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 The Effectiveness of a Training Package Prepared to Teach First Aid Skills to Individuals with Intellectual and Additional Disabilities

2020 ◽  
Vol 13 (3) ◽  
pp. 27
Author(s):  
Müzeyyen ELDENİZ ÇETİN ◽  
Burak BOZAK
Keyword(s):  
Digital Storytelling ◽  
Teaching Method ◽  
First Aid ◽  
Probe Design ◽  
Single Subject ◽  
School Students ◽  
Training Package ◽  
Bee Sting ◽  
Target Skills ◽  
Multiple Probe

This study aimed to evaluate the effectiveness of a training package, which was applied through direct teaching method and included digital storytelling, a first aid manikin and live modeling, in teaching basic first aid skills necessary for cuts, sprains and bee stings to individuals with intellectual and additional disabilities. Three middle school students with multiple developmental disabilities whose ages ranged from 12 to 15 participated in the study. The first aid skills for simple cuts, sprains and bee stings were taught in a small group format. A multiple probe design across behaviors with probe conditions, one of the single-subject designs, was employed in the study. The independent variable of the study was training package and the dependent variables of the study were the participants’ level of acquisition of the target skills (Cut, sprain and bee sting). The results of the study revealed that the package was effective in teaching simple first aid skills to the participants, and they maintained those skills for 1, 3 and 4 weeks after the completion of training. The participants were also able to generalize the skills to other first aid tools, settings and practitioners. Social validity findings showed that the participants enjoyed the classes in which digital storytelling was used. Also, they expressed their desire to have them in other courses.

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.

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.

scholarly journals Effects of Classroom Activities on Affective State—A Comparison of Third and Fifth Graders

2016 ◽  
Vol 6 (2) ◽  
pp. 1 ◽  
Author(s):  
Michael Fartoukh ◽  
Lucile Chanquoy
Keyword(s):  
Academic Performance ◽  
Educational Psychology ◽  
Grade Level ◽  
Fifth Graders ◽  
Affective State ◽  
Third Graders ◽  
Cognitive Resources ◽  
Affective States ◽  
Classroom Activities ◽  
School Day

<p>We analysed the influence of classroom activities on children’s affective states. Children perform many different activities in the course of an ordinary school day, some of which may trigger changes in their affective state and thus in the availability of their cognitive resources and their degree of motivation. To observe the effects of two such activities (listening to a text and performing a dictation) on affective state, according to grade, we asked 39 third graders and 40 fifth graders to specify their affective state at several points in the day. Results showed that this state varied from one activity to another, and was also dependent on grade level. Third graders differed from fifth graders in the feelings elicited by the activities. The possible implications of these findings for the field of educational psychology and children’s academic performance are discussed.</p>

Apraxia of Speech

1988 ◽  
Vol 53 (3) ◽  
pp. 280-294 ◽  
Author(s):  
James Paul Dworkin ◽  
G. G. Abkarian ◽  
Donnell F. Johns
Keyword(s):  
Treatment Program ◽  
Specific Treatment ◽  
Probe Design ◽  
Apraxia Of Speech ◽  
Actual Number ◽  
Test Program ◽  
Performance Suggestions ◽  
Carry Over ◽  
Time Required ◽  
Multiple Probe

This investigation describes a treatment program for an adult patient with apraxia of speech. The program was composed of a series of physiologic (nonspeech) and phonetic (articulatory) tasks that began with oroneuromotor control activities and progressed to consonant-vowel (CV) syllable, word, and sentence drills. All activities were paced by a metronome. Detailed descriptions are provided about the (a) nature of the specific treatment steps,(b) sequence of steps followed, (c) criteria used for progression within and between steps, (d) actual number of trials and time required to reach criteria for each step, and (e) steps that were especially easy or difficult to master. A multiple probe design employed to test program efficacy revealed that (a) all tasks in the treatment program were successfully acquired, (b) control of all treatment behaviors was maintained, and (c) carry-over from treated to nontreated behaviors did not occur. Results confirmed that the program positively affected the patient's performance. Suggestions are offered outlining possible modification of the treatment steps so as to yield similar results with greater clinical efficiency.

Teaching a Child With Autism to Request Breaks While Concurrently Increasing Task Engagement

2015 ◽  
Vol 46 (3) ◽  
pp. 256-265 ◽  
Author(s):  
Shelley R. Kreibich ◽  
Mo Chen ◽  
Joe Reichle
Keyword(s):  
Autism Spectrum ◽  
Task Engagement ◽  
Probe Design ◽  
Individual Education Program ◽  
Intervention Package ◽  
Task Behavior ◽  
Work Completion ◽  
Multiple Probe ◽  
Individual Education ◽  
Tolerance For Delay

Purpose An intervention package, including teaching break requests and tolerance for delay in reinforcement delivery to increase task engagement, was implemented with a 4-year-old child with an autism spectrum disorder who did not engage for a duration commensurate with individual education program team expectations. Method A multiple-probe design across tasks was implemented. Dependent measures taken included engagement duration and the production of spoken break requests after work completion. Intervention was implemented with tasks involving short periods of engagement prior to the learner's disengagement. The possibility of the learner's overgeneralized production of break requests with tasks originally associated with longer engagement was also examined. Results The participant learned to request breaks in short engagement tasks. In addition, engagement increased dramatically without off-task behavior. Overgeneralized use of break requests with long engagement tasks did not occur. Generalization of break requests to untrained short engagement tasks that were not the focus of intervention (but were associated with escape and short engagement) did not occur until the intervention package was implemented. Conclusions The combination of teaching break requests and tolerance for delay in reinforcement delivery was effective in addressing problem behavior. Implications for enhancing properly generalized and moderated use of break requests across different tasks or contexts are discussed.

Efficacy of Tiered Training on Paraeducator Implementation of Systematic Instructional Practices for Students With Severe Disabilities

2020 ◽  
pp. 001440292094764
Author(s):  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson ◽  
Nichole M. Bordner-Williams
Keyword(s):  
Functional Relation ◽  
Implementation Fidelity ◽  
Training Model ◽  
Severe Disabilities ◽  
Performance Criterion ◽  
Performance Criteria ◽  
Probe Design ◽  
Group Training ◽  
Students With Severe Disabilities ◽  
Multiple Probe

Existing approaches for training paraeducators rely heavily on intensive one-to-one coaching and may not be feasible in practice. In this study, we test a tiered training model in which all paraeducators first received group training, and then coaching was provided only for the subset who did not meet performance criteria after group training. Using a concurrent multiple-probe design staggered across classrooms, we demonstrated a functional relation between the tiered model and implementation fidelity of two systematic prompting strategies across 13 paraeducators in five schools. Nine paraeducators achieved the performance criterion for both practices with group training alone, and the remaining four met the criterion after teacher-delivered coaching. In addition, paraeducators generalized implementation to new situations, and students with severe disabilities who received instruction made progress on individualized goals. Based on these findings, a tiered training model is a feasible and promising means to train paraeducators.

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.

Incidental Learning of Sight Words During Articulation Training

1997 ◽  
Vol 28 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Sharon R. Stewart ◽  
Lori S. Gonzalez ◽  
Judith L. Page
Keyword(s):  
Sound Production ◽  
Incidental Learning ◽  
Word Reading ◽  
Sight Words ◽  
Probe Design ◽  
Reading Vocabulary ◽  
Imaginary Line ◽  
Performance Results ◽  
Multiple Probe ◽  
Production Errors

The present study examined the acquisition of sight reading vocabulary learned incidentally during articulation training. A multiple probe design across behaviors with reinforced probe conditions was used to evaluate the effectiveness of an articulation training program that included incidental information to teach basic sight word reading. Specifically, beginning readers with sound production errors received articulation therapy paired with a procedure in which (a) words were printed below the stimulus pictures and (b) the experimenter drew an imaginary line under the word while saying, "Yes, (word). Look, (word)." as part of feedback for articulatory performance. Results indicated that the subjects learned to read sight words incidentally during articulation training, and this learning generalized beyond printed words on cards to printed words on a list.

The Picture Plus Discussion Intervention: Text Access for High School Students with Moderate Intellectual Disability

2016 ◽  
Vol 32 (3) ◽  
pp. 198-208 ◽  
Author(s):  
Jordan Shurr ◽  
Teresa Taber-Doughty
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Read Aloud ◽  
Probe Design ◽  
School Students ◽  
Moderate Intellectual Disability ◽  
Story Retell ◽  
Age Appropriate ◽  
Multiple Probe

Students with moderate intellectual disability often experience limited access to age-appropriate texts due to limitations in reading skills, access to instruction and supports, and educator beliefs. Use of text read alouds is an emerging tool for increasing such access; however, supports are often still required for access to age-appropriate texts. The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when expository texts were read aloud. A multiple probe design was used to measure the effect of this intervention across three different types of texts including leveled readers, stories from a local newspaper, and sections from employee handbooks. Results indicate that the PPD intervention was successful in increasing student comprehension as measured by story retell. Implications and future directions for research and practice are discussed.

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