◽  
Alice L. Rhodes
Keyword(s):  
Students With Disabilities ◽  
Social Communication ◽  
Leisure Activity ◽  
Autism Spectrum ◽  
Probe Design ◽  
School Students ◽  
Communication Behaviors ◽  
System Of Least Prompts ◽  
Effectiveness Of Training ◽  
Multiple Probe

Social communication is a key component in building and maintaining friendships. However, students with autism spectrum disorder and intellectual disability often exhibit deficits in communication behaviors. Peer-mediated interventions are an evidence-based practice in increasing social communication skills for elementary and middle school students. Systematic instruction has been used as an intervention for both academic and functional skills. This study utilized a multiple probe design across students to assess the effectiveness of training two high school aged peer mediators to implement a system of least prompts strategy during a leisure activity to elicit social communication behaviors from four same age peers with disabilities. Results showed increases in initiations and independent responses when system of least prompts was used effectively by peer mediators. Future implications are discussed.

Effects of Tact Prompts on Acquisition and Maintenance of Divergent Intraverbal Responses by a Child With Autism

2015 ◽  
Vol 32 (2) ◽  
pp. 133-141 ◽  
Author(s):  
Hua Feng ◽  
Wan-Chi Chou ◽  
Gabrielle T. Lee
Keyword(s):  
Probe Design ◽  
Conditional Discriminations ◽  
Response Generalization ◽  
Intraverbal Training ◽  
Multiple Probe ◽  
Intraverbal Responses ◽  
Multiple Probe Design

This study investigated the effects of tact prompts on the acquisition and retention of divergent intraverbal responding to categorical questions involving conditional discriminations. A 6-year-old boy with autism participated in the study. A multiple probe design across behaviors was used. A tact-prompt procedure was implemented. The results suggested that the tact-prompt procedure was effective to establish and increase the number of divergent intraverbal responses to questions across two categories. The child spontaneously emitted novel responses during training and generalization probe sessions, indicating occurrences of response generalization after divergent intraverbal training. Maintenance probes showed that divergent intraverbal responses were maintained at high levels for all target categorical questions 3 weeks after the completion of training.

Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence

2011 ◽  
Vol 31 (3) ◽  
pp. 178-192 ◽  
Author(s):  
Lise Fox ◽  
Mary Louise Hemmeter ◽  
Patricia Snyder ◽  
Denise Perez Binder ◽  
Shelley Clarke
Keyword(s):  
Early Childhood ◽  
Challenging Behavior ◽  
School Age Children ◽  
Single Subject ◽  
Social Emotional ◽  
Evidence Based Practices ◽  
Prevention And Intervention ◽  
Pyramid Model ◽  
Multiple Probe ◽  
Teaching Pyramid

Growing evidence suggests the importance of practitioners implementing promotion, prevention, and intervention practices to foster children’s social-emotional competence and address challenging behavior within schools. Limited research exists, however, on how to support teachers of school-age children to implement with fidelity comprehensive frameworks that organize promotion, prevention, and intervention practices, and even fewer studies have examined implementation within early childhood classrooms. In this study, three teachers were trained and coached to implement promotion, prevention, and intervention practices related to the Teaching Pyramid Model. Findings from the present single-subject multiple probe across teachers’ experimental study offer evidence of a functional relationship between training and coaching and implementation of practices associated with the model. Results are discussed with respect to challenges related to supporting teachers to implement with fidelity a complex and comprehensive array of evidence-based practices and the critical importance of coaching.

scholarly journals Increasing Requests for Information by Preschoolers with and without Language-Based Disabilities

2021 ◽  
Vol 11 (3) ◽  
pp. 94
Author(s):  
JeanneMarie Speckman ◽  
Lin Du ◽  
R. Douglas Greer
Keyword(s):  
Descriptive Analysis ◽  
Probe Design ◽  
Group Settings ◽  
Dependent Variables ◽  
Asking Questions ◽  
Baseline Conditions ◽  
One To One ◽  
Multiple Probe ◽  
Multiple Probe Design

We report two experiments on the emission of questions to request the names of unfamiliar stimuli by preschoolers. In the first experiment, 19 preschoolers with and without disabilities served as participants. Experiment 1 was a descriptive analysis of whether or not the 19 participants asked questions about unfamiliar pictures and objects in one-to-one and group settings. These were dependent variables in the second experiment as well. Four participants, who did not ask any questions in the first experiment, served as participants in the second experiment. During the intervention, the participants observed the peer confederates (1) ask questions (e.g., “What is that?”), (2) receive information from the experimenter, and (3) receive praise and tokens contingent on asking a question. A multiple probe design across participants was used. The data showed that the participants increased the number of questions when we returned to baseline conditions. Results are discussed in terms of where the reinforcement exists for asking questions about unfamiliar things in one’s environment, and whether this truly measures the “need to know”.

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