Elif Tekin-Iftar, Ph.D. Anadolu University Research Institute for the Handicapped

1. Parent-Delivered Community-Based Instruction with Simultaneous Prompting on Teaching Chained Skills to Children with Developmental Disabilities Elif Tekin-Iftar, Ph.D. Anadolu University Research Institute for the Handicapped Eskisehir, Turkey E-mail: eltekin@anadolu.edu.tr ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

2. Involvement of the parents into education of the children with disabilities are highly valued by teachers and researchers. In addition, parental involvement is encouraged by the Special Education Law in many countries. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

3. TABLE 1Effectiveness Research on Parental Involvement ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

4. Community-based instruction (CBI) • It is well-documented that individuals with disabilities often have difficulty in generalizing the acquired skills from one situation to another (Alberto & Troutman, 1995; Cooper, Heron, & Heward, 1987; Falvey, 1989; Steere, Pancsofar, Powell, & Butterwoth, 1989; Wolery, Bailey, & Sugai, 1988). • Therefore, generalization to the novel situations should be planned when designing instruction for individuals with disabilities. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

5. CBI is one of the approaches for promoting generalization and generally used to teach community skills such as purchasing skills, the use of ATM, public phone use etc. • In CBI, training sessions are conducted in actual settings. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

6. The effectiveness of CBI has been shown in many research studies such as; • Teaching the children with DD to; • resist the lures of strangers (Gast et al., 1993), • safely cross the street and use public phone (Collins et al., 1993), • cash a check, cross a street, and mail a letter (Branham et al., 1999). • Teaching purchasing skills to autistic youths (Haring et al., 1987) • Teaching elementary students with moderate intellectual disabilities how to shop for groceries (Morse & Schuster, 2000). • Parent-delivered intervention to teach purchasing skills to young adults with disabilities (DiPipi-Hoy & Jitendra, 2004). ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

7. Simultaneous Prompting Procedure (SP) • SP is one of the response prompting strategies inwhich the teacher delivers the target stimuli and controlling prompt simultaneously. • Therefore, the student does not have an opportunity to respond independently during instruction and probe session is needed to test the transfer of stimulus control. • To date there is a limited number of studies examining effects of SP on teaching behaviors to people with various disabilities. • Studies revealed that SP is effective on teaching both discrete and chained skills to children with various disabilities (Morse and Schuster 2004). • There are only two studies that intervention with SP was delivered by persons (e.g., peers and siblings) other than the teacher (Tekin ve Kircaali-Iftar, 2002; Tekin-Iftar, 2003). ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

8. Purpose of the Study • The purpose of this investigation was to test the effectiveness of parent delivered CBI with SP on teaching purchasing skills to four children with developmental disabilities. Furthermore, generalization and maintenance effects of the intervention were tested in the study. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

9. Research Questions • Will parents (three parent and one grandparent) implement SP reliably in teaching community skills (shopping at the grocery store, ordering a pastry from a pastry shop, and giving a cloth to be cleaned by the dry cleaner) to their daughters and sons? • To what extent will daughters and sons acquire the community skills taught by their parents and maintain the acquired community skills after the termination of the intervention? • To what extent will daughters and sons generalize the acquired community skills taught by their parents into the generalization settings? ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

10. METHOD ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

11. Participants • Three parents and one grandparent and four children with developmental disabilities are the participants of the study. • Parent-child dyads were formed. • Participants were Fatih, Fikret, Rana, and Nilay, and their parents andgrandparent. • Parents were informed about the research project. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

12. To be included in the study, each parent and grandparent had to express an interest in; • learning to deliver instruction, • teaching their children community skills, To be included in the study each student had to express an interest in; • learning community skills, and • having the selected skills in their educational programs. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

13. TABLE 2Educational Experience of the Students ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

14. TABLE 1The Demographıcs Of The Parents And Grandparent ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

15. TABLE 2THE DEMOGRAPHICS OF THE STUDENTS ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

16. Settings • The initial parent training session was conducted at the office of the author. • CBI occured in actual settings (i.e., a convenient grocery store, a pastry shop, and a dry cleaning store in the university campus). • Generalization sessions were conducted at different sites (i.e., convenient grocery store, a pastry shop and a dry cleaning store other than those used in the training in the neighborhood). ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

17. The grocery store has 5 aisles and 5 check out lanes. • The pastry shop is in almost 24 square meter and has one check out lane. • The dry cleaning store is approximately 150 square meter and has one check out lane. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

18. Materials • Data collection forms • Money ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

19. Task Analyses • Generic task analyses were developed for the skills taught in the study. • The task analyses were developed by the researcher by performing the skills and observing others in the stores. • However, the task analyses were modified by the researcher during the study. • The critical and noncritical (social) steps were identified in the modification process. For example, greeting with a cashier was taken as a noncritical step. • Performance on the noncritical steps was not required for a child to reach criterion on a skill. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

20. Steps in the task analysis Enters store. Passes out tollgate. Goes to the place where specified items are replaced. Gets one from the shelf. Locates open check-out lane. Gets in line. Puts item on the counter. Prepares money. Greets with cashier. * Hands cashier/puts money on the counter. Receives changes and puts them in his/her pocket. Gets and opens a bag. Put the item into bag. Says “thank you” to the cashier. * Leaves store. * Noncritical (social) steps Task Analysis for Purchasing Skill at Migros (Grocery Store) ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

21. Task Analysis for Purchasing Skill in the Pastry Shop Steps in the task analysis • Enters pastry shop. • Gets in line. • Greets with cashier. * • Orders his item by saying “I want a borek”. • Asks how much a borek is. • Prepares his/her money. • Hands cashier/puts money on the counter. • Receives changes and puts them in his/her pocket. • Gets his order from cashier. • Says “thank you” to the cashier. * • Leaves pasty shop. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

22. Steps in the task analysis Enters the building. Goes downstairs. Enters the door. Gets in line. (if any) Greets with the cashier. * Hands the item in the bag to the cashier. Tells the cashier that the items needs to be cleaned by saying “This cloth needs to be cleaned”. Waits the cashier to write a voucher. Gets the voucher from the cashier. Says “Thank you” to the cashier. * Leaves the store. Goes upstairs. Leaves the building. Task Analysis for Ordering an Item to be Cleaned at the Dry Cleaning Store ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

23. Dependent Measures and Possible Response Definitions • Two dependent measures were taken in the study. • Accuracy of parents’ implementation of CBI with SP was used to asses the parents acquisition of the intervention skill in community settings. The accuracy of the implementation is obtained by treatment integrity. • Percentage of correct responses on the step of the task analyses of students during probe sessions. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

24. There were three possible student responses during probe sessions. • Correct response: The step of the task analysis performed correctly. • Incorrect response: The steps of the task analysis performed incorrectly. • No response: The students did not commit any responses. • Correct responses during daily probe sessions were counted toward criterion. • Criterion was 100% correct response for three consecutive sessions. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

25. Experimental Design • A multiple probe design with probe trials across behavior was used and replicated across subjects. • The DV was percentage of correct responses on performing the steps of the task analyses of the skill and, • The IV was parent-delivered CBI with SP and introduced to one community skill at a time. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

26. General Procedures • Prior to baseline a parent training session was administrated in a group. • Baseline, intervention, generalization, and maintenance sessions were conducted in the study in 1:1 teaching arrangement. • Parent-child dyads were formed. • Two sessions were conducted in the study depending on the students’ schedules of coming to Research Institute for the Handicapped. • Transportation to the stores was provided by the researcher. • There was one trial in a session. • Daily probe sessions were conducted to test the acquisition. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

27. Data were collected by the parents whereas reliability data were collected by the researcher. • The researcher was usually standing at approximately 150 cm ( 5 feet) behind the parent-child dyad. • Students’ correct responses were praised by the parents whereas incorrect responses were ignored. • Parent-selected social reinforcers were used in the study. • The purchased items (from grocery and pastry shop) were given to the student as tangible reinforcers at the end of the sessions. • Feedbacks were given to parents upon their performance. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

28. Parent Training Session • Parents were trained through - verbal description, role modeling, guided practice, and performance feedback sequence (Tekin-Iftar, 2003). • A small group teaching arrangement was used during training. • Prior to training, the researcher asked what they know about CBI and SP to determine their entry performance. • Then parent training was started. • Parent training took 75 minutes. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

29. The Flow Chart of Parent Training Model Negative Examples End Training Begin Training Response Firm No Response Firm No Guided Practice Model SP Proficiency check at 100% No Response Firm No ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

30. Baseline/Probe Sessions • Baseline sessions were conducted before introducing the intervention to the first behavior until stable data were recorded for at least three consecutive sessions. • Single opportunity method was used during the sessions. • Data for the error analysis were collected in the study (topography errors, sequence errors, and duration error). • Corrective feedbacks were given the parents upon their performance by the researcher. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

31. Intervention • During the intervention sessions parents delivered SP for teaching purchasing skill to her daughter/son in the community. • Model prompt with verbal description was used during the intervention with all children. • A trial was conducted each session. • Three responses were recorded. • Correct response, • Incorrect response, • No response ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

32. Generalization • Generalization probes were conducted at different sites out of university campus. • The generic task analyses developed for the training sites were modified for the generalization sites. • Generalization probes were conducted just like baseline/probe trials. • The criteria for generalization sites were 100% accuracy. • If a child did not achieve criteria, CBI with SP sessions were planned to teach the mastery in generalization sites. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

33. Maintenance • Two and 4 weeks after acquisition maintenance probe sessions were conducted. • Maintenance probe sessions occured in the community where the children were initially trained (one maintenance session was conducted for each student for the first target behavior). • Maintenance probe sessions were conducted just like baseline/probe trials. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

34. Reliability • Dependent variable reliability and treatment integrity were calculated in the study. • A point by point formula was used. • Treatment integrity data were collected to estimate whether or not parents delivered CBI with simultaneous prompting reliably. • Task analyses of experimental sessions were used to assess the occurrences and nonoccurrences of the planned steps of all experimental sessions. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

35. Planned steps that parents were expected to demonstrate for SP were (a) having materials ready, (b) securing child’s attention, (c) presenting task direction, (d) providing controlling prompt immediately after the task direction, (e) delivering correct consequences. • Observed parent behaviors/planned parents behaviorsX100 formula was used for calculating treatment integrity. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

36. RESULTS ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

37. Reliability Estimates • Dependent variable reliability data for all behaviors collected during baseline sessions for all children yielded a mean percentage of agreement of 100%. • Dependent variable reliability data collected during daily training sessions yielded a mean percentage of agreement of 93% across children. • Independent variable reliability data was 92% aggrement across mothers . ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

38. Effectiveness Findings Preleminary results show that; • parents delivered community based instruction with SP with 92% accuracy, • parent-delivered CBI with simultaneous prompting was effective on teaching community skills to children with autism and mental retardation. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

39. Figure 1. Percentage of correct responding during baseline, intervention and generalizaiton sessions for Fatih ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

40. Figure 2. Percentage of correct responding during baseline, intervention and generalizaiton sessions for Fikret ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

41. Figure 3. Percentage of correct responding during baseline, intervention and generalizaiton sessions for Rana ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

42. Figure 4. Percentage of correct responding during baseline, intervention and generalizaiton sessions for Nilay ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

43. CONCLUSIONS • Data showed that parents delivered CBI with SP reliably when teaching community skills to their daughters and sons. • Data seemed to suggest that parent delivered CBI with SP was; • effective on teaching and maintaining the community skills to children with autism and mental retardation, • Effective on generalizing the acquired community skills to the generalization sites. ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006

44. REFERENCES Please contact with: eltekin@anadolu.edu.tr ABA ANNUAL CONVENTION ATLANTA, GA May 26-30 2006