Using a Behavior Chain Interruption Strategy to Teach Communication Skills to Students with Severe Disabilities

1985 ◽  
Vol 10 (1) ◽  
pp. 21-30 ◽  
Author(s):  
Lori Goetz ◽  
Kathleen Gee ◽  
Wayne Sailor
Keyword(s):  
Communication Skills ◽  
Severe Disabilities ◽  
Behavior Chain ◽  
Students With Severe Disabilities

Using an Interrupted Behavior Chain Strategy to Teach Generalized Communication Responses

1986 ◽  
Vol 11 (3) ◽  
pp. 196-204 ◽  
Author(s):  
Pam Hunt ◽  
Lori Goetz ◽  
Morgen Alwell ◽  
Wayne Sailor
Keyword(s):  
Severe Disabilities ◽  
Communicative Function ◽  
Response Form ◽  
Behavior Chain ◽  
Students With Severe Disabilities ◽  
Behavior Chains ◽  
Selection Of

Three students with severe disabilities were taught to request items or events within four interrupted behavior chain contexts. When interrupted behavior chain procedures were in effect, a typical operant instructional trial for teaching communication responses was inserted into the middle of an ongoing predictable sequence of behaviors such as brushing teeth or playing ball. Throughout the baseline and intervention phases, generalization probes were conducted to determine whether the newly acquired responses would be performed within behavior chains not yet used for instruction. The results demonstrated that for each of the three students the communicative function and the response form acquired within one behavior chain context generalized without further instruction to at least two chains in which training had not yet occurred. Moreover, for two of the students the picture discrimination skills required for selection of the appropriate content for each communication response generalized to nontraining contexts.

Teaching Generalized Communicative Behaviors within Interrupted Behavior Chain Contexts

1989 ◽  
Vol 14 (2) ◽  
pp. 91-100 ◽  
Author(s):  
Morgen Alwell ◽  
Pam Hunt ◽  
Lori Goetz ◽  
Wayne Sailor
Keyword(s):  
Severe Disabilities ◽  
Communicative Behaviors ◽  
Behavior Chain ◽  
Naturally Occurring ◽  
Students With Severe Disabilities

Three students with severe disabilities were taught to request items or events within interrupted behavior chain contexts. The interrupted behavior chain strategy involved inserting a typical instructional trial into the midst of an ongoing predictable sequence of behaviors such as getting a jacket and going outside or obtaining and operating a simple toy. Additionally, generalization probes were conducted in a variety of nontraining settings to determine whether responses taught within interrupted routines would generalize to “out-of-routine” contexts in which the child requested items to begin, rather than to resume, an activity. The results demonstrated that for each of the three students the responses acquired within interrupted chains of behavior generalized to a variety of naturally occurring, out-of-routine contexts and are discussed in relation to teaching self-initiated communicative behaviors.

The Behavior Chain Interruption Strategy: A Review of Research and Discussion of Future Directions

2001 ◽  
Vol 26 (1) ◽  
pp. 37-49 ◽  
Author(s):  
Mark Carter ◽  
Julie Grunsell
Keyword(s):  
Communication Skills ◽  
Communication Systems ◽  
Severe Disabilities ◽  
Future Research ◽  
Future Directions ◽  
Behavior Chain ◽  
Teaching Procedure ◽  
Communication Device ◽  
Naturalistic Teaching ◽  
Wide Range

This review examines research studies that utilize the behavior chain interruption strategy (BCIS) to teach communication skills to individuals with severe disabilities. The BCIS is a naturalistic teaching procedure that uses an interruption to a behavior chain (i.e., a routine) as the point of instruction. The BCIS has been successfully applied to the teaching of communication skills to individuals across a wide range of ages and of levels of disability, including learners with multiple disabilities. It has been employed to teach a range of communication forms, including pictorial communication systems, natural gestures, signing, and a switch activated communication device. However, a number of questions remain regarding the BCIS. In particular, it is questioned whether the type of interruptions employed in the procedure are likely to occur outside a training context and whether communication taught with the procedure generalizes to out-of-routine contexts. Implications for practice are considered and suggestions are offered for future research.

Efficacy of Peer-Network Interventions for High School Students with Severe Disabilities and Complex Communication Needs

2020 ◽  
Vol 45 (2) ◽  
pp. 98-114
Author(s):  
Morgan E. Herbert ◽  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interactions ◽  
Severe Disabilities ◽  
School Students ◽  
Complex Communication Needs ◽  
Peer Network ◽  
Network Intervention ◽  
Communication Needs ◽  
Students With Severe Disabilities

Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.

scholarly journals An Assessment of the Feasibility and Effectiveness of Distance Learning for Students With Severe Developmental Disabilities and High Behavioral Needs

2021 ◽  
Author(s):  
Melaura Andree Erickson Tomaino ◽  
Alissa L. Greenberg ◽  
Sarah Ann Kagawa-Purohit ◽  
Sagui A. Doering ◽  
Edward Steven Miguel
Keyword(s):  
Distance Learning ◽  
Developmental Disabilities ◽  
Severe Disabilities ◽  
Technology Study ◽  
Educational Benefits ◽  
Additional Information ◽  
Behavioral Needs ◽  
Severe Developmental Disabilities ◽  
Learning Programs ◽  
Students With Severe Disabilities

AbstractSchools across the country closed their doors during the COVID-19 pandemic. These measures impacted all students, as schools, educators, and families grappled with the realities of transitioning to distance-learning platforms. The research on distance learning is still in its early phases. However, almost no research exists on educating students with severe disabilities and high behavioral needs using this technology. Study 1 collected survey data from students’ families and their educators on the feasibility and effectiveness of distance-learning programs when working with students with severe developmental disabilities and high behavioral needs. Results indicated that parents and educators had generally neutral attitudes toward distance learning, although educators agreed that their students were obtaining educational benefits during distance learning. Study 2 further examined the effects of a transition to distance learning on students’ Individualized Education Plan (IEP) goal progress. Analyses revealed that students maintained about half of the skills addressed in their IEPs and made progress on an additional quarter of their IEP goals. Findings contribute to a much-needed literature base on distance learning and provide additional information as to the feasibility and effectiveness of distance learning with students with severe developmental disabilities and high behavioral needs. Future work is needed to determine best practices for distance learning with this population.

Impact of Alternate Assessment on Curricula for Students With Severe Disabilities

2007 ◽  
Vol 32 (4) ◽  
pp. 244-253 ◽  
Author(s):  
K. Alisa Lowrey ◽  
Erik Drasgow ◽  
Adelle Renzaglia ◽  
Laura Chezan
Keyword(s):  
Severe Disabilities ◽  
Alternate Assessment ◽  
Students With Severe Disabilities
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