|
| Classroom Instruction and Management with DD Students |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Constitution B |
| Area: DDA |
| Chair: Karen B. Patterson (University of North Florida) |
| |
| The Effects of A Group-Oriented Contingency on Children With Developmental Disabilities |
| Domain: Applied Research |
| KAREN B. PATTERSON (University of North Florida) |
| |
| Abstract: This paper examined the effects of an interdependent group-oriented contingency, the Good Behavior Game on the out-of-seat, talking-out, and disruptive behaviors of students in a self-contained special education setting during reading and mathematics. The intervention was extended to a general education art inclusion class to determine if the effects would remain consistent under varying conditions. An elementary school in northeastern Ohio was selected for the site of the study. Twelve students participated with 6 as primary participants due to their high levels of disruptive classroom behaviors, fights, office referrals, and school suspensions. A multiple-baseline design across academic subjects was used to assess the overall effects of the intervention. Results indicated reduced frequencies of target behaviors that remained consistent during the intervention phases of the study. Reliability was assessed by having a second observer record behavioral frequencies during all phases of the study. Mean agreements were 92% (out-of-seat), 92% (talking-out) and 93% (disruptive). |
| |
| Using Simultaneous Prompting for Teaching Various Discrete Tasks to Students with Mental Retardation |
| Domain: Applied Research |
| BUNYAMIN BIRKAN (Assistant Professor) |
| |
| Abstract: Simultaneous prompting is a systematic form of the antecedent prompt and test procedure because all trials are conducted with zero second delays between the discriminative stimulus and the teacher’s prompt. Since simultaneous prompting has been experimentally evaluated in only a limited number of investigations, the lack of research where subjects are taught various tasks, and absence of response prompting research with students with mental retardation, additional research is warranted.This study was conducted to extend the current literature on simultaneous prompting procedure. Three research question were posed: (a) Will simultaneous prompting be effective in teaching different discrete tasks to three students with mental retardation for reading sight words, receptively identifying digit numbers, and telling time in hours, halfs, and quarters? (b) Will the students maintain the acquired tasks overtime? (c) Will the students generalize the acquired tasks across people, materials, and settings? Participants included three students whose functioning levels ranged from typically developing to mild and moderate mental disabilities at different levels of schools (preschool, primary and secondary grades). The effectiveness of a simultaneous prompting procedure was evaluated through the use of a multiple probe design across behaviors and replicated across students. Results indicated that the procedure was successful in teaching the targeted behaviors to all three students. These students maintained the target behaviors at high rates up to 7, 18, and 25 weeks after training and generalized the responses across people, materials, and settings. Limitations of the study and future research implications will be discussed with the audience during the oral presentation. |
| |
| Effectiveness of Pictorial and Visual Prompting in Teaching First Aid Telephone Numbers to Individuals with Developmental Disabilities |
| Domain: Applied Research |
| ARZU OZEN (Assistant Professor) |
| |
| Abstract: The purpose of the present study was to examine the effectiveness of pictorial and visual prompting in teaching first aid telephone numbers to individuals with developmental disabilities. Three participants took part in the study. The prerequisite skills for the students to be participants of this study were to follow the directions, to be able to use basic sentences in order to communicate with others, to be able to use pen or pencil independently, to be able to recognize numbers 1 to 10 and being able to write them with pen or pencil. The study was conducted by using multiple probe design across behaviors and will be replicated with three participants. The dependent variable of the study was the teaching model using pictorial and visual prompting with five steps. The independent variables of the study were telling and writing the telephone numbers of police, fire department and hospital. The telephone numbers of the above mentioned places are all three digit numbers such as 155, 112, etc. The determined performance for the students to acquire is to tell and write the telephone numbers independently. Maintenance and generalization data will be collected after the training sessions are completed. During the training sessions continuous reinforcement is being used at the beginning and after the participants started to acquire the target behaviors fixed ratio reinforcement is going to be used. This is an ongoing study. Now the first target behaviors of all the participants are being taught and the probe data are being collected. The results, graphical analysis and some suggestions for the teachers will be shared with the participants during the oral presentation. |
| |
|
| |