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The interruption in the education of students with autism spectrum disorders (ASD) during the COVID-19 pandemic has necessitated telehealth services offered both to the individuals and their parents. Therefore, this study aimed to examine the effects of the simultaneous prompting procedure and observational learning in teaching science facts to middle-school students with ASD by using multiple probe designs with probe trials via telehealth. The researchers also conducted follow-up and novel adult probe sessions to assess the effects of simultaneous prompting procedure and observational learning along with the opinions of students and their mothers in terms of social validity. Results indicated that students acquired the target science facts and observational learning skills, maintained them over time, and generalized them across different people. The implication of the findings and directions for future research was additionally discussed., Author(s): Uzeyir Emre Kiyak [sup.1], Ozlem Toper [sup.2] Author Affiliations: (1) grid.440474.7, 0000 0004 0386 4242, Department of Special Education, Usak University, , Usak, Turkey (2) grid.34538.39, 0000 0001 2182 [...]

Byline: David W. Test (1), Melia Neale (1) Keywords: self-determination; middle grade; disabilities; IEPs Abstract: This study investigated the effects of teaching middle grade students with disabilities to participate in their IEP meetings using The Self-Advocacy Strategy. Four students with high-incident disabilities were taught to be active participants in their IEP meetings. Student contributions, along with scores on The Arc's Self-Determination Scale, were used to measure the effectiveness of the strategy. Findings from this study indicate that The Self-Advocacy Strategy is an effective instructional tool that can be used to teach middle grade students with disabilities to be active participants in their IEP meetings. Author Affiliation: (1) The University of North Carolina at Charlotte, Charlotte, NC Article History: Registration Date: 28/09/2004

Byline: Susan J. Wood (1), Jane Y. Murdock (2), Mary E. Cronin (2), Nancy M. Dawson (3), Peggy C. Kirby (4) Keywords: self-monitoring; at-risk middle school students; on-task behaviors; academic performance Abstract: The purposes of this study were to evaluate the effects of self-monitoring on increasing the on-task behaviors of four at-risk middle school students, and to examine its indirect effects on academic performance. Additionally, we attempted to develop and validate cost- and time-efficient procedures that typical classroom teachers could use. The data from a multiple baseline design across three academic settings, replicated with four students, revealed immediate increases in on-task behavior as each student began to self-monitor in each sequential setting. The data also revealed slightly higher levels of academic performance and, in most instances, gradually accelerating trends. These findings suggest that self-monitoring is a cost- and time-efficient procedure that classroom teachers can use to teach at-risk students to manage their own behaviors. Author Affiliation: (1) Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, Louisiana (2) Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, Louisiana (3) Department of Curriculum and Instruction, University of New Orleans, New Orleans, Louisiana (4) Department of Educational Leadership, Counseling, and Foundations, University of New Orleans, New Orleans, Louisiana Article History: Registration Date: 28/09/2004

Byline: Kathleen M. Fickel (1), John W. Schuster (2), Belva C. Collins (3) Keywords: simultaneous prompting; heterogeneous grouping; middle school students Abstract: The effectiveness of a simultaneous prompting procedure was evaluated in a heterogeneous small group using different tasks and different stimuli for each student. Participants included four middle school students whose functioning levels ranged from typically developing to moderate and severe disabilities. A multiple probe design across behaviors and replicated across students was used. Observational learning maintenance, and generalization also were assessed. Results indicate that the procedure was successful in teaching all four students their targeted stimuli as well as some of the non-targeted stimuli (i.e., observational learning). Students maintained and generalized their information with a high degree of accuracy. Limitations of the study and future research implications are discussed. Author Affiliation: (1) Spencer County High School, Taylorsville, Kentucky (2) Department of Special Education and Rehabilitation Counseling, University of Kentucky, Lexington, Kentucky (3) Department of Special Education and Rehabilitation Counseling, University of Kentucky, Lexington, Kentucky Article History: Registration Date: 28/09/2004

Byline: Krista Cromer (1), John W. Schuster (2), Belva C. Collins (3), Jennifer Grisham-Brown (4) Keywords: instructive feedback; safety skills; middle school students; students with moderate mental retardation Abstract: This study addressed the effectiveness of teaching 3 middle school students with moderate mental retardation and related disabilities to read textual stimuli (i.e., critical information) on medical prescription containers. Also, the acquisition of instructive feedback stimuli, provided in the consequent statements, was assessed using a continuous (i.e., provided on every trial), and an intermittent (i.e., provided on every third trial) presentation schedule. A multiple probe design across behaviors and replicated across students was used to demonstrate experimental control. Results indicate that all students acquired and generalized responses to the targeted stimuli they also acquired most of the instructive feedback stimuli, regardless of the schedule employed. Author Affiliation: (1) Rockcastle County Middle School, Rockcastle County Schools, Mount Vernon, Kentucky (2) Department of Special Education and Rehabilitation Counseling, University of Kentucky, Lexington, Kentucky (3) Department of Special Education and Rehabilitation Counseling, University of Kentucky, Lexington, Kentucky (4) Department of Special Education and Rehabilitation Counseling, University of Kentucky, Lexington, Kentucky Article History: Registration Date: 28/09/2004

Byline: Susan Taylor-Greene (1), Doris Brown (2), Larry Nelson (3), Julie Longton (3), Terri Gassman (3), Joe Cohen (3), Joan Swartz (4), Robert H. Horner (5), George Sugai (6), Susannah Hall (7) Keywords: school-wide behavioral support; office referrals; evaluation; faculty satisfaction Abstract: Two years of office referral data are presented in evaluation of a school-wide behavioral support program designed to define, teach, and reward appropriate student behavior in a rural middle school (grades 6, 7, and 8). During 1994-95, the school had 530 students and recorded 2,628 office referrals. The 1995-96 school year began with a full day in which students were taught five school expectations. Throughout the year, students also received rewards for appropriate behavior and office referrals for infractions. Results during 1995-96 document a 42% reduction in office referrals from the previous year. While the evaluation results do not document functional relationship, they suggest an efficient process for evaluating school-wide behavioral support, teaching appropriate behaviors, and changing the overall 'climate' of the school. Implications for future research, and the use of schools as a unit of analysis, are discussed. Author Affiliation: (1) Fern Ridge Middle School, Eugene, OR (2) Fern Ridge Middle School, Eugene, OR (3) Fern Ridge Middle School, Eugene, OR (4) Fern Ridge Middle School, Eugene, OR (5) Specialized Training Program, College of Education, University of Oregon, Eugene, OR (6) Behavioral Research and Teaching Group, College of Education, University of Oregon, Eugene, OR (7) College of Education, University of Oregon, Eugene, OR Article History: Registration Date: 15/10/2004