David F Cihak

How and to What Extent Do Two Cover, Copy, and Compare Spelling Interventions Contribute to Spelling, Word Recognition, and Vocabulary Development?

Kathryn E. Jaspers et al. — Tue, 07 Aug 2012 10:58:39 PDT

We used an adapted alternating treatments design to evaluate and compare the effects of 2 spelling interventions on spelling acquisition and maintenance, word reading, and vocabulary in three first-grade students. The first intervention, Cover, Copy, and Compare (CCC), involved having participants look at a word, cover it, write it, then compare the written response with the original stimulus. For the second intervention, Cover, Copy, and Compare + Sentence Definition (CCC + SD), CCC was supplemented with the experimenter reading a sentence containing the word and a brief definition of the word. Results showed that both interventions increased participants’ spelling at an equivalent rate, which was greater than a control condition. All participants showed greater gains in word reading in the 2 interventions than the control condition, and only 1 participant was better able to define words learned in the CCC + SD condition relative to the CCC condition.

DOI: 10.1007/s10864-011-9137-6

The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays

David F. Cihak et al. — Tue, 07 Aug 2012 10:54:02 PDT

The use of video modeling (VM) procedures in conjunction with the picture exchange communication system (PECS) to increase independent communicative initiations in preschool-age students was evaluated in this study. The four participants were 3-year-old children with limited communication skills prior to the intervention. Two of the students had been diagnosed with autism and two students exhibited developmental delays. An alternating treatments design was used to examine the effects of using VM as a priming technique to enhance the efficacy of students acquiring PECS and increasing the number of independent communicative initiations. Based on the data, the authors concluded that all students learned to use PECS and increased the number of independent communicative initiations; however, the students’ rate of learning was quicker when using VM. Conclusions are discussed in the context of using empirically based interventions to teach communication skills to students with disabilities and limited verbal skills.

Comparing Teacher-Directed and Computer-Assisted Constant Time Delay for Teaching Functional Sight Words to Students with Moderate Intellectual Disability

Mari Beth Coleman et al. — Tue, 07 Aug 2012 10:51:35 PDT

Abstract: The purpose of this study was to compare the effectiveness and efficiency of teacher-directed and computer-assisted constant time delay strategies for teaching three students with moderate intellectual disability to read functional sight words. Target words were those found in recipes and were taught via teacher-delivered constant time delay or through a PowerPoint presentation set up with a delay interval followed by a controlling prompt. These conditions were compared using an alternating treatments design. For the purposes of generalization, students were given the task of following recipes for snacks containing previously targeted sight words. Results indicated both strategies were effective; however, the teacher-directed strategy was slightly more efficient in terms of trials to criterion. The findings are encouraging given that students with moderate intellectual disability often depend on one-on-one instruction and may benefit from instruction with PowerPoint software.

Using video Social Stories™ to increase task engagement for middle schools students with autism spectrum disorders

David F. Cihak et al. — Tue, 07 Aug 2012 10:35:51 PDT

Four middle school students with autism spectrum disorders participated in a brief functional analysis and a video Social Stories™ intervention to remediate attention-seeking and task-avoidance behaviors. Results indicated that matching video Social Stories™ to specific functions of behaviors increased task-engagement behaviors in the general education classroom for all students. In addition, special and general education teachers, as well as participating students, reported favorable social acceptability of the intervention.

Students with moderate and severe mental retardation

David F. Cihak — Tue, 07 Aug 2012 10:10:56 PDT

Every teacher needs to understand the strategies and methods necessary to make their classrooms effective for all students: mainstream, special needs, gifted, and culturally and linguistically diverse. In particular, teachers in special education and general education classrooms need to feel comfortable with their knowledge of identifying students with special needs, the referral process, individual education plans, educational laws, parent communication, management of students with disabilities, and much more.

The fifth edition of Special Education for All Teachers has expanded the content to focus on relevant and practical issues in educating students with special needs and students who are at risk for learning problems. For each disability or learning challenge, this text defines the condition and explains the associated characteristics. It also addresses assessment and classroom management strategies, including specific instructional methods.

Single-subject and case study designs.

David F. Cihak — Tue, 07 Aug 2012 09:57:38 PDT

Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives.

Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling.

The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.

Classroom management for inclusive settings.

David F. Cihak — Tue, 07 Aug 2012 09:54:33 PDT

Written by expert teachers and researchers, Best Practices for the Inclusive Classroom: Scientifically Based Strategies for Success looks at field-tested strategies that teachers of inclusive classrooms need to implement to successfully teach all of the learners in their classroom.

The purpose of the book is to provide both general and special education teachers with a practical guide of scientifically validated, evidence-based instructional strategies in a variety of content areas, including reading, writing and spelling, mathematics, science, and social studies. An overview of the Response to Intervention process provides a foundation for implementing research-based strategies in core content areas.

In addition, the book offers tested tips for implementing assistive technology, culturally responsive teaching practices, and fair assessment in the classroom, along with information on managing problem behaviors and adapting curriculum for various special needs. The book also includes a chapter on how teachers, parents, and school professionals can work together to ensure success for all students.

Use of Brief Functional Analysis and Intervention Evaluation in Public Settings

David F. Cihak — Mon, 06 Aug 2012 09:03:21 PDT

Educational experience in the community provides students with moderate and severe intellectual disabilities the opportunity to learn and rehearse skills they need to participate fully in community environments. The degree to which students with intellectual disabilities participate in their communities is often dependent on their ability to demonstrate appropriate behaviors when in public settings. For students with intellectual disabilities who exhibit socially inappropriate behavior, access to community programs may be limited or even denied. The purpose of this study was to investigate the identification and selection of interventions for inappropriate social behaviors maintained by negative reinforcement in public community settings. Four high school-age students with moderate to severe intellectual disabilities participated in a brief functional analysis to identify maintaining contingencies of target behaviors. Based on the resulting hypotheses, antecedent-based and response-based interventions were designed and compared. Results indicated that the antecedent-based intervention of self-operated auditory prompts worked as effectively as or better than the response-based intervention. In addition, teachers' social validity of intervention in public settings assessed the acceptability of both interventions. Teachers indicated that auditory prompts were socially acceptable for vocational training in public community settings.

doi: 10.1177/10983007070090020501

The Use of Video Modeling via a Video iPod and a System of Least Prompts to Improve Transitional Behaviors for Students with Autism Spectrum Disorders in the General Education Classroom

David F. Cihak et al. — Mon, 06 Aug 2012 09:03:19 PDT

This study evaluated the efficacy of video modeling delivered via a handheld device (video iPod) and the use of the system of least prompts to assist elementary-age students with transitioning between locations and activities within the school. Four students with autism learned to manipulate a handheld device to watch video models. An ABAB withdrawal design was used to evaluate a functional relation between video modeling and the percentage of independent transitions by the student. The data indicate that all participants began transitioning more independently after the intervention was introduced and that their performance decreased with withdrawal of intervention. These results are presented in the context of how a portable video delivery system can aid students who spend considerable portions of their day in general education settings where traditional means of delivering video models (e.g., televisions and computers) may not be as accessible.

Teaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills

David F. Cihak et al. — Mon, 06 Aug 2012 09:03:17 PDT

The demands of basic math skills often limit the ability of students with autism spectrum disorders to master purchasing skills. This study examined the use of counting-on math skills in conjunction with the next-dollar strategy to enhance independent purchasing skills. Four students with autism and intellectual disabilities successfully acquired and generalized counting-on and next-dollar skills to community settings. Students maintained both skills at a 100% level for up to 6 weeks. Intensifying instruction on functional skills that builds on basic academic skills represents one means of accessing the general education curriculum.

Teaching students with autism to read pictures

David F. Cihak — Mon, 06 Aug 2012 09:03:15 PDT

This study examined the use of teaching three students with autism how to comprehend pictures. Students were elementary-aged, did not speak, and needed communication training. Students were provided systematic visual literacy instruction. Visual literacy instruction consisted of comprehending familiar people, objects, actions, and sequences through motor demonstration. Students successfully acquired how to read pictures and generalize its understanding. Visual literacy skills were maintained at a 100% level for up to nine weeks.

Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders

David F. Cihak — Mon, 06 Aug 2012 09:03:10 PDT

This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules while the third participant made slightly faster progress with the video based schedule. The positive outcomes for both interventions are discussed in the context of practitioners’ need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner.