|Supporting Elementary and Secondary Students with Developmental Disabilities in Inclusive Settings: Shaping Academic, Adaptive, and Metacognitive Behaviors
|Sunday, May 28, 2017
|6:00 PM–6:50 PM
|Convention Center 406/407
|Area: EDC/DDA; Domain: Translational
|Chair: Sara Razia Jeglum (University of Wisconsin-Madison)
|Abstract: Inclusion practices in schools are associated with positive outcomes across the lifespan for students with developmental disabilities. Academic, adaptive, and social behaviors are fostered through school experiences. However, many students with developmental disabilities do not have access to the general curriculum, and remain in self-contained classrooms during their formative years. Self-contained classrooms are often not conducive to learning generalizable behaviors for students become productive and independent members of society. In addition, inclusive practices are typically studied in preschool and elementary school settings, and are not as well understood at the high school level. Thus, the transition beyond high school is often challenging for students with developmental disabilities. The purpose of this symposium is to present three studies which evaluate the feasibility, acceptability, and efficacy of educator-implemented evidence-based practices including prompt procedures, antecedent interventions, reinforcement, task analyses, and visual supports. The interventions presented promote inclusion and the expansion of generalizable behaviors for elementary and secondary students with developmental disabilities. One study will focus on these practices in an elementary school setting, and two will focus on implementation in high school settings. Presenters are university researchers specializing in promoting inclusion practices and skill acquisition across elementary and secondary settings.
|Instruction Level: Basic
|Keyword(s): Academic Behaviors, High School, Inclusion, Prompt Procedures
Watch This! Using an App to Teach Academics Through Paraprofessional Implementation of Video Prompting
|EMILY KUNTZ (Vanderbilt University), Victoria Knight (Vanderbilt University)
The purpose of this study was to use a paraprofessional-implemented video prompting strategy to teach academic skills to elementary students with autism and intellectual disabilities in inclusive classrooms. Video prompting is the visual presentation (i.e., a video) of step-by-step prompts allowing students to complete one step at a time. This intervention incorporated evidence-based practices such as task analyses, systematic prompting, and positive reinforcement. Participants included three students with autism and intellectual disabilities, and three district-assigned paraprofessionals. A multiple probe across participants and behaviors research design was used. We relied heavily on stakeholder opinions and assistance in the development of the intervention (i.e., the video prompts). The skills taught using video prompting were determined in collaboration with paraprofessionals, special educators, and general education content. The dependent variable measured the percentage of independent, correct steps of a task analysis. All students increased their level and/or trend for each skill from baseline to intervention conditions. Staff members completed social validity surveys indicating positive feedback with respect to cost and feasibility of implementation.
Supporting High School Students With Autism Spectrum Disorders in Inclusive Settings Using a Educator Coaching Intervention: Preliminary Efficacy and Acceptability
|MEGAN LEDOUX (San Diego State University), Sara Razia Jeglum (University of Wisconsin-Madison)
Research on effective interventions for students with autism spectrum disorders have been largely conducted in preschool and elementary settings; however, quality secondary education and positive post-school outcomes for youth across the spectrum is of critical concern. The Center on Secondary Education for Students with Autism Spectrum Disorders (CSESA) is a largescale cluster randomized trial across several states which implements a coaching intervention for high schools. The study involves training educators to use evidence-based practices and supports related to four domains: Independence & Behavior (termed PRISM, for Promoting Responsibility, Independence, and Self-Management), Academic, Social Competence, and Transition & Families. This multifaceted intervention promotes inclusion practices and equips students to succeed beyond high school as productive members of society. This presentation focuses on fidelity and acceptability outcomes from Cohort 1 (n = 30) schools using interventions in the PRISM domain, as they are most commonly used (n = 24). PRISM fidelity and social validity measures were collected across 2 years of the study partnership. Results indicated that PRISM interventions were used frequently (mean = 2.8, range 1.0-3.0) and appropriately (mean = 2.4, range 1.5-3.0) in conjunction with the CSESA coaching process. Social validity ratings indicated high acceptability. Implications and limitations are discussed.
Stop and Think: Using Prompt Procedures to Improve Reading Comprehension Strategies for Secondary Students With Developmental Disabilities in General Education Settings
|SARA RAZIA JEGLUM (University of Wisconsin-Madison), Jessica McQueston (University of Wisconsin-Madison), Andrea Ruppar (University of Wisconsin-Madison), Victoria Knight (Vanderbilt University)
Access to grade-level curriculum is associated with reduced challenging behavior as well as positive social, emotional, and academic outcomes (Ryndak et al., 2010; Lee, Wehmeyer, Soukup, & Palmer, 2010). Presently, there is limited research that examines the efficacy of literacy interventions that promote access to grade-level literature in inclusive high school contexts for students with developmental disabilities. The current study examines the use of stimulus and response prompting to shape self-monitoring strategies of adapted grade-level literature, thereby increasing comprehension for four high school students with significant disabilities (including autism spectrum disorder and intellectual disability) in general education English/Language Arts classrooms. Reinforcement systems were individualized for each student based on teacher report. All sessions were conducted by relevant stakeholders (e.g., teachers, paraprofessionals) with guidance through a task analysis and weekly fidelity measures completed by the research team. A multiple baseline design across participants examined the effectiveness of this intervention. All four students displayed increased comprehension during intervention. Social validity measures were completed with positive results. Field notes were also collected to examine facilitative and inhibitory elements during implementation. Implications and limitations are considered. Future research could examine generalizability of these findings, as well as potential fading procedures to prevent prompt dependence.