Michael R. Mayton

Expanding Training Opportunities for Parents of Children with Autism

The purpose of this study was to demonstrate that parents who have children diagnosed with autism can learn and accurately apply knowledge regarding a research-based practice for their children by utilizing a prescribed, self-directed, online program. Using a quasi-experimental, non-equivalent control group, pretest-posttest design, this study assessed (a) parent knowledge of visual supports, (b) creation of an appropriate visual support, and (c) social validity regarding the program. Results demonstrated that parents who receive training using an online program can accurately apply a research-based practice, and participant feedback indicated strong satisfaction with this method of obtaining and applying knowledge. Results suggested that using a self-directed, online program may serve to give families another method of obtaining informational support and training and thereby address some of the need made more urgent by lacking or delayed services for their children with autism.

Board Certified Behavior Analysts and Related Ethical and Professional Practice Considerations for Rural Schools

When rural school districts employ Board Certified Behavior Analysts (BCBAs) to assist in meeting the needs of students with disabilities, it is important that they be aware of the ethical and professional guidelines to which BCBAs are required to adhere. This article describes the role of these guidelines within the practice of BCBAs and presents several fictitious scenarios depicting ethical dilemmas faced by BCBAs working in school settings. The authors present specific guidelines from the Behavior Analyst Certification Board’s Professional and Ethical Compliance Code related to each scenario and provide a response to each scenario that identifies some of the key ethical and professional considerations.

Enhancing Foreign Language Competency Using the Cover, Copy, Compare Technique: An Exploratory Evaluation

This study is a novel utilization of the cover, copy, compare (CCC) technique for teaching a foreign language. In particular, this study examines the efficacy of CCC procedures for enhancing the acquisition of foreign language vocabulary for three 15-year-old students diagnosed with a learning disability in reading. Data were collected through an assessment of the accurate translation of three sets of Spanish words to their English equivalences. The results demonstrated that as the three participants became more fluent in utilizing the CCC procedures, their rate of foreign language vocabulary acquisition increased. The findings suggest that CCC may be a good self-instructional strategy for increasing acquisition of foreign language vocabulary.

Evaluating the readiness of special education doctoral students to apply the standards of evidence‐based practice to single‐case research

How well doctoral students in special education are prepared to evaluate research as evidence-based practice (EBP) is likely to impact their careers, as well as the teachers they will train. In developing a method for evaluating the readiness of small cohort groups of doctoral students to apply a research-based model of EBP, an instrument and procedure were refined in a pilot evaluation and implemented within a multiple baseline design across participants. Participants’ independent and instrument-guided performance in rating published research was compared to the ratings of two experts in single-case research design, yielding proportions of agreement across evaluation conditions. Results indicated group readiness to independently conduct the EBP evaluation and individual differences in readiness indicating the need for remediation.