The purpose of this research study was to provide training for peer tutors to use simultaneous prompting to increase the percentage of correct responses of sight words by students with moderate to severe disabilities. The study included four students with moderate to severe disabilities in an elementary school setting. A multiple probe (days) design across behaviors replicated across students was used to evaluate the effectiveness of the simultaneous prompting procedure used by peer tutors to teach students with moderate to severe disabilities in the general education setting. The results indicated the peers were able to reliably implement the procedures, but a functional relation was demonstrated with only one participant.

The purpose of this study was to teach telling time to the hour, half-hour, quarter to the hour, and to 5 min to students with austim spectrum disorder (ASD) or other developmental disabilities using video modeling (VM). Two research questions were asked: 1. Is there a functional relation between VM and increases in level and trend for telling time to the hour, half-hour, quarter hour, or 5 min for students with ASD and/or other developmental disabilities? 2. Will the use of the VM help students reach criterion on the task analytic steps for the process of telling time? A multiple probe (days) across participants design was used evaluate the effectiveness of the VM. The results showed student improvement of telling time, but no functional relation was found. The results showed improvement of telling time once System of Least Prompts was added to the VM.

The purpose of this study was to examine the effectiveness of using the system of least prompts and concrete representations to teach students with moderate and severe disabilities (MSD) to solve simple linear equations. A multiple-probe (days) across participants, single case research design was used to evaluate the effectiveness of task analytic instruction along with concrete representation on teaching students with MSD to solve algebraic equations. The results showed the system of least prompts and concrete representations were effective in teaching students with MSD to solve simple linear equations.

The purpose of the study was to assess the effect of a treatment package consisting of computer-assisted instruction using multiple video exemplars to teach safety skills to students with intellectual disability. A multiple probe across participants design was used to evaluate knowledge acquisition and the generalization of knowledge to the authentic setting (e.g, the school parking lot). The results showed training was effective in knowledge acquisition and improving skills demonstrated while crossing the parking lot.

The purpose of this study was to test the effects of graduated guidance procedure on teaching imitation of manual signs to students with moderate to severe disabilities. Sessions began with student initiation and were embedded across already established reinforcement routines across the student’s day. A multiple baseline across participants design was used to evaluate these effects.

The purpose of the study was to provide training and follow-up sessions for Sunday school teachers to increase the use of inclusive teacher behaviors (opportunities to respond, behavior specific praise, and opportunities to participate) for educating a child with moderate to severe disability. A multiple baseline across behaviors design was used to evaluate the effectiveness of training and follow-up sessions for a Sunday school teacher that had a child with moderate to severe disability in her class. The results showed training and follow-up were effective in teaching inclusive teacher behaviors within a church setting.

No description available.

For students with moderate to severe disabilities, their secondary education, specific to Grades 9 through 12, greatly impacts postsecondary outcomes. Key components of secondary education for this learner population include classroom structures and alternative curricula implementation. The purpose of this qualitative study was to examine selected secondary programs to determine whether classroom structures and alternative curricula were meeting the postsecondary needs of students with moderate to severe disabilities. One school district was selected for participation in this study. One document, the selected district's special education operating procedures, was used in the document analysis portion of this study. Six parents of students with moderate to severe disabilities and six special education district-level administrators were selected as interview participants. Findings revealed that current secondary programs were not consistently meeting postsecondary needs for students with moderate to severe disabilities. Findings also showed inconsistences with classroom structures and alternative curriculum implementation that would facilitate postsecondary readiness. A need for additional staff training and parent preparation for the transition into postsecondary life with their adult child was discovered. A notable finding was that teacher characteristics played a role in promoting postsecondary success. In summary, all participants had pure intentions to produce desirable postsecondary outcomes for students with moderate to severe disabilities, but a gap was identified between intentions and implementation that impacted the likelihood of desirable postsecondary outcomes.

The purpose of the study was to evaluate the effectiveness of teaching a picture communication system to students with moderate to severe disabilities using the PECS Phase III application. A multiple probe across participants design was used to conduct the study and evaluate the effectiveness of the training on the PECS Phase III application. The results of the study demonstrated that teaching a picture communication system on an augmentative and alternative communication device is effective in the school setting with young adults with moderate and severe disabilities.

The purpose of this study was to determine the effects of QR code (quick reference) linked video-based instruction (VBI) on daily vocational skills for students with moderate to severe disabilities (MSD). A multiple probe across participants was used to evaluate the effectiveness of VBI accessed through scanning a QR code. During technology training a system of least prompts was used to teach students to unlock the iPod, scan the QR code, press play, and press pause between each step of the task; after reaching mastery, students entered into the intervention condition (VBI). During VBI an immediate change in level was observed across three particpants. This study found a functional relationship between VBI and the completion of vocational tasks.