Education and Treatment of Children最新文献

We examined effects of hybrid coaching delivered face-to-face and via smartphone to train middle school general educators to use a simultaneous prompting procedure during instruction on academic core content with sixth-grade students with intellectual disability in general education classrooms. We also measured student outcomes. We used a multiple probe design across four student-teacher dyads in the study. Teachers acquired the steps of simultaneous prompting procedure with 100% accuracy, maintained the use of the prompting procedure over time, and generalized prompting for teaching new academic content to their students. Students acquired their targeted academic content, maintained the skills over time, and generalized the skills across different persons and settings. The results showed a functional relation of the intervention on the dependent variables. Social validity data collected from teachers and students were positive. Future research needs and implications of the findings are discussed.

Research conducted to date has highlighted barriers to initial adoption of universal behavior screening in schools. However, little is known regarding the experiences of those implementing these procedures and there have been no studies conducted examining the experiences of educators in different stages of implementing various tiered systems of supports. Universal screening is foundational to a successful Comprehensive, Integrated Three-Tiered (Ci3T) model of prevention-an integrated tiered system addressing academics, behavior, and social and emotional well-being. Therefore, the perspectives of Ci3T Leadership Team members at different stages of Ci3T implementation were solicited through an online survey that sought to understand (1) current school-based screening practices and (2) individual beliefs regarding those practices. A total of 165 Ci3T Leadership Team members representing five school districts from three geographic regions across the United States, all of whom were participating in an Institute of Education Sciences Network grant examining integrated tiered systems, reported the screening procedures were generally well-understood and feasible to implement. At the same time, results highlighted continuing professional learning may be beneficial in the areas of: (1) integrating multiple sources of data (e.g., screening data with other data collected as regular school practices) and (2) using those multiple data sources to determine next steps for intervention. We discuss educational implications, limitations, and directions for future inquiry.

Matching job tasks to the individual’s preferences improves job performance. Preference assessments, including paired stimulus (PS) and multiple-stimulus-without-replacement (MSWO) procedures, can be used to identify preferred vocational tasks for individuals with disabilities. However, there are few direct comparisons of the efficacy and efficiency of these two assessments for identifying preferred job tasks. We completed the PS and MSWO assessments for three participants who had limited vocal skills and analyzed correspondence between the assessment outcomes. We then assessed the validity of each assessment by evaluating engagement in the tasks identified as high- and low-preferred. Lastly, we asked teachers to watch videos of students engaged in high- and low-preferred tasks and rate student engagement, student happiness, and whether they would recommend the task. For all participants, both preference assessments identified the same high-preferred job task, but different low-preferred tasks. All participants remained engaged when completing the high-preferred task, but two participants were less engaged with the low-preferred tasks identified by the PS than the low-preferred task identified by the MSWO. All teachers suggested that they would recommend the task that was identified as high-preferred.

The purpose of this study was to evaluate the use of behavioral skills training (BST) that included video vignettes used for modeling and rehearsal to train preservice general educators how to collect accurate antecedent-behavior-consequence (ABC) data using a structured recording format. The effectiveness of the intervention was evaluated within the context of a multiple probe single-case research design. This study also assessed generalization of collecting correct ABC data across a narrative format, given that this format is commonly used in schools. BST was effective for training preservice general educators to collect ABC data using a structured recording format and participants also generalized this skill to a narrative recording format. These findings extend the literature on BST as an intervention that can improve preservice general educators’ behavioral abilities. Practical implications and future areas of research are provided.

In this study, we compared the effectiveness and efficiency of self-directed video prompting with and without voice-over narration for teaching daily living skills to children with autism spectrum disorder (ASD). The participants included four males between the ages of 10 to 14 years with ASD. We used an adapted alternating treatments design to compare video prompting (VP) with and without voice-over narration. Self-directed video prompting was effective both with and without voice-over narration for teaching, maintaining, and generalizing two skills: preparing popcorn and making fresh apple juice. Furthermore, to explore the social validity, we examined the views of participants and special education teachers who work with children with ASD. All participants reported that they enjoyed using a tablet for training and liked learning daily living skills. Three of the four participants preferred VP with voice-over narration over VP without voice-over narration. The teachers stated that the research aims were important, the VP was acceptable, and the results were significant. Further research is needed to support these findings and determine the factors that may be relevant for practitioners considering the use of voice-over narration with VP.

We implemented a rapid protocol to train teachers in a school for detained juvenile offenders to implement the Good Behavior Game, an empirically supported group contingency procedure, in their classrooms. Data were collected on both teacher (i.e., two measures of treatment integrity) and student behavior (i.e., disruptive behavior). Results indicated clear treatment effects in three of five classrooms and low levels of disruption but unclear effects in the other two. Most students and teachers preferred the intervention and found it effective.