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| PRA Posters |
| Monday, October 7, 2013 |
| 7:00 PM–9:00 PM |
| Gran Salon Yucatan (Fiesta Americana) |
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| 107. Teaching Numeracy Skills in Early Childhood Classrooms: Embedding Learning Opportunities and Using a Most-To-Least Prompting Strategy |
| Area: PRA; Domain: Service Delivery |
| SUSAN JOHNSTON (University of Utah), Lisa Davenport (University of Utah) |
| Abstract: Mathematics and numeracy are valuable cognitive learning areas that need to be addressed during the early childhood years. The purpose of this study was to examine the effectiveness of an intervention strategy comprised of creating opportunities, prompting, providing consequences, and prompt fading when teaching preschool children with disabilities numeracy/math skills in the context of identified classroom activities. A single subject multiple-baseline probe design within participants, replicated across three participants, was used to explore the effects of the intervention on the number of correct responses. The results of this study support the use of the strategy within inclusive preschool settings. |
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| 108. Positive Behavioral Supports in Inclusive Middle School Classes |
| Area: PRA; Domain: Applied Behavior Analysis |
| VALERIE DYAL (Weilenmann School of Discovery), Susan Johnston (University of Utah) |
| Abstract: This poster session will illustrate the use of positive behavior support strategies in middle school science classes (grades seven through eight). Examples presented will be based on personal experiences and will include class wide strategies (eg. physical arrangement, group contingencies, visual supports) as well as individual student strategies (eg. prompt fading, functional assessment, self recording). Participants will receive handouts describing the use of each strategy as well as illustrative examples. |
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