The demands of money-counting skills potentially limit individuals with intellectual disability (ID) to master the one-more-than technique, particularly in Taiwan, which requires high daily minimum living expense for supporting an individual's daily life. Employing a multiple treatment design across price ranges and settings, this study compared…

We shift the view of a special needs student away from the acknowledged view, that is as a student who requires interventions to restore a currently expected functioning behaviour, introducing a new paradigm to frame special needs students' learning of mathematics. We use the theory of objectification and the new paradigm to look at (and…

Children with autism may not develop safety skills (e.g., help-seeking behaviors) without explicit teaching. One potentially hazardous situation is when a child with autism becomes separated from caregivers in a retail establishment or other public setting. The purpose of this study was to evaluate a treatment package (rules, role playing, and…

Effects of most to least prompting on teaching simple progression swimming skill for children with autism were investigated. A single subject multiple baseline model across subjects with probe conditions was used. Participants were three boys, 9 years old. Data were collected over a 10-week with session three times a week period using the single…

Although the literature clearly demonstrates that repeated readings result in immediate effects on students' performance on the intervention materials as well as long-term benefits, data are less promising regarding its immediate generalization effects to similar materials. Using an alternating treatments design, the current study evaluated the…

Self-monitoring is a well-studied and widely used self-management skill in which a person observes and records his or her own behavior. Video feedback (VFB) occurs when an instructor videotapes a child's performances and reviews the footage with the child and potentially allows the child to score or evaluate their own behavior. A multiple-probe…

On-task behaviors are examined for three elementary-aged children who had impaired language and challenging behaviors that compromised their classroom participation and inclusion. A multiple-baseline design across participants was used. Each participant showed improvements in on-task behavior following Social Story[TM] intervention. Participants…

This study examined the use of an antecedent-based intervention to reduce the vocal stereotypy of a student diagnosed with Autism within the general education classroom. The student displayed frequent nonfunctional speech and disruptive vocal sounds. An antecedent-based intervention, involving the use of qualitatively different cards--to cue the…

Children with autism often lack complex socially expressive skills that would allow them to engage others more successfully. In the present study, video modeling was used to promote appropriate verbal comments, intonation, gestures, and facial expressions during social interactions of three children with autism. In baseline, the children rarely…

The present study examined the extent to which mothers were able to train their children, 2 boys with autism, to exchange novel pictures to request items using the picture exchange communication system (PECS). Generalization probes assessing each child's ability to mand for untrained items were conducted throughout conditions. Using a multiple…

A multiple-probe design was used to evaluate the effects of training on three children functioning on the higher end of the autism spectrum who were individually taught to answer each of three types of inferential "why" questions: (a) questions based on a three-card picture sequence, (b) questions based on a verbally presented brief…

Two groups of 10 male rats were trained to nose poke for food pellets at four alternatives that provided differing rates of pellet delivery on aperiodic schedules. After a fixed number of pellets had been delivered, 5, 10 or 20 in different conditions of the experiment, a 10-s blackout occurred, and the locations of the differing rates of pellet…

Four preschool children (with and without disabilities), who often responded inappropriately to questions, participated in the current study. Pretest results were used to create sets of questions that the children either did or did not answer correctly (i.e., known and unknown questions). We then sequentially taught two different responses to a…

The study compared the effectiveness of a peer model and an adult model in teaching an expressive language task to four autistic boys (ages 7-10). Results indicated that all children learned from both models and few consistent differences occurred across the two conditions. Generalization and maintenance was also consistently high in both…

Training procedures including cues-pause-point procedures were effectively used to teach two mentally retarded males (ages 18 and 20) to answer questions with sign language and generalize this training to correct responding to untrained questions. (Author/DB)