Volume 46 Number 4 December 2011

Ten-year Cumulative Author Index Volume 2001, 36(1) through 2010, 45(4)

Fri, 09 Dec 2011 12:21:00 GMT

Stanley H. Zucker and Silva Hassert

Abstract: This cumulative author index was developed as a service for the readership of Education and Training in Autism and Developmental Disabilities. It was prepared as a resource for scholars wishing to access the 391 articles published in volumes 36-45 of this journal. It also serves as a timely supplement to the 25-year (1966-1990) cumulative author index published in 1991 and the 10-year (1991-2000) cumulative author index published in 2001. Since many literature reviews may involve tracking authors and their research programs across a variety of studies, and individual authors may not always be “first” authors, this index was prepared with a cross-reference of all authors to each citation. In total, 1163 author citations are included. It is our hope that this bibliographic index will help facilitate access to available information on research, practice, and issues related to autism, intellectual disabilities, and other developmental disabilities.

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Effects of Presession Satiation on Challenging Behavior and Academic Engagement for Children with Autism during Classroom Instruction

Fri, 09 Dec 2011 12:17:00 GMT

Mandy J. Rispoli, Mark F. O’Reilly, Jeff Sigafoos, Russell Lang,Soyeon Kang, Giulio Lancioni, and Richard Parker

Abstract: We evaluated the effects of presession satiation on challenging behavior and academic engagement during subsequent classroom activities for three 5-6 year-old children with autism. The percentage of 10-s intervals with challenging behavior and academic engagement during 20-min classroom activity sessions was observed under two conditions. One condition involved presession satiation, in which participants were given unrestricted access to tangible items that maintained their challenging behavior prior to the classroom sessions. This presession satiation continued until the children rejected the tangible item three times. The second condition did not entail presession satiation prior to the beginning of classroom sessions. Effects of the two conditions on challenging behavior and academic engagement were evaluated using individual participant alternating treatments designs. Results demonstrated that the presession satiation condition was associated with consistently lower percentages of intervals with challenging behavior and consistently higher percentages of intervals with academic engagement.

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Effects of a Treatment Package on Imitated and Spontaneous Verbal Requests in Children with Autism

Fri, 09 Dec 2011 12:14:00 GMT

Jennifer B. Ganz, Margaret M. Flores, and Erin E. Lashley

Abstract: Students with autism spectrum disorders (ASD) have difficulties with verbal language. Many interventions to remediate such deficits require numerous materials and significant teacher time. This study sought to determine if a simple multi-component intervention that incorporated noncontingent reinforcement (NCR) and verbal modeling would result in increased spontaneous verbal requesting in two preschool boys with autism. Results indicated that the participants did increase use of spontaneous and imitated verbal requests. Implications are discussed.

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Review of the Choice and Preference Assessment Literature for Individuals with Severe to Profound Disabilities

Fri, 09 Dec 2011 12:10:00 GMT

Christopher A. Tullis, Helen I. Cannella-Malone, Abby R. Basbigill, Amanda Yeager, Courtney V. Fleming, Daniel Payne, and Pei-Fang Wu

Abstract: Since 2002, the body of literature examining choice interventions and preference assessments for individuals with severe to profound disabilities has grown substantially. This paper is an extension of the Lancioni, O’Reilly, & Emerson (1996) and Cannella, O’Reilly, & Lancioni (2005) papers and reviews 50 studies conducted between 2002 and 2010 that were divided into five categories: (a) effectiveness of various preference assessment formats and methodologies, (b) comparisons of specific components of preference assessments, (c) underlying mechanisms of preference, (d) effects of choice on behavior, and (e) staff and participant training. Findings from these studies support previous research findings in that choice was an effective intervention for changing behavior, reinforcers were identified for individuals with severe to profound disabilities using preference assessments, and participants were taught to make, and staff were trained to provide, choices. Other major findings highlight some mechanisms that underlie preference and provide insight into some nuances of the various preference assessment methodologies. The findings are discussed in terms of their implications on practice related to individuals with severe to profound disabilities and suggestions for future research are provided.

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Providing Choice Making in Employment Programs: The Beginning or End of Self-Determination?

Fri, 09 Dec 2011 12:07:00 GMT

Martin Agran and Michael Krupp

Abstract: Choice making represents the central element of self-determination, and efforts are being made across all service programs to promote choice making for consumers with intellectual and developmental disabilities. Although choice making appears to be a relatively simple response for a consumer to perform (selecting one stimulus over another), it is a complex phenomenon involving several different components. This paper provides a selected review of the choice-making research literature, relative to employment service delivery. The paper examines the relationship of choice making to self-determination, how choice making can promote engagement and motivation for employees, and what barriers may exist that thwart meaningful choice making. Recommendations to support personnel and practitioners on practices to promote effective choice making are provided.

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Effects of Computer-Based Practice on the Acquisition and Maintenance of Basic Academic Skills for Children with Moderate to Intensive Educational Needs

Fri, 09 Dec 2011 12:03:00 GMT

Julie M. Everhart, Sheila R. Alber-Morgan, and Ju Hee Park

Abstract: This study investigated the effects of computer-based practice on the acquisition and maintenance of basic academic skills for two children with moderate to intensive disabilities. The special education teacher created individualized computer games that enabled the participants to independently practice academic skills that corresponded with their IEP objectives (e.g., letter-sound correspondence, word identification, number identification). The computer games provided discrete learning trials with immediate feedback for each response. A multiple baseline across skills design demonstrated that computer-based practice resulted in the successful acquisition of basic academic skills for both participants. Additionally, both participants maintained at least two mastered skills for two to four weeks.

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Teaching Money Computation Skills to High School Students with Mild Intellectual Disabilities via the TouchMath© Program: A Multi-Sensory Approach

Fri, 09 Dec 2011 11:57:00 GMT

Hugh E. Waters and Richard T. Boon

Abstract: This study investigated the effects of the TouchMath© program (Bullock, Pierce, & McClellan, 1989) to teach students with mild intellectual disabilities to subtract 3-digit money computational problems with regrouping. Three students with mild intellectual disabilities in high school received instruction in a special education mathematics self-contained classroom. A multiple-probe across participants design (Alberto & Troutman, 2009) was used to evaluate the effectiveness of the TouchMath© program using the “touch-points” strategy to facilitate the student’s mathematics performance. The results revealed the TouchMath© program improved all three of the students’ ability to subtract 3-digit mathematics operations using money applications; however, maintenance results were mixed, as the students exhibited difficulty with maintaining the necessary skills once the intervention was withdrawn. Limitations, recommendations for classroom teachers and future research directions are presented.

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Simultaneous Prompting: An Instructional Strategy for Skill Acquisition

Fri, 09 Dec 2011 11:53:00 GMT

Rebecca E. Waugh, Paul A. Alberto, and Laura D. Fredrick

Abstract: Errorless learning is an instructional approach designed to eliminate and/or reduce the number of errors students produce in traditional trial-and-error approaches (Mueller, Palkovic, & Maynard, 2007). Various response prompting strategies are employed to produce errorless learning. Simultaneous prompting is an errorless learning strategy that has a growing body of literature to support its use spanning two decades. This paper provides a comprehensive review of the literature including (a) skills targeted for instruction, (b) populations targeted for instruction, (c) strengths and weaknesses of simultaneous prompting, and (d) future areas of research.

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Review of Video Prompting Studies for Persons with Developmental Disabilities

Fri, 09 Dec 2011 11:48:00 GMT

Devender R. Banda, Maud S. Dogoe, and Rose Marie Matuszny

Abstract: We reviewed 18 video prompting studies that were conducted with persons with developmental disabilities. Results across the studies indicate that video prompting is a viable method for improving various domestic, vocational, and independent living skills. In addition, video prompting strategies facilitated maintenance and generalization of learned skills. Also, in several studies when teaching various skills, video promptings strategies were more effective than static pictures or video models alone. We discuss the results and make suggestions for future researchers and practitioners.

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Video Modeling and Prompting: A Comparison of Two Strategies for Teaching Cooking Skills to Students with Mild Intellectual Disabilities

Fri, 09 Dec 2011 11:43:00 GMT

Teresa Taber-Doughty, Emily C. Bouck, Kinsey Tom, Andrea D. Jasper, Sara M. Flanagan, and Laura Bassette

Abstract: Self-operated video prompting and video modeling was compared when used by three secondary students with mild intellectual disabilities as they completed novel recipes during cooking activities. Alternating between video systems, students completed twelve recipes within their classroom kitchen. An alternating treatment design with a follow-up and withdrawal probe was used to illustrate the effectiveness of both systems on each student’s independent task performance. Results indicated increased independence following video system use by all three students with video modeling more effective for two students and video prompting more effective for the third. Future directions for research are presented.

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Review of Twenty-First Century Portable Electronic Devices for Persons with Moderate Intellectual Disabilities and Autism Spectrum Disorders

Fri, 09 Dec 2011 11:30:00 GMT

Linda C. Mechling

Abstract: Use of portable electronic devices by persons with moderate intellectual disabilities and autism spectrum disorders is gaining increased research attention. The purpose of this review was to synthesize twenty-first century literature (2000-2010) focusing on these technologies. Twenty-one studies were identified which evaluated use of: (a) handheld computers; (b) cellular phones; and (c) MP3 players across various skills and settings to assist persons with disabilities. Guidelines and recommendations for instruction and future research are provided.

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