Effects of computer-assisted instruction on correct responding and procedural integrity during early intensive behavioral intervention / Tiffany KODAK in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.640-647 Titre : Effects of computer-assisted instruction on correct responding and procedural integrity during early intensive behavioral intervention Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany KODAK, Auteur ; Wayne FISHER, Auteur ; Andrea CLEMENTS, Auteur ; Kelly J. BOUXSEIN, Auteur Année de publication : 2011 Article en page(s) : p.640-647 Langues : Anglais (eng) Mots-clés : Computer-assisted-instruction Early-intensive-behavioral-intervention Generalization-training Procedural-integrity Staff-training Therapist-training Index. décimale : PER Périodiques Résumé : Computer-assisted instruction (CAI) is used to teach a variety of skills to children with developmental disabilities. However, it remains unclear whether CAI or direct instruction from a therapist produces better learning outcomes. In addition, no studies have evaluated the ease of training therapists to implement CAI versus direct instruction. In the first experiment, the current study compared acquisition of mastered and unmastered targets during generalization training with CAI or one-on-one instruction with a child diagnosed with autism. Although correct responding was similar across CAI and one-on-one instruction, independent responding was higher during CAI. In the second experiment, we compared procedural integrity during teaching trials conducted either via CAI or one-on-one instruction by three inexperienced therapists. The therapists read a protocol and asked questions prior to implementation of the instructional trials. Results indicated that each therapist implemented CAI with 90–100% accuracy by the second session, whereas procedural integrity levels were 60% or lower during one-on-one instruction. The advantages of using CAI to promote independent responding during generalization training and procedural integrity for inexperience therapists are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.07.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112 [article] Effects of computer-assisted instruction on correct responding and procedural integrity during early intensive behavioral intervention [Texte imprimé et/ou numérique] / Tiffany KODAK, Auteur ; Wayne FISHER, Auteur ; Andrea CLEMENTS, Auteur ; Kelly J. BOUXSEIN, Auteur . - 2011 . - p.640-647. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.640-647 Mots-clés : Computer-assisted-instruction Early-intensive-behavioral-intervention Generalization-training Procedural-integrity Staff-training Therapist-training Index. décimale : PER Périodiques Résumé : Computer-assisted instruction (CAI) is used to teach a variety of skills to children with developmental disabilities. However, it remains unclear whether CAI or direct instruction from a therapist produces better learning outcomes. In addition, no studies have evaluated the ease of training therapists to implement CAI versus direct instruction. In the first experiment, the current study compared acquisition of mastered and unmastered targets during generalization training with CAI or one-on-one instruction with a child diagnosed with autism. Although correct responding was similar across CAI and one-on-one instruction, independent responding was higher during CAI. In the second experiment, we compared procedural integrity during teaching trials conducted either via CAI or one-on-one instruction by three inexperienced therapists. The therapists read a protocol and asked questions prior to implementation of the instructional trials. Results indicated that each therapist implemented CAI with 90–100% accuracy by the second session, whereas procedural integrity levels were 60% or lower during one-on-one instruction. The advantages of using CAI to promote independent responding during generalization training and procedural integrity for inexperience therapists are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.07.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112

Functional assessment of instructional variables: Linking assessment and treatment / Tiffany KODAK in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1059-1077 Titre : Functional assessment of instructional variables: Linking assessment and treatment Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany KODAK, Auteur ; Wayne FISHER, Auteur ; Andrea CLEMENTS, Auteur ; Amber R. PADEN, Auteur ; Nitasha R. DICKES, Auteur Année de publication : 2011 Article en page(s) : p.1059-1077 Langues : Anglais (eng) Mots-clés : Academic interventions  Auditory-visual conditional discrimination  Functional assessment  Instructional variables Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to refine and validate an assessment procedure to identify instructional variables influencing acquisition of conditional discriminations in children diagnosed with autism. An assessment was implemented with eleven individuals to identify the specific instructional variables influencing the individual's responding. A prescribed academic intervention was selected for participants based on the results of the functional assessment. The prescribed intervention was compared to an alternative treatment and control condition. The functional assessment identified several different patterns of responding to instructional variables across participants. The treatment evaluation demonstrated that the prescribed academic intervention was effective in teaching conditional discriminations. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Functional assessment of instructional variables: Linking assessment and treatment [Texte imprimé et/ou numérique] / Tiffany KODAK, Auteur ; Wayne FISHER, Auteur ; Andrea CLEMENTS, Auteur ; Amber R. PADEN, Auteur ; Nitasha R. DICKES, Auteur . - 2011 . - p.1059-1077. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1059-1077 Mots-clés : Academic interventions  Auditory-visual conditional discrimination  Functional assessment  Instructional variables Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to refine and validate an assessment procedure to identify instructional variables influencing acquisition of conditional discriminations in children diagnosed with autism. An assessment was implemented with eleven individuals to identify the specific instructional variables influencing the individual's responding. A prescribed academic intervention was selected for participants based on the results of the functional assessment. The prescribed intervention was compared to an alternative treatment and control condition. The functional assessment identified several different patterns of responding to instructional variables across participants. The treatment evaluation demonstrated that the prescribed academic intervention was effective in teaching conditional discriminations. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism / Tiffany KODAK in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.801-807 Titre : A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany KODAK, Auteur ; Andrea CLEMENTS, Auteur ; Brittany LEBLANC, Auteur Article en page(s) : p.801-807 Langues : Anglais (eng) Mots-clés : Autism  Academic interventions  Brief experimental analysis  Conditional discrimination  Skills assessment Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, amp; Kuhn, 2004) by evaluating the effects of reinforcement and prompting on the acquisition of auditory-visual conditional discriminations. The results showed that our assessment procedure identified at least one effective instructional strategy for each participant. In addition, our experimental design allowed us to identify the most efficient instructional strategy for all three participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism [Texte imprimé et/ou numérique] / Tiffany KODAK, Auteur ; Andrea CLEMENTS, Auteur ; Brittany LEBLANC, Auteur . - p.801-807. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.801-807 Mots-clés : Autism  Academic interventions  Brief experimental analysis  Conditional discrimination  Skills assessment Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, amp; Kuhn, 2004) by evaluating the effects of reinforcement and prompting on the acquisition of auditory-visual conditional discriminations. The results showed that our assessment procedure identified at least one effective instructional strategy for each participant. In addition, our experimental design allowed us to identify the most efficient instructional strategy for all three participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

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