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English language development is a critical component for young children's school readiness. In this study, we examined the effect of Read it again-Pre-K! (Justice and McGinty in Read it again!-Prek: a preschool curriculum supplement to promote language and literacy foundations, Crane Center for Early Childhood Research and Policy, Columbus, 2013), a literacy curriculum designed to prepare young children's school readiness on the English literacy skills of Korean dual language learners in general education. Using a multiple probe design, eight 4- to 5-year-old Korean dual language learners (1 female, 7 males) received 1:1 online synchronous daily instruction over 2 months during the summer before entering their kindergarten programs. Through the intervention, all eight children demonstrated increases in the use of English vocabulary, story comprehension, and oral fluency. Post-intervention data on vocabulary and reading fluency through three standardized tests, Dynamic Indicators of Basic Early Literacy Skills, Peabody Picture Vocabulary Test, and Expressive Vocabulary Test, showed improvement over baseline for most children. Discussion and implications for future research were provided., Author(s): Sunyoung Kim [sup.1], Veronica Kang [sup.2], Hanae Kim [sup.1], Jing Wang [sup.1], Emily Gregori [sup.1] Author Affiliations: (1) https://ror.org/02mpq6x41, grid.185648.6, 0000 0001 2175 0319, Department of Special Education, University [...]

Early childhood special education teachers require training and support in implementing function-based intervention for challenging behavior. Yet, teacher professional development practices are not universally effective,and teachers may benefit from differentiated supports. The purpose of this study was to pilot and evaluate a multilevel approach to teacher professional development for function-based intervention. The multilevel approach included behavioral skills training, practice-based coaching, and teacher self-monitoring and was evaluated using a multiple baseline across participants single-case research design. Results demonstrated that while all teachers benefited from the professional development, teachers required different levels of support within the multilevel approach. These findings support a growing body of work suggesting that teachers may require varying levels of support to implement evidence-based practices., Author(s): Mandy Rispoli [sup.1], Marie David [sup.1], Emily Gregori [sup.2], Rose Mason [sup.1], Catharine Lory [sup.3] Author Affiliations: (1) grid.169077.e, 0000 0004 1937 2197, Department of Educational Studies, Purdue University, [...]

This study investigated whether a systematic instruction package was effective in child acquisition of question answering using an iPad-based speech generating device (SGD). The study was conducted with two children with autism using a multiple probe across behaviors design. Results demonstrated that the systematic instruction package consisting of graduated guidance, discrete trial teaching, time delay, and reinforcement resulted in acquisition of answering all questions. Follow-up data were collected one, three, and five weeks after instruction ended. For all participants, skills maintained during follow-up and generalized to novel settings and skills. Social validity data were also collected and indicated that teachers without experience using SGDs found them to be effective and feasible for teaching communication skills., Author(s): Derya Genc-Tosun [sup.1] , Onur Kurt [sup.2] , Zehra Cevher [sup.2] , Emily Victoria Gregori [sup.3] Author Affiliations: (1) grid.164274.2, 0000 0004 0596 2460, College of Education, Eskisehir Osmangazi [...]

Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of interventions targeting the reduction of challenging behavior in students with developmental disabilities in inclusive educational settings and (b) determine if participant and intervention characteristics moderate intervention effects. A systematic search of academic databases was conducted to identify studies, which were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect of .94 (95% CI [.87, 1]) and moderating variables associated with behavior topography, interventionist, and intervention components were identified., Author(s): Catharine Lory [sup.1] , Rose A. Mason [sup.1] , John L. Davis [sup.2] , Danni Wang [sup.1] , So Yeon Kim [sup.1] , Emily Gregori [sup.3] , Marie David [...]

Functional communication training (FCT) is one of the most common treatments for challenging behavior and is considered an empirically supported practice for children and adolescents with autism spectrum disorder (ASD). However, no previous systematic review has evaluated the quality of FCT for adults with ASD, and the empirical support for this practice among adults is unknown. The purpose of the current review was to synthesize the extant research, including a quality appraisal of the literature on the use of FCT to treat challenging behavior for adults with ASD. We identified 20 studies that evaluated the efficacy of FCT in reducing challenging behavior for adults with ASD. The quality of each article was evaluated based on the What Works Clearinghouse design and evidence standards. Following the quality and evidence evaluations, eight studies, including eight experiments, were found to have moderate or strong evidence of effectiveness. The current body of literature provides some evidence for the efficacy of FCT in reducing challenging behavior for adults with ASD, but additional research in this area is warranted., Author(s): Emily Gregori [sup.1] , Oliver Wendt [sup.2] , Stephanie Gerow [sup.3] , Corey Peltier [sup.4] , Derya Genc-Tosun [sup.5] , Catharine Lory [sup.1] , Zachary S. Gold [sup.6] Author [...]

Author(s): Derya Genc-Tosun [sup.1], Onur Kurt [sup.2], Zehra Cevher [sup.2], Emily Victoria Gregori [sup.3] Author Affiliations: (1) grid.164274.2, 0000 0004 0596 2460, College of Education, Eskisehir Osmangazi University, , Meselik [...]

The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention included before, during, and after reading strategies (i.e., topic anticipation, dynamic reading, story retelling). Results of this study indicated that all participants demonstrated noticeable improvements in reading comprehension. Despite the longer duration of intervention sessions as compared to baseline sessions, participants showed similar or better task engagement with intervention. Improved reading outcomes were maintained at follow up for all participants. Implications for practical implementation and future research were discussed., Author(s): So Yeon Kim [sup.1] , Mandy Rispoli [sup.1] , Catharine Lory [sup.1] , Emily Gregori [sup.1] , Matthew T. Brodhead [sup.2] Author Affiliations: (Aff1) 0000 0004 1937 2197, grid.169077.e, [...]

The purpose of this study was to investigate the efficacy and efficiency of a training package to teach public school special educators to conduct functional analyses of challenging behavior. Six public school educators were divided into two cohorts of three and were taught two models of functional analysis of challenging behavior: traditional and trial-based functional analysis. The effect of the training package on functional analysis implementation was evaluated using multiple-baseline designs across participants for each functional analysis model. The sequence of functional analysis models taught was counterbalanced across cohorts. Following the training package, all participants reached 100 % implementation fidelity during role-plays and classroom sessions with students, and maintained high fidelity at follow-up role-play sessions. Data on training duration, trials to criterion, and social validity revealed that trial-based functional analysis training had a shorter duration and was rated as the more favorable functional analysis model., Author(s): Mandy Rispoli[sup.1] , Leslie Neely[sup.2] , Olive Healy[sup.3] , Emily Gregori[sup.4] Author Affiliations: (1) Department of Educational Studies, Purdue University, 100 N University Street, 47907, West Lafayette, INUSA (2) [...]