Incidental Teaching Research Articles

Caregiver Training via Telehealth to Implement Incidental Teaching to Children with ASD

A intervenção via cuidadores é um elemento importante dentre as ações para o tratamento ao TEA. A busca por treinos mais eficientes e viáveis para cuidadores também é um objetivo que tem sido perseguido. O presente estudo avaliou o efeito de um pacote de treino composto por Videomodelação Instrucional e Interativa (VII), Automonitoramento com Checklist (AC) e Feedback Atrasado, via telessaúde, para ensinar cuidadores de crianças com TEA a implementarem Ensino Incidental (EI) para mando e ouvinte. Participaram do estudo oito adultos e quatro crianças. Foi utilizado um delineamento de sondas múltiplas entre participantes, para avaliar o efeito do pacote de treino sobre o desempenho das cuidadoras. No componente VII, as cuidadoras assistiam a vídeos instrucionais ensinando a implementar o EI. Em AC, assistiam a vídeos da sua própria aplicação e preenchiam um checklist avaliando o seu desempenho. Feedbacks imediatos e/ou atrasados ressaltando pontos positivos e negativos da aplicação foram fornecidos. Ao final da exposição ao pacote, todas as cuidadoras aprenderam a aplicar os programas de ensino selecionados. Pode-se concluir que o treino para cuidadores através de telessaúde, para o ensino do EI, utilizando o pacote do presente estudo, mostra-se promissor para integrar intervenção analítico comportamental eficaz e menos onerosa.

Implementation of incidental teaching via professionals and caregivers to autistic children

A Análise do Comportamento Aplicada é considerada uma ciência eficaz, sólida e promissora para o tratamento de crianças com diagnóstico de Transtorno do Espectro Autista (TEA). Dentre as possibilidades de intervenção para esse público, o ensino incidental apresenta-se como uma estratégia promissora, mas ainda são escassos os estudos sobre essa modalidade de intervenção. Diante desse cenário, o objetivo deste estudo foi avaliar a implementação de ensino incidental, por profissionais e cuidadores, para o ensino do operante verbal mando a crianças diagnosticadas com TEA. Utilizou-se um delineamento experimental de linha de base múltipla entre participantes para avaliar a relação funcional entre a implementação de programas de ensino pelos aplicadores, no mínimo de três vezes por semana, e a aquisição das habilidades pelas crianças. Ambos os agentes de intervenção, profissionais e cuidadores, foram capazes de ensinar habilidades de mando para crianças com TEA via ensino incidental. Na intervenção realizada por profissionais, foi necessária uma média de 5,2 sessões para alcançar critério de aprendizagem, e na intervenção realizada por cuidadores, foram necessárias uma média de 8,5 sessões. Em contrapartida, os cuidadores implementaram menos tentativas de ensino. Portanto, ambos os tipos de intervenção apresentam eficácia e eficiência no treino de habilidades.

Analyzing the effects of a training programmed on the use of incidental teaching and targeted initiations by teachers with students with autism spectrum disorder

An educational strategy known as incidental training motivates learners to seek out and participate in educational possibilities in their immediate surroundings. The aim of this research set out to find out how a 1-hour tailored course on incidental instruction, coupled with comprehensive feedback, would lead to improved execution of incidental teaching by educators and more focused beginnings by pupils who have ASD. Four teachers took an active role in the investigation. Through the one-hour customized instruction period, students were given an introduction to incidental teaching and given guidance on its guiding principles and tactics. Each teacher provided detailed comments on how they had implemented incidental teaching during sessions after the instruction. The results repeatedly showed that the instructional program boosted the correct use of incidental instruction among all teachers. After the first lesson, this enhancement was seen, and it persisted throughout the entire study. The teachers showed improved abilities in putting incidental teaching techniques into practice, having had an advantageous impact on how they interacted with learners who had ASD. The results repeatedly showed that the instructional program boosted the correct use of incidental instruction among all teachers. After the first lesson, this enhancement was seen, and it persisted throughout the entire study. The teachers showed improved abilities in putting incidental teaching techniques into practice, having had an advantageous impact on how they interacted with learners who had ASD.

Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings

To date, very limited research interest has been given to the strategies English-medium instruction (EMI) teachers or lecturers deploy to provide corrective feedback (CF) on the language use to their students during class interaction. In other words, when EMI teachers incidentally focus on students’ problematic language use, how do they correct it – providing explicit correction or using recast or elicitation? This article reports on a study that examined CF types EMI teachers and lecturers used during classroom discourse, drawing on data collected from classroom observations and recordings of six different EMI classes in high school and university settings in Korea. The frequency and types of CF used in reactive language-related episodes (LREs) were identified in the EMI classes and compared between the two settings and across disciplines (social science, mathematics, and computer science). Findings showed that all the EMI teachers and lecturers offered CF to their students but with different frequency; the schoolteachers offered CF more frequently than the university lecturers. Also, the schoolteachers used more various types of CF than the lecturers. In both settings, CF occurred most frequently in mathematics compared to the other two disciplines. This article ends with suggestions for ways the findings of this study can be used to raise EMI teachers’ awareness of various options for providing CF on students’ linguistic errors during their incidental teaching practices.

Are parents ready to be parents?

Angelica Celinska, lecturer and trainer, gives us an insight into her conversation around parenting with Matt Sanders, professor of clinical psychology. They discuss incidental teaching, supporting parental self-regulation, the stigma associated with parenting programmes and the role which educators play in all of this.

Tariqa Haq Naqsyabandi As a System of Islamic Iman Building in Pontianak, West Kalimantan


 Tariqa (Eng.: Order; Tariqa) is known as an organization that only focuses on spiritual development. That is why Tariqa adherents are often trapped in rituals, which sometimes distance them from the outlined Islamic Iman. This study aims to determine the extent to which the Tariqa can become a system of Iman formation. This research was conducted in one of the largest Tariqas in Pontianak, namely the Tariqa Haq Naqsyabandi, which is headquartered at Perum IV Pontianak City. Based on the results of the research, using a qualitative approach with phenomenological type, it was found that: 1) The Tariqa Haq Naqsyabandi has been carrying out Iman-building since the beginning of the congregation's declaration (Bai’at) of joining this Tariqa; 2) Follow-up coaching is carried out at certain times, such as Tawajjuhan, Special Teaching, Level Ups, and Incidental Teaching

The Examination of Special Education Teachers’ Views On Teaching Play Skills to Children With Autism Spectrum Disorders

The current study aims to understand how the special education teachers define play skills, examine their views on the teaching of play skills to children with ASD, and determine their experiences in teaching play skills to children with ASD. The phenomenological design, one of the qualitative research methods, was used in the study. The participants were 14 special education teachers working in a special education school. A semi-structured interview was used to collect data. The findings reveal that the special education teachers defined the play skills as entertaining and teaching activities; they found the play skills are essential and should be taught to children with ASD. They also think that the play affects the psychomotor, language and communication, social-emotional, and cognitive development of children with ASD positively, play skills can be taught in any age and anywhere by teachers, parents, and caregivers. The findings also indicate that most of the teachers involved play skills training in individualized education programs of their students. They used peer tutoring, in-vivo and video modelling, dramatization, response prompt strategies, and incidental teaching as an intervention. Based on the results, it can be suggested that teachers should receive training and seminars on teaching play skills to children with ASD and that teachers should be encouraged and supported to include play skills goals when designing an individualized educational program for children with ASD.

EFFECTIVENESS OF DISCRETE TRIAL TEACHING AND INCIDENTAL TEACHING STRATEGY TO DEVELOP RECEPTIVE LANGUAGE SKILLS AMONG CHILDREN WITH ASD,YEMEN (COMPARISON STUDY)

This study aimed to compare between the effect of Discrete Trial Teaching (DTT) and Incidental Teaching Strategy (ITS) to develop receptive language skills among children with ASD in Yemen. The study adopt single subject experimental research design that involved Six Children in age range of 5-10 years. The researchers develop assessment tool to assess the receptive language skills consist of two parts asper age groups (5-7) and (8-10) years. Wilcoxon sign-rank test has been used to analyse. The study found that there is a significant difference between the DTT and ITS on receptive language skills among CwASD in favour DTT. The study concluded that using more than one strategy with the autistic child allows knowing the child's interests and abilities, and using them to better and more accurately meet the child's needs.

THE EFFECTIVENESS OF INCIDENTAL TEACHING WITH DISTANCE FAMILY EDUCATION ON MAND (REQUEST REPORTING) TRAINING

In the study, the effect of incidental teaching method on teaching students with moderate mental retardations the ability to report requests through distance family education was examined. The study was conducted with a 10-year-old male student with moderate mental retardation and bilateral mild hearing loss. The aim of the study is to contribute to the student's expressive language skills, which is one of the expressive language skills, by teaching 20 determined words. ABAB model, one of the single-subject research models, was used in the study. According to the findings of the study, the incidental teaching method, is given with distance family education, contributed to the student's gaining the ability to express requests. As a result of the study, it was seen that the incidental teaching method applied with distance family education was effective in gaining the ability to express requests.

Incidental Teaching of Conversational Skills for Students With Autism Spectrum Disorder

This article describes a process for the incidental teaching of conversation skills to students with autism spectrum disorder (ASD) in inclusive settings. The incidental teaching of conversation skills is an effective naturalistic intervention for assisting students with ASD to improve their social communication skills. Special educators and other stakeholders can implement this strategy by following the RACTF process: 1) recruit and prepare team members, 2) assess and identify target conversational skills, 3) identify natural cueing conditions and times to focus on target skills, 4) introduce and teach the target skills, and 5) fade prompts and practice the target skills in new settings. By improving the conversation skills of students with ASD, students have a higher likelihood of establishing peer relationships and becoming engaged, active participants in the classroom and other school environments.

Comparing the effects of videoconference and email feedback on treatment integrity.

Treatment integrity has a direct impact on early intensive behavioral intervention outcomes for children with autism (McDonald et al., 2017). In this study, we compared the effects of email feedback with an embedded graphic component to videoconference feedback on treatment integrity. Participants included 6 teachers who were providing services to children with autism in China. Using an adapted alternating treatment design, the experimenter associated each feedback method with a specific teaching procedure, either discrete trial training or incidental teaching. All teachers improved their integrity to criteria under the email feedback condition, but videoconference feedback produced faster mastery and better-sustained integrity after the removal of the intervention. The teachers preferred videoconference feedback over email feedback in terms of acceptance and effectiveness of the intervention, but they considered email feedback a more efficient type of feedback.

Delayed video-feedback and pyramidal training is a promising approach to teach incidental teaching to paraprofessionals in low-resource countries, but it may not be sufficient to increase child mands

Q 1) Do paraprofessionals receiving training via delayed video-feedback from a bilingual coach in the receiving country (who is trained by a trainer in the host country) improve implementation fide...

Intercontinental Telehealth to Train Japanese Interventionists in Incidental Teaching for Children with Autism

Intercontinental telehealth may be a solution for the dissemination of evidence-based practices in underserved countries. The purpose of this study was to evaluate the use of intercontinental telehealth to train interventionists in incidental teaching. The training package consisted of written and verbal instructions and videoconferencing with delayed video-feedback. Five adults and two children participated in this study. One adult was in the United States (host site), and the remaining participants were in Japan. The adult located at the host site first taught one of the participants (termed “coach”) the incidental teaching and coaching procedures. The coach then trained the three subsequent interventionists in the incidental teaching procedures. All three interventionists improved their implementation of incidental teaching and reached the preset criterion. We also evaluated the distal outcomes on child mands with one child emitting increased mands in response to interventionists’ improved implementation fidelity of incidental teaching and one child demonstrating no change.

The Effects of a Bug-in-Ear Coaching Package on Implementation of Incidental Teaching by Paraprofessionals in a K-12 School

Paraprofessionals play a critical role in the instruction of students with disabilities and yet they often receive inadequate training in using evidence-based teaching strategies. A promising avenue for improving paraprofessional training is distant bug-in-ear coaching (BIE), where a paraprofessional receives in-the-moment coaching on a teaching strategy from a coach at a different location. This study examined a BIE coaching package to support paraprofessionals in using incidental teaching for teaching self-advocacy skills to students with disabilities. The package included an initial individual didactic teaching session followed by distance BIE coaching. A multiple-baseline across participants design was used to assess the impact of the intervention on both the skills of the paraprofessionals and on student acquisition of self-advocacy statements. BIE coaching was associated with increases in both the accuracy and rate of incidental teaching trials and with use of self-advocacy statements by the students with disabilities.

Effects of Remote Performance Feedback on Procedural Integrity of Early Intensive Behavioral Intervention Programs in China

In order to ensure the effects of early intensive behavioral interventions for children with autism, performance feedback is often used to improve procedural integrity. However, in areas where access to professionals is limited, onsite feedback may not be feasible. Researchers suggest that providing remote feedback may improve procedural integrity, but they often examined feedback along with other components. Thus, the purpose of this study is to investigate the effects of remote feedback alone on improving procedural integrity of discrete trial teaching (DTT) and incidental teaching (IT) of three interventionists in China. The interventionists received delayed remote feedback on either DTT or IT via video communication. Using an alternating treatment design, we directly compared the procedural integrity under the two conditions: with and without delayed remote feedback. Results showed that all interventionists improved procedural integrity only after feedback was introduced, suggesting that delayed remote feedback alone was effective in improving procedural integrity. The discussion addresses the practical and research implications of the findings.

Contributions of university lab schools to behavior analysis

ABSTRACT Lab schools provide a means to expand state-of-the-science advances in Applied Behavior Analysis (ABA). As an example, Walden School is showcased as a comprehensive intervention program, which aims to promote optimal language and social growth by children with autism at the youngest ages possible. Building upon earlier contributions by pioneers in the field of ABA, Walden is based on incidental teaching as a planned protocol of instruction that takes place in environments that have been engineered to engage children with autism among typically developing peers. Programmatic research conducted in development of an ABA treatment model is highlighted, along with illustration of the potential benefits of a lab school. In sum, lab schools such as Walden offer: (a) training sites for preparation of behavior analysts, (b) controlled settings in which research can expedite the evolution of an ever-improving science of human behavior, and (c) demonstrations that may promote dissemination of ABA findings from research to practice.

Factors Affecting Quality of Education Program for Students in Nursing Faculty at Minia University

Background: Many factors influence the practice of nursing and the education of nursing students. The aim of this study is: to assess the factors affecting quality of education program for nursing students at Minia University. Design: A descriptive design was utilized for the purpose of current study. Setting: this study was carried out on the faculty of nursing Minia University. The Sample of student that participated in the study represented four academic levels (300students out of 964students) as follows: second level 91 out of 292, third level79 out of 270, fourth level70 out of 226 and internship student 60 out of 176. Tool of the study Data was collected through the utilization one tool that divided into two parts: part one: personal data and part two: Student self-assessment tool to assess the factors affecting quality of nursing education. Results: 2nd year students had high percentage regarding evaluation system, 3rd year student had high percentage regarding clinical infrastructure, while 4th year student had high percentage regarding incidental teaching and guidance and counseling and internship students had high percentage regarding change in curriculum and incidental teaching were present and very essential with statistical significance differences Conclusion: 2nd year students’ determined 1st factor affecting quality of educational program was evaluation system, 2nd factor was qualified & experienced teachers, 3rd factor was physical facilities and 4th factor was change in curriculum. While, 3rd year students’ determined 1st factor affecting quality of educational program was incidental teaching, 2nd factor was qualified & experienced teachers, 3rd factor was physical facilities and 4th factor was teaching methods. Recommendations: Apply different teaching methods and styles as peer teaching and develop national standard regarding requirement in nursing students as student aptitude, personality, intelligence, and ability to follow instructions

Using Peer-Shared Intervention Strategies for Promoting Math Explorations and Critical Thinking in Early Childhood Inclusive Classrooms

Inclusive early childhood settings invite children with and without disabilities to play, learn, and work together in one classroom. Teachers can take advantage of children’s curiosity for math when they organize creative learning environments and develop meaningful critical thinking experiences to increase children’s interactions with peers. Peer-shared activities, including math helpmates and math chats, can offer a hopeful approach for supporting higher order and critical thinking math experiences for young children in inclusive classroom settings. Inviting a math helpmate to explain to a peer how or why they arrived at an answer or to show a different way to find an answer during math activities can promote critical math thinking and communication skills. To maximize success when using peer-shared strategies, teachers should be actively involved in monitoring math progress, providing feedback to children, and supporting peer interactions. This article will explore a variety of strategies for creating math discoveries and critical thinking using peer-shared activities at school and home. Practical strategies to be discussed will include math helpmates, math chats, and incidental teaching for increasing for supporting children’s natural interest in math concepts.

Knowledge and Attitude Regarding Menstrual Blood Banking

Introduction or Background : The menstrual blood is being discharged by the female every month considering it is useless. But researchers found out that it contains plenty of self-renewing stem cells. Stem cells are master cells that have the capability of turning into any sort of cell in the body. They are very proliferative and have the unique capacity to form into different sorts of healthy cells such as cells of blood, heart, bones, skin, muscles, and brain cells. Objective of this study: Is to assess the knowledge and attitude of female health care professionals regarding menstrual blood banking. Method and Material: The study was carried out in various departments of Manipal University, Manipal. Descriptive survey design was used. Using purposive sampling method 220 female health care professionals were selected for the study. Structured knowledge questionnaire and attitude scale was used for data collection. Descriptive statistics was used for analysis. Findings: The study identified that 75 (34.1%) had poor, 116 (52.7%) had average and 29(13.2%) had good knowledge regarding menstrual blood banking among female health care professionals. The attitude of female health care professionals shows that 76 (34.5%) has favorable, and 144 (65.5%) has unfavorable attitude towards menstrual blood banking. Conclusions: The study results shows that the majority of the subjects had unfavorable attitude. Hence incidental teaching was given to improve their knowledge and change their attitude and making known about the facts to the public remains challenging but the present research should show its possibility and gain its momentum.

Effects of Instructor Training on Language Outcomes of Students With ASD

This study evaluated the effects of a training package on the implementation of incidental teaching by instructors and on targeted initiations of students with autism spectrum disorder (ASD). Four instructors were introduced to incidental teaching through a 1-hr individualized training session. Specific feedback was provided for each incidental teaching session post training. Following initial training, increases in correct implementation of incidental teaching were consistently observed across instructors. The impact of training and feedback effects were measured using a multiple baseline design across participants. Findings showed that the training package increased the correct implementation of incidental teaching as well as student initiations, and produced generalized results.