Teresa A. Taber

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.

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.

A Strategy for Students with Moderate Disabilities When Lost in the Community.

This study examined the acquisition of cell phone use by middle school students with moderate cognitive disabilities. While in school and community settings, students were taught to identify when they were lost and follow a set of procedures for using a cell phone to call for assistance. Through the use of a five-level prompting system in conjunction with total task presentation, students acquired these new safety skills. A series of concurrent multiple-probe designs across groups was used to evaluate cell phone use and to permit generalization from school to community settings. For four participants, generalization was also made to a second phone call recipient. Results indicated that all students successfully acquired the skills of identifying when they were lost and then using a cell phone to call for assistance.

Use of Self-Operated Auditory Prompts To Decrease Aberrant Behaviors in Students with Moderate Mental Retardation.

We examined the effectiveness of self-operated auditory prompts when used to decrease the off-task and aberrant behaviors of two students with moderate mental retardation. Its purpose was to determine if self-operated auditory prompts could be effectively used by these individuals to decrease their off-task and aberrant behaviors in work settings and during transitional times between settings. A multiple-probe across settings design with a reversal and replication was used to evaluate the effectiveness of the self-operated auditory prompting system on aberrant student behaviors in school and community settings. Previous findings were replicated in this study that demonstrate that stimulus control can be achieved through the use of self-operated auditory prompts, and demonstrates that these prompts can serve to occasion a decrease in aberrant behaviors when used by individuals with moderate mental retardation in school and community settings.

Promoting nontask-related communication at vocational sites

This study examined the effectiveness of using dual communication boards (one for the student and one for the communication partner) on increasing nontask-related communication between students and coworkers at community-based vocational training sites. Three students with mental retardation and deaf-blindness or deafness participated in the study. All three students were able to communicate effectively using the communication system with 80 to 100% accuracy. Coworkers found this to be an important skill and wanted to continue this form of communication. Issues for achieving a natural conversation, symbol selection, and vocabulary selection are discussed.

Continuing issues of collaborative transition planning in the secondary schools

Secondary schools, by law and practice, are given primary responsibility for establishing collaborative efforts to plan and implement transition services_ While design, implementation, and evaluation of transition services have evolved over a decade, this article discusses several critical issues for which continuing efforts are needed_ These issues include the design of an appropriately balanced curriculum, provision of self-determination instruction, involvement of family members, and collaboration within active interagency teams.

Variables Considered by Teachers of Students with Moderate and Severe Disabilities When Making Placement Decisions

For teachers to make appropriate inclusive placement decisions, it is necessary to identify variables within the school environment that will foster successful learning experiences for students with moderate and severe intellectual disabilities. Numerous variables are identified in the literature as being important for successful placement in general education settings. The purpose of this study was to investigate which variables teachers currently consider when making placement decisions and to learn if discrepancies exist between what teachers actually consider and what they indicated they should consider. A survey was developed to gather this information from teachers currently implementing inclusive practices in Georgia. Results indicated, in general, that the variables teachers currently consider are the same as those they indicate should be considered when making inclusive placement decisions. Results also showed that teachers are concerned with more than physical inclusion of students, indicating that they consider, for example, opportunities for social skills learning, community-based instruction, hands-on learning, and the ability to address functional content within the general education setting.