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Full-Text Articles in Education
Comparison Of General And High Probability Motor Sequence Attentional Cues For Increasing Vocabulary Identification In Students With Autism, Ashleigh G. Obst
Comparison Of General And High Probability Motor Sequence Attentional Cues For Increasing Vocabulary Identification In Students With Autism, Ashleigh G. Obst
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The present study assessed if embedding high probability responding (high-p) into an attentional cue, versus a general attentional cue (GA), would result in students with moderate and severe disabilities displaying differential responding for grade level science vocabulary word identification. Using an adapted alternating treatments design, three students with autism spectrum disorder received an intervention involving a GA cue and one with a high-p to determine which is more efficient. Hypothesized results are that the attentional cue with a high-probability motor sequence would be more effective for teaching vocabulary word identification.
A Literature Review Of Sensory-Based Alterative Seating For Individuals With Disabilities, Hannah Von Schlutter
A Literature Review Of Sensory-Based Alterative Seating For Individuals With Disabilities, Hannah Von Schlutter
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of this review was to determine whether the use of sensory-based alternative seating to increase the appropriate behaviors of individuals with disabilities is an evidence-based practice (EBP). Articles located on this topic were descriptively analyzed, and What Works Clearinghouse (WWC) guidelines were applied to determine each study’s methodological rigor, level of evidence, and whether, taken together, there is enough research to support alternative seating as an EBP. A total of 37 studies of the effects of sensory-based alternative seating on individuals with disabilities were found. These studies included a total of 44 participants, between 3 to 9 years …
Increasing Self-Initiated Question Asking With Adults With Autism Using Pivotal Response Training Strategies And Constant Time Delay, John Colin Vogler
Increasing Self-Initiated Question Asking With Adults With Autism Using Pivotal Response Training Strategies And Constant Time Delay, John Colin Vogler
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of this study was to implement pivotal response training (PRT) strategies paired with constant time delay (CTD) to teach an individual with autism spectrum disorder (ASD) and intellectual disability (ID) to self-initiate through question asking. A multiple probe across behaviors design was used to evaluate effectiveness of implementation. Results show that this naturalistic intervention is effective for some questions, while other questions need to be taught in more contrived scenarios.