Phillip J. Belfiore

Effects of synthetic speech output and orthographic feedback on spelling in a student with autism : A preliminary study

The effects of speech output and orthographic feedback on spelling performance were evaluated in this preliminary study. A nonspeaking student with autism was taught to spell words under three feedback conditions using a voice output communication aid. In the auditory-visual condition, the participant received speech output and orthographic feedback. In the visual condition, the participant received only the orthographic feedback. In the auditory condition, the student received only speech output. An adapted alternating treatments design was used to evaluate the effects of the three feedback conditions. Although the participant reached criterion and maintained performance in each of the conditions, the provision of speech output alone and in combination with orthographic feedback resulted in more efficient spelling than the provision of orthographic feedback alone. Although replications with other subjects are necessary, findings suggest that speech output contributes to efficient spelling.

Applying Herrnstein's Matching Law To Influence Students' Choice To Complete Difficult Academic Tasks.

Abstract In an extension of choice research and Herrnsteins matching law to a more ecologically valid setting, college students were asked to work on a control mathematics assignment containing 16 three-digit by two-digit multiplication (3 × 2) problems and an experimental assignment that contained 16 equivalent 3 × 2 problems plus six interspersed 1 × 1 problems. Afterwards, they rated the experimental assignment as less difficult and time-consuming and requiring less effort than the control assignment. Performance on 3 × 2 problems was equivalent across the control and experimental assignments. Furthermore, when given the opportunity to choose a new control-format or experimental-format assignment (each containing similar, but different, problems as the initial assignments), significantly more students chose the latter format Because these results could be explained by the novelty of the problems interspersed in the experimental assignment, another experiment that interspersed division problems was con...

Improving assignment preference through interspersing additional problems: Brief versus easy problems

College students were exposed to a control mathematics assignment containing 16 three-digit by two-digit multiplication (3×2) problems and two experimental assignments that contained 16 equivalent 3×2 problems and six additional interspersed problems. On one experimental assignment, 4-digit plus 4-digit problems (4+4) were interspersed. On the other experimental assignment, 2-digit divided by 1-digit with whole number answers problems (2/1) were interspersed. When given a choice, significantly more students choose the 2/1 assignment over the control and 1+4 assignment. Students also ranked the 2/1 sheet as requiring less time to complete than the control or 4+4 assignment but no differences were found on assignment difficulty rankings between the 4+4 and 2/1 assignments. No differences were found on accuracy levels or rates of responding on the target 3×2 problems across assignments. Results showed that interspersing additional problems that take relatively less time to complete may be more important for altering student preference for assignments than interspersing easier problems. Discussion focuses on schedules of reinforcement and resource efficient procedures for increasing student preference for assignment without compromising curricula integrity.

The Effects of Antecedent Color on Reading for Students with Learning Disabilities and Co-Occurring Attention-Deficit/Hyperactivity Disorder

The effects of color on the reading recognition and comprehension of 3 students with learning disabilities and attention-deficit/hyperactivity disorder were assessed in a single-subject design. Color did not enhance sight-word learning; for longer reading comprehension tasks, color had an immediate effect across and within sessions.

The Role of Procedural Integrity Using Self-Monitoring to Enhance Discrete Trial Instruction (DTI)

The purpose of this study was to examine the effects of staff video self-monitoring (SM) training on the accuracy of delivering Discrete Trial Instruction (DTI) to students enrolled in a classroom for children with autism. Staff were trained to self-monitor a five-step DTI trial: (a) delivery of discriminative stimulus, (b) wait time for student response, (c) response-specific feedback, (d) immediacy of specific feedback, and (e) latency before delivery of next discriminative stimulus. The dependent measure was the accuracy of completing the five-step trial. Prior to intervention, staff were trained to criteria using videotapes of their teaching in scoring their DTI delivery. A multiple baseline design across staff was used to evaluate the effectiveness of SM. Results showed that video self-monitoring and self-evaluation increased the accuracy of DTI and, more specifically, the accuracy of managing the intertrial interval.

Improving the spelling performance of students with disabilities

The present study examined the effects of an error correction strategy on the spelling accuracy of students with emotional and/or learning disabilities. The strategy, which asked students to spell a word, view a correct model, and then correct their errors, was compared to a traditional strategy that asked students to write words three times each while viewing a correct model. Results showed that students learned more words in the error correction condition than in the traditional condition. The error correction treatment was shown to be an effective strategy that reduced the number of repetitive spelling practice trials, and was preferred by students.

The Effects of Response Repetitions on Sight Word Acquisition for Students with Mild Disabilities

Single response learning trials, defined in terms of the three-term contingency model, were compared with repeated response learning trials. The purpose of Study 1 was to assess the effectiveness and efficiency of single and repeated response learning trials on sight word remediation. In Study 1, one single response learning trial having one response opportunity per word was compared to one repeated response learning trial having five response opportunities. In Study 2, three single response trials were compared to three repeated response trials. In both studies, the training conditions were compared using an alternating treatments design. Measuring the cumulative number of sight words mastered showed the training conditions equally effective. However, measuring (a) the mean duration of training sessions, (b) the cumulative frequency of words mastered per session duration, (c) the mean number of training sessions per word required for mastery, and (d) the training time per mastered word showed that the single response condition was more efficient. Discussion focuses on the need to include training data when determining best practices for teaching.

Reducing Time-Out Assignments for Students with Emotional/Behavioral Disorders in a Self-Contained Classroom

This study assessed the impact of a class-wide time-out/re-directing strategy on (a) the frequency of teacher-assigned time-outs and (b) the time students spent in disciplinary sanctions. Twelve students with emotional/behavioral disorders, enrolled in a self-contained elementary classroom were taught an alternative time-out strategy (Active Response Beads-Time Out), while teachers were taught a re-directing strategy, in an attempt to decrease the amount of students time spent in time-out (TO) and the number of TO assigned by staff. Using a multiple baseline design across academic classroom periods, results showed that Active Response Beads Time-Out (ARB-TO) and teacher re-directions decreased the total time spent in time-out and number of TO assigned across the three class periods. Results maintained at one, two and four week follow-up sessions.

Improving Migrant Students' Spelling of English and Spanish Words with Error Correction

We examined the effects of error correction on spelling accuracy of culturally and linguistically diverse students enrolled in summer Migrant Education. In an error correction strategy, students spelled a word, viewed a correct model, and corrected specific errors. In a traditional strategy, students wrote words three times each while viewing a correct model. Words were presented in Spanish or English. Results showed that students with and without learning disabilities, whose primary language was English, correctly spelled more English words in the error correction condition than the traditional. Students whose primary language was Spanish correctly spelled Spanish words equally well in both conditions, possibly because of the phonetic nature of the Spanish language.

Using a Person-Centered Approach in Community-Based Instruction for Adults with Developmental Disabilities

Instruction is a variable that has enhanced community access for adults with developmental disabilities. Community-based instruction emerged as an especially useful format to teach individuals daily living and work skills in the settings where skills would be used. As advocacy and self-advocacy for individuals with developmental disabilities increased, professionals recognized the importance of empowerment and self-determination in gaining community access. Adult education that incorporates the values of person-centered planning will evolve beyond what has traditionally been viewed as community-based instruction. This article describes the characteristics of community-based instruction designed to enhance not only community access, but also the participants overall quality of life.