scholarly journals Increasing Requests for Information by Preschoolers with and without Language-Based Disabilities

2021 ◽  
Vol 11 (3) ◽  
pp. 94
Author(s):  
JeanneMarie Speckman ◽  
Lin Du ◽  
R. Douglas Greer
Keyword(s):  
Descriptive Analysis ◽  
Probe Design ◽  
Group Settings ◽  
Dependent Variables ◽  
Asking Questions ◽  
Baseline Conditions ◽  
One To One ◽  
Multiple Probe ◽  
Multiple Probe Design

We report two experiments on the emission of questions to request the names of unfamiliar stimuli by preschoolers. In the first experiment, 19 preschoolers with and without disabilities served as participants. Experiment 1 was a descriptive analysis of whether or not the 19 participants asked questions about unfamiliar pictures and objects in one-to-one and group settings. These were dependent variables in the second experiment as well. Four participants, who did not ask any questions in the first experiment, served as participants in the second experiment. During the intervention, the participants observed the peer confederates (1) ask questions (e.g., “What is that?”), (2) receive information from the experimenter, and (3) receive praise and tokens contingent on asking a question. A multiple probe design across participants was used. The data showed that the participants increased the number of questions when we returned to baseline conditions. Results are discussed in terms of where the reinforcement exists for asking questions about unfamiliar things in one’s environment, and whether this truly measures the “need to know”.

scholarly journals Comparison of Tablet-Delivered and Instructor-Delivered Teaching on Receptive Identification in Children With Autism Spectrum Disorders

2018 ◽  
Vol 34 (1) ◽  
pp. 55-67
Author(s):  
Sabine Saade Chebli ◽  
Marc J. Lanovaz ◽  
Marie-Michèle Dufour
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Probe Design ◽  
Children With Asd ◽  
Receptive Identification ◽  
Multielement Design ◽  
Spectrum Disorders ◽  
Multiple Probe ◽  
Multiple Probe Design

The purpose of our study was to compare the effectiveness of tablet- and instructor-delivered teaching (i.e., prompting and reinforcement) on the receptive identification of one-word concepts in children with autism spectrum disorders (ASDs). To this end, we embedded a multielement design within a multiple probe design to compare the effectiveness of the two instructional modalities in seven participants. Two of the seven participants showed generalization on all concepts in fewer instructional trials following instructor-delivered teaching, whereas the remaining five participants had mixed results depending on the concept. In total, the participants showed more rapid generalization with the instructor for 14 of the 19 concepts taught. Our results suggest that tablets should not systematically replace instructor-delivered prompting and reinforcement, but that they may be used to provide supplementary teaching to children with ASD.

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

The Effects of the Verbal Developmental Capability of Naming on How Children Can Be Taught

2018 ◽  
Vol 1 (1) ◽  
pp. 23-54 ◽  
Author(s):  
R. Douglas Greer ◽  
Alison Corwin ◽  
Susan Buttigieg
Keyword(s):  
Probe Design ◽  
Matched Pairs ◽  
Learn Units ◽  
Learn Unit ◽  
Rate Of Learning ◽  
Reversal Design ◽  
Stage 1 ◽  
Multiple Probe ◽  
Multiple Probe Design

Naming, a verbal developmental capability that is a source for children to acquire language incidentally, may affect how they learn best in school. We tested the presence/absence of Naming (Experiment I) and the induction of Naming (Experiment II) on the rates of learning under 2-instructional conditions (9 -participants, ages 5-7) using a counterbalanced reversal design across matched pairs for Experiment I and stage 2 of Experiment II. In stage 1 Experiment II we used adelayed multiple probe design across participants to show the induction of Naming and then in stage 2 we tested the effects of the induction of Naming on rate of learning. The dependent variable in each study was numbers of instructional trials to meet curricular objectives. In Experiment 1, we compared learning under (a) standard learn unit presentations (SLUs) or instructional trials that met the criteria for learn units and (b) model demonstration learn units (MLUs)-- learn units with antecedent instructions. In Experiment I, MLUs correlated with faster rates of learning for all 4-participants with Naming. For the 4-participants who lacked Naming, MLUs did not accelerate learning. In Experiment 2, we induced Naming for those 4-participants and then MLUs accelerated rates of learning. The findings suggest that the onset of Naming allows children to learn and be taught in new ways.

Phonological Awareness and Production

1999 ◽  
Vol 30 (1) ◽  
pp. 50-60 ◽  
Author(s):  
Heidi M. Harbers ◽  
Elaine P. Paden ◽  
James W. Halle
Keyword(s):  
Phonological Awareness ◽  
Production Performance ◽  
Probe Design ◽  
Error Patterns ◽  
Multiple Probe ◽  
Planning Intervention ◽  
Preschool Aged Children ◽  
Multiple Probe Design

Changes in feature awareness and production during phonological intervention were examined separatelyin four preschool-aged children with severe phonological impairment. Each received intervention that incorporated attention to the features of three error patterns and provided opportunities to practice productions for those patterns. Awareness skills and productionperformance were assessed repeatedly in the context of a multiple-probe design. Relationships between the two variables were then observed. Results indicated that the rate and degree of change in awareness did not always parallel production performance. The findings suggest that both feature awareness and production should be considered when planning intervention.

Effects of Tact Prompts on Acquisition and Maintenance of Divergent Intraverbal Responses by a Child With Autism

2015 ◽  
Vol 32 (2) ◽  
pp. 133-141 ◽  
Author(s):  
Hua Feng ◽  
Wan-Chi Chou ◽  
Gabrielle T. Lee
Keyword(s):  
Probe Design ◽  
Conditional Discriminations ◽  
Response Generalization ◽  
Intraverbal Training ◽  
Multiple Probe ◽  
Intraverbal Responses ◽  
Multiple Probe Design

This study investigated the effects of tact prompts on the acquisition and retention of divergent intraverbal responding to categorical questions involving conditional discriminations. A 6-year-old boy with autism participated in the study. A multiple probe design across behaviors was used. A tact-prompt procedure was implemented. The results suggested that the tact-prompt procedure was effective to establish and increase the number of divergent intraverbal responses to questions across two categories. The child spontaneously emitted novel responses during training and generalization probe sessions, indicating occurrences of response generalization after divergent intraverbal training. Maintenance probes showed that divergent intraverbal responses were maintained at high levels for all target categorical questions 3 weeks after the completion of training.

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.

PENGARUH PELATIHAN DAN KOMPETENSI TERHADAP KINERJA KARYAWAN MELALUI MOTIVASI PADA PT. CIPTA KRIDA BAHARI JAKARTA DAN SUMATERA AREA

2016 ◽  
Vol 4 (3) ◽  
Author(s):  
Freddrick Tiagita Putra Baeha Waruwu, SE., MM.
Keyword(s):  
Empirical Evidence ◽  
Indirect Effects ◽  
Work Performance ◽  
Training Programs ◽  
Employee Performance ◽  
Descriptive Analysis ◽  
Employee Motivation ◽  
Direct And Indirect Effects ◽  
Dependent Variables ◽  
Positive Effect

The purpose of this study was to test and obtain empirical evidence about the direct and indirect effects of training and competence together to employees performance in PT. Cipta Krida Bahari. This study uses an explanatory approach Analysis and Descriptive Analysis, which aims to determine the effect of independent and dependent variables. Furthermore, the present invention will be described, by observation and research and describe the nature or the events ongoing at the time of the study and examine the causes of the symptoms. In this study examines the influence of variables of training, competence and motivation, simultaneously or partially on employee performance. The benefits of this research is that companies in improving the performance of employees through training programs, attention to improving the competence of employees, increase employee motivation, and in turn can help in improving the work (performance) of each individual employee. The results showed simultaneously and partially variable training and competency positive effect on employee motivation and improve employee performance

Schema-Based Instruction Implemented Under Routine Conditions

2019 ◽  
Author(s):  
Corey Peltier ◽  
Mindy E Lingo ◽  
Faye Autry-Schreffler ◽  
Malarie Deardorff ◽  
Leslie Mathews ◽  
...  
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Probe Design ◽  
Resource Room ◽  
Group Settings ◽  
Intervention Protocol ◽  
Prior Literature ◽  
Based Instruction

Students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. One specific intervention identified as a promising practice for students with a SLD is schema-based instruction (SBI). The current projects aimed to tests the efficacy of SBI under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we examined student problem solving performance on word problems requiring two-steps and combined schema structures. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance for all students on simple structure word problems, with the magnitude of effects varying across cases. The NAP, Tau, and BC-SMD effect sizes were used to quantify effects. Implications were discussed in regard to systematic replication and conditions that may impact fidelity.

Descriptive Analysis of Coach Augmented Feedback Given to High School Varsity Female Volleyball Players

1988 ◽  
Vol 7 (4) ◽  
pp. 289-301 ◽  
Author(s):  
Regina Markland ◽  
Thomas J. Martinek
Keyword(s):  
High School ◽  
Multivariate Analysis ◽  
Descriptive Analysis ◽  
Augmented Feedback ◽  
Skilled Performance ◽  
Dependent Variables ◽  
Volleyball Players ◽  
Analysis System ◽  
To Receive

This study examined the nature and amount of feedback that more successful and less successful high school varsity volleyball coaches gave to their starting and nonstarting volleyball players. Two of the four coaches studied were considered more successful and two were considered less successful, based on previous regular season win-loss percentages. Players of all the coaches (N=41) were also used as subjects and identified as having either a starting or nonstarting role on the team. All subjects were observed on three occasions for 30 minutes per observation during regular season practice. The Cole Descriptive Analysis System (Cole-DAS) was used to observe coach augmented feedback as it was given to individual players in response to skilled performance. A 2 × 2 multivariate analysis of variance was used to describe the effects of (a) success of the coach, (b) role of the player, and (c) both success of the coach and role of the player on the dependent variables of coach augmented feedback. Results indicated that successful coaches varied considerably from less successful coaches in the types of feedback given to their players. Starting players were also found to receive significantly more audio, audiovisual, and immediate terminal feedback than nonstarting players.

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