Teresa Taber-Doughty

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.

Brief Report: Learning Via the Electronic Interactive Whiteboard for Two Students with Autism and a Student with Moderate Intellectual Disability

The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe across students design. Students were taught to operate and view video modeling clips, perform a chain of novel tasks and self-monitor task performance using a SMART Board IWB. Results support the effectiveness of a multicomponent intervention in improving students’ skill acquisition. Results also highlight the use of this technology as a self-operated and interactive device rather than a traditional teacher-operated device to enhance students’ active participation in learning.

Comparing the Effectiveness of Virtual and Concrete Manipulatives to Teach Algebra to Secondary Students With Learning Disabilities

A sizable body of literature exists studying various technologies and pedagogical practices for teaching secondary mathematics curriculum to students with a learning disability in mathematics. However, with the growing footprint of computer-based technologies in today’s classrooms, some areas of study, such as the use of virtual manipulatives, lack sufficient exploration. Although concrete manipulatives were studied for many decades for students with a learning disability and are considered a best practice, the research base for virtual manipulatives is notably less. With a specific focus on algebraic instruction, this study sought to compare the benefits of both forms of manipulatives to assist secondary students with a learning disability in mathematics to solve single-variable linear equations using a single-subject alternating treatment design. Over the course of 30 sessions of intervention, three students exhibited over 90% average accuracy solving problems using both virtual and concrete manipulatives, while the concrete manipulative earned higher scores for two of the three students.

High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students with Autism.

Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil.

Safety assessment of a home-based telecare system for adults with developmental disabilities in Indiana: a multi-stakeholder perspective

We investigated the perceptions of people about the safety, security and privacy of a telecare monitoring system for adults with developmental disabilities living in residential settings. The telecare system was used by remote caregivers overnight, when staff were not present in the homes. We surveyed 127 people from different stakeholder groups in the state of Indiana. The people surveyed included those with knowledge or experience of telecare, and those without. The stakeholders were clients, their advocates, service provider administrators and independent case coordinators. The responses in each category for every group were positive except one: only 4 of the 11 telecare case coordinators agreed that the telecare system provided a secure environment. Overall, the telecare system was perceived to be as safe, secure and private as the conventional alternative of having staff in the home.

Effects of Video Modeling and Verbal Prompting on Social Skills Embedded within a Purchasing Activity for Students with Autism

Three junior high school students with autism were taught to engage in a series of social skills through the use of video modeling and verbal prompting as they engaged in purchasing activities in two grocery stores. A multiple baseline across students design was used to demonstrate the effectiveness of video modeling with verbal prompting on social skill acquisition within a purchasing task. Students watched the video modeling clip once during each intervention session for three weeks and demonstrated increased use of target skills in a grocery store. For generalization, skills were assessed in a second grocery store over three sessions for two weeks. Results indicated one student was successful in acquiring and generalizing social skills to a second untrained setting while two students demonstrated variable results.

Does Latency in Recording Data Make a Difference? Confirming the Accuracy of Teachers' Data.

The effects of latency on the accuracy of data recorded by three special education teachers were examined in this study. Teachers recorded data on the target behaviors of three students with varying disabilities. The accuracy of data recorded was assessed during three time periods: immediately after the target behavior occurred, at the end of the school day, and the following school day. A multielement design was used to evaluate data accuracy. Results were interpreted to confirm that data recorded immediately after a behavior occurred were more accurate and reliable than data documented at the end of the school day or the start of the following school day. In addition, data recorded by each teacher had a mean agreement of 97% or above for the time period immediately after a student’s behavior occurred. Furthermore, each teacher reported that it was beneficial to record data immediately after the target behavior occurred. Implications and future research directions are provided.

Self-operated auditory prompting systems for individuals with intellectual disability: A meta-analysis of single-subject research

ABSTRACT Background Self-operated auditory prompting systems deliver auditory prompts through technology to support users with task completion and behaviour management. A meta-analysis of single-subject research was conducted, assessing the quality of studies and examining the use of this intervention for individuals with intellectual disability. Method An assessment of study quality was conducted on studies meeting inclusion criteria using the What Works Clearinghouse guidelines. Treatment effectiveness of studies that met standards or met standards with reservation was calculated using percentage of nonoverlapping data (PND). Variables of interest such as participant demographics and intervention characteristics (e.g., voice used in recording, setting of intervention) were explored. Results Overall, self-operated auditory prompting interventions were highly effective (PND = 93.6%). This intervention was effective or highly effective across all participant and intervention characteristics. Conclusion The findings of this review support the conclusion that self-operated auditory prompting systems are an evidence-based strategy for individuals with intellectual disability.

The Picture Plus Discussion Intervention: Text Access for High School Students with Moderate Intellectual Disability:

Students with moderate intellectual disability often experience limited access to age-appropriate texts due to limitations in reading skills, access to instruction and supports, and educator beliefs. Use of text read alouds is an emerging tool for increasing such access; however, supports are often still required for access to age-appropriate texts. The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when expository texts were read aloud. A multiple probe design was used to measure the effect of this intervention across three different types of texts including leveled readers, stories from a local newspaper, and sections from employee handbooks. Results indicate that the PPD intervention was successful in increasing student comprehension as measured by story retell. Implications and future directions for research and practice are discussed.

Analysis of an Animal-Assisted Reading Intervention for Young Adolescents with Emotional/Behavioral Disabilities.

Abstract Teaching students to enjoy reading is important in middle level education; however, middle school students with emotional behavioral disabilities (EBD) frequently struggle with reading skills and frequently display motivational deficits during reading instruction. The purpose of this study was to examine if the presence/absence of a classroom pet dog impacted reading skills in four fifth-grade students with EBD. An alternating treatment design was used to assess the fluency, comprehension, and level of motivation in four students when using a reading intervention package during a dog present (dog and researcher) and a dog absent condition (researcher only). All participants improved reading performance during intervention conditions compared to baseline. Improvements in reading measures were observed across participants in both treatment conditions compared to baseline. Differences in motivation levels were reported in three participants who indicated they enjoyed the dog present condition while the fourth enjoyed both treatment conditions equally. Implications of the potential role of middle level educators pairing themselves with animals during academic interventions for middle school students and other areas for future research in the area of animal-assisted learning are discussed.