Using Picture-Based Task-Analytic Instruction to Teach Students with Moderate Intellectual Disability to Email Peers without Disabilities

This preliminary study investigated the effects of using picture-based task analyses and an iPad to teach students with intellectual disability how to send and reply to emails. Three middle-school-aged students with intellectual disability as well as three peers without disabilities participated in this investigation. The intervention consisted of two 15-step task analyses: one for sending an email, and the second for replying to an email, least to most prompting, and constant time delay. Results showed students’ improved ability to send and reply to emails on an iPad with the support of picture-based task analyses. Implications for practice and future research are discussed

Coaching Head Start Teachers on the Use of Teaching Pyramid Model Practices in the Classroom

The purpose of this study was to investigate the impact of individualized coaching and performance feedback on the implementation of Teaching Pyramid Model practices by three Head Start teachers. Participants were lead teachers in three preschool classrooms located in one Head Start program. During intervention, teachers received weekly individualized coaching on Teaching Pyramid Model practices, followed by a weekly classroom observation and emailed performance feedback. All three teachers demonstrated increased implementation of Teaching Pyramid Model practices after the intervention was introduced. These results suggest that individualized coaching and performance feedback may support Head Start teachers’ implementation of evidence based practices that can enhance the social and emotional development of young children and address challenging behaviors in the classroom

Using Coaching and Performance Feedback to Increase Head Start Teachers' Use of Teaching Pyramid Model Practices

The purpose of this study was to investigate the impact of individualized coaching and performance feedback on the implementation of Teaching Pyramid Model practices by three Head Start teachers. Participants were lead teachers in three preschool classrooms located in one Head Start program. During intervention, teachers received weekly individualized coaching on Teaching Pyramid Model practices, followed by a weekly classroom observation and emailed performance feedback. All three teachers demonstrated increased implementation of Teaching Pyramid Model practices after the intervention was introduced. These results suggest that individualized coaching and performance feedback may support Head Start teachers’ implementation of evidence based practices that can enhance the social and emotional development of young children and address challenging behaviors in the classroom

Contingency-Based Delay to Reinforcement following Functional Communication Training for Individuals with Autism: A Multilevel Meta-Analysis [Supplemental Files]

Functional communication training (FCT), an intervention for challenging behavior rooted in principles of applied behavior analysis, has copious empirical support dating back to the mid-1980s for autistic individuals. Recently, there has been a concerted effort to thin reinforcement delivery during FCT using contingency-based delays that, in turn, are designed to enhance practicality and feasibility while not compromising efficacy. In this synthesis, we meta-analyzed the literature using log response ratio effect sizes (LRR) to investigate (a) combined and across type effectiveness of contingency-based delays and (b) moderating variables that might impact intervention outcomes. Findings showed that contingency-based delays were effective for autistic individuals (LRR = -2.17; 95% CI = [-2.76, -1.58]) and most effective when the contingency incorporated positive reinforcement (LRR =-2.30; 95% CI = [-2.83,-1.78]). Additionally, delay procedures that included differential reinforcement of alternative behavior were overall more effective (LRR =-2.13; 95% CI = [-2.72,-1.55]) than those that involved differential reinforcement of other behavior (LRR =-1.24; 95% CI = [-3.84, 1.37]). Noteworthy moderating variables found to impact contingency-based delay efficacy included the intervention dosage and the topography of behavior. We discuss these findings and highlight directions where additional empirical research is warranted to improve our understanding about contingency-based delays for autistic individuals

Use of a Technology-Based Instructional Package to Teach Opinion Writing to Students With Intellectual Disability

In the current study, we employed a concurrent multiple probe across participants design to examine the effects of an intervention package (i.e., response prompting, frames, technology) on sentence writing for three partici-pants, ages 10-12, with intellectual and developmental disabilities (IDD). Specifically, we taught participants to write multiple sentences to express an opinion about a passage they had just read. Our findings suggest that the package was effective and produced maintenance and generalization across all three participants

Epilepsy as a health problem among school children in Turaif, Northern Saudi Arabia, 2017

Background: Epilepsy is the most common serious neurological disorder and is one of the world’s most prevalent non-communicable diseases. There are no recently published data on the prevalence of epilepsy in school children in Northern Saudi Arabia. Objective: This study was conducted to determine the prevalence of epilepsy and to show some of its risk factors in school children and adolescents (6-18 years) in Turaif city, Northern Saudi Arabia. Methods: This, population-based, cross-sectional study was conducted in Turaif city, over a 6-month period, from July 2016 to January 2017. It included pupils aged 6 to18 years in all primary, preparatory and secondary schools in Turaif city. Multi-stage sampling was employed. A designated structured questionnaire was completed for each patient and included the patient’s history, clinical examination, investigations and medications. Data were analyzed by SPSS version 16, using Chi-Squared test and descriptive statistics. Results: Out of 1,230 children, 66 (5.5%) had epilepsy; 68.2% of them were males and 31.8% females (p=0.000). Consanguinity between parents plays a significant role where 59.1% of cases had parents who were cousins (p=0.000). Family history also had a significant effect as 68.2% of cases had epilepsy cases in their families (p=0.000). Conclusion: Epilepsy prevalence among school children (6-18 years) in Turaif city is higher in males than females. Consanguinity and positive family history are important factors. Decision makers must take effective steps to limit the causes and risk factors of the problem