scholarly journals Enhancing Self-Monitoring with Differential Negative Reinforcement of Alternative Behavior for Increasing Students’ Writing Production

2021 ◽  
pp. 92-102
Author(s):  
Meghann M. Torchia ◽  
John W. Maag
Keyword(s):  
Negative Reinforcement ◽  
The Other ◽  
Future Research ◽  
Probe Design ◽  
Self Monitoring ◽  
Alternative Behavior ◽  
Differential Effectiveness ◽  
Multiple Probe ◽  
Differential Negative Reinforcement ◽  
Minute Session

Many students find writing aversive and behave in ways to escape the task. Self-monitoring and differential negative reinforcement of alternative behavior (DNRA) are two approaches that have been shown to improve the quantity of writing performance but have never been combined to determine whether they are more effective in combination than in isolation. The purpose of the present study was to evaluate the differential effectiveness of self-monitoring versus self-monitoring plus DNRA for increasing the number of words and sentences written using a multiple probe design across three participants during two 10-minute sessions. For each baseline session, participants were given a story starter prompt to write as much as they could, received a short break, and then the second 10-minute session would begin. Self-monitoring indicated an increase in a number of words written and an unstable but slightly higher trend in a number of sentences written for one participant. The other two participants showed decreasing trends in both the number of words and sentences written during self-monitoring. Results of self-monitoring plus DNRA indicated an increase in a number of words and sentences written for one participant, while the other two participants showed little to no improvement. Areas for future research, limitations, and implications for practice are discussed.

scholarly journals Using Interactive Mobile Applications to Teach Reading Skills to Female Students with Hearing Impairments

2021 ◽  
Vol 45 (3) ◽  
pp. 158-191
Keyword(s):  
Mobile Applications ◽  
Reading Skills ◽  
Interactive Multimedia ◽  
Word Reading ◽  
Future Research ◽  
Probe Design ◽  
Hearing Impairments ◽  
New Words ◽  
Multiple Probe ◽  
Multiple Probe Design

The purpose of the study was to investigate the use of mobile applications to teach word reading to three students with hearing impairments aged 9-12. Instruction was conducted using four mobile applications (Chalkboard, Expeditions, Phonto, and Words Seller) that combined interactive multimedia features such as text, images, videos, and interactive content. A multiple probe design was used to evaluate the effectiveness of the applications in teaching reading skills. Results indicated that the use of these mobile applications was effective on the acquisition of the reading skills. Results also showed that all students performed at or above criterion on maintenance probe sessions. Additionally, students were able to generalize the acquired reading skills to read new words. Implications for practice and suggestions for future research are discussed. Keywords: Hearing impairments, interactive multimedia, mobile applications, reading skills, multiple probe design

scholarly journals Use of Video Modeling to Teach Weight Lifting Techniques to Adults with Down Syndrome: A Pilot Study

2017 ◽  
Vol 36 (2) ◽  
pp. 16-34
Author(s):  
Kathleen Carter ◽  
Robert Pennington ◽  
Elizabeth Ledford
Keyword(s):  
Down Syndrome ◽  
Pilot Study ◽  
Video Modeling ◽  
Daily Living ◽  
Weight Lifting ◽  
Future Research ◽  
Probe Design ◽  
Multiple Probe ◽  
Lifting Techniques ◽  
Effectiveness Data

As adults with Down syndrome (DS) age, their strength decreases resulting in difficulty performing activities of daily living. In the current study, we investigated the use of video modeling for teaching three adults with DS to perform weight lifting techniques. A multiple probe design across behaviors (i.e., lifts) was used to evaluate intervention effectiveness. Data indicated variable effects across participants and lifting techniques. Limitations and suggestions for future research are discussed.

Preparing Job Coaches to Implement Systematic Instructional Strategies to Teach Vocational Tasks

2021 ◽  
pp. 216514342110419
Author(s):  
John D. Wenzel ◽  
Marisa H. Fisher ◽  
Matthew T. Brodhead
Keyword(s):  
Instructional Strategies ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Future Research ◽  
Probe Design ◽  
Behavioral Skills ◽  
Vocational Tasks ◽  
Student Interns ◽  
Multiple Probe ◽  
Job Coaches

Job coaches are not typically trained to implement systematic instructional strategies to teach vocational skills to students with intellectual and developmental disabilities (IDD). This study replicated and expanded the evaluation of a job coach behavioral skills training program designed by Brock et al. (2016) to teach participants to implement task analysis, simultaneous prompting, and system of least prompts to teach vocational tasks to students with IDD. We used a multiple probe design with probe conditions across strategies, replicated across three participants, to assess acquisition and generalization. Participants demonstrated mastery of the three instructional strategies in simulated assessments with actors and generalized use of the strategies to teach novel vocational tasks to student interns with IDD. Implications for future research and practice are discussed.

Effects of Using an iPad to Teach Early Literacy Skills to Elementary Students With Intellectual Disability

2020 ◽  
Vol 58 (1) ◽  
pp. 34-48
Author(s):  
Minkowan Goo ◽  
Diane Myers ◽  
Adela L. Maurer ◽  
Robert Serwetz
Keyword(s):  
Intellectual Disability ◽  
Early Literacy ◽  
Elementary Students ◽  
Functional Relationship ◽  
Literacy Skills ◽  
Future Research ◽  
Probe Design ◽  
Early Literacy Skills ◽  
Visual Supports ◽  
Multiple Probe

Abstract The purpose of this study was to investigate the effects of using an iPad to teach early literacy skills to students with intellectual disability (ID). Three elementary students with mild to moderate levels of ID participated in the study. We used a multiple-probe design across students to examine a functional relationship between using an iPad providing visual supports and the acquisition of phonemic segmentation skills. Results indicated that using visual supports via an iPad was an effective method to teach phonemic segmentation fluency to these three students with ID. We also discussed implications and suggestions for future research.

Ecoaching Preschool Teachers to Use Simultaneous Prompting to Teach Children With Autism Spectrum Disorder

2020 ◽  
pp. 088840642092501
Author(s):  
Ayse Tunc-Paftali ◽  
Elif Tekin-Iftar
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Teachers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Simultaneous Prompting ◽  
Self Monitoring ◽  
Teachers And Students ◽  
Multiple Probe ◽  
The Impact

In this study, researchers examine the impact of ecoaching (including a web-based professional development [PD] portal consisting of a learning module, self-monitoring, and video feedback) on preschool teachers’ use of a simultaneous prompting (SP) procedure and the effects of SP on teaching discrete skills to their students with autism spectrum disorder (ASD). The researchers also examine maintenance and generalization effects on teachers’ and students’ behaviors. Moreover, researchers investigate the social validity of the study. They use nested multiple probe designs across four preschool teacher and student dyads to evaluate the effects of the ecoaching intervention and the SP procedure, respectively, on teachers’ and students’ behaviors. Ecoaching was effective in the acquisition, maintenance, and generalization of preschool teachers’ use of the SP procedure, and the SP procedure was effective in teaching discrete skills to students with ASD. Teachers had positive opinions about ecoaching and the SP procedure. Limitations and implications for future research are discussed.

The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings

2016 ◽  
Vol 33 (2) ◽  
pp. 100-110 ◽  
Author(s):  
Laura A. Bassette ◽  
Teresa Taber-Doughty ◽  
Roberto I. Gama ◽  
Paul Alberto ◽  
Gulnoza Yakubova ◽  
...  
Keyword(s):  
Video Modeling ◽  
Community Intervention ◽  
Cell Phones ◽  
Future Research ◽  
Probe Design ◽  
Safety Skills ◽  
Community Based ◽  
Based Instruction ◽  
Multiple Probe ◽  
The Impact

The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a picture of a key identifier (i.e., a sign) during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the students’ middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion and generalized the skills at an unfamiliar community site. Implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research are discussed.

A Pilot Study to Teach Siblings to Support Children With Complex Communication Needs

2017 ◽  
Vol 39 (2) ◽  
pp. 346-355 ◽  
Author(s):  
Sarah N. Douglas ◽  
Rebecca Kammes ◽  
Erica Nordquist ◽  
Sophia D’Agostino
Keyword(s):  
Pilot Study ◽  
Future Research ◽  
Probe Design ◽  
Single Subject ◽  
Complex Communication Needs ◽  
Sibling Pairs ◽  
Future Research Directions ◽  
Communication Needs ◽  
Communication Partner Training ◽  
Multiple Probe

Siblings play an important role in the lives of children with disabilities, especially those with complex communication needs (CCN). However, children with CCN require support to learn social and communication skills. Like other communication partners, typically developing (TD) siblings may struggle to understand how to best interact with a child with CCN and may benefit from training to learn communication strategies. This pilot study evaluated a newly created sibling communication partner training program to help TD siblings learn the strategy Plan, Talk, Wait, and Respond to support the communication of their siblings with CCN. A single-subject multiple probe design was used with three TD siblings and their siblings with CCN. Although results varied for sibling pairs, an increase in communication supports from TD siblings and communication gains for children with CCN were noted with all sibling pairs. Limitations, adjustments to the training, and future research directions are discussed.

Increasing Social Initiations During Shared Book Reading: An Intervention for Preschoolers With Autism Spectrum Disorder

2018 ◽  
Vol 39 (4) ◽  
pp. 213-225 ◽  
Author(s):  
Sophia R. D’Agostino ◽  
Ana D. Dueñas ◽  
Joshua B. Plavnick
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Book Reading ◽  
Shared Book Reading ◽  
Future Research ◽  
Probe Design ◽  
Children With Asd ◽  
Multiple Probe

Children with autism spectrum disorder (ASD) are often delayed in acquiring social initiation skills utilized during common early childhood activities. A multiple probe design was utilized to assess the efficacy of a shared book reading intervention to increase the independent commenting of three young children with ASD. The intervention resulted in participant’s acquisition of social commenting in the form of independent pointing and verbal commenting to gain social attention from an adult. The results suggest that young children with ASD can independently initiate social interactions during shared book reading when these behaviors are systematically taught and reinforced. Implications for practice and directions for future research aimed toward generalization and improving the implementation of shared book reading interventions are discussed.

Using a Technology-Based Graphic Organizer to Improve the Planning and Persuasive Paragraph Writing by Adolescents With Disabilities and Writing Difficulties

2021 ◽  
pp. 002246692110082
Author(s):  
Kelly K. Brady ◽  
Anya S. Evmenova ◽  
Kelley S. Regan ◽  
Melissa K. Ainsworth ◽  
Boris S. Gafurov
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Primary Diagnosis ◽  
Persuasive Writing ◽  
Graphic Organizer ◽  
Future Research ◽  
Probe Design ◽  
Writing Quality ◽  
Writing Difficulties ◽  
Multiple Probe

A multiple-probe design was used to investigate the planning and persuasive paragraph writing by three secondary students with disabilities and writing difficulties. The intervention consisted of one-on-one explicit instruction in persuasive writing and the use of a technology-based graphic organizer (TBGO) with embedded strategies and supports. Dependent variables included the number of sentences and overall holistic writing quality. The results were mixed. Two adolescents with the primary diagnosis of learning disabilities improved their writing performance when using the TBGO and remained above baseline levels when the TBGO was removed. One more participant diagnosed with autism demonstrated modest changes in the quantity and quality of his writing. Students reported positive perceptions of the TBGO indicating a socially valid intervention. Implications, limitations, and directions for future research are discussed.

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