Incidental Teaching Research Articles

Sexism in English Reference Books Used by College Freshmen: Implications for Gender Equality

Sexist words in the books showed an unfair treatment of the female gender. The generic term, man, refers not only to a male person but also to denote humanity. The personal pronoun is used to refer to a hypothetical person in general and accepted in Filipino society. This research is a qualitative study that used content analysis to interpret the data. Sexism was found evident in English references. It is recommended that the sentences containing sexist language be taken out of the 12 books dissected for political correctness to make them gender fair. The textbook Board should be aware of RA 7192 (DepEd, GAD program) and CHED Memo No. 1, s. 2015, they should be gender sensitive. Policymakers should be mindful of the dynamism of language, and its importance in education must be more responsive to the needs of the time through quality language and gender sensitive. Publishers are cautioned to exact gender-fair language from their clients so that both sexes get equal treatment in publication. Students should be alerted to sexist language, and teachers should teach gender sensitivity, even only as incidental teaching. English reference books used by the college freshmen should be reviewed, and those who found out to be sexist should be substituted with gender-fair ones.

Self-Paced and Video-Based Learning: Parent Training and Language Skills in Japanese Children with ASD

While no exact information on the prevalence exists, it is assumed that the overall incidence of children with autism spectrum disorder (ASD) has risen every year in Japan. However, given the lack of resources and services for families of children with ASD in Japan, there is a dearth of practical guidance for the support for those families. This study examined the effects of an asynchronous training package (i.e., self-paced and video-based learning manual) to teach two Japanese mothers to implement incidental teaching. Effectiveness of the instruction was determined using a multiple-baseline design across mother–child dyads. Results indicated that the mother participants were able to implement the intervention with high fidelity over time. However, mixed effects of the mother-delivered intervention on target language behaviours were found across the child participants’ behaviours. This study adds an evidence to support that parents can be essential and efficient intervention agents for children with ASD.

Aprendices y expertos en el aprendizaje incidental en baloncesto. Dos procesamientos cognitivos diferentes

El objetivo del estudio es revisar y evaluar sistemáticamente la literatura relacionada con las estrategias de enseñanza incidental en atletas nóveles y expertos en el aprendizaje de habilidades relacionadas con el baloncesto, con objeto de analizar los efectos subyacentes entre dos procesos cognitivos diferentes en el aprendizaje y el rendimiento. Durante el proceso de búsqueda se consultaron las bases de datos Web of Science, Scopus, SportDiscus y PsycInfo, además de otras fuentes de investigación, siendo finalmente seleccionados 26 estudios. Los resultados indican que, en líneas generales, reducir la cantidad de información que procesan los jugadores produce un efecto positivo en el aprendizaje y el rendimiento. Los atletas con nivel de experiencia bajo en el dominio de una habilidad se benefician de un estilo de enseñanza que favorezca un aprendizaje incidental. Los atletas expertos se basan en un procesamiento más intuitivo que los jugadores nóveles.

Facilitating Social Emotional Learning in Kindergarten Classrooms: Situational Factors and Teachers’ Strategies

Many young children spend a significant amount of time each day in preschool settings. It is important to understand how teachers create and maximize opportunities for children’s social and emotional learning (SEL) in the classrooms. This research was conducted in Singapore and explores how SEL is supported by teachers in areas identified in the national curriculum (self-awareness and positive self-concept, self-management, social awareness, relationship management, and responsible decision-making). The qualitative analyses draw on observations across six preschool classrooms. There were 32 instances identified in which teachers provided support for SEL across three aspects of interactional situations: group size, type of activity, and type of teaching opportunity. More opportunities for SEL were afforded in small group versus whole group activities and more often in outdoor play and planned lesson times than when children were in learning centers, at mealtimes, or making transitions between activities. Intentional teaching also afforded more opportunities for SEL as compared to incidental teaching. Teachers adopted a variety of verbal and non-verbal strategies to support SEL that included setting a positive tone, suggesting solutions, allocating tasks, and extending on responses. This research provides knowledge about how, and in what interactional situations, teachers demonstrate SEL support to individuals and groups of children in kindergarten classrooms.

A Glossary of Behavior Analytic Terms for Speech-Language Pathologists' Considerations for Augmentative and Alternative Communication

At its core, productive collaboration between speech-language pathologists and behavior analysts requires effective communication between both parties. Successful communication can be gained in par...

Factors Affecting Quality of Nursing Education in Nursing Technical Institutes at Assuit Governorate

Nursing education programs are challenged to implement new innovative strategies to meet the workforce needs for the future. Aim of this study: determine the factors affecting quality of nursing education as perceived by nursing students and teachers in nursing technical institutes at Assuit City. Subjects & Method: the present study was descriptive design conducted in two nursing institute(University nursing institute and Ministry of health institute at Assuit city)it consists of all second academic year nursing students in two technical nursing institute as following:(University nursing institute (n=150), Ministry of health institute(n=175) and all teachers who are teaching second year in the previous settings(n=20).Tool of study consist of two parts which included: personal data and self-administrated questionnaire tool used to determine the factors affecting quality of nursing education. Results: The incidental teaching is the most factor was not available followed by, clinical infrastructure, and physical facilities as studied subjects reported Conclusion: The incidental teaching is the most factor affecting quality of nursing education was not available. Recommendations: Asking the authorities body who responsible for the development of institutes to pay attention to the infrastructure and supply the institutes with the new buildings. Increase number of clinical teachers in clinical setting to facilitate students learning .

精神発達遅滞事例における要求語の出現頻度を高める条件の検討 : 機会利用型指導法およびマンド・モデル法を通して

精神発達遅滞事例における要求語の出現頻度を高める条件の検討 : 機会利用型指導法およびマンド・モデル法を通して

Examining Paraprofessional Interventions to Increase Social Communication for Young Children With ASD

Social communication skills are considered a core deficit in children diagnosed with autism spectrum disorder (ASD). Evidence-based practices that have emerged to address these critical skills in children with ASD have largely been implemented by researchers, teachers, and parents. Only recently have researchers studied paraprofessionals as implementers of these interventions. The following review examines studies in which paraprofessionals were taught to implement social communication interventions with young children with ASD. The seven articles that met inclusion criteria were evaluated with respect to (a) type of social communication intervention, (b) evidence of effectiveness, (c) training methods and components, (d) child outcomes. The primary intervention studies included pivotal response training (PRT), natural language paradigm (NLP), and incidental teaching strategies as well as mand training and general antecedent/consequent interventions. All studies reported improvements in paraprofessional implementation fidelity for the chosen intervention, five of which also reported corresponding improvements in child outcomes. Four studies provided definitive evidence of effectiveness for paraprofessional training. Feedback was the only training component used in all seven studies, in conjunction with at least one other component.

Fostering Friendship

Fostering Friendship

Preparing Interventionists via Telepractice in Incidental Teaching for Children with Autism

Telepractice has emerged as a potentially effective means of preparing parents and educators as interventionists for children with autism spectrum disorder (ASD). The purpose of this study was to evaluate the use of telepractice to train interventionists to implement incidental teaching with preschool children with ASD. Three interventionists were taught to implement incidental teaching using a telepractice training package consisting of an online module, self-evaluation, and delayed performance feedback delivered via videoconferencing. A single-case multiple-baseline across-participant design was employed to evaluate the effects of the telepractice training package on interventionist acquisition and maintenance of incidental teaching. The distal effects of interventionist implementation of incidental teaching on child mands were also evaluated. Results showed that following the telepractice training program, interventionist implementation fidelity improved and child mands increased. Within six telepractice sessions, all interventionists reached the preset performance criteria of four consecutive sessions above 90 % fidelity. Changes in interventionist and child behaviors maintained at 2- and 4-week follow-up sessions. Taken together, these results suggest that telepractice is a promising method of providing instruction in incidental teaching to interventionists of young children with ASD.

Teaching Social Skills to People with Autism

Optimizing social skills development is an important goal for families of children with autism spectrum disorders. This is a compact book edited by Andy Bondy (codeveloper of PECS) and Mary Weiss (a Board Certified Behavior Analyst) written to assist families and clinicians toward that goal. It consists of chapters written by experts in the field and is a valuable resource on available evidence-based practices for social skills development. The first chapter opens discussion of teaching social skills, the elusiveness of the term “social skills,” the need for an assessment of a child's social behavior, and identification of potential target goals. It highlights the importance of prioritizing the child's treatment plan with consideration for age, general skills, environment-appropriate goals, family priorities, ease of acquisition, individual interests, and flexibility in sequencing. Specific interventions used in teaching social skills development are then discussed, including strategies such as time delay, most to least prompting procedures, script fading procedures, audio taped scripts, incidental teaching, video modeling procedures, and pager prompts. One intriguing parenting program discussed in the book is the Sunny Starts program. It focuses on improving parent-child interactions through play and is targeted toward toddlers and their parents. It encourages parents to look for opportunities for social attending, such as the toddler's eye gaze and body movements and to identify their child's preferences and interests to help sustain their interaction. The program teaches parents to work through the acronym “DANCE”: Decide, Arrange, Now!, Count, and Enjoy. Parents first “Decide” if this is the right time to engage in play. Then, they “Arrange” their environment for the play. “Now!” refers to reminding parents to respond immediately with an enthusiastic affect when their child displays approximations. “Count” refers to parents monitoring goal responses, and finally “Enjoy” reminds parents to consider adjusting their teaching moment to ensure that both the child and they are happy. Another teaching modality described is the Claremont Autism Center's Social Skills group program, which targets higher functioning children with autism. This includes Naturalistic teaching strategies, peer mediated strategies, video modeling, scripts, self-management, and parent training. It focuses on the benefits of teaching social skills in small group settings, simulating learning among same-aged children, and providing an opportunity to practice skills with peers. Strengths of this book include that it illustrates the various strategies available in teaching social skills and highlighting the evidence behind these strategies. Many teaching strategies work within the framework of applied behavior analysis, moving toward teaching in a more natural setting, and identifying the child's intrinsic motivation to increase social behaviors. Most of the strategies discussed target children with autism, and not adults, although they may be adapted to the needs of adults with autism. Strategies may not be applicable to all children with autism. For example, when using video modeling to teach social skills, the prerequisite skills of generalized motor imitation, attending to a video, and delayed imitations of actions must be met. Ultimately, there is no single teaching modality that can address all the needs of a child's social skill development at once. This book helps to emphasize the importance of choosing social skills that are meaningful to the child and family, having a strong understanding of the goals set, developing a strategy to monitor progress, and finding ways to generalize learned social skills to broader settings. It also discusses the role of support in the home, the community, and in school with a life course perspective. Although many clinicians acknowledge the importance of social skills programs for individuals with autism, they can also benefit from a deeper understanding of the available evidence-based practices and how to maximize utility of such programs across settings. Although this book may be too advanced for parents without formal training in behavioral interventions, clinicians treating children with autism can guide families through the principles described in the book. They can ask more insightful questions about the nature of their child's social skills program and how social skills are reinforced in different settings. They can offer direction on other ways to teach children social skills and ultimately help improve outcomes.

The Effects of Method, Time and Their Interaction on Learning Grammatical Cohesive Devices

The aim of this study was to find out if Grammatical Cohesive Devices (GCDs) are affected uniformly by explicit, implicit, and incidental teaching methods and if there is any interaction between time and method. Since there were three teaching conditions (independent variables) and four GCDs (dependent variables), a three by four factorial design was used with MANOVA and Mixed Design ANOVA as the main statistical tests. The study used information from 60 intermediate EFL learners randomly assigned to the three teaching conditions. The explicit group was exposed to conscious learning. In the implicit group the learners largely achieved their knowledge from noticing and using GCDs rather than explicit instruction. And finally, in the incidental group, learning took place through reading the selected passages and figuring out the meaning of the texts without any conscious attention to GCDs. After the treatments, the learners took a posttest and the findings revealed that explicit teaching had been the most effective method of all. The interaction effect between time and method was also significant only for ellipsis and substitution.

The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual Disability

Intellectual disability has been addressed by different disciplines up to the present and has been defined differently depending on the views of different disciplines. Preliminary definitions of intellectual disability underline biological and medical criteria whereas educational definitions stand out when teachers and psychologists are more interested in the subject (Heward, 2003). Among these definitions, the one provided by the American Association on Intellectual and Developmental Disability (AAIDD) is the most widely accepted. Apart from this one, in the Diagnostic Statistical Manual of Mental Disorders (DSM) by the American Psychological Association (APA) and in the system of International Statistical Classification of Diseases and Related Health Problems (ICD-10) of the World Health Organization (WHO), definitions have also been provided (Sucuoglu, 2010).AAIDD (2002) defines intellectual disability as a disability characterized by significant limitations in intellectual functioning; conceptual, social and practical skills; and adaptive behavior which originate before the age of 18 (Eripek, 2009; Hourcade, 2002). Different from AAIDD, the DSM-5 manual (2013) uses adaptive functioning instead of adaptive behavior in its definition and indicates that adaptive functioning includes three domains (conceptual, social and practical) which determine how well an individual copes with everyday tasks (APA, 2013). On the other hand, the definition provided by ICD-10 (1993) underlines the incomplete development of the mind and disorders in cognitive, linguistic, motor, and social abilities that play a role in determining level of intelligence (Eripek, 2009; Sucuoglu, 2010). It is worth noting that all of these definitions refer to disabilities in terms of conceptual, social, and practical skills that enable individuals to carry out everyday tasks apart from disabilities in mental functions. This is an indicator of the fact that social skills deficits are one of the criteria taken into account when determining intellectual disabilities.The literature has emphasized that social skills deficits, which are defined as the inability to learn various social skills or the inability to use previously acquired social skills in appropriate situations and settings, are common among individuals with intellectual disabilities (McCoy & Hermansen, 2007; Vuran 2012). The reasons why individuals with intellectual disabilities exhibit social deficits more may include the manifestation of behavioral and cognitive disabilities in addition to having limited random learning skills and interactions with peers with typical development (Huang & Cuvo, 1997; Sargent, 1991), experiencing of rejection from their peers with typical development, and being rejected by circles due to a negative perception (Sazak, 2003). These reasons negatively affect the decisions of individuals with intellectual disabilities in terms of how they should act in society, creating behavioral problems and negatively affecting the acquisition of social skills through environmental observation and modeling (Ciftci & Sucuoglu, 2004; Sargent, 1991).Overcoming social skills deficits for individuals with intellectual or other developmental disabilities can be possible by providing social skills which are taught systematically (Begun, 1996; Sugai & Lewis, 1996). In this respect, direct teaching, social reinforcement, feedback, giving clues, incidental teaching, shaping, being a model, behavioral rehearsal, cooperative learning, peer learning, video modeling, Social Stories, and pivotal response teaching are commonly used strategies for teaching social skills to individuals with intellectual disabilities (Baker, 2004; Colak, 2007; Olcay-Gul, 2012; Sargent, 1991). Video modeling and Social Stories have been the most prominent strategies in recent years.Video modeling was developed on the assumptions of observational learning theory. It is an intervention which uses video modeling instead of live modeling for teaching a new behavior or changing an existing one; it is implemented by getting learners to watch all the steps of a target behavior from a video before being taught (Bellini, Akullian, & Hopf, 2007; Charlop-Christy, Le, & Freeman, 2000; Nikopoulos & Keenan, 2006; Sansosti & Powell-Smith, 2008). …

The Effects of Incidental Teaching on Teaching Children with Autism Spectrum Disorders to Demand Their Lost Objects Verbally

The general purpose of the present study was to determine the effect of incidental teaching on teaching three children with autism spectrum disorders to demand their lost objects verbally. These objects are lost during academic, art and leisure activities. This study also was to determine the effectiveness of incidental teaching on generalization and maintenance of verbal demanding skills. The participants were three boys with autism, between 4-6 years of ages, who were attending to a special education school during weekdays. A multiple probe design across subjects was used to determine the effects of independent variable on dependent variable on at least one subject and replicated same process on two different subjects. Maintenance was assessed with three probe sessions after the intervention sessions. This study, which tests the efficiency of incidental teaching on teaching children with autism spectrum disorders how to demand their lost objects verbally, consists of baseline, collective examination sessions, follow up sessions and generalization sessions. Data collected in the study were analyzed by graphical analysis technique. The result of the study shows that incidental teaching method is effective on teaching verbal demanding skills to children with autism spectrum disorders for finding their lost objects. However, one of the subjects was not able to reach the aimed level at this skill whereas the other subject was able to generalize the learned skills on different areas, materials and people.

Differential Effects of Explicit, Implicit, and Incidental Teaching on Learning Grammatical Cohesive Devices

The present study investigated the effects of explicit, implicit, and incidental teaching of Grammatical Cohesive Devices (GCDs) on students’ application of these devices. Sixty Iranian intermediate EFL learners were selected and randomly assigned to three groups of 20. Each group received 15 hours of instruction during 10 sessions and was exposed to a different kind of instruction. The explicit group was exposed to conscious learning. In the implicit group the learners were exposed to grammatical cohesive devices through different instances and uses, and in the incidental group the learners underwent teaching GCDs without any conscious attention to these devices or their functions. Materials used for the research purposes were only reading passages although the learners were engaged in other activities too during the experiment. At the final stage of the treatment, all participants were given the same cloze test that was used in the pretests and were asked to complete the test by using appropriate GCDs. The findings indicated that the participants with explicit instruction performed better as compared with participants who received implicit and incidental instruction. However there was not a statistically significant difference between the implicit and incidental groups’ performance.

Developing automaticity and speed of lexical access: the effects of incidental and explicit teaching approaches

There is general agreement that speed of lexical access is an essential component for successful communication and fluent language use. In vocabulary acquisition research the majority of studies have focused on the acquisition of the form and meaning of new words but research into the teaching conditions leading to the improvement of speed of lexical access is still scarce. This article reports results of two studies which explored the effectiveness of two vocabulary teaching approaches for the development of speed and automaticity of lexical access by learners of Spanish as a foreign language. Participants in Study 1 were exposed to the target vocabulary in reading passages (incidental approach), while participants in Study 2 were exposed to the target words in explicit vocabulary activities (explicit approach). A pre- and post-treatment lexical decision task assessed participants’ speed of lexical access. Two indicators of improved lexical access were examined: faster reaction times (RTs) and a decrease in the coefficient of variation (CV), i.e., automaticity measure. Results showed that both types of treatment led to faster speed of lexical access, while only the explicit treatment led to automatic processing. The effect of repetition was also explored and results showed that there was no clear, significant effect of the number of repetitions on the development of speed and automaticity of lexical access. Taken together, the type and amount of vocabulary learning activities in these studies give an initial indication of the minimum amount of vocabulary engagement which may lead to significant improvement in learners’ speed and automaticity of lexical access.

Adults with autism spectrum disorder as behavior technicians for young children with autism: Outcomes of a behavioral skills training program.

Adults with autism spectrum disorder (ASD), who were interested in working as behavior technicians for young children with autism, participated in 2 experiments. Participants included 5 adults with Asperger syndrome or pervasive developmental disorder not otherwise specified, 19 to 23 years old, and 11 children with autism, 3 to 7 years old. In Experiment 1, training of the adults focused on the implementation of mand training via incidental teaching. Experiment 2 focused on teaching participants to use discrete-trial training (DTT) with children who exhibited problem behavior. Both experiments showed that behavioral skills training was effective for teaching the adult participants the behavioral procedures needed to teach children with autism. In addition, the children acquired skills as a result of training. Results of Experiment 2 further demonstrated that the DTT skills generalized across untrained targets and children. Social validity ratings suggested that some participants' teaching was indistinguishable from that of individuals without ASD.

Increasing Math Milieu Teaching by Varying Levels of Consultation Support: An Example of Analyzing Intervention Strength

The current study used a single-case design to examine two performance feedback conditions varying in intensity on the frequency of naturalistic math instruction in preschool classrooms during non-instructional times (transition, lunch, free play). Three Head Start teachers received professional development that combined information on four math-oriented milieu teaching strategies (incidental teaching, time delay, mand model, and model), milieu teaching scripts, and goal setting. Teachers then received a feedback package of relatively higher intensity associated with a performance criterion followed by lower-intensity, continued support feedback package. Teachers increased the use of math-oriented milieu teaching strategies and positive attention across intervention conditions. In addition, two of the three teachers evidenced generalization of milieu teaching strategies across contexts and content areas. Results are discussed in terms of conceptualizations of intervention intensity and implications for practice, limitations, and future directions.

The effects of behavioral skills training on instructor and learner behavior across responses and skill sets

Behavioral skills training (BST) is effective to train staff to provide intervention to people with developmental disabilities. The purpose of this study was to assess whether: (a) prior studies demonstrating the effectiveness of BST could be systematically replicated while teaching multiple teaching instructors to implement discrete trial teaching, incidental teaching and activity schedules; (b) instructional skills that staff acquired during training on one response generalized to a variety of instructional programs, (c) positive changes in staff performance produced positive behavior change in learners; and (d) positive changes in learner behavior generalized to novel programs. BST resulted in positive behavior change across staff, learners, instructional programs, and various teaching skills. Further, staff generalized teaching skills to novel responses and learners displayed increases in correct responding for all three instructional procedures. Social validity data indicated they these staff training procedures were highly acceptable and effective. Thus, BST is an effective and acceptable staff training procedure.

A Training Programme for a Teacher Working with a Student with ASD: An Action Research

AbstractThe qualifications of the educators who teach children with Autism Spectrum Disorders (ASD) may affect the outputs of the education. Qualified educators play an important role in skill development. Therefore, educators need to have special qualifications. Within this scope, it is important to organize well-designed training programs for the educators which aims enabling them to gain the skills and the knowledge specific to autism.In this action research, the problems of the educators working with children with ASD are described, with an aim to solve these problems and to provide training for meeting such needs and to analyze the results. Research data were collected through a variety of methods including observations, meetings, interviews, researcher reflections and artifacts. The data were analyzed via inductive analysis. The findings are interpreted into seven themes as follows: Teaching problems, behavioral problems, dealing with teaching and behavioral problems, educational needs, educational practices aimed at solving the existing problems and meeting the needs and changes in the process of implementation, changes in the performances of the participants, opinions of the participants on educational practices. Findings reveal that the participants did benefit from the educational practices offered. All findings are discussed in parallel with the relevant literature.Key WordsAction Research, Applied Behavior Analysis, Autism Spectrum Disorders (ASD), Discrete Trial Teaching, Educator Training, Inductive Analysis, Qualitative Research, Special Education.The qualifications of the educators who teach children with ASD may affect the outputs of the education. Qualified and competent educators play an important role in skill development and quality of life. Therefore, the educators need to have special qualifications (Billingsley, Israel, & Smith, 2011; Constable, Grossi, Moniz, & Ryan, 2013; Koegel, Matos-Fredeen, Lang, & Koegel, 2011; Ozyurek, 2008; Scheuermann & Webber, 2002; Scheuermann, Webber, Boutot, & Goodwin, 2003; Simpson, 2004). Although there are not sufficient data regarding the qualifications of the educators, there is a consensus about the following standards for qualified educators in special education and ASD field: (a) using evidence-based teaching methods, especially applied behavior analysis (ABA). Because many of these methods based on the ABA (for example, Discrete Trial Teaching (DTT), incidental teaching, errorless teaching, activity schedules). ABA methods can produce important and lasting improvements for a large number of children with ASD(Billingsley, 2004b; Eikeseth, 2009, 2010; K?rcaali-?ftar & Tekin-?ftar, 2012; Klintwall & Eikeseth, 2012; Koegel et al., 2011; Kurt, 2012; Leaf et al., 2013; Lerman, Vorndran, Addison, & Kuhn, 2004; Lovaas, 2003; National Autism Center [NAC], 2009; Roxburgh & Carbone, 2013; Virue's-Ortega, 2010), (b) having sufficient level of knowledge regarding ASD (Eikeseth, 2010; Koegel et al., 2011; K?rcaali-?ftar, 2007; Lovaas, 2003; Scheuermann et al., 2003), (c) being able to prepare and implement an individualized education program (IEP) (Ozyurek, 2008; NAC, 2009; Thompson, 2011), (d) being able to evaluate the student and the program (Eikeseth, 2010; Ozyurek, 2008; Scheurmann & Webber, 2002; Sucuo?lu, 2012), (e) being able to implement curriculum that covers core areas affected in children with ASD (Eikeseth, 2010; K?rcaali-?ftar, 2007; Lovaas, 2003; Scheuermann et al., 2003) and (f ) having the knowledge and skills to deal with behavioral problems (Anderson & Romanczyk, 1999; Eikeseth, 2010; Koegel, MatosFredeen, Lang, & Koegel, 2011; Scheuermann et al., 2003). However, unfortunately very few educators have these qualifications and most of them lack the necessary skills and knowledge. Within this scope, well-designed and specialty-focused educator training programs will enhance their quality and competency. …