Paul A. Alberto

A Comparison of Static Picture Prompting and Video Prompting Simulation Strategies Using Group Instructional Procedures

Two groups of three students with moderate mental retardation were instructed using group procedures to compare static picture and video prompting simulation strategies. An alternating treatments design was used to compare individual student task acquisition and maintenance performances of purchasing and banking skills. The results indicated that these two strategies were equally effective and efficient. Individual differences suggest that simulation strategy materials benefit student learning by displaying relevant stimuli for a stationary period time during presentation.

The Use of Social Stories to Promote Independent Behaviors in Novel Events for Children With PDD-NOS

This study investigated a previously undocumented use for Social Stories (Gray, 1994, 2000): preparation for a novel event. Three children With pervasive developmental disorder—not otherWise specified (PDD-NOS) participated in novel activities Within the routine setting of their Weekly speech—language therapy sessions. During intervention, Social Stories Written for the novel activities Were used to prepare the participants for the upcoming events. Independent participation during the novel events Was calculated using event recording of the presence of five different skills Within each session. The effectiveness of the strategy Was documented through a WithdraWal design With counterbalanced presentation of novel events. Results indicated that the use of Social Stories produced a 15% to 30% increase in participation during novel events for all three participants.

Facilitating Task Acquisition through the Use of a Self-Operated Auditory Prompting System

This study investigated effects of a self-operated auditory prompting system, utilizing a Walkman-type cassette player, on the acquisition and maintenance of functional tasks by adolescents with severe handicaps. A multiple baseline design across tasks was employed to evaluate the effectiveness of the procedure for meal preparation, washing machine operation, and a vocational assembly task. Results indicated that each of the four participants successfully learned and maintained performance of each task.

Use of Self-Operated Auditory Prompts to Decrease Off-Task Behavior for a Student with Autism and Moderate Mental Retardation

The use of a self-operated auditory prompting system by a 12-year-old student with autism and moderate mental retardation to decrease inappropriate and off-task behavior was examined in two settings. The effectiveness of the prompting system was assessed using a multiple probe across settings design with an embedded withdrawal in each setting. An analysis of the data indicated a significant decrease in the number of teacher-delivered prompts required by the student to engage in appropriate behavior and remain on task. In this investigation, the self-operated auditory prompting system served as the stimulus control for the students appropriate and on-task behavior, its use generalized across settings without additional training, and it was successfully used by a student with autism and moderate mental retardation.

Establishing a Behavioral Context for Learning for Students with Autism

The principles of applied behavior analysis (ABA) have demonstrated utility for promoting learning and behavior change in students with autism spectrum disorders. ABA provides an effective technology and strong research substantiation for the systematic development of environments and methodologies that are conducive to learning. The physical and temporal environments must be managed to highlight salient stimuli and support the direct teaching and shaping of appropriate behavior while using clear antecedent cues and discriminative stimuli in a climate of reinforcement. Systematic instruction requires the use of empirically based techniques within a context of errorless learning, data-based individualization of instruction, predictability, consistency, and programmed generalization. ABA requires that noninferential assessment demonstrate a functional relationship between student outcomes and the context and strategies implemented.

Use of self-operated auditory prompts by workers with moderate mental retardation to transition independently through vocational tasks

The use of single- and multiple-word self-operated auditory prompting systems by five school-age workers with moderate mental retardation to independently transition between an ordered chain of tasks was examined in two vocational settings. The effectiveness of single- and multiple-word self-operated auditory prompts was assessed using an alternating treatment design within a multiple probe across settings. Analysis of the data revealed a significant effect on the number of independent task changes made by workers when using the single- or multiple-word auditory prompting system. When prompting systems were compared with one another, no significant differences were found in the number of independent task changes made by workers. Self-operated auditory prompts served as the stimulus control for desired behavior, they were effective for teaching workers with moderate mental retardation to manage their own task change behavior, and their use generalized across settings without additional training.

Obtaining Assistance When Lost in the Community Using Cell Phones

This study replicated previous findings that established a five-level, least-to-most prompting system in conjunction with total task presentation as a successful method for teaching students with moderate cognitive disabilities to gain assistance when lost in the community. The present investigation extended previous findings for those students who were unable to identify when they were lost or were unable to independently dial a cell phone to call for assistance. A multiple probe design across students was used to illustrate the effects of intervention on acquisition of cell phone use. The results indicated that all students successfully learned to either answer a ringing cell phone and provide the caller with detailed information about their physical location or use the speed dial function of a cell phone to call for assistance when lost in school and community settings. Limitations and suggestions for future investigations are provided.

Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism.

Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention.

Components of Visual Literacy: Teaching Logos.

Definitions of literacy that focus solely on reading words provide too narrow a framework for many students with severe disabilities. Obtaining information from the environment may be accomplished in a variety of modes, such as visual literacy, which is the ability to discern meaning conveyed through images. A component of visual literacy is picture reading. This study demonstrates the teaching of logo reading through time delay as an additional component of visual literacy. Visual literacy is discussed as a primary means of obtaining information for some students and as an additional means of literacy for students who can also learn to read Words.

Using a Three-Step Decoding Strategy With Constant Time Delay to Teach Word Reading to Students With Mild and Moderate Mental Retardation

The use of a three-step decoding strategy with constant time delay for teaching decoding and word reading to students with mild and moderate mental retardation was investigated in this study. A multiple probe design was used to examine the percentage of words correctly decoded and read as well as the percentage of sounds correctly decoded. The data indicate that all five students learned to read words using the three-step decoding strategy with constant time delay. This was replicated with increased learning efficiency using a second set of phonetically similar words. Implications of this study on phonological memory and reading ability are discussed.