John W. Schuster

Using microswitches to teach toy use

The effects of using a five-second constant time delay procedure to teach young students with multiple disabilities to activate battery-operated toys through microswitches were studied. The constant time delay procedure using a full physical prompt as the controlling prompt was effective in transferring stimulus control for each student with at least one switch. A multiple probe design using intermittent probe sessions across behaviors and subjects demonstrated experimental control. Advantages and disadvantages of using microswitches are discussed. Future research issues are addressed.

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.

Predictors of Developmentally Appropriate Classroom Practices in Kindergarten through Third Grade.

Abstract This study was designed to (a) test the psychometric properties of a new observation measure of developmentally appropriate classroom practices in kindergarten through third-grade classrooms, and (b) determine how well classroom and teacher characteristics predict developmentally appropriate classroom practices. Teacher-reported and observational data from 69 classrooms provided support for construct validity, internal consistency, and interrater agreement of the Assessment of Practices in Early Elementary Classrooms (APEEC) measure. Hierarchical multiple regression analyses indicated that classroom characteristics (grade, class size, number of children with disabilities), teacher characteristics (education level, years of experience) and teacher beliefs (developmentally appropriate beliefs and developmentally inappropriate beliefs) accounted for 42% of the variance in observed classroom practices. With all variables in the model, teacher education, grade, and beliefs in developmentally appropriate and inappropriate practice accounted for most of the variance in observed classroom practices.

The Effects of Using Response Cards on Student Participation, Academic Achievement, and On-Task Behavior During Whole-Class, Math Instruction

This study evaluated the effects of using response cards during whole-group math instruction in a fourth-grade classroom, using an ABA research design. During both A and B conditions the classroom teacher conducted her math lessons as planned. However during the A conditions, hand-raising (HR) was in effect. That is, when the teacher asked a question she instructed the students to raise their hands and after each question she called on one student whose hand was raised. During the B condition, response cards (RC) were in effect. Whenever she asked a question, the teacher instructed the entire class to write their answers on individual response cards. After each question, the teacher instructed the entire class to hold up their RC. Data were collected on five students who represented the class range in general level of participation, academic skills, and on-task behavior. Results indicated that student participation, specifically the number of student-initiated opportunities to respond and the number of student responses were higher when using RC than when HR was in effect. Students scored higher on the weekly math quiz after the RC condition than after the HR conditions. The percentage of intervals that students were on-task also was higher when RC were used.

Constant time delay with discrete responses: A review of effectiveness and demographic, procedural, and methodological parameters☆

Constant time delay, a variation of progressive time delay, is a response prompting strategy designed to provide and remove prompts in a systematic manner on a time dimension. Constant time delay has two defining characteristics: (a) initial trials involve presentation of the target stimulus followed immediately by delivery of a controlling prompt; and (b) on all subsequent trials, the target stimulus is presented, a response interval of a fixed duration is delivered, the controlling prompt is provided, and a second response interval is delivered as needed. Reports of 36 studies using the constant time delay procedure with discrete behaviors were identified and analyzed. The results are described in terms of demographic variables (i.e., the types of subjects, settings, behaviors, instructors, and instructional arrangements), and the procedural parameters of the strategy. The effectiveness of the strategy and the outcome measures are summarized. Finally, the methodological adequacy of the constant time delay research is examined. Implications for practice and for further research are presented.

Comparison of simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retardation

Simultaneous prompting (a type of antecedent prompt and test procedure) and constant time delay were compared with four students with moderate mental retardation learning expressive sight words. A parallel treatments design across word sets and replicated across students was used. For acquisition, the simultaneous prompting procedures required fewer trials, sessions, and training time to criterion and resulted in fewer student errors during daily probe and training sessions. However, maintenance data indicated mixed results across the two procedures. Reliability data (both dependent and independent variables) revealed no differences between the two procedures in terms of the teachers accuracy in recording student responses and implementing each procedure. Future research issues are discussed.

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.

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.

Instructional Methods with Students Who Have Significant Disabilities

The purpose of this paper is twofold: to identify conclusions that can be made related to teaching students with significant disabilities and to identify selected areas in which additional research is needed. Questions that must be answered when one is designing instruction for students with disabilities are listed. Three of these questions are then used to organize both what the field has learned about teaching students with significant disabilities and what the field needs to learn. These questions include the following: (a) What is the role of materials? (b) How can students be motivated to learn? and (c) What instructional strategies can be used?