Education
and Training in Mental Retardation and Developmental Disabilities
VOLUME
41 NUMBER 2 June
2006
Case Study of the Influences on Alternate Assessment Outcomes for Students with Disabilities
Using IEP Goals and Objectives to Teach Paragraph Writing to High School Students with Physical and Cognitive Disabilities
Comparison of One-to-One Embedded Instruction in General Education Classes with Small Group Instruction in Special Education Classes
AAC Team Perceptions: Augmentative and Alternative Communication Device Use
Turkish Special Education Teachers’ Implementation of Functional Analysis in Classroom Settings
Cross-Cultural Investigation of Interest-Based Training and Social Interpersonal Problem Solving in Students with Mental Retardation
The Picture Exchange Communication System: Effects on Manding and Speech Development for School-Aged Children with Autism
Effects of Private versus Public Assessment on the Reading Fluency of Middle School Students with Mild Disabilities
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Abstracts
Case Study of the Influences on Alternate Assessment Outcomes for Students with Disabilities
Meagan Karvonen, Claudia Flowers, Diane M. Browder, Shawnee Y. Wakeman, and Bob Algozzine
Abstract: The purpose of this year-long, collective case study was to investigate what influences contributed to alternate assessment outcomes for students with significant disabilities. This study of seven students and teachers in two school districts revealed seven main factors that contributed to students' scores on the state's alternate assessment, including resources, curriculum, instructional effectiveness, teacher and student characteristics, data collection and compilation, and features of the state's assessment and accountability system. Implications of this study are discussed in light of current educational reform efforts and related legislation.
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Using IEP Goals and Objectives to Teach Paragraph Writing to High School Students with Physical and Cognitive Disabilities
Moira Konrad, Katherine Trela, and David W. Test
Abstract: Current research and legislation show a need for special education instruction to be more closely aligned with general education curriculum and develop strategies that support the development of self determination skills in students with disabilities. The present study embeds self-determination skills of writing annual goals and objectives in the language arts goal of writing a paragraph. GO 4 IT…NOW!, a self-regulated writing strategy, was used with four high school students with disabilities. Paragraphs written about IEP goals were scored for content and quality. Data were also collected on quality scores for daily paragraphs and student satisfaction with learning the strategy. Results showed a functional relationship between GO 4 IT…NOW! instruction and increase in IEP content and quality scores.
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Comparison of One-to-One Embedded Instruction in General Education Classes with Small Group Instruction in Special Education Classes
John McDonnell, Jesse W. Johnson, Shamby Polychronis, Tim Riesen, Matt Jameson, and Kelli Kercher
Abstract:
A single subject alternating treatment design was used to compare the effectiveness of embedded and small-group instruction to teach vocabulary word definitions to four middle school students with developmental disabilities. Embedded instruction was implemented in the students' general education classes. Students were taught to verbally define five vocabulary words drawn from the general curriculum. Instructional trials were distributed within and across the ongoing activities of the general education class. Instructional procedures included constant time-delay, differential reinforcement, and systematic error correction procedures. Small-group instruction was implemented in the students' self-contained special education class. Students were taught to verbally define five vocabulary words drawn from the curriculum in their general education classes. Instructional procedures for small-group instruction were identical to those used during embedded instruction. The small-groups included the target student and two peers who were randomly selected from his or her special education class. Small-group instruction employed an intrasequential format with spaced-trials (Collins et al., 1991; Reid & Favell, 1984).
Results suggest that embedded and small-group instruction were equally effective in promoting the acquisition and generalization of the target skill. Results are discussed in terms of future research and implications for supporting the inclusion of students with developmental disabilities in general education classes.
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AAC Team Perceptions: Augmentative and Alternative Communication Device Use
Rita L. Bailey, Julie B. Stoner, Howard P. Parette, Jr. and Maureen E. Angell
Abstract:
This study provided an in-depth view of augmentative and alternative (AAC) team member's perceptions of AAC device use with older students. S ix special education teachers and one speech-language pathologist (SLP) who worked as members of an AAC team were interviewed to determine their perceptions of AAC use in junior high and high school settings. Results of qualitative analysis yielded a variety of common themes which were classified into four primary response categories: Student Communicative Competence, Barriers of AAC Use, Instructional Benefits of AAC Use, and Facilitators of AAC Use. Results may help professionals establish effective AAC teaming practices.
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Turkish Special Education Teachers' Implementation of Functional Analysis in Classroom Settings
Dilek Erbas, Serife Yucesoy, Yasemin Turan and Michaelene M. Ostrosky
Abstract:
Three Turkish special education teachers conducted a functional analysis to identify variables that might initiate or maintain the problem behaviors of three children with developmental disabilities. The analysis procedures were conducted in natural classroom settings. In Phase 1, following initial training in functional analysis procedures, the teachers generated hypotheses regarding the function of children's problem behaviors. Hypotheses emerged from parent interview and direct observation data. In Phase 2, the hypotheses were tested using functional analysis procedures developed by Iwata and his colleagues. For two of the three children, functional analysis results were consistent with hypotheses developed during Phase 1. Results for all children suggested that special education teachers were able to implement the descriptive and experimental phases of functional analysis procedures. Turkish teachers effectively identified specific contingencies that were likely to initiate or maintain problem behavior for each of the three children.
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Cross-Cultural Investigation of Interest-Based Training and Social Interpersonal Problem Solving in Students with Mental Retardation
Ojoma M. Edeh
Abstract: This study examined the effects of two training methods (interest-based method vs. traditional method) in improving independent problem solving performance of students with mild mental retardation representing three cultural backgrounds (African-American, European-American and Nigerian) as measured by Edeh Scale of Interpersonal Problem Situations. Students were randomly assigned to one of the three treatment groups: Interest-based method vs. Traditional method vs. Control group. Significant treatment group main effects were found in problem solving performance. Results indicated that the participants in the interest-based method significantly generated higher posttest scores in independent problem solving responses than both the participants in traditional method and the control groups. Participants in the traditional method significantly generated higher posttest scores in independent problem solving responses than participants in the control group. Three months follow-up showed that higher percentage of students in interest-based method maintained the independent problem solving skills than both the participants in traditional method and the control groups. Curriculum implications were addressed.
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The Picture Exchange Communication System: Effects on Manding and Speech Development for School-Aged Children with Autism
Matt Tincani, Shannon Crozier, and Lindsay Alazetta
Abstract:
We examined the effects of the Picture Exchange Communication System ( PECS ; Frost & Bondy, 2002) on the manding (requesting) and speech development of school-aged children with autism. In study 1, two participants, Damian and Bob, were taught PECS within a delayed multiple baseline design. Both participants demonstrated increased levels of manding after implementation of PECS . Only Damian demonstrated any measurable speech during study 1. His speech development occurred primarily during phase IV of PECS . Because of the correlation between Phase IV and increased speech for Damian, study 2 was conducted to establish a functional relationship between phase IV procedures and speech development for an additional participant. Carl received phase IV training procedures in two conditions, administered in an ABAB design. In condition A, no reinforcement was provided for vocalization; in condition B, reinforcement was provided for vocalization after a delay of 3- to 5-s. The vocal reinforcement procedures in phase B differentially increased Carl's level of speech. Results are discussed in terms of research on augmentative and alternative communication and speech development for children with autism.
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Effects of Private versus Public Assessment on the Reading Fluency of Middle School Students with Mild Disabilities
Melissa Hurst and Kristine Jolivette
Abstract:
Students with disabilities often have difficulties acquiring basic reading skills. The purpose of this study was to determine if private or public timed assessment readings with the Corrective Reading Program were more effective in improving students' reading fluency. An alternating treatments design was used with three male middle school students with mild mental disabilities and other health impairments that were identified as needing special education services for reading. Both methods of timed reading appeared to be effective in improving students' reading fluency; however, the students preferred the public assessment and reading last. Future directions related to assessment method and order of readers, and limitations are discussed.
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