scholarly journals Effect of Words Highlighting in School Tasks upon Typical ADHD Behaviors

2021 ◽  
Vol 37 ◽  
Author(s):  
Waleska Mascarenhas dos Santos ◽  
Alessandra Rocha de Albuquerque
Keyword(s):  
Elementary Students ◽  
Behavioral Interventions ◽  
School Failure ◽  
Educational Process ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Students With Adhd ◽  
Reversal Design ◽  
Inattention And Hyperactivity ◽  
School Tasks

Abstract Behavioral interventions in classroom are relevant to the educational process of students with ADHD. It is in this context that typical disorder’s behaviors are especially problematic and contribute to high rates of school failure and dropout. The aim of the present study was to analyze the effect of word highlighting on inattention and hyperactivity/impulsivity of three elementary students with ADHD. A multiple baseline design combined with a reversal design was used. Reduction in the frequency of the behaviors of interest and higher frequency of correct answers in school tasks were observed when words were highlighted. The results replicate and extend data of previous studies. The application of the intervention with different contents and tasks is proposed.

Sound-Field Amplification to Increase Compliance to Directions in Students with ADHD

2007 ◽  
Vol 32 (4) ◽  
pp. 238-253 ◽  
Author(s):  
John W. Maag ◽  
Jean M. Anderson
Keyword(s):  
Sound Field ◽  
Multiple Baseline ◽  
Task Demand ◽  
Future Research ◽  
Baseline Design ◽  
Hyperactivity Disorder ◽  
Field Amplification ◽  
High Preference ◽  
Students With Adhd ◽  
Sound Field Amplification

This study determined the effects of sound-field amplification (SFA) on the speed with which students with attention deficit hyperactivity disorder (ADHD) followed teacher directions. A multiple baseline design was used with 3 elementary-aged students with ADHD to assess the effects of SFA across 4 types of directions: (a) task demand (e.g., get out your math book); (b) high preference activity (e.g., line up for recess); (c) alpha commands (clear, direct, specific instructions); and (d) beta commands (vague multiple instructions given simultaneously). The speed with which all participants followed all 4 types of directions increased. Implications for this easy, relatively inexpensive device as well as areas for future research are discussed.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Stimulus Generalization Using Nonvisual Stimuli with a Student Who Has Autism Spectrum Disorder and Visual Impairment

2021 ◽  
Vol 115 (2) ◽  
pp. 121-133
Author(s):  
Robin Arnall ◽  
Yors Garcia ◽  
Annette K. Griffith ◽  
Jack Spear
Keyword(s):  
Visual Impairment ◽  
Private School ◽  
Sensory Input ◽  
Language Skills ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Stimulus Generalization ◽  
Baseline Design ◽  
Tactile Stimuli ◽  
Low Levels

Introduction: The main objective of this study was to determine whether stimulus symmetry, or untaught generalized relations among stimuli, could be demonstrated using audio and tactile stimuli (i.e., nonvisual). Methods: A modified alternating treatment within a concurrent multiple baseline design across nonvisual stimulus sets (i.e., tactile and audio) was implemented with Zach, an 11-year-old male diagnosed with autism and visual impairment, to teach two relations (sound–touch and sound–label) among stimuli. Following training, the researcher tested whether Zach could identify stimuli through an untaught relation (touch–label). The study presented here required a week to complete and was conducted at a private school for individuals with behavioral concerns. Results: During baseline, Zach demonstrated low levels of correct responses (average of 7% across all relations) for all skills. In the training phase (for only two of the three targeted skills, sound–touch and sound–label relations), Zach demonstrated proficiency for most stimuli used in the sets (average of 61% across relations). Finally, in the testing phase (the untaught touch–label relation), Zach demonstrated high levels of generalized acquisition (89%). Discussion: Results indicated that the procedure used in this study could be generalized to novel populations, including those with visual impairments, and that different forms of sensory input could be used, including auditory and tactile-based teaching. Implications for practitioners: Individuals working with learners with differing levels of visual impairment could utilize the demonstrated procedure to associate types of stimuli, using methods other than visual input. The procedure outlined would benefit a population that may require assistance with developing language skills but who also may have difficulties using common visual stimuli.

Multiple baseline design

TVZ ◽  
2021 ◽  
Vol 131 (1) ◽  
pp. 52-53
Author(s):  
Katrien Cuyvers
Keyword(s):  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design

A Parent-Implemented Shared Reading Intervention via Telepractice

2021 ◽  
pp. 105381512110322
Author(s):  
Yusuf Akemoglu ◽  
Vanessa Hinton ◽  
Dayna Laroue ◽  
Vanessa Jefferson
Keyword(s):  
Time Delay ◽  
Single Case ◽  
Multiple Baseline ◽  
Video Editing ◽  
Baseline Design ◽  
Communicative Acts ◽  
Use Of Time ◽  
Young Children With Disabilities ◽  
Evidenced Based ◽  
Feedback Delivery

We describe a study of the internet-based Parent-Implemented Communication Strategies–Storybook (i-PiCSS), an intervention designed to train and coach parents to use evidenced-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and RTs while reading storybooks with their young children with disabilities. Three participating parents were trained and coached via telepractice technologies (videoconferences, video editing software). Zoom software was used for videoconferencing and Camtasia software was used to record the training and coaching sessions and to edit the recorded session for feedback delivery purposes. Using a single-case multiple-baseline design across NCT strategies within each family, we examined (a) parents’ fidelity use of the three NCT strategies, (b) parents’ use of book RTs, and (c) child language and communication outcomes. The entire intervention period lasted 8 weeks. After training and coaching, parents used the modeling, mand-model, and time delay strategies with higher rates and higher quality (accuracy). Children initiated more communicative acts upon parents’ use of time delay and increased their numbers of single- and multiple-word responses.

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

2021 ◽  
pp. 109830072098353
Author(s):  
Emily Gregori ◽  
Mandy J. Rispoli ◽  
Catharine Lory ◽  
So Yeon Kim ◽  
Marie David
Keyword(s):  
Special Education Teachers ◽  
Challenging Behavior ◽  
Professional Growth ◽  
Implementation Fidelity ◽  
Multiple Baseline ◽  
Functional Communication ◽  
Baseline Design ◽  
Behavioral Needs ◽  
Teacher Coaching ◽  
Child Engagement

Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often completely unavailable for paraprofessionals. The purpose of this study was to evaluate a program in which teachers served as coaches for paraprofessionals. Using a multiple-baseline design across paraprofessional-and-child dyads, we evaluated the effects of the teachers-as-coaches program on paraprofessional implementation fidelity and child engagement in challenging behavior and appropriate communication. The results showed that with teacher coaching, paraprofessionals increased their behavior intervention implementation fidelity to 100%. During the maintenance probes, two of the paraprofessionals implemented the intervention with 100% fidelity, and the third paraprofessional implemented the intervention with higher fidelity than baseline. Results also showed corresponding decreases in child challenging behavior and increases in appropriate communication. Implications for research and practice in supporting paraprofessionals are discussed.

Generalization with Precision: The Role of Negative Teaching Examples in the Instruction of Generalized Grocery Item Selection

1986 ◽  
Vol 11 (4) ◽  
pp. 300-308 ◽  
Author(s):  
Robert H. Horner ◽  
Richard W. Albin ◽  
Ginevera Ralph
Keyword(s):  
Young Adults ◽  
Grocery Store ◽  
Item Selection ◽  
Multiple Baseline ◽  
Correct Selection ◽  
Correct Rejection ◽  
Baseline Design ◽  
Dependent Variables ◽  
Selection Of

For generalization to be functional, it must occur with a precision that results in acquired responses occurring under appropriate, nontrained conditions, and acquired responses not occurring under inappropriate, nontrained conditions. This study examines the effect of differing types of negative teaching examples on the precision with which generalized grocery item selection is learned. Within a split-multiple baseline design, six young adults identified as mildly, moderately, or severely mentally retarded were trained to select or to reject grocery items using picture cards as cues. The dependent variables were correct selection of 10 trained “positive” grocery items and the correct rejection of 20 nontrained “negative” grocery items in a nontrained grocery store. Participants were trained in a grocery store to select 10 positive grocery examples matching their picture cards and to reject either (a) a set of negative examples that were maximally different from the positive examples, or (b) a set of negative examples that were minimally different from the positive examples. Both training sets resulted in participants correctly selecting the 10 positive items in a nontrained store. Training with the “minimally different” negative examples was functionally related to improved rejection of nontrained negative items in the nontrained store. The implications of teaching with minimally different, negative examples are discussed.

Effects of Self-Evaluation Training of Seriously Emotionally Disturbed Children on the Generalization of their Classroom Rule following and Work Behaviors across Settings and Teachers

1989 ◽  
Vol 14 (2) ◽  
pp. 89-98 ◽  
Author(s):  
Linda A. Clark ◽  
Hugh S. Mckenzie
Keyword(s):  
Emotionally Disturbed ◽  
Multiple Baseline ◽  
Institutional Setting ◽  
Work Behaviors ◽  
Teacher Praise ◽  
Baseline Design ◽  
Appropriate Behavior ◽  
Self Evaluation ◽  
Evaluation Training ◽  
Seriously Emotionally Disturbed Children

Self-evaluation training was operationalized as a training package comprised of the following components: systematic contingent reinforcement intended to promote acceptable rates of appropriate behavior prior to the introduction of self-evaluation training procedures; self-evaluation, and procedures designed to promote accurate self-evaluation; tokens and back-up reinforcement; and teacher praise. Training was provided to a group of three seriously emotionally disturbed students, ages 9, 10, and 11, who received their education in an institutional setting. Then, in a multiple baseline design, subjects self-evaluated in their classroom to determine if generalization of high rates of appropriate behavior demonstrated in the training setting would occur. Data indicate that generalization to the classroom could be claimed for each of the three subjects.

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