Education
and Training in Mental Retardation and Developmental Disabilities
VOLUME
41 NUMBER 4 December
2006
How Are Schools Doing? Parental Perceptions of Children with Autism Spectrum Disorders, Down Syndrome and Learning Disabilities: A Comparative Analysis
Using Systematic Instruction to Teach Decoding Skills to Middle School Students with Moderate Intellectual Disabilities
Comparing Video Prompting to Video Modeling for Teaching Daily Living Skills to Six Adults with Developmental Disabilities
Effect of an Adapted "Cover Write" Method to Word-Naming and Spelling to Students with Developmental Disabilities in Turkey
Comparison of Three Video-based Instructional Procedures for Teaching Daily Living Skills to Persons with Developmental
Use of Response Cards to Teach Telling Time to Students with Moderate and Severe Disabilities
Building Math Fluency for Students with Developmental Disabilities and Attentional Difficulties Using Great Leaps Math
Pathfinding in the Research Forest: The Pearl Harvesting Method for Effective Information Retrieval
Relationship of Muscular Strength on Work Performance in High School Students with Mental Retardation
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Abstracts
How Are Schools Doing? Parental Perceptions of Children with Autism Spectrum Disorders, Down Syndrome and Learning Disabilities: A Comparative Analysis
Elizabeth M. Starr, Janis B. Foy, Kenneth M. Cramer and Henareet Singh
Abstract: Parents of 209 children (162 males and 46 females) with autism spectrum disorders, Down syndrome or learning disabilities ranging in age from 4 to 21 years were surveyed about their perceptions of the education of their children. Items on the survey were categorized into 7 areas: school personnel's knowledge about the disability, best practices, behavioural concerns, parent/school collaboration, education team, individual education plan, and miscellaneous other items. Group differences were observed on a number of items and in almost every case parents in the learning disabilities group rated the items significantly lower than one or more of the other groups. In addition, numerous items were paired such that parents were asked to rate if a certain educational “best practice” was being utilized with their child and if they felt their child required it. Examination of the paired items indicated many significant differences between what parents felt was being offered their child, and what their child needed to achieve their maximum potential across diagnostic groups. The implications of these and other results are discussed.
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Using Systematic Instruction to Teach Decoding Skills to Middle School Students with Moderate Intellectual Disabilities
Stacey Bradford, Margaret E. Shippen, Paul Alberto, David Houchins and Margaret Flores
Abstract: The purpose of this study was to determine the effectiveness of providing middle schools students with moderate intellectual disabilities with letter-sound correspondence instruction using the Corrective Reading Program. The study also examined the generalization of decoding skills to untaught functional and community words. Participants were three male students ages 12, 14, and 15 who were taught using the Level A of Corrective Reading Program. Sixty-five lessons each lasting 45-55 minutes were provided three days a week over a six month period. Prior to receiving instruction, students demonstrated minimal decoding skills. Upon completion of the study, students were able to (a) identify letter sound correspondences, (b) sound out words, (c) blend sounds to read words, (d) decode irregularly spelled words, (e) read sentences, and (f) read short passages at the second grade level. Results are discussed in terms of the decoding, fluency, and sight word skills of this population of students.
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Comparing Video Prompting to Video Modeling for Teaching Daily Living Skills to Six Adults with Developmental Disabilities
Helen Cannella-Malone, Jeff Sigafoos, Mark O'Reilly, Berenice de la Cruz, Chaturi Edrisinha and Giulio E. Lancioni
Abstract:
We compared two procedures (video prompting versus video modeling) for teaching six adults with developmental disabilities to set a table and put away groceries. Video prompting involved 10 separate video clips, each showing one step of the task analysis. Video modeling involved a single video showing all 10 steps from beginning to end. After watching the respective video clips, participants were given the opportunity to complete the task. Video prompting and video modeling procedures were counter-balanced across tasks and participants and compared in an alternating treatments design. Video prompting was effective in promoting rapid acquisition across both tasks in all but one case. Video modeling, in contrast, was generally shown to be ineffective. These data suggest that the number, duration, and/or perspective from which the video clips are filmed may influence their effectiveness as a teaching tool for individuals with developmental disabilities.
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Effect of an Adapted "Cover Write" Method to Word-Naming and Spelling to Students with Developmental Disabilities in Turkey
Dilek Erbas, Yasemin Turan, Arzu Ozen and James W. Halle
Abstract:
The purpose of the present study was t o assess the effectiveness of the "cover write” method of teaching word-naming and spelling to two Turkish students with developmental disabilities. A multiple-probe design across three, 5-word sets was employed to assess the effectiveness of the intervention. The “cover write” method was modified to accommodate the learning needs of the students. Results of the study revealed that after instruction students named the words and spelled them correctly. Furthermore, maintenance and setting generality of word acquisition were assessed one week after instruction ended in an art class where it was found that the students named and spelled the words independently.
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Comparison of Three Video-based Instructional Procedures for Teaching Daily Living Skills to Persons with Developmental Disabilities
Toni Van Laarhoven and Traci Van Laarhoven-Myers
Abstract:
This study compared the effectiveness of three different video-based instructional sequences, all used in conjunction with the system of least prompts, for teaching three different daily living skills to three young adults with developmental disabilities. The video-based instructional sequences (i.e., video rehearsal, video rehearsal plus photos, and video-rehearsal plus in-vivo video prompting) were evaluated using an adapted alternating treatments design. Results indicated that all of the procedures were effective in increasing independent responding from baseline levels for all participants with the video-rehearsal plus in vivo prompting (Video/In-vivo) and video rehearsal plus photo (Video/Photo) conditions being more efficient in terms of sessions to reach criterion. Two of the three participants engaged in more independent correct responding when they were taught skills with the Video/In-vivo condition, while the other participant engaged in more independent responding on the target skill when the Video/Photo condition was the instructional procedure. In addition, the skills generalized to untrained settings.
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Use of Response Cards to Teach Telling Time to Students with Moderate and Severe Disabilities
Channon Horn, John W. Schuster and Belva C. Collins
Abstract: Relative efficiency of hand raising and response cards within the context of an ABAB design when teaching time to middle school students with moderate and severe disabilities was investigated. Effects of the two strategies were assessed on four dependent variables: (a) student active responding, (b) on-task behavior, (c) inappropriate behavior, and (d) acquisition of the target behavior. Results indicated that the response card conditions resulted in higher levels of active responding and on-task behavior and lower levels of inappropriate behavior when compared to hand raising conditions. Two of the three students had higher accuracy during response card conditions as compared to hand raising conditions. For the third student there were minimal differences between the conditions for the accuracy measure. Future research needs also are discussed.
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Building Math Fluency for Students with Developmental Disabilities and Attentional Difficulties Using Great Leaps Math
Kristine Jolivette, Amy S. Lingo, David E. Houchins, Sally Barton-Arwood and Margaret E. Shippen
Abstract:
The effects of a fluency building math program on addition and subtraction computational skills were evaluated using a multiple probe across subjects design. Two students with developmental disabilities and one student with attentional difficulties participated in a supplemental intervention using the Great Leaps Math program. Analyses indicated all three students made gains in oral fluency of math facts, and one student made progress in written fluency and written fluency generalization as well. Results are discussed within the context of differential rates of student progress, graphing student progress, and changes in student academic and social behavior with implications for practice and future research.
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Pathfinding in the Research Forest: The Pearl Harvesting Method for Effective Information Retrieval
Robert Sandieson
Abstract:
Knowledge of empirical research has become important for everyone involved in education and special education. Policy, practice, and informed reporting rely on locating and understanding unfiltered, original source material. Although access to vast amounts of research has been greatly facilitated by online databases, such as ERIC and PsychInfo, comprehensive searching for particular topics can still be a challenge. End-users have been found to do a poor job of searching, and even experienced users report difficulties. The present paper outlines the development and testing of the Pearl Harvesting method for developing precise yet comprehensive database searches. An example in the field of developmental disabilities is presented.
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Relationship of Muscular Strength on Work Performance in High School Students with Mental Retardation
Karen M. Smail and Michael Horvat
Abstract:
The relationship of muscular strength on work performance measures in high school students with mild mental retardation was investigated. Ten students from a self contained Special Education class were matched according to age, gender, height, and weight then randomly assigned to either the treatment group or control group. The treatment group participated in a twelve week strength training program while the control group participated in low intensity recreational activities. Isometric strength and work performance measures were collected three times throughout the training, six weeks apart, with a retention measure collected six weeks past training. Vocational measures included: box stacking (timed repetitions), pail carry (timed distance), dolly cart push (timed distance), and sack carry (speed). Peak isometric strength measures were assessed bilaterally for: elbow flexion and extension, shoulder abduction, knee flexion and extension. Based on a randomized complete block design with repeated measures, results indicated a significant difference between post to pre test on each vocational task. In addition, all isometric strength measures indicated a significant difference between groups. Retention measures indicated decreases in work performance and isometric strength for both groups. Based on data analysis, it was concluded that participation in a school and community based strength training program was effective in increasing physical functioning and work related skills.
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