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Contents
Contents
- Signal Training to Increase Choral Responding
- Identification of Critical Procedures for Transition from Discrete-Trial Classroom to Group Skills Setting
- Visual Schedule to Increase Independence
Signal Training to Increase Choral Responding
Signal Training to Increase Choral Responding
Jenn Freeman (2016)
Jenn Freeman (2016)
Abstract
Abstract
Direct Instruction is an evidence-based curriculum designed for effective group instruction. Many Discrete Trial Training (DTT) programs excel at one-on-one instruction but fail to prepare students with autism for a mainstream classroom that depend on group instruction. This project focused on one method that may help to transition children with autism from DTT to group instruction by focusing on increasing choral responding. The participants were children diagnosed with autism who have a history of one-on-one DTT. A changing criterion across students design was utilized for this intervention. A baseline was collected to evaluate the children’s behavior of responding immediately after the presentation of a hand signal. Then, each child was presented with the same lesson individually until they responded at the appropriate time after the signal with the use of intermittent reinforcement. Then a group lesson was presented again and the data was compared accordingly. Following that, two more lessons were presented to the same group in order to measure the amount of generalization that had occurred due to the individualized training of responding to the signals presented by the instructor. The overall goal of this intervention was to teach the children to respond chorally during a Direct Instruction lesson.
Keywords
Keywords
transitioning, choral responding, signal training
Materials
Materials
Identification of Critical Procedures for Transition from Discrete-Trial Classroom to Group Skills Setting
Identification of Critical Procedures for Transition from Discrete-Trial Classroom to Group Skills Setting
Katie Mahaffy (2015)
Katie Mahaffy (2015)
Abstract
Abstract
Educational transitions, when a child moves from learning in one classroom or academic setting to another, can be especially difficult for children with autism. Intensive early intervention has shown to be an effective intervention for these children, but the long-term benefits of this treatment can be impacted by significant adaptations and new routines when moving from a preschool setting to another classroom (Hanson et al., 2001). While no single skill is a good determinant of success, the VB-MAPP Transition Assessment addresses a group of critical prerequisite skills to learning in a less restrictive environment (Sundberg, 2009). The current project presents a data review of the procedures utilized to teach these critical target skills in a discrete-trial classroom. Results of this project will aid classroom teachers to objectively assess student readiness to move into another classroom and implement curriculum that will teach and maintain critical skills for this transition.
Keywords
Keywords
transitioning, group skills, classroom skills
Materials
Materials
Visual Schedule to Increase Independence
Visual Schedule to Increase Independence
Leasa Androl (2014)
Leasa Androl (2014)
Abstract
Abstract
Parents have reported the need for their child to remain engaged in an activity so that they have time to tend to other responsibilities. The goal of the current study was to increase independence in an autistic child with the aid of a visual schedule. Visual activity schedules have been shown to increase independent play skills and activities of daily living (ADL) in children with autism (Betz, Higbee, & Reagon, 2008). This study was conducted with a seven-year-old boy with autism. Baseline data were collected on the child’s ability to remain engaged in independent play for at least ten minutes. The child was then taught to follow a visual activity schedule that included three simple play activities. After this procedure was mastered, the activities were replaced with three new activities to assess generalization. Once the child demonstrated mastery with the new activities, the visual schedule was changed to include photos depicting putting socks and shoes on, which is a common activity of daily living. Engagement in the activities was measured during each phase of the study using momentary time sampling. The results of the study showed that the child could successfully use a visual schedule to remain engaged in both play and activities of daily living.
Keywords
Keywords
visual schedule,
Materials
Materials
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