final Flashcards
Brenske et al. (2008)
descriptive prompts on activity attendance and engagement in participants with dementia.
Brenske et al. (2008) Design/results
Reversal design
Baseline: prompted to come but then no follow up prompts
Descriptive prompts: verbal, model and verbal reinforcement for engagement Results: increased both DVs
Brenske et al. (2008) Limitations
limitations:
very few people in the activity area to start, so possible that attendance alone would have increased dvs
no data on appropriate social interaction
no follow up data on staff
possible that effect could diminish if dementia worsened.
package, not just descriptive prompts
low mobility resident
Tasky et al (2008)
Choice on on-task behavior in participants with ABI
Tasky et al (2008) Design/results
Reversal design ABA’B where 1st baseline: assigned three tasks such as chores and had to do them in order
Choice: given 9 tasks and told to choose 3 and could do them in any order
second baseline was yoked in assigning task that were previously chosen freely Result: increased on-task behavior, yoked-control phase showed that it was choice, not preference or task difficulty
Tasky et al (2008) limitations/future research
limitations
required handing a list to each participant (not independent)
choice procedure may have allowed participants to choose easy tasks Future research: self generated lists
Maki et al. (2008)
Self recording and reinforcement on therapeutic exercise participation in participants with ABI
Maki et al. (2008) Design/results
ABAB reversal design
Recorded with 30s wir
Baseline: instructed to exercise, no consequences Self Recording: recorded their own participation, reinforced with edible/tangibles if met criteria Results: increased participation
Maki et al. (2008) Limitations/Future reserach
Limitations:
did not separate reinforcement and self recording but previous studies show it is unlikely to have worked without the reinforcment.
possible that accuracy was not important
peer modelling could have had an effect because it was all done simultaneously
generalization and the effect of fading contingencies not analyzed
future research: component analysis
Parsons et al. 2008
remediating minimal progress in adults using modified teaching
Parsons et al. 2008 Design/results
4 adults in an adult education program at a large agency
Picked programs that participants made little or no progress on
total task presentation
least to most prompting
Primary DV = % of steps complete of the program TA
Secondary DV = happiness/unhappines as defined by smiling, crying etc.
secondary DV = teaching proficiency (integrity)
step presented in right order? prompting, reinforcement? etc.
baseline: as usual
modified teaching
based on rapid teaching or early intensive approaches
frequency, potency of SR, reducing distractions
Design: alternating treatments within a multiple baseline across learners
Result, improved progress for target task but not control task, so it works.
happiness was fine
Lattimore et al (2008)
Simulation training of Job skills for adults with autism
Lattimore et al (2008) Design/result Study 1
Study 1: same stimuli
taught to put stickers on folder and insert flyer, DV = % of TA steps completed correctly
Baseline: “work” at company
Txt: simulation, “work” at teaching centre using same stimuli (folders flyers and stickers, if NR or IR then most to least prompt heirarchy:
phys guidance
partial phys guidance
shadowing
vocal/gestural
10 trials per session untill mastered
post training observations conducted at work
Results = noticable increase in performance that lasted to follow up
Lattimore et al (2008) Design/result Study 2
Study 2: different stimuli
taught to clean sinks and mirrors and cups
done same as study 1 except:
materials were different (sink and mirror at education centre, bottle and cloth not the same as at job site)
only three trials per session not 10 until mastered
more training if failed
Results
slower increase but still increase, some needed additional training
Lattimore et al (2008) guidelines
to enhance on-the-job performance of the new work duties, simulation training should be provided when feasible before supported workers begin the new duties
Even though best practice says training at home is not reccommended, in some cases it is
To avoid problems from training at home:
train for actual job placement, not in the hopes of getting a job
pay close attention to generalization
