Christine L. Cole

Effects of a Direct Instruction Main Idea Summarization Program and Self-Monitoring on Reading Comprehension of Middle School Students with Learning Disabilities.

We investigated the effects of a direct instruction main idea summarization program and a self‐monitoring technique on the reading comprehension of 4 sixth‐grade students with learning disabilities (3 boys, 1 girl). A multiple‐probe design across students was used. One student in the study served as a control subject and did not receive instruction. Student performance was assessed after the main idea instruction and self ‐‐ monitoring training. In addition, maintenance of word problem solving skills was probed at 16, 10, and 6 weeks following the study for students 1, 2, and 3 respectively. Results indicated the main idea instructional program produced increases in identifying and generating main ideas, with even higher levels of performance following self‐monitoring instruction. Student interviews confirmed the practical usefulness of the strategy in enhancing understanding textual information.

A Review of Cognitive-Behavioral Interventions for Children and Adolescents with Behavioral Disorders:

In an effort to extend a previous review by Gresham (1985) 20 studies using cognitive-behavioral interventions to influence social behavior were critically reviewed. These studies were classified under two broad categories of social skills and social problem solving. To evaluate these studies, six criteria were used: subject characteristics, treatment specification, outcome measures, experimental design, generalization and maintenance, and cost effectiveness. Issues raised by Gresham are addressed as they pertain to the current research.

Translating Self-Determination Concepts into Support for Adults with Severe Disabilities.

Enhancing self-determination is an ongoing process that involves the development of skills, interaction with the environment, and the support of others. In this report we translate the concepts of self-determination into action strategies for support providers who work with adults with severe disabilities. Specifically, this report (a) describes several barriers to self-determination, (b) describes ways to translate the four components of self-determination into practice, (c) provides an example of how support for self-determination was implemented for one woman, and (d) discusses some of the unresolved challenges in making self-determination a reality for adults with severe disabilities.

Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings

Students with autism spectrum disorder (ASD) have been shown to benefit from being educated in general education classrooms that provide interactions with typically developing peers. However, behaviors exhibited by students with ASD frequently lead to their return to segregated special education settings. Evidence-based interventions that are both cost-efficient and easy to use in general education settings are needed. The purpose of this study was to evaluate the effects of a simple peer support intervention on the minor disruptive, off-task behaviors of three elementary students with high-functioning ASD in three different general education classrooms. Results indicated the peer support intervention was effective in reducing the off-task behaviors of the students with ASD in these inclusion settings. Practical implications and directions for future research are discussed.

Self-monitoring in assessing children's problems.

The techniques used in studies of self-monitoring for childrens problems were examined, with an emphasis on methodology. As originally conceptualized, self-monitoring was viewed as both an assessment tool and an intervention technique. Although self-monitoring as an assessment tool is conceptually sensible, the use of self-monitoring solely for purposes of assessment with children introduces significant problems. As a result, the self-monitoring literature on children has focused not on its use as an assessment tool but primarily on its use as an intervention technique, with the exception of the assessment of internalizing disorders. The methodology of self-monitoring as it is used with children was examined in targeting internalizing problems, such as anxiety and depression, specific academic skills, broader processes of self-regulation, on-task behavior, and disruptive behavior problems of children. Conclusions and recommendations are provided for research and practice in the use of self-monitoring for childrens problems.

A comparison of self- and peer-delivered immediate corrective feedback on multiplication performance

Abstract An adapted alternating treatments design was used to evaluate the effects of a peer-delivered immediate corrective feedback (PDF) intervention and a self-delivered immediate corrective feedback (SDF) intervention on the multiplication performance of six second-grade students. A cover, copy, and compare (CCC) intervention was employed for SDF. SDF required students to look at a problem and solution, cover the problem and solution, write the problem and solution, and evaluate their answer. If their response was correct, the students went on to the next problem. If an error was made, they repeated the SDF procedure until they had written the problem and solution correctly before going on to the next item. The same intervention was used for PDF, except that rather than evaluating their own responses, a peer evaluated the responses. PDF and SDF were equated on the number of opportunities to respond, the number of opportunities to evaluate responses, and the number of opportunities to observe responding. The results showed that SDF resulted in greater multiplication performance for four of the six subjects. Mean time to complete the PDF procedures was at least double the mean time to complete the SDF procedures. The results showed that SDF interventions may be more efficient and less obtrusive than PDF interventions and result in greater increases in academic performance for some students.

Classroom Performance of Students with Serious Emotional Disturbance A Comparative Study of Evaluation Methods for Behavior Management

The treatment effects of three types of behavior management evaluation methods—teacher evaluation, self-evaluation, and group evaluation—were investigated. Effects on both the academic and behavioral performance of students with serious emotional disturbance (SED) were examined using an alternating treatments design. Results differentiated among the three methods, indicating significantly improved academic performance when either the self- or group evaluation procedures were implemented. It could therefore be stated that students with SED can benefit from learning skills for managing their own behavior. Time spent actively engaged was found to be variable among treatments but to become consistent only during the optimal treatment phase (i.e., self-evaluation). Teacher acceptability data supported the use of all procedures although the data favored self-evaluation. The results of this initial comparative outcome study support the continued use of self- and group evaluation behavior management procedures for students with SED.

Teaching socially valid social interaction responses to students with severe disabilities in an integrated school setting

Abstract To evaluate the effects of a procedure designed to teach appropriate social responses to adolescents with severe disabilities in an integrated school setting this study employed an ABA withdrawal design, replicated twice with two students, and an AB design with a third student. Social responses were recorded during daily training sessions and generalization probes. Treatment involved implementation, by the classroom teacher, of a constant time delay procedure utilizing nonhandicapped peers and a socially validated teaching curriculum. The results showed increases in correct responding and decreases in echolalia following intervention. Generalization of appropriate responding to nonhandicapped peers was demonstrated to varying degrees for all participants.

Aggression and Related Conduct Difficulties

It is well documented that one of the more prevalent, chronic, and socially disruptive problems among those with mental retardation is that of aggressive behavior and related difficulties of conduct. Eyman and Call (1977), for example, investigated the prevalence of maladaptive behaviors among groups of individuals with mental retardation living in institutions, in community facilities, and with their parents. They reported that 45% of the institutionalized sample, 20% of persons in community facilities, and 20% of those living with their parents threatened to or actually did engage in physical violence to other people. Evidence of the durability of aggression and related conduct difficulties is provided by Eyman, Borthwick, and Miller (1981). These researchers evaluated the changes in maladaptive behaviors (e.g., threatens or does physical damage to others, damages own or others’ property, uses profane or hostile language) over a 2-year period in groups of persons with mental retardation residing either in residential facilities or in various community placements. As is typical, the institutional group exhibited more maladaptive behaviors than did the community groups. Also, the less severe the level of mental retardation, the more severe the maladaptive behavior in the institutional group. Of most interest was the finding that “whatever maladaptive behavior was present at the time of the individual’s referral for service did not significantly change over a two-year-period for any of the subgroups of clients studied” (Eyman et al., 1981, p. 476). Further support of this observation is provided by Koller, Richardson, Katz, and McLaren (1983) who reported that 33% of individuals studied in childhood and later as young adults presented recurring aggressive conduct disorders.

Effects of Social Skills Training on an Adolescent with Comorbid Conduct Disorder and Depression.

ABSTRACT The effects of a school-based social skills training program for an adolescent with comorbid conduct disorder and depression were examined. Treatment procedures consisted of a social skills training package involving the use of instruction, modeling, role-play, and performance feedback. Results indicate increases in prosocial behaviors in the treatment setting and a decrease in depression as measured by self-report and clinical interview following treatment. No significant changes were noted in teacher reports of students social skills or sociometric ratings by classmates. Areas for future research and limitations of the study are discussed.