The Effects of Choice on Assignment Completion and Percent Correct by a High School Student with a Learning Disability

The effects of choosing between two academic assignments on task completion and percent correct by a ninth grade student with a learning disability was investigated. This case study extended the efficacy of antecedent based intervention as an instructional modification. Further, the study extends previous research by investigating the effect of choice on academic achievement. The withdrawal design showed that percent completed and correct were highest when the participant was given a choice between two assignments when compared to baseline conditions. Results are discussed in term of efficacy of choice as an antecedent intervention, choice selection, and future research directions

A Practical Approach to Functional Behavioral Assessment in a Public (State Supported) School: Successes and Limitations

A functional behavioral assessment was conducted to identify the maintaining function(s) of aberrant behaviors displayed by a 6-year-old diagnosed with multiple disabilities. The assessment included indirect measures such as interviews, rating scales, and direct observations such as antecedent, behavior, consequence (A‐B‐C) charting. These assessments allowed the teacher to develop a hypothesis about the maintaining function of the aberrant behaviors. A functional assessment was not conducted. Instead, treatment was initiated quickly based on an abbreviated analysis. The results showed decreased rates of aberrant behavior following the implementation of the functional assessment based intervention; however, occurrences of aberrant behavior were not eliminated. Additional analyses suggested that changes in routine may be analogous to high demand situations that act as setting events for aberrant behavior. The results are discussed in terms of developing strategies for identifying events at home and in the community that may influence the occurrence of aberrant behavior

A Qualitative Analysis of the Benefits and Limitations of Using Two-way Conferencing Technology to Supervise Preservice Teachers in Remote Locations

The purpose of this inquiry was to describe the benefits and limitations of using two-way audio/video conferencing technology in a preservice teacher training program located in a remote area. Two-way conferencing technology was introduced on a trial basis to assist in the supervision of practicum students and student teachers in remote university distance education sites. A qualitative analysis was conducted using the university supervisor\u27s field notes and the opinions of students and cooperating teachers as data sources. Some of the perceived benefits include: increased contact with on-campus personnel; opportunities for face-to-face interactions; and the chance to provide immediate feedback to field-based students. Limitations noted by the informants include: problems with the microphones; concerns about conferencing via modem and overcoming the initial fear of being on camera. The informants also offered suggestions for improving the technology and recommended other ways the technology could be used in a rural location

Teaching Pairs of Preschoolers with Disabilities to Seek Adult Assistance in Response to Simulated Injuries: Acquisition and Promotion of Observational Learning

The purpose of this study was to investigate the effects of direct training and observational learning on the acquisition, generalization, and maintenance of the first-aid skill “seeking adult assistance when injured” for three pairs of preschool children with disabilities (three target learners and three observational learners). A multiple probe design across pairs of participants was used. All 6 participants acquired the first-aid skill; more importantly, their responding generalized to playground and home situations and maintained at high levels during the follow-up probes conducted up to 8 weeks after training. The skill acquisition shown by the observational learners occurred without direct training in approximately the same number of trials as that required for the target learners. These results suggested that the intervention was an effective and efficient instructional procedure for teaching preschool children with disabilities basic first-aid skills