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| EDC Poster Session |
| Sunday, September 29, 2019 |
| 5:30 PM–7:00 PM |
| Stockholm Waterfront Congress Centre, Level 4, Balcony |
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| 19. How Do We Observe the Stimuli in Learning Stimulus Relations via Sequential Stimulus Pairing Training? |
| Area: EDC; Domain: Applied Research |
| MIKIMASA OMORI (Showa Women's University) |
| Abstract: Individuals with learning difficulties (LD) often fail to learn stimulus relations. Our previous findings showed that sequential stimulus pairing (SSP) training was effective to acquire stimulus relations in reading and writing. However, we still do not know how long or how often s/he needs to observe the simultaneously and sequentially presented visual stimulus pairs. In this study, the author examined a Japanese individual with LD could learn Spanish word writing skills and stimulus relations via SSP training. The participant instructed to observe the presented stimulus pairs of Spanish word, English word, and corresponding picture and their eye-movements during SSP training were recorded on the eye-tracker. The results showed that the participant learned to spell six Spanish words when corresponding English words or pictures were presented. In eye-movements analyses, the participant was necessary to look at the presented stimuli around 60% of stimulus presentation duration accompanied with 20% or more fixation duration. The results suggested that observing with adequate amount and the length of stimulus observation per presentation were keys to facilitate the acquisition of stimulus relations through SSP training for individuals with LD. |
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| 20. Replication Research: Closing the Research-to-Practice Gap in Teacher Education |
| Area: EDC; Domain: Applied Research |
| BARBARA MALLETTE (SUNY Fredonia--Retired), Lawrence J. Maheady (SUNY Buffalo State), Cindy McMillen (Dunkirk City School District), Cynthia Smith (State University of New York at Fredonia), Michael Jabot (State University of New York Fredonia) |
| Abstract: Makel and Plucker (2014) noted that educational research has focused heavily on experimental design but not on replicating important results. Their analysis of the top 100 education journals found that only 0.13% of articles were replications. Replication is critical because it (a) assures important findings are reliable and valid; (b) examines the generality of effects and role(s) extraneous variables may play; and (c) reduces the research-to-practice gap in education when conducted in P-12 settings (Cooper, Heron, & Heward, 2007). This session describes a 6-credit, graduate research sequence devoted to the design and implementation of partial research replications and results from five inter-related investigations. All studies (a) addressed a common educational problem (i.e., homework completion and accuracy); (b) used a similar intervention (i.e., dependent and interdependent group contingencies with randomized components); (c) collected comparable outcome data (i.e., percentage of students and assigned work completed, accuracy of completed work, and social validity ratings by teachers and students); (d) provided clear and replicable descriptions of interventions and outcomes; and (e) used single case research designs to establish functional control. Three opaque jars containing marked paper slips were used to randomize contingency components (i.e., target students, behaviors, criteria, and consequences). One jar labeled “What” randomized target behaviors & criteria (e.g., homework completion = 85%); a second, “Who” randomized students (e.g., “whole class”, “row 1”, and/or “Destiny”); and a third, “Wow” randomized group consequences. Collectively, three jars produced immediate and educationally important increases across all outcomes and received high positive ratings from teachers and students.
References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd.
Ed.). Upper Saddle River, NJ: Pearson.
Makel, M. C., & Plucker, J. A. (2014). Facts are more important than novelty:
Replication in the education sciences. Educational Researcher, 43, 304-316. |
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| 21. A Comparison of Least-to-Most Prompting and Video Modeling for Teaching Pretend Play Skills to Children With Autism Spectrum Disorder |
| Area: EDC; Domain: Applied Research |
| BURCU ULKE KURKCUOGLU (Anadolu University) |
| Abstract: The aim of this study is to compare effectiveness and efficiency of least-to-most prompting and video modeling for teaching pretend play skills to children with autism spectrum disorder. The adapted alternating treatment model, a single-subject design, was used in the study. Three students, one girl and two boys, between the ages of 5-6 participated in the study. The effectiveness results of the study showed that there is no marked difference between least-to-most prompting and video modeling for teaching pretend play skills to children with autism spectrum disorder in terms of acquisition, maintenance, and generalization. However, when these two teaching processes are compared in terms of efficiency parameters, it was observed that teaching with least-to-most prompting is more efficient in comparison to video modeling for two subjects. The social validity findings of the study showed that the mothers of the subjects and the graduate students who studied and had already taken certain courses for their master’s degree in the Applied Behavior Analysis Program expressed positive opinions about the study. Findings obtained from the study were discussed and suggestions were given for further studies. |
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| 22. Improving Basic Math Fluency Using a Modified Taped Problems Procedure |
| Area: EDC; Domain: Applied Research |
| RACHEL LEE (University of Detroit Mercy), Sharla N. Fasko (University of Detroit Mercy), Lauren Sundstrom (University of Detroit Mercy) |
| Abstract: Failing to develop basic mathematical fluency places children at risk for later difficulties with higher order mathematical skills. Thus, it is essential that educators are familiar with evidence-based, efficient strategies to assist in building mathematical fluency. The Taped Problems procedure is intended to build fluency through appropriate pacing. The current study was designed to extend prior studies examining the effects of a modified Taped Problems procedure for basic math fluency. The participant included a 7-year old, male student identified as at-risk for academic failure, and previously retained in kindergarten. An ABAB treatment design was used to measure the effects of the modified Taped Problems intervention. Preliminary findings are promising and show improvement compared to baseline. Final results of this study will be delivered in conjunction with an intervention script to provide educators with strategies to modify the Taped Problems intervention to meet their needs. Limitations, social validity, implications for educators, and additional resources will be provided. |
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| 23. Reading Instruction Using Direct Instruction and Fluency Training in Special Education in 4th to 7th Grade in Iceland |
| Area: EDC; Domain: Applied Research |
| HARPA ÓSKARSDÓTTIR (University of Iceland), Zuilma Gabriela Sigurdardottir (University of Iceland) |
| Abstract: Direct Instruction (DI) is an evidence-based and empirically tested teaching method that has been found to be very effective in English-speaking countries. DI has been especially effective when combined with fluency training methods. These methods are not generally in use in Iceland although dozens of single-case experiments have indicated that they are very effective when psychology students have used them with special ed students. In this project, a group comparison was undertaken to study the effects of trained teachers using DI and fluency building in reading instruction on the reading performance of students in special ed over 2,5 school years. Participants were in total 16 students in 4th-7th grade in three comparable elementary schools in Iceland, one had the experimental group, the other two schools had the comparison group. Performance in reading was evaluated and comparisons were made within the experimental and comparison groups at the beginning and end of each school year and between the experimental and comparison groups. Results show that students in the experimental group had better outcome on every variable tested at the end of the study, they read faster, made fewer errors, were more accurate, and scored higher in reading comprehension than the comparison group. |
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| 24. European ABA |
| Area: EDC; Domain: Theory |
| ERIK ARNTZEN (Oslo Metropolitan University), Hanna Steinunn Steingrimsdottir (Oslo Metropolitan University), Ricardo Pellon (Universidad Nacional de Educacion a Distancia), Christoph F. Bördlein (University of Applied Sciences Würzburg-Schweinfurt), Christos Nikopoulos (Autism Consultancy Services, London), Zuilma Gabriela Sigurdardottir (University of Iceland) |
| Abstract: European ABA is an umbrella organization for national organizations of behavior analysis in Europe.
http://www.europeanaba.org/
Our mission is
1. To provide an international forum within Europe for the study and discussion of matters relevant to behavior analysis.
2. To encourage high quality education and professional certification throughout Europe.
3. To organize congresses/conferences in experimental and applied behavior analysis.
4. To establish and maintain relations between behavior analysis organizations inside and outside Europe.
5. To maintain web pages/bulletin boards to facilitate communication.
For more information about EABA contact us by email to info@europeanaba.org |
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| 25. Time Series Analysis of Students’ Notetaking Behavior in Relation to Teacher’s Use of Whiteboard and Handouts in University Class |
| Area: EDC; Domain: Applied Research |
| MASAKO YOSHIOKA (Aichi University), Ken'ichi Fuji (Ritsumeikan University) |
| Abstract: TThe purpose of this study was to collect real-time data of students’ notetaking and analyze the relation between the behavior and teacher’s use of whiteboard and handouts. Participants were 25 undergraduate students of a Japanese middle-size university. They were divided into four classes and attended a lecture. Every lecture given by the second author treated same contents on internal validity. For the two of the classes, whiteboard and handouts were used. For the other two, only whiteboard was used. The note-taking responses by each student were simultaneously recorded using a pen device, in which a mechanical switch was inserted, developed by us (Yoshioka and Fuji, 2019). According to the maximum absolute cross-correlation between each student’s notetaking and teacher’s writing on whiteboard, 64% of the students showed significant positive correlation at negative lag. In the class where the teacher wrote the maximum number of words on whiteboard, the students’ notes contained the highest rate of psychological terms. There were no clear difference between the classes with and without handouts. Those results provide a quantitative clue for the presence of mild to strong relation between students’ notetaking and teacher’s use of whiteboard. |
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| 26. Implementation of Pivotal Response Training in a Swedish Special Needs School: A Single Case Study |
| Area: EDC; Domain: Applied Research |
| OSCAR STRÖMBERG (Stockholm university) |
| Abstract: Previous research has shown that video feedback is an effective method for teaching trainers to implement pivotal response training (PRT). This study showed that a trainer increased their use of PRT in a Swedish special school after video feedback. The study also showed that a child with autism increased their verbal behaviors after PRT was implemented. The social validity of PRT and for video feedback was interpreted as good. Future research could have multiple baseline design, additional measurement opportunities and more accurate measurement methods to scientifically evaluate the most effective way to implement PRT in Swedish special needs schools. |
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| 27. Using Scripting to Increase Classroom Communication in an Adolescent Student With Language Disorder |
| Area: EDC; Domain: Applied Research |
| Katrin Dahlbäck (Stockholm University), Dag Strömberg (Autism Center for Young Children, Stockholm), LARS KLINTWALL (Stockholm University) |
| Abstract: Children and adolescents with language disorders have difficulties learning, understanding and using language, and these difficulties can have a negative impact on both social interactions and academic achievements (Wright, Pring & Ebbels, 2018). Scripting has previously been shown to be a successful intervention to increase communication in academic settings for children with autism, for example requesting help (Dotto-Fujot et al., 2011). In this study, scripting was used to teach a partially verbal adolescent student, with an expressive language disorder, to answer questions in class; stating that she was in need of assistance and to describe what she needed help with. A multiple-baseline design across situations was used, in order to assess the effects of scripting procedures across two different school subjects. Written scripts proved not to be successful in increasing verbal responses, and audio recorded scripts were therefore introduced as a second intervention. Although audio recorded scripts were not initially successful, later occurrences of scripted answers indicate that they did have some effect. After implementing audio recorded scripts in the first setting, scripted answers occurred in the second setting, indicating generalization across settings. Unscripted responses also occurred in the second setting, indicating further generalization. |
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| 28. Evaluating the Effects of the Pyramid Model Training on Educators Attitudes Towards Inclusion |
| Area: EDC; Domain: Service Delivery |
| Alexandra Rothstein Small (Université du Québec a Montréal), MÉLINA RIVARD (University of Quebec, Montreal) |
| Abstract: During the past decade, a substantial increase of children enrolled in daycare or preschool settings as more than 71% of mothers work outside their home (Institut de la Statistique du Québec; ISQ, 2014). A population survey across Quebec revealed that 26% of Quebec families live with a child with special needs (e.g., developmental disabilities (DD) or mental health problems), which represents a potential of one in four families that receives daycare services (ISQ, 2013). Young children with DD exhibiting challenging behaviors is estimated between 40% to 64%, which is two to four times higher than rates of typically developing children (National Research Council and Institute of Medicine; NRCIM, 2009). The management of these challenging behaviors and adapting the activities to meet the needs of these children demands specialized trainings. There has been growing evidence on the effectiveness of the Pyramid Model (PM) for promoting young children’s social-emotional competence and reducing challenging behaviors. The current study involves 2 parts; study 1, a 2-day training on PM for 40 daycare educators and study 2, a live coaching in the classroom to 12 educators on how to implement the PM strategies in the classroom, using the BST model of coaching. The effects of the training on educator’s knowledge of PM practices and attitudes towards inclusion (study 1) will be evaluated using a pre-post design and results will presented. |
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