Volume 43 Number 2 June 2008

Parent-Delivered Community-Based Instruction with Simultaneous Prompting for Teaching Community Skills to Children with Developmental Disabilities

Sun, 01 Jun 2008 00:00:00 GMT

By: Elif Tekin-Iftar

Abstract: The present study was designed to determine whether parents (three mothers and one grandmother) could implement CBI with SP reliably for teaching community skills to their children and the effects of parent-delivered intervention on teaching the community skills. Maintenance and generalization effects of the intervention were also analyzed in the study. Lastly, the study was designed to reveal the participants’ opinions about the intervention. Four parents and their children participated in the study and mother-child dyad was formed. A multiple probe design across community skills and replicated across children was used. Results showed that all parents implemented the intervention with a high degree of treatment integrity. Parent-delivered intervention was effective on teaching community skills. Participants were able to maintain the acquired community skills over time and generalized the acquired skills to generalization sites. The participants’ opinions regarding the social validity aspects of the study were positive in general. Based upon evaluation of the findings and implications of the study, future research needs are discussed.

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Comparison of Assessment Results of Children with Low Incidence Disabilities

Sun, 01 Jun 2008 00:00:00 GMT

By: Dennis J. Campbell, AmySue Reilly, and Joan Henley

Abstract: This paper describes a research study that assessed young children with a low incidence disability, specifically Cri-du-Chat Syndrome (CDSC). A description of the concerns of assessing individuals with low incidence disabilities is described. Parent reports (using the Development Observation Checklist System) on the functioning of their children are analyzed and compared to data collected from more formal assessment (specifically, the Battelle Developmental Inventory). Data collected from parent report and formal assessments are included. A result of the analysis shows that parents’ reports are congruent with formal assessment data.

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Utah’s Alternate Assessment: Evidence Regarding Six Aspects of Validity

Sun, 01 Jun 2008 00:00:00 GMT

By: Karen D. Hager and Timothy A. Slocum

Abstract: Alternate assessments are the means through which students with significant cognitive disabilities participate in accountability testing, thus measurement validity of alternate assessments is a critical aspect of state educational accountability systems. When evaluating the validity of assessment systems, it is important to take a broad view of validity that acknowledges its many facets. Evidence regarding six aspects of validity of Utah’s Alternate Assessment (UAA) is presented in this paper. These six aspects are: (a) test content, (b) performance standards, (c) administration of the test, (d) reliability of scoring, (e) stability of scores, and (f) impact of use of UAA. Results of the validity study conducted on UAA are presented along with recommendations for improving the system based on these results.

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Descriptive Analysis of Classroom Setting Events on the Social Behaviors of Children with Autism Spectrum Disorder

Sun, 01 Jun 2008 00:00:00 GMT

By: Brian A. Boyd, Maureen A. Conroy, Jennifer M. Asmus, Elizabeth L.W. McKenney, and G. Richmond Mancil

Abstract: Children with Autism Spectrum Disorder (ASD) are characterized by extreme deficits in social relatedness with same-age peers. The purpose of this descriptive study was to identify naturally occurring antecedent variables (i.e., setting events) in the classroom environments of children with ASD that promoted their engagement in peer-related social behaviors. Over a 12-week period, seven preschool-aged children were individually observed an average of 3.4 – 5.9 hours across the following classroom setting events: (a) contexts with varying peer group sizes, (b) contexts in which the adult or child directed the activities, and (c) contexts with varying levels of teacher engagement. Results based on a continuous, sequential behavioral coding system showed that for the majority of participants; small group sizes, child directed activities, and limited teacher engagement most influenced the occurrence of target children’s social behaviors. Implications of this study to practice are addressed.

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Teaching an Algebraic Equation to High School Students with Moderate Developmental Disabilities

Sun, 01 Jun 2008 00:00:00 GMT

By: Bree A. Jimenez, Diane M. Browder, and Ginevra R. Courtade

Abstract: The purpose of this study was to determine the effect of systematic instruction with a concrete representation on the acquisition of an algebra skill for students with moderate developmental disabilities. Three high school students with moderate developmental disabilities participated in this study. A multiple probe across participants research design was used to evaluate the effectiveness of the treatment. Finally, this study was the first to teach an algebra skill to students with moderate developmental disabilities. Students were successful at learning how to solve an algebraic equation through the use of systematic instruction with a concrete representation, including mastery with generalization across materials and settings.

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Teacher’s Perceived Efficacy and the Inclusion of a Pupil with Dyslexia or Mild Mental Retardation: Findings from Sweden

Sun, 01 Jun 2008 00:00:00 GMT

By: Lise Roll-Pettersson

Abstract: This study compared general educators’ (175) perceptions regarding the envisioned inclusion of a pupil with either dyslexia or mild mental retardation. Educators filled out three questionnaires, Teacher Efficacy Scale, Teachers Response to Inclusion and a School Climate Scale. Fifty-three percent filled out the surveys based on having a pupil with dyslexia, and 47% based on having a pupil with mild mental retardation. A factor analysis conducted on the Teacher Efficacy Scale revealed two factors: personal teaching efficacy and general teaching efficacy. Results indicated that educators were more negative regarding the inclusion of a pupil with mild mental retardation than with dyslexia. In addition, personal teacher efficacy was associated with teaching a pupil with mild mental retardation, while general teaching efficacy was associated with teaching a pupil with dyslexia. Findings revealed that high personal teacher efficacy was positively related to the number of credits in post graduate special education course work and active parental participation but not to experience. High personal teacher efficacy was negatively related to support from school administration.

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Comparison of Simultaneous Prompting Procedure in 1:1 and Small Group Instruction to Teach Play Skills to Preschool Students with Pervasive Developmental Disorder and Developmental Disabilities

Sun, 01 Jun 2008 00:00:00 GMT

By: Gail A. Colozzi, Louise W. Ward, and Kerry E. Crotty

Abstract: This study examined and compared the effectiveness of a simultaneous prompting procedure used in both 1:1 and small group instruction to teach pretend play skills to a group of preschool students, three having a diagnosis of pervasive developmental disorder and one having a diagnosis of severe developmental disabilities. The study also assessed acquisition of instructive feedback and observational learning stimuli. A multiple probe design across responses and replicated across students and the two instruction formats assessed and compared effectiveness of the simultaneous prompting procedure. Data indicates that simultaneous prompting procedure resulted in acquisition, maintenance, and some generalization of the target skills and instructive feedback stimuli in both instruction formats with minimal differences. The group format allowed the opportunity for observational learning to occur and data on observational learning accuracy and generalization are reported.

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Further Conceptualization of Treatment Acceptability

Sun, 01 Jun 2008 00:00:00 GMT

By: Stacy L. Carter

Abstract: A review and extension of previous conceptualizations of treatment acceptability is provided in light of progress within the area of behavior treatment development and implementation. Factors including legislation, advances in research, and service delivery models are examined as to their relationship with a comprehensive conceptualization of treatment acceptability. Extensions to previously described conceptualizations of treatment acceptability are presented and a discussion of the potential impact of these extensions on treatment acceptability research is provided.

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Comparison of PECS and the use of a VOCA: A Replication

Sun, 01 Jun 2008 00:00:00 GMT

By: Ann R. Beck, Julia B. Stoner, Stacey J. Bock, and Tom Parton

Abstract: This study compares use of the Picture Exchange Communication System (PECS) and a Voice Output Communication Aide (VOCA) with four preschool children who were either non-speaking or limited in their ability to speak and did not use an AAC system to communicate functionally. An alternating treatment single subject design was used to measure participants’ preferences for each system and the verbalizations of the participants during system use. Results indicated that participants learned PECS in a relatively short time period, preferences for one mode of communication are not predictable, and the influence of the communication systems on each participant’s verbalizations varied.

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Do Spanish Parents Prefer Special Schools for Their Children with Autism?

Sun, 01 Jun 2008 00:00:00 GMT

By: Javier Moreno, Antonio Aguilera, and David Saldaña

Abstract: The social and communication difficulties of children with Autism Spectrum Disorders (ASD) pose a special challenge to educational inclusion. Previous research has suggested that, because of this, parents of children with ASD might be less favorable to educating their children in inclusive settings. In this study, 60 parents of children with ASD in the city of Seville (Spain) were interviewed about their perception of educational provision. Parents were from three different groups, according to the children’s educational placement: mainstream non-segregated settings (regular schools and sharing time with other children without disabilities), mainstream segregated settings (special classes in regular schools) and special schools. These contexts differ in teacher training, resources and contact with other children in ways that allow a comparison of the relative influence of these variables on parental perception. Overall parental satisfaction was high. However, parents in mainstream segregated settings were less satisfied than those in special schools. There were no differences between the satisfaction of parents with children in mainstream segregated and non-segregated settings. Results seem to indicate that it is resources and teacher training, rather than severity of the disorder, the classroom structure or fear of contact with other children without ASD, that determine positive parental perception.

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