Small group instruction for students with autism: General case training and observational learning

Journal of Special Education

Volumn 44, Issue 1, 2010, Pages 50-63

  Tekin Iftar, Elif ^a   Birkan, Bunyamin ^b  

^a ANADOLU UNIVERSITY   (Turkey)

^b Tohum Autism Foundation   (Turkey)

Author keywords

Autism; Food and drink preparation skills; General case training; Observational learning; Progressive time delay; Small group teaching

Indexed keywords

EID: 77950540762     PISSN: 00224669     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022466908325219     Document Type: Article

References (37)

1. Alberto, P.A., & Troutman, A.C. (1995). Applied behavior analysis for teachers (4th ed.). Upper Saddle River, NJ: Merrill.
2. Ault, M.J., Gast, D.L., & Wolery, M. (1988). Comparison of progressive and constant time delay procedures in teaching community-sign word reading. American Journal of Mental Retardation, 93, 44-56.
3. Barbara, R., & Sulzer-Azaroff, B. (1983). An alternating treatment comparison of oral and total communication training programs with echolalic autistic children. Journal of Applied Behavior Analysis, 16, 379-394.
4. Billingsley, F., White, O.R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229-241.
5. Browder, D.M., Hines, C., McCarthy, L.J., & Fees, J. (1984). A treatment package for increasing sight word recognition for use in daily living skills. Education and Training of the Mentally Retarded, 19, 191-200.
6. Browder, D., & Snell, M.E. (2000). Teaching functional academics. In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (pp. 493-542). Upper Saddle River, NJ: Merrill.
7. Browder, D.M., Snell, M.E., & Wildonger, B.A. (1988). Simulation and community-based instruction of vending machines with time delay. Education and Training of the Mentally Retarded, 23, 175-185.
8. Carothers, D.E., & Taylor, R.L. (2004). How teachers and parents can work together to teach daily living skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19, 102-104.
9. Collins, B.C., & Stinson, D.M. (1995). Teaching generalized reading of product warning labels to adolescents with mental disabilities through the use of key words. Exceptionality, 5, 163-181.
10. Cooper, J.O., Heron, T.E., & Heward, W.L. (1987). Applied behavior analysis. Upper Saddle River, NJ: Merrill.
11. Doyle, P.M., Schuster, J.W., & Meyer, S. (1996). Embedding extra stimuli in the task direction: Effects on learning of students with moderate mental retardation. The Journal of Special Education, 29, 381-399.
12. Duker, P.C., Van Deursen, W., de Wit, M., & Almen, A. (1997). Establishing a receptive repertoire of communicative gestures with individuals who are profoundly mentally retarded. Education and Training in Mental Retardation and Developmental Disabilities, 32, 357-361.
13. Farmer, J.A., Gast, D.L., Wolery, M., & Winterling, V. (1991). Small group instruction for students with severe handicaps: A study of observational learning. Education and Training in Mental Retardation, 26, 190-201.
14. Fickel, K.M., Schuster, J.W., & Collins, B.C. (1998). Teaching different tasks using different stimuli in a heterogeneous small group. Journal of Behavioral Education, 8, 219-244.
15. Frederick-Dugan, A., Test, D.W., & Varn, L. (1991). Acquisition and generalization of purchasing skills using a calculator by students who are mentally retarded. Education and Training in Mental Retardation, 26, 381-387.
16. Gardill, M.C., & Browder, D.M. (1995). Teaching stimulus classes to encourage independent purchasing by students with severe behavior disorders. Education and Training in Mental Retardation and Developmental Disabilities, 30, 254-264.
17. Godby, S., Gast, D.L., & Wolery, M. (1987). A comparison of time delay and the system of least prompts in teaching object identification. Research in Developmental Disabilities, 8, 283-306.
18. Griffen, A.K., Wolery, M., & Schuster, J.W. (1992). Triadic instruction of chained food preparation responses: Acquisition and observational learning. Journal of Applied Behavioral Analysis, 25, 193-204.
19. Hall, M.G., Schuster, J.W., Wolery, M., & Gast, D.L. (1992). Teaching chained skills in a non-school setting using divided half instruction. Journal of Behavioral Education, 2, 257-279.
20. Lancioni, G.E., & O'Reilly, M.F. (2002). Teaching food preparation skills to people with intellectual disabilities: A literature overview. Journal of Applied Research in Intellectual Disabilities, 15, 236-253.
21. McCurdy, B.L., Cundari, L., & Lentz, F.E. (1990). Enhancing instructional efficiency: An examination of time delay and the opportunity to observe instruction. Education and Treatment of Children, 13, 226-238.
22. McDonnell, A.P. (1996). The acquisition, transfer, and generalization of requests by young children with severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 31, 213-234.
23. National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.
24. O'Neill, R.E., Faulkner, C., & Horner, R.H. (2000). The effects of general case training of manding responses on children with severe disabilities. Journal of Developmental and Physical Disabilities, 12, 43-60.
25. Parker, M.A., & Schuster, J.W. (2002). Effectiveness of simultaneous prompting on the acquisition of observational and instructive feedback stimuli when teaching a heterogeneous group of high school students. Education and Training in Mental Retardation and Developmental Disabilities, 37, 89-104.
26. Schuster, J.W. (1998). Cooking instruction with persons labeled mentally retarded: A review of literature. Education and Training in Mental Retardation, 23, 43-50.
27. Snell, M.S. (1982). Analysis of time delay procedures in teaching daily living skills to retarded adults. Analysis and Intervention in Developmental Disabilities, 2, 139-155.
28. Sprauge, J.R., & Horner, R.H. (1984). The effects of single instance, multiple instance, and general case training on generalized vending machine use by moderately and severely handicapped students. Journal of Applied Behavior Analysis, 17, 173-278.
29. Steere, D.E., Pancsofar, E.L., Powell, T.H., & Butterworth, J. (1989). Enhancing instruction through general case programming. Teaching Exceptional Children, 21, 22-24.
30. Stinson, D.M., Gast, D.L., Wolery, M., & Collins, B. (1991). Acquisition of nontarget information. Exceptionality, 2, 65-80.
31. Tawney, J.W., & Gast, D.L. (1984). Single subject research in special education. Columbus, OH: Merrill.
32. Tekin-Iftar, E., Acar, G., & Kurt, O. (2003). The effects of simultaneous prompting on teaching expressive identification of objects: An instructive feedback study. International Journal of Disability, Development, and Education, 50, 149-167.
33. Tekin-Iftar, E., & Kircaali-Iftar, G. (2004). Ozel egitimde yanlissiz ogretim yontemleri (2. baski) [Errorless teaching procedures in special education (2nd ed.)]. Ankara, Turkey: Nobel Yayin Dagitim.
34. Wolery, M. Ault, M.J., & Doyle, P.M. (1992). Teaching students with moderate to severe disabilities: Use of response prompting strategies. New York: Longman.
35. Wolery, M., Ault, M.J., Gast, D.L., Doyle, P.M., & Griffen, A.K. (1991). Teaching chained tasks in dyads: Acquisition of target and observational behaviors. The Journal of Special Education, 25, 198-220.
36. Wolery, M., Bailey, D.B., & Sugai, G.M. (1988). Effective teaching: Principles and procedures of applied behavioral analysis with exceptional students. Boston: Allyn & Bacon.
37. Wolery, M., & Gast, D.L. (1990). Efficiency of instruction: Conceptual framework and research directions. Unpublished manuscript, Vanderbilt University, Nashville, TN.