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A Further Comparison of Manual Signing, Picture Exchange, and Speech-Generating Devices as Communication Modes for Children with Autism Spectrum Disorders
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van der Meer, Larah; Sutherland, Dean; O'Reilly, Mark F.; Lancioni, Giulio E.; Sigafoos, Jeff – Research in Autism Spectrum Disorders, 2012
We compared acquisition of, and preference for, manual signing (MS), picture exchange (PE), and speech-generating devices (SGDs) in four children with autism spectrum disorders (ASD). Intervention was introduced across participants in a non-concurrent multiple-baseline design and acquisition of the three communication modes was compared in an…
Descriptors: Intervention, Augmentative and Alternative Communication, Autism, Sign Language
Extending Microswitch-Based Programs for People with Multiple Disabilities: Use of Words and Choice Opportunities.
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Lancioni, Giulio E.; Singh, Nirbhay N.; O'Reilly, Mark F.; Oliva, Doretta – Research in Developmental Disabilities, 2003
This study assessed a microswitch-based program in which three request and one choice microswitches were used for two participants with multiple disabilities. Each request switch was linked to different stimulation opportunities. Both participants learned to use the microswitches very rapidly. Responding levels were high during intervention and…
Descriptors: Communication Aids (for Disabled), Communication Disorders, Generalization, Intervention
Using a Process Social Skills Training Approach with Adolescents with Mild Intellectual Disabilities in a High School Setting.
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O'Reilly, Mark F.; Glynn, Dawn – Education and Training in Mental Retardation and Developmental Disabilities, 1995
A process social skills training approach was implemented and evaluated with two high school students having mild intellectual disabilities and social skills deficits. The intervention package was successful in promoting generalization of targeted social skills from the training setting to the classroom for both students. Participants had…
Descriptors: Adolescents, Generalization, High Schools, Instructional Effectiveness
Self-Administered Written Prompts to Teach Home Accident Prevention Skills to Adults with Brain Injuries.
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O'Reilly, Mark F.; And Others – Journal of Applied Behavior Analysis, 1990
Four adults with brain injuries were trained to use written checklists that identified potential in-home hazards. The checklist alone was sufficient to increase appropriate responses to many hazards, and individualized task analyses, subsequently faded to natural conditions, remediated the others. Generalization occurred to some degree, and skills…
Descriptors: Accident Prevention, Adults, Check Lists, Generalization
Teaching Systematic Instruction Competencies to Special Education Student Teachers: An Applied Behavioral Supervision Model.
O'Reilly, Mark F.; And Others – Journal of the Association for Persons with Severe Handicaps (JASH), 1992
Three preservice teachers of students with severe disabilities were trained on systematic instruction skills, focusing on appropriate use of positive consequences and instructional prompts. Results indicated that immediate feedback was more effective with two student teachers and delayed feedback was more effective for the third. Teaching skills…
Descriptors: Feedback, Higher Education, Instructional Effectiveness, Maintenance
An Analysis of Acquisition, Generalization and Maintenance of Systematic Instruction Competencies by Preservice Teachers Using Behavioral Supervision Techniques.
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O'Reilly, Mark F.; And Others – Education and Training in Mental Retardation and Developmental Disabilities, 1994
Two preservice teachers working with middle school students with severe disabilities participated in this study of the acquisition, generalization, and maintenance of skills relating to use of positive consequences and instructional prompts. Results indicated that immediate feedback was more effective than delayed feedback, skills were maintained…
Descriptors: Classroom Techniques, Generalization, Higher Education, Intermediate Grades