AU3006/290264 sensory stimulation, and behavior (Koegel & Koegel, 1995). Consequently, many individuals with autism do not automatically discriminate cues in their environment that are needed to...

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This is a part of the final project for Meta-analysis. I will attach the excel file and 4 studies that I need them to be in the excel file.I need a great expert to work on the meta-analysis project. there is one expert that I do not prefer to work with because anytime he/she do my assignment, I receive comment from my teacher! I will provide you that expert's name!REFERENCES STYLE: APA 7


AU3006/290264 sensory stimulation, and behavior (Koegel & Koegel, 1995). Consequently, many individuals with autism do not automatically discriminate cues in their environment that are needed to function independently (Hodgdon, 1995). Students with autism are sometimes perceived as inconsistent, manipulative, oppositional, distractible, dependent, and unfocused when trying to participate in classroom activities (Hodgdon, 1995). Therefore, it is important for educators to develop strategies for de- creasing students’ prompt dependence on adults and fa- cilitating independence. Wolery, Ault, and Doyle (1992) categorized prompts as physical, gestural, auditory, or visual. They, and oth- ers, have recommended that prompt selection be indi- vidualized, as different students may respond differ- ently to the same prompt. For example, Hodgdon (1995) reported that students with autism frequently experi- ence difficulty attending to, regulating, and under- standing auditory input and that visual prompts seem INTRODUCTION Promoting independent engagement and perfor- mance of classroom activities and decreasing depen- dence on adults is an important objective when teach- ing children with disabilities (Hall, McClannahan, & Krantz, 1995; Mechling & Gast, 1997). Autism is a de- velopmental disability that is characterized by depen- dence on adults for staying on-task, completing activi- ties, and transitioning between activities. In addition, children with autism demonstrate deficits in the areas of communication, socialization, cognitive functioning, Teaching On-Task and On-Schedule Behaviors to High-Functioning Children with Autism Via Picture Activity Schedules Linley C. Bryan1 and David L. Gast2,3 The purpose of this investigation was to evaluate the effectiveness of a two-component teach- ing package (graduated guidance and visual activity schedules) in teaching young students with autism to increase on-task and on-schedule behavior. Four children enrolled in a resource- based classroom in a public elementary school served as participants. An A–B–A–B with- drawal design was used to evaluate the effectiveness of a picture activity schedule on the per- centage of intervals scored as on-task and on-schedule. Generalization measures were taken on the percentage of intervals scored as on-task and on-schedule with novel activities. The re- sults of the investigation indicate that (a) student performance rose to criterion levels upon introduction of the graduated guidance procedure, (b) student performance maintained when the picture activity book was available (Book Only) and dropped when the picture activity book was not available (No Book), and (c) student performance generalized to novel activi- ties. The implications of these findings show the importance for future development and use of visual activity schedules to promote the independent functioning of students with autism spectrum disorders in their least restrictive environments. KEY WORDS: Autism; graduated guidance procedure; picture activity book. Journal of Autism and Developmental Disorders, Vol. 30, No. 6, 2000 553 0162-3257/00/1200-0553$18.00/0 © 2000 Plenum Publishing Corporation 1 Gwinnett County Public Schools, Lawrenceville, Georgia. 2 Department of Special Education, University of Georgia, Athens, Georgia. 3 Address all correspondence to David L. Gast, Department of Spe- cial Education, University of Georgia, Athens, Georgia 30602; e-mail: [email protected] to enhance the communication process. Similarly, Schopler, Mesibov, and Hearsey (1995) have recom- mended the use of a structured teaching program that emphasizes visual stimuli, and thus, decreases the ad- verse effects of auditory deficits associated with children with autism. Visual stimuli can be presented in the form of pho- tographs (Hall et al., 1993; Jolly, Test, & Spooner, 1993; MacDuff, Krantz, & McClanahan, 1993), pictures/line drawings (Frank, Wacker, Berg, & McMahon, 1985; Pierce & Schriebman, 1994; Schuster & Griffin, 1993), and in symbols such as letters, words, or blissymbol- ics (Stromer, Mackay, McVay, & Fowler, 1998). As a communication tool, visual stimulus prompts have been used by the Delaware Autistic Program (DAP) to teach children with autism to make spontaneous requests (Bondy & Frost, 1991). DAP utilizes a communication training system known as PECS (Picture Exchange Com- munication System) to teach students to use a picture- based system as a means to communicate within a so- cial context (Frost & Bondy, 1994). Visual prompts also have been used to teach students with severe multiple disabilities to initiate play choices during free play (Jolly et al., 1993). Visual picture prompts have been used to teach a variety of task analytic skills to people with disabilities including cooking (Johnson & Cuvo, 1981; Martin & Rusch, 1987; Martin, Rusch, James, Decker, & Trtol, 1982; Robinson-Wilson, Bellamy, & Clark, 1977), grooming (Thinesen & Bryan, 1981), food service (Connis, 1979), valve assembly (Wacker & Berg, 1983), furniture assembly (Martin, Mithaug, & Frazier, 1992), and custodial skills (Wacker, Berg, Berrie, & Swatta, 1985). In addition, visual picture prompts have been used to teach computer (Frank et al., 1985) and calculator skills (Nietupski, Welsh, & Wacker, 1983). Photographs have been used to teach children with low-functioning autism to complete daily living tasks, including getting dressed, doing the laundry, and setting the table (Pierce & Schriebman, 1994). More recently photographs were used in combination with an audio prompting system to teach daily living skills to young adolescents with moderate intellectual disabili- ties (Mechling & Gast, 1997). Visual prompts have been used successfully to teach students with disabilities to follow activity sched- ules. Sowers, Verdi, Bourbeau, and Sheehan (1985) and Martin, Elias-Burger, and Mithaug (1987) used visual activity schedules to teach high school students with moderate intellectual disabilities various vocational skills. Krantz, MacDuff, and McClannahan (1993) taught school-age boys with autism home living skills. Individualized activity schedules have been imple- 554 Bryan and Gast mented as a significant part of the structured teaching model in the TEACCH program for many years (Schopler & Mesibov, 1994; Schopler, Mesibov, & Kunce, 1998). These schedules use sequences of visual prompts (e.g., picture symbols, photographs) to communicate what and how much work is to be completed. Activity schedules require individuals to transition from one ac- tivity to another, in sequence, in order to complete as- signed tasks. Children with autism have been reported to have difficulty when making transitions between ac- tivities (Cohen & Volkmar, 1997). This usage of visual activity schedules has been reported to help students to independently transition from one activity to another. Such visual prompts provide a structured teaching en- vironment, make expectations clear, and lessen the need for continuous adult prompting (Schopler et al., 1995). MacDuff et al. (1993) taught four boys (ages 9–14) with low-functioning autism to follow a photographic activity schedule to increase on-task and on-schedule behavior in their homes. The photo-activity schedules were designed to prompt the boys to move from one completed activity to another, until six leisure or homework activities were completed. A multiple base- line design across students was used to evaluate ex- perimental control. Results indicated that the two- component treatment package (graduated guidance and the photo-activity schedule) was effective in teach- ing the boys to remain on-task and on-schedule. Once the guidance was systematically faded, the photo-activity schedules alone enabled the boys to transition between activities independently. Results of a response gener- alization probe in which three of the boys’ activity sched- ules were “resequenced” (randomly assigned to new po- sitions in their schedules) indicated that the boys were able to follow the nonfamiliar routines with high lev- els of on-task and on-schedule behaviors. The current study was an attempt to extend and systematically replicate MacDuff et al. (1993). The two studies were different with respect to the ages of participants, functioning levels of participants, the set- ting of the investigation, the form of visual prompt, and the experimental design. The investigations were similar with respect to the independent and dependent variables. The purpose of the current study was to ad- dress the following research questions: (a) Will the use of a two-component teaching package (visual ac- tivity schedule and graduated guidance) effectively teach students with autism to independently engage in on-task and on-schedule behaviors? and (b) Will on- task and on-schedule behaviors generalize to novel activities? METHOD Participants Four students with autism, ranging in age from 7 years 4 months to 8 years 11 months, participated in this study. Each child met the criteria for autism spec- trum disorder, based on the DSM-IV (American Psy- chological Association, 1994). Students were evaluated by the local school system and determined eligible for placement in a resource-based classroom for children with autism spectrum disorders (ASD). In general, all of the students were served half time in a resource class- room and half time in the general education classrooms with special education staff support. Students were func- tioning at grade level, or less than 1 year below grade level in reading but needed adult supervision or pull-out resource services to stay focused on class activities. Table I presents information on the four partici- pating students at the time of the study. Students were chosen to participate in this study because they were dependent on teacher supervision and verbal prompts to complete academic activities. Teacher reports on stu- dents’ Individualized Education Plans indicated the need for extra adult supervision to complete assign- ments, stay on task, and stay on schedule with their classmates. All had demonstrated picture–object cor- respondence prior to the start of the study. All students had limited experience with a visual activity schedule. None of the students had a formal history with the grad- uated guidance procedure or visual cues used to prompt Teaching Via Picture Schedules 555 academic activities or to depict a sequence of different activities. Parent/guardian permission was obtained. Ap- proval for research with human research participants was obtained through the university via the institutional review board and through the local school system’s re- search office. Settings, Arrangements, Materials, and Equipment The study took place in the students’ resource class- room during their 45-minute language arts block. The classroom was located in the students’ local elementary school. The classroom was approximately 15 feet × 25 feet. The classroom was set up physically similar to a regular first-grade classroom. Individual desks were po- sitioned in rows in the front of the classroom facing a large white board. Small-group tables were positioned toward the back, and exploratory and literacy-based cen- ter areas were located around the perimeter. Center Areas. There were four literacy centers throughout the classroom: (a) writing center, (b) read- ing center, (c) listening center, and (d) art center. The writing center was made up of two desks put together to form a table. On top of the table were ruled paper, blank paper, pencils, crayons, and children’s dictio- naries. The writing center was positioned against a wall that contained the sign “word wall,” where students could look up how to spell high-frequency words. The Table I. Student Information Student name & Vineland Age chronological age Grade Special Ed. Support Special Ed. Support
Answered Same DayApr 18, 2021

Answer To: AU3006/290264 sensory stimulation, and behavior (Koegel & Koegel, 1995). Consequently, many...

Popi answered on Apr 22 2021
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    APA Citation    Grade     Gender    Ethnicity    Other demographic info    Number of Participants (for eac
h group)    Research design (group based or single case based?) For group based, random assignment or non randome; for single case, which design?    Features of the target Intervention/treatment    Duration of Intervention (How long was the intervention implemented over time? e.g., 6 months, 5 weeks, etc.)(approx)    Number of Trials (How many times did the students receive the intervention per week?    How long was each instructional period? (For how many minutes was each lesson?)    Instructional Group Size (small group, individual, whole group?)    Who is implementing the intervention (e.g., teacher, researcher,...
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