Belva C. Collins

Using an Instructional Package Including Video Technology to Teach Self-Help Skills to Elementary Students with Mental Disabilities:

This study investigated the effectiveness of a treatment package that included video technology (e.g., video modeling and video prompting) to teach three self-help skills (e.g., cleaning sunglasses, putting on a wrist watch, and zipping a jacket) to 3 elementary school students with mental disabilities in a small group setting. Using a constant time delay (CTD) procedure, observers measured the percentage of steps of the task analyses performed correctly before and after a video model prompt. A multiple probe design across behaviors, replicated across participants, demonstrated experimental control. The results indicate that an instructional package that includes video technology can be an effective method for teaching self-help skills to students with mental disabilities.

Using Simultaneous Prompting Within an Activity-Based Format to Teach Dressing Skills to Preschoolers With Developmental Delays:

A multiple probe across skills single subject research design was used to evaluate the effectiveness of a simultaneous prompting procedure with a physical guidance controlling prompt to teach three dressing skills each to two preschoolers with disabilities. The format was activity-based in that both probe and instructional trials were embedded within activities that occurred throughout the day when dressing would be a natural activity (e.g., putting on a jacket to go outside to play) in the preschool setting. Both students maintained the skills with 90% accuracy up to 6 weeks following acquisition.

Simultaneous Prompting and Instructive Feedback When Teaching Chained Tasks

This study evaluated the effectiveness of the simultaneous prompting procedure when teaching students with moderate to severe mental retardation a chained task (i.e., hand washing). This study also evaluated if students could acquire responses to instructive feedback stimuli presented during training sessions. The effectiveness of these procedures was assessed by using a multiple probe across students design. Acquisition, maintenance, and generalization data were collected and analyzed. Results indicated that the simultaneous prompting procedure was effective in teaching 3 of the 5 students to follow a 16-step task analysis to wash their hands. All students who met criterion maintained and generalized the skills with 100% accuracy. All students acquired some of the instructive feedback stimuli. Future research issues are discussed.

Comparison of the Acquisition and Maintenance of Teaching Functional and Core Content Sight Words in Special and General Education Settings

In this investigation, the acquisition of both functional and core content sight Words Was compared as replicated across three formats: direct massed trial instruction in a special education resource room, direct distributed trial instruction in a general education classroom, and embedded distributed trial instruction in a general education classroom. Four students With moderate disabilities across three age groups participated. During direct instructional trials, both functional and core content sight Words Were presented using a constant time delay procedure. During embedded trials, the students received instruction in the same manner as their peers Without disabilities (e.g., teacher lecture, Worksheets, activities). Although the results varied slightly across participants, there Were minimal differences in the acquisition and maintenance of both functional and core content sight Words across the three presentation formats.

Teaching Different Tasks Using Different Stimuli in a Heterogeneous Small Group

The effectiveness of a simultaneous prompting procedure was evaluated in a heterogeneous small group using different tasks and different stimuli for each student. Participants included four middle school students whose functioning levels ranged from typically developing to moderate and severe disabilities. A multiple probe design across behaviors and replicated across students was used. Observational learning maintenance, and generalization also were assessed. Results indicate that the procedure was successful in teaching all four students their targeted stimuli as well as some of the non-targeted stimuli (i.e., observational learning). Students maintained and generalized their information with a high degree of accuracy. Limitations of the study and future research implications are discussed.

Using an Embedding Strategy to Teach Preschoolers with Significant Disabilities

The purpose of this study was two-fold. First, this study analyzed the effects of using response prompting procedures within an embedded skill approach on skill acquisition by 4 preschoolers with significant disabilities. Two target skills were identified from each students IEP and taught during three preschool activities. A multiple probe across subjects design assessed the effects of the intervention. All students made progress above baseline performance. More importantly, there was consistency in performance of the target skills across at least two of the three activities for all children. Second, the reliability with which paraprofessionals in the preschool setting implemented response prompting procedures was evaluated. Data indicated that the paraprofessionals implemented the procedures with a high degree of accuracy. The impact of embedded skill instruction is addressed, as well as the impact of using non-degreed personnel to teach students with significant disabilities within inclusive preschool programs.

Assessment of reinforcer preference in multi-handicapped students

This study investigated the use of electronic adaptive devices (switches) with students with severe multiple handicaps. In Experiment I, studients were assessed on “contingency awareness” by evaluating their responding to feedback from toys contingent upon switch activation. In Experiment II, students were given an opportunity to select preferred modalities of feedback contingent upon switch activation (i.e., reinforcer preference testing). The results of Experiment II showed that students with multiple handicaps can learn to use switches to control stimulus presentations and to identify reinforcers. These finding are discussed in terms of their classroom applications and implications.

Congregational Participation and Supports for Children and Adults with Disabilities: Parent Perceptions.

Although religion and spirituality have received relatively limited attention in the literature addressing people with disabilities, each is strongly associated with a host of positive outcomes, including enhanced quality of life. One way to participate in religious activities and enhance spirituality is to participate in a faith community. In this article, we report findings from a survey of 416 parents exploring the ways in which they and their children with disabilities participated in their congregations and examining factors associated with participation and inclusion in those communities. Consistent with findings from general social surveys, the majority of parents indicated their faith was important to them and many-along with their sons or daughters with disabilities-participated in congregational activities. Although parents reported their sons and daughters with disabilities participated in somewhat fewer types of activities than they did, this involvement occurred most often in activities involving peers without disabilities. However, parents generally were not satisfied with the level of supports provided by faith communities, and they highly valued a welcoming and supportive attitude by the community. We discuss implications for extending inclusive efforts into congregational contexts and suggest future research directions.

Planning and Delivery of Online Coursework in Special Education

Online instruction is a growing means of delivering coursework in special education programs, especially for distant students. As instructors in higher education begin to experiment and adopt this mode of delivery, issues in planning and delivery need to be considered. Based on the experiences of the authors and a review of the literature, this article addresses issues in three aspects of the planning and delivery of online content: (a) online support services, (b) technology assistance, and (c) course content. In addition, recommendations for administrators and instructors are offered.

Teaching Microwave Skills to Adults with Disabilities: Acquisition of Nutrition and Safety Facts Presented as Nontargeted Information

A system of least prompts instructional procedure was used to teach three microwave oven food preparation skills (i.e., hot chocolate, popcorn, baked potato) to three female adults with disabilities. The instructor inserted corresponding nutrition and safety facts both in the prompt hierarchy and as instructive feedback in the consequent event. Participants acquired all skills in an average of 8.1 sessions per skill. Also, they generalized the skills to the home setting, and, with the exception of one skill for one participant, they maintained the skills over time. In addition, participants learned 83–100% of the nontargeted information inserted in the prompt hierarchy and 100% of the nontargeted information presented as instructive feedback.