Multipass: A Learning Strategy for Improving Reading Comprehension

1982 ◽  
Vol 5 (3) ◽  
pp. 295-304 ◽  
Author(s):  
Jean B. Schumaker ◽  
Donald D. Deshler ◽  
Gordon R. Alley ◽  
Michael M. Warner ◽  
Pegi H. Denton
Keyword(s):  
Grade Level ◽  
Learning Strategy ◽  
Learning Disabled ◽  
Multiple Baseline ◽  
Ability Level ◽  
Instructional Methodology ◽  
Complex Learning ◽  
Baseline Design ◽  
Step Process ◽  
Instructional Procedures

Multipass, a complex learning strategy designed to enable students to gain information from textbook chapters, was taught to eight learning disabled adolescents. The instructional procedures involved a 10-step process including (a) description of the steps of the strategy, (b) modeling of the strategy, and (c) student practice to criterion in both ability-level and grade-level materials. A multiple-baseline design across three substrategies was replicated eight times. Results showed that students learned the Multipass strategy following the institution of training and were able to generalize their use of the strategy to grade-level textbooks. Furthermore, students' grades on tests covering the textbook material improved after they learned the strategy. These results show that a specific instructional methodology can be effectively used to teach a complex learning strategy to learning disabled adolescents.

An Experimental Analysis of the Nature of Reversal Errors in Children with Severe Learning Disabilities

1979 ◽  
Vol 2 (3) ◽  
pp. 40-45 ◽  
Author(s):  
Stanley L. Deno ◽  
Berttram Chiang
Keyword(s):  
Learning Disabilities ◽  
Alternative Explanation ◽  
Learning Disabled ◽  
Neurological Dysfunction ◽  
Multiple Baseline ◽  
Letter Identification ◽  
Baseline Design ◽  
Lower Case ◽  
Learned Behaviors ◽  
Reversal Errors

Reversal errors in letter identification are frequently used as diagnostic evidence of neurological dysfunction. An alternative explanation for reversals is that they represent learned behaviors susceptible to training. The purpose of the present study was to provide evidence bearing on this issue. Five severely learning disabled students from grades three through five were presented with the task of naming lower-case letters b, d, p, and q in 30-second trials and un-timed, respectively. A multiple-baseline design across subjects was used experimentally to determine the extent to which changes in the incentive conditions would have any clear and immediate affect on the students' reversal errors. The results, in general, showed that reversal errors decreased abruptly when incentives were introduced and, in some instances, did not increase when incentives were removed. The findings provide a basis for viewing reversals optimistically as behaviors which may be changed through training rather than pessimistically as signs of neurological or perceptual defects.

Effects of Cross-Age Tutoring on Word-Recognition Performance of Learning Disabled Students

1980 ◽  
Vol 3 (4) ◽  
pp. 11-19 ◽  
Author(s):  
Berttram Chiang ◽  
Harold W. Thorpe ◽  
Craig B. Darch
Keyword(s):  
Learning Disabilities ◽  
Word Recognition ◽  
Recognition Performance ◽  
Learning Disabled ◽  
Individualized Instruction ◽  
Multiple Baseline ◽  
Fifth Grade ◽  
Second Grade ◽  
Baseline Design ◽  
Cross Age Tutoring

Research has suggested that cross-age tutoring strategies facilitate individualized instruction for children with learning disabilities. Using a multiple-baseline design and direct, daily measures as the dependent variable, the present study evaluated the effects of four fifth-grade LD students tutoring one third-grade and three second-grade LD students on word-recognition skills. The results indicated that the cross-age tutoring procedure was mutually beneficial for the tutors and the tutees. During the intervention phase, all tutees improved their performance on reading sixty morphemes, while all tutors showed impressive gains in reading multisyllable words containing one or more of the morphemes they had taught. The implications of the findings for programming within LD classrooms are discussed.

Increasing the Oral Reading Performance of a Learning Disabled Adult

1981 ◽  
Vol 4 (3) ◽  
pp. 294-301 ◽  
Author(s):  
Lorna Idol-Maestas
Keyword(s):  
Performance Analysis ◽  
Direct Instruction ◽  
Oral Reading ◽  
Learning Disabled ◽  
Reading Performance ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Research Project ◽  
Baseline Design ◽  
Instruction Approach

This research project was designed to increase a male adult's oral reading performance. A direct instruction approach was used to teach lacking phonic skills previously determined through a detailed performance analysis. As a result of highly specific phonic lessons, reading performance was increased by three years over a three-month period. A multiple-baseline design was used to compare acquisition and maintenance of each phonic concept.

Specific Intervention for Multiplication Skill with Learning-Disabled Students

1999 ◽  
Vol 84 (2) ◽  
pp. 662-662 ◽  
Author(s):  
Jianyi Huang ◽  
Li Chao
Keyword(s):  
Visual Analysis ◽  
Nonparametric Test ◽  
Learning Disabled ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Specific Intervention ◽  
Disabled Students ◽  
Baseline Design

A multiple baseline design was used to assess the intervention of individual tutoring to help two learning-disabled students (15 and 16 years old) improve their multiplication of 1 -digit numbers over nine days of 10-min. instruction. Observation or visual analysis indicated 40 to 50% improvement after the intervention, and a nonparametric test of randomization showed that the students' improvement was retained during the 2-wk. follow-up.

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.

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