Analyzing the effects of self recording on teacher use of incidental teaching procedures to teach language to children with autism.
Item
-
Title
-
Analyzing the effects of self recording on teacher use of incidental teaching procedures to teach language to children with autism.
-
Identifier
-
AAI3037451
-
identifier
-
3037451
-
Creator
-
Vener, Susan Melissa.
-
Contributor
-
Adviser: Claire L. Poulson
-
Date
-
2002
-
Language
-
English
-
Publisher
-
City University of New York.
-
Subject
-
Education, Educational Psychology | Education, Curriculum and Instruction | Education, Teacher Training
-
Abstract
-
Although incidental teaching has been shown to be effective in increasing aspects of language in children with autism, research is needed to identify procedures to increase staff use of incidental teaching. In the present study, following a pre-baseline training period during which teachers learned the basic skills of incidental teaching with children with autism, the number of teacher uses of incidental teaching was measured during regularly scheduled classroom activities. Following baseline, self recording was used to increase teacher use of incidental teaching to teach three children with autism to use target language forms. The children were 6-to-10 years of age. The language forms targeted were individually selected for each child, and they included use of prepositions, number adjectives, and size adjectives. Spontaneous use of the target language forms were recorded for two of the children. A multiple-baseline experimental design across three sets of classroom materials and environmental arrangements (i.e., conversation and snack, play activities, and academic or group activities) was used to evaluate the effect of self recording on the number of incidental teaching episodes completed by a teacher-child dyad. The study was replicated with two additional teacher-child dyads. The results showed that self recording produced a systematic increase in teacher use of incidental teaching of specific language forms. For one child for whom spontaneous use of number adjectives was recorded, a systematic increase in these descriptors occurred after the introduction of self recording. For the other child, although the introduction of self recording did not immediately result in a systematic increase in spontaneous use of size adjectives, an increase in the targeted language did emerge over the course of the self-recording condition. These results (a) demonstrate that self-recording is an effective strategy for increasing teacher use of incidental teaching in a classroom setting, and (b) provide additional evidence that incidental teaching is an effective strategy for increasing use of specific language forms by children with autism.
-
Type
-
dissertation
-
Source
-
PQT Legacy CUNY.xlsx
-
degree
-
Ph.D.
