Coaching Teachers to Promote Social Interactions With Toddlers

2019 ◽  
Vol 21 (4) ◽  
pp. 199-212
Author(s):  
Celia O’Flaherty ◽  
Erin E. Barton ◽  
Claire Winchester ◽  
Maddisen Domingo
Keyword(s):  
Social Interactions ◽  
Performance Feedback ◽  
Single Case ◽  
Probe Design ◽  
Typically Developing ◽  
Brief Training ◽  
Functional Relations ◽  
Specific Feedback ◽  
Multiple Probe ◽  
Supporting Teachers

Children with or at risk of disabilities engage in fewer and less complex social interactions (SIs) than their typically developing peers. The playground is an ideal setting for teachers to promote SIs among children. However, few studies have examined practical and meaningful strategies for supporting teachers in effectively facilitating SIs. Also, there is a critical dearth of research examining classroom practices for infants and toddlers. A single-case multiple probe design was used to evaluate the effectiveness of a brief training and email performance feedback on toddler teachers’ SI prompts on the playground. Results indicated functional relations between training plus general and specific feedback, teachers’ use of SI prompts, and levels of child SIs.

Combining Preferred Activities With Peer Support to Increase Social Interactions Between Preschoolers With ASD and Typically Developing Peers

2021 ◽  
pp. 109830072098754
Author(s):  
Xiaoyi Hu ◽  
Gabrielle T. Lee ◽  
Laci Watkins ◽  
Yitong Jiang
Keyword(s):  
Social Interactions ◽  
Peer Support ◽  
Single Case ◽  
Autism Spectrum ◽  
Inclusive Classroom ◽  
Typically Developing ◽  
Inclusive Preschool ◽  
The Social ◽  
Multiple Probe ◽  
Interaction Behaviors

This study evaluated the effects of using preferred activities with peer support on the social interactions of preschoolers with autism spectrum disorder (ASD) and their typically developing peers. Two preschool-aged children with ASD and six peers in an inclusive classroom participated in this study. A multiple-probe single case experimental design across three peers was employed. Results indicated that the participants’ social initiations and responses, as well as the percentage of time engaged in social play, increased following the preferred activity. Gains were also demonstrated across social interactions and time engaged in the preferred activity plus peer support condition. Increases in social interaction behaviors in typically developing peers were also observed, and positive intervention gains were maintained during 5-week follow-up sessions. Implications for research and practice for improving interaction between children with and without ASD in inclusive preschool settings are discussed.

The Effects of Training and Performance Feedback on Preservice Teachers’ Use of Statements That Promote Preschool Children’s Social Interactions

2021 ◽  
pp. 109830072199420
Author(s):  
Ana Paula Martinez Cueto ◽  
Erin E. Barton ◽  
Jennifer C. Bancroft
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Social Interactions ◽  
Performance Feedback ◽  
Peer Interactions ◽  
Single Case ◽  
Early Childhood Teachers ◽  
Free Play ◽  
Functional Relations ◽  
And Performance

Children who are at risk of or diagnosed with disabilities engage in less frequent and complex peer interactions and social behaviors than their typically developing peers. Inclusive early childhood classrooms are an ideal setting for teachers to use practices that promote social interactions (PPSI) among children with and without disabilities. PPSI are important skills for early childhood teachers to learn. However, few studies have examined practical and meaningful strategies for supporting early childhood teachers in facilitating social interactions. A single-case multiple probe across participants design was used to evaluate the effectiveness of a brief training with ongoing email performance-based feedback on preservice early childhood teachers’ use of PPSI during free play. We identified functional relations among training plus general and specific performance-based feedback, teachers’ use of PPSI, and levels of child social interactions.

Building Professionals’ Capacity: The Cascading Coaching Model

2021 ◽  
pp. 109830072110392
Author(s):  
Moon Y. Chung ◽  
James D. Lee ◽  
Hedda Meadan ◽  
Michelle M. Sands ◽  
Ban Sleiman Haidar
Keyword(s):  
Professional Development ◽  
Single Case ◽  
Family Engagement ◽  
Functional Relation ◽  
Professional Organizations ◽  
Probe Design ◽  
Intervention Package ◽  
Coaching Model ◽  
Behavior Analysts ◽  
Multiple Probe

The importance of family engagement in their children’s education and treatment is emphasized by researchers, professional organizations, and legislatures. Providing services with caregivers via telepractice has gained more support and is becoming especially timely due to the current pandemic and social distancing requirements. Professionals, such as board-certified behavior analysts (BCBAs), who work with caregivers with children with disabilities may benefit from receiving professional development on strategies for building better rapport with caregivers and coaching them to bring about maximum clinical efficacy. The current pilot study replicated an earlier study by Meadan et al. to examine the effects of the Coaching Caregiver Professional Development (CoCarePD) intervention package, in which BCBAs received training and coaching from researchers via telepractice, on their caregiver coaching practices. A single-case, multiple-probe design study across three BCBAs was conducted, and findings support a functional relation between the CoCarePD and BCBAs’ use of coaching practices.

Caregiver-Implemented Intervention for Communication and Motor Outcomes for Infants and Toddlers

2019 ◽  
Vol 39 (2) ◽  
pp. 73-87 ◽  
Author(s):  
Kelly S. Windsor ◽  
Juliann Woods ◽  
Ann P. Kaiser ◽  
Patricia Snyder ◽  
Christine Salisbury
Keyword(s):  
Single Case ◽  
Probe Design ◽  
Significant Disabilities ◽  
Daily Routines ◽  
Positive Effects ◽  
Naturalistic Teaching ◽  
Initial Support ◽  
Developmental Domains ◽  
Motor Outcomes ◽  
Multiple Probe

The purpose of this study was to examine the effects of coaching caregivers to embed both communication and motor outcomes concurrently within daily routines of their infants or toddlers with significant disabilities using Enhanced Milieu Teaching (EMT) strategies. The coaching and embedding practices were part of a multicomponent intervention known as Embedded Practices and Intervention with Caregivers (EPIC). Three children, aged 15 to 23 months with significant disabilities, their caregivers, and an early intervention provider participated in this single case multiple probe design study. Primary dependent variables were caregivers’ number of naturalistic teaching strategies used and rates of correctly embedded instruction for each learning target in each routine. Child motor and communication outcomes were also examined. Results provide initial support for the positive effects of the EPIC approach using EMT strategies to embed intervention on two developmental domains concurrently in caregiver’s daily routines.

scholarly journals Learning From Interactive Whiteboard Instruction Technology in Teaching Students With Autism Spectrum Disorders

2019 ◽  
Vol 11 (4) ◽  
pp. 19
Author(s):  
Fayez S. Maajeeny
Keyword(s):  
Single Case ◽  
Autism Spectrum ◽  
Interactive Whiteboard ◽  
Probe Design ◽  
Single Case Design ◽  
Interactive Learning Environment ◽  
Early Numeracy ◽  
Technology In Teaching ◽  
Numeracy Skills ◽  
Multiple Probe

Interactive whiteboard instruction technology provides interactive learning environment and serves as a motivational tool for the students. The study aims to investigate the effectiveness of interactive whiteboard (IAW) to teach early numeracy skills to the ASD students. The study has employed single-case design methodology and evaluated students for the effectiveness of using interactive whiteboard for teaching skills to the students through multiple probe design. A total of five baseline sessions were conducted on total four recruited students. During the intervention, data was obtained for at least three sessions from the date each student reached the acquisition criteria. The results showed that introduction of the intervention resulted in all participants meeting the established criteria. The early numeracy skills were generalized by all the four students to a different setting and with different materials. These results have supported the effectiveness of the interactive whiteboard, coupled with DTT to teach early numeracy skills to students with ASD. The study has concluded that interactive whiteboard with DTT was effective to teach early numeracy skills to the ASD students.

Coaching Parents to Use Higher Level Questioning With Their Twice-Exceptional Children

2019 ◽  
Vol 63 (2) ◽  
pp. 86-101 ◽  
Author(s):  
Jennifer A. Ritchotte ◽  
Hasan Y. Zaghlawan
Keyword(s):  
Expressive Language ◽  
Single Case ◽  
Shared Reading ◽  
Gifted Student ◽  
Probe Design ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Revised Bloom's Taxonomy ◽  
Multiple Probe ◽  
The Impact

This study investigated the impact of training and coaching parents to use a higher level questioning strategy during shared reading time at home on the expressive language complexity of their young twice-exceptional children. Four parents were trained and coached to use higher level questions, based on the revised Bloom’s taxonomy, with their children in home settings during a shared reading routine. A single-case, multiple-probe design across participants was used to examine the parents’ ability to learn and implement the higher level questioning strategy during shared reading with their children and the impact this had on the complexity of their children’s expressive language. Results indicated that all parents were able to learn and implement the strategy, and the complexity of each child’s responses increased. Additionally, these findings were maintained over time and demonstrated that single-case research can be used with gifted student populations to establish causal relationships between interventions and meaningful outcomes.

Effects of Teaching Preschool Peers to Use the Mand-Model Procedure During Snack Activities

1993 ◽  
Vol 2 (1) ◽  
pp. 38-46 ◽  
Author(s):  
Martha L. Venn ◽  
Mark Wolery ◽  
Lucy A. Fleming ◽  
Lisa D. DeCesare ◽  
Andrea Morris ◽  
...  
Keyword(s):  
Children With Disabilities ◽  
Role Playing ◽  
Probe Design ◽  
Communication Behavior ◽  
Typical Development ◽  
Typically Developing ◽  
Preschoolers With Disabilities ◽  
Multiple Probe ◽  
Teacher Prompting

This investigation was designed to evaluate the effects of scripted direct instruction sessions, role playing with an adult and another child, feedback, in vivo teacher prompting, and praise on typically developing preschoolers’ use of the mand-model procedure; and to evaluate the effects of that use on the communication behavior of their peers with disabilities during snack activities. Six children, three with typical development and three with disabilities, participated in the study. They were grouped in three dyads during snack time, and the use of the mand-model procedure by the typical children and the responses of the children with disabilities were measured. A multiple probe design across subjects was used. The results indicated that (a) the typically developing preschoolers learned to use the mand-model procedure, (b) the preschoolers with disabilities responded to the mands and models after their peers began to use the procedure, (c) inappropriate behavior by the children with disabilities increased with the introduction of the mand-model procedure and then subsided, and d) unprompted requests increased for two of the three children with disabilities.

scholarly journals The Effects of a Vocabulary Intervention on Teaching Multiple-Meaning Words to Students Who Are d/Deaf and Hard of Hearing

2020 ◽  
Vol 25 (4) ◽  
pp. 469-489
Author(s):  
Faisl M Alqraini ◽  
Peter V Paul
Keyword(s):  
Hard Of Hearing ◽  
Single Case ◽  
Large Body ◽  
Vocabulary Knowledge ◽  
Probe Design ◽  
Profound Hearing Loss ◽  
Vocabulary Intervention ◽  
Word Meanings ◽  
Multiple Meaning ◽  
Multiple Probe

Abstract Building vocabulary knowledge, especially breadth and depth of word meanings, is a crucial step in assisting students to read and comprehend print independently. A large body of research has documented the low reading achievement levels of a number of Deaf and hard-of-hearing (DHH) students. The goal of the present study was to examine the effects of a vocabulary intervention to teach 24 multiple-meaning words to fourth-grade DHH students in Saudi Arabia by utilizing a single-case experimental design (multiple probe design across participants). A total of 5 students with a profound hearing loss participated in the study. About 3 of 5 received the intervention, whereas two other students served as an additional control component and were administered the pretest and posttest only. The data showed that there was a significant improvement in the recognition and comprehension scores of students who received the intervention. In contrast, students who did not receive the intervention showed no significant improvement on the posttest.

Increasing Play Complexity in a Young Child With Autism

2018 ◽  
Vol 34 (2) ◽  
pp. 81-90 ◽  
Author(s):  
Erin E. Barton ◽  
Stephanie Gossett ◽  
M. Caroline Waters ◽  
Rebecca Murray ◽  
Rachel Francis
Keyword(s):  
Single Case ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Probe Design ◽  
Contingent Reinforcement ◽  
Single Case Design ◽  
System Of Least Prompts ◽  
Play Behaviors ◽  
Multiple Probe ◽  
Case Design

Young children with autism spectrum disorder (ASD) demonstrate fewer and less varied play behaviors than children with typical development. This article describes two studies designed to increase two aspects of play complexity—diverse play actions and sequential play actions—in a child with ASD. In Study 1, we use a multitreatment single-case design to compare the use of the system of least prompts with contingent reinforcement for diverse play or all play. In Study 2, we used a multiple probe design to examine the relation between the system of least prompts with contingent reinforcement and the child’s use of play sequences. Across both studies, the complexity of play increased when specific aspects—diversity or sequences—were prompted and reinforced; however, the maintenance of effects were variable.

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