摘要:

Two studies are reported in which the effects of supervisor observations of teachers' performance rate and accuracy on both teachers' and severely handicapped students' behaviors were compared with baseline supervisor observations that did not specify rate and accuracy feedback. The latter observation procedure (nonspecific feedback) was more typical of the existing practices of school supervisors. The dependent variables for the teachers were rate and accuracy of teacher behaviors to student responses in individualized instructional settings involving discrete trials or task‐analysis steps. The dependent variables for students were the rates of correct and incorrect responding to teacher presentations during the supervisor observation periods. Both studies used a multiple baseline design. The results of Study 1 showed that there were educationally significant changes in teacher and, in turn, student performance as a result of the use of the rate and accuracy procedure. The results of Study 2 replicated those of Study 1 while correcting limitations of Study 1. This latter study also demonstrated that the observation effects of the procedure generalized to teacher performance throughout the day. The results are discussed in terms of the efficiency and cost effectiveness of the procedure to train, monitor, and reinforce teacher effectivenes

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-153

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Two studies compared the effectiveness of different strategies for promoting generalization of staff skills in teaching self‐care routines to clients with developmental disabilities. In Study 1, 9 direct‐care staff members of group homes were trained sequentially through four conditions: (a) the provision of written instructions, (b) performance‐based training using a single client program exemplar and simulated clients (single case training), (c) performance‐based training using actual developmentally delayed clients as trainees (common stimuli training), and (d) performance‐based training using multiple client program exemplars with simulated clients (general case training). The results indicated that staff members did not reach all generalization criteria until general case training was provided. Because staff members had been trained sequentially through several conditions in Study 1, a second study controlled for potential sequence effects. In Study 2, 7 staff members were trained using only the general case strategy after baseline. All staff members reached generalization criteria with only general case training, replicating the findings of Study 1. Together, the two studies demonstrated that the general case training strategy was more effective at promoting generalized training effects across clients, settings, and client programs than other commonly used staff training a

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-165

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

This study examined the effectiveness of a training program designed to teach children with mild mental retardation the meaning of 12 idiomatic phrases, such as “to hit the sack.” Four 9‐year‐old children participated in the training. A multiple baseline design across subjects and across three sets of idioms was implemented. Training consisted of presenting both literal and idiomatic contexts in the form of story narratives, and asking the children to explain the outcome of the story and to select one picture from an array of four that represented the outcome. All children demonstrated learning, although 1 child required review procedures to facilitate maintenance. Children were able to generalize their receptive learning to an expressive task with varying levels of success. All children demonstrated an ability to understand the learned idioms when presented in unfamiliar c

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-181

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

This research examined whether constant time delay would be effective in teaching students with moderate mental retardation in triads to perform chained tasks and whether observational learning would occur. Three chained snack preparation tasks were identified, and each student was directly taught one task. The other 2 students observed the instruction. The instructed student told the observers to watch and to turn pages of a pictorial recipe book. The teacher provided frequent praise to the instructed student based on performance and to the observers for watching the instruction and turning pages. A multiple probe design across students and tasks was used to evaluate the instruction. The results indicated that each student learned the skill he or she was taught directly, and the observers learned nearly all of the steps of the chains they observed. The implications for classroom instruction and future research in observational learning are discussed.

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-193

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

The present study identified and remediated child‐care skill deficits in parents with developmental disabilities to reduce their risk of child neglect. Eleven mothers with developmental disabilities who were considered by social service and child welfare agencies to be providing neglectful child care were found in baseline to have several important child‐care skill deficits (e.g., bathing, diaper rash treatment, cleaning baby bottles) compared to nonhandicapped mothers. Parent training (consisting of verbal instructions, pictorial manuals, modeling, feedback, and reinforcement) resulted in rapid acquisition and maintenance of child‐care skills in all mothers. Mean percentage correct scores increased from 58% in baseline to 90% in training and 91% in follow‐up (M= 31 weeks). The latter two scores compare favorably to the mean score (87%) of 20 nonhandicapped mothers on the same skills. Where observable, parent training was associated with corresponding benefits to the children (e.g., elimination of diaper rash and cradle cap, increased weight gain, successful toilet training). These results indicate that parent training may be a viable option to the removal of the child from the home when parenting skill deficits place the child's well‐being in

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-205

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Teaching students with disabilities to respond appropriately to potentially dangerous situations is a useful skill that has received little research attention. This investigation taught 3 students with moderate mental retardation to remove and discard broken materials (plates, glasses) safely from (a) a sink containing dishwater, (b) a countertop, and (c) a floor. A 4th student was instructed on the sink task only. A multicomponent treatment package was used to teach the skills. Simulated materials were used initially and were replaced with broken plates and glasses. A multiple probe design was used to evaluate the effectiveness of the treatment package. The results indicated that the treatment package was effective in teaching the skills. Data were collected 1 week and 1 month following the completion of training, and indicated mixed results. No student was injured during any phase of training. Issues pertinent to teaching safety skills to students with moderate disabilities are discussed.

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-217

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Young children with surgically removed lenses and extreme nearsightedness can benefit from contact lenses, but their parents may need instruction to teach their children to accept lenses. In this study, 4 children under the age of 5 years were taught contact lens wear using a shaping procedure. Compliance was rewarded with praise and tangibles, and noncompliance was followed with brief time‐out for 3 of the children and restraint for the 4th. Three children showed high compliance during an initial shaping procedure, with a decrease in compliance during initial insertion of the lenses. At 3‐ to 10‐month follow‐up, levels of compliance were high. Insertion and removal of lenses were accomplished in substantially less time, with little crying and no need for time‐out. All 3 children continue to use the lenses daily, and 2 have shown improved visual acuity. The 4th child, who has Down syndrome, showed low levels of compliance with need for physical restraint throughout. Although his parents reported high compliance when he first went home, fitting difficulties and an infection resulted in plummeting of compliance, and contact lens use was discontinued. This procedure has been used successfully at the same hospital with 11 of 13 other children between the ages of 14 months and 7 years 4 months. Implications for selection of suitable candidates for this intervention and ways to decrease costs are

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-229

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY