Nontargeted Information Research Articles

The efficacy of augmented reality in small group instruction for children with autism spectrum disorders: a study on observational learning

Objectives Observational learning and augmented reality (AR) are crucial in enhancing learning experiences for children with autism spectrum disorder (ASD), fostering engagement and skill acquisition. The current study aimed to determine the effects of AR technology delivered to them in small group instructional arrangements (SGIA), such as the acquisition of targeted occupation and non-targeted information about the tasks of occupations by children with ASD. The study also aimed to determine the acquisition levels of other children in the group regarding the targeted occupations and non-targeted information about the tasks of the occupations through observational learning. Methods Three males aged between 45–59 months took part in the study. The study was designed with a multiple baseline across participants. Results The findings revealed that the AR intervention delivered in SGIA was effective in teaching occupation and non-targeted information to children with ASD, as well as in maintaining and generalizing the learning by the children to different contexts. Children acquired the occupation and non-targeted information about occupations that were not targeted to be taught to them mostly by observing their peers. Conclusions The findings are discussed in accordance with the findings of previous studies, and suggestions for further research are provided.

Cue overlap supports preretrieval selection in episodic memory: ERP evidence

People often want to recall events of a particular kind, but this selective remembering is not always possible. We contrasted two candidate mechanisms: the overlap between retrieval cues and stored memory traces, and the ease of recollection. In two preregistered experiments (Ns = 28), we used event-related potentials (ERPs) to quantify selection occurring before retrieval and the goal states — retrieval orientations — thought to achieve this selection. Participants viewed object pictures or heard object names, and one of these sources was designated as targets in each memory test. We manipulated cue overlap by probing memory with visual names (Experiment 1) or line drawings (Experiment 2). Results revealed that regardless of which source was targeted, the left parietal ERP effect indexing recollection was selective when test cues overlapped more with the targeted than non-targeted information, despite consistently better memory for pictures. ERPs for unstudied items also were more positive-going when cue overlap was high, suggesting that engagement of retrieval orientations reflected availability of external cues matching the targeted source. The data support the view that selection can act before recollection if there is sufficient overlap between retrieval cues and targeted versus competing memory traces.

Using a Simultaneous Prompting Procedure to Improve the Quality of the Writing of Three Students with Learning Disabilities

The purpose of this experiment was to determine the effects of a simultaneous prompting procedure on the writing performance of three upper-elementary-level students diagnosed with learning disabilities (LD). Interventionists gave task directions followed by model prompts with a 0-s time delay to teach students composition. Non-targeted information related to the writing process was embedded in the form of progress monitoring. A multiple-baseline design across participants (AB) was used to assess the effectiveness of the intervention. Results indicate that the simultaneous prompting procedure positively affected the overall quality of writing of students with LD. Implications for practice and future research are discussed.

An Instructional Package for Teaching Geometric Shapes to Elementary Students with Moderate Intellectual Disability

In this study, we used an instructional package consisting of a constant time delay procedure with multiple exemplars to teach five elementary students with moderate intellectual disability to identify geometric shapes listed in their state’s core content standards and included on their state’s alternate assessment. In addition, we included four pieces of nontargeted information (i.e., identification of shape words, spelling of shape words, number of sides on shapes, and number of angles in shapes) as instructive feedback in each trial. The students acquired identification of the targeted shapes. They also demonstrated high degrees of maintenance and generalization to novel exemplars. In addition, they acquired the majority of the nontargeted information.

Using a Simultaneous Prompting Procedure to Embed Core Content When Teaching a Potential Employment Skill

This investigation used a multiple-probe-across-participants design to examine the effects of using a simultaneous prompting procedure to teach four secondary students with mild intellectual disabilities the employment task of caring for plants in a greenhouse. The instructor also embedded photosynthesis science content as nontargeted information within instructional trials on the task analysis. Following the intervention, all four participants achieved criterion on the employment task and increased their knowledge of core science content. Maintenance data indicated students retained both skills for up to 8 weeks following intervention. Implications for practice and suggestions for research are discussed.

Abstract 3607: An evaluation of NGS to identify gene fusions using RNA from FFPE solid tumor samples

Abstract Gene fusions have long been considered strong drivers of cellular transformation, making the accurate and precise assessment of these variants a necessity for any tumor profiling assay. Recent studies have indicated the utility of next-generation sequencing (NGS) for tumor profiling due to increasing data output and decreasing costs of the technology. Unfortunately, because a critical facet of NGS is the evaluation of short DNA fragments, sufficiently covering all possible breakpoint regions (many of which are intronic) has proven difficult and costly. Recent studies have indicated that NGS may prove better at detecting gene fusions using RNA instead of DNA, given the higher probability of breakpoint-spanning reads. This allows for de-novo discovery of fusion partners without knowing the precise breakpoint and guarantees expression of the fusion transcript. To that end, Illumina is developing a novel method for simultaneous library preparation from low input amounts of degraded DNA and RNA from a single FFPE tumor sample. With a turnaround time from nucleic acid to data of less than 4 days, this enrichment-based assay surveys 170 genes for single nucleotide variants and small indels, 57 genes for gene amplifications, 55 genes for fusions and four genes for splice variants. To determine the limit of detection for gene fusions, a panel of different synthetic RNA transcripts were prepared in vitro, pooled at equal molar amounts, and spiked into 20ng of cell line RNA (MCF-7). Fusions were detected over several orders of magnitude down to 1×10-8 picomoles, equivalent to 3 to 15 fusion transcripts per cell. In addition, a similar range of fusion detection was observed when RNA from two different cell lines were mixed, as when RNA from a cell line with high expression of an FGFR2-COL14A1 fusion was mixed in proportional amounts with RNA from a different cell line where FGFR2 is minimally expressed. Importantly, our method allowed for fusion detection from as little as 100 picograms of cell line RNA. We then tested our new method on previously characterized FFPE solid tumor samples harboring known gene rearrangements identified by FISH and other methods. Not only was the NGS method able to detect the majority of previously characterized variants, including EML4-ALK and SDC4-ROS1, it also identified the gene fusions and their uncharacterized fusions partners by combining the non-targeted sequence information gained from using an enrichment-based assay with novel fusion calling algorithms. From this information, we were able to glean new insights into the structure of the rearrangements and how the gene fusions may be involved in tumorigenesis. These results indicate that NGS can identify fusions from the low amounts of degraded RNA from solid tumor samples, identify fusion partners not uncovered by current technologies, and further emphasizes the advantage of NGS in solid tumor profiling. Citation Format: Julianna Tdr Parks, Luo Byron, Brian Crain, Snedecor June, Zhao Chen, Tingting Du, Gabriel L. Sica, Taofee K. Owonikoko, Stewart G. Neill, Scott Newman, Debra F. Saxe, Jennifer S. LoCoco, Han-Yu Chuang, Charles Lin, Kathryn M. Stephens, Michael R. Rossi, Matthew C. Friedenberg. An evaluation of NGS to identify gene fusions using RNA from FFPE solid tumor samples. [abstract]. In: Proceedings of the 107th Annual Meeting of the American Association for Cancer Research; 2016 Apr 16-20; New Orleans, LA. Philadelphia (PA): AACR; Cancer Res 2016;76(14 Suppl):Abstract nr 3607.

Complex Mixture Analysis of Organic Compounds in Yogurt by NMR Spectroscopy.

NMR measurements do not require separation and chemical modification of samples and therefore rapidly and directly provide non-targeted information on chemical components in complex mixtures. In this study, one-dimensional (1H, 13C, and 31P) and two-dimensional (1H-13C and 1H-31P) NMR spectroscopy were conducted to analyze yogurt without any pretreatment. 1H, 13C, and 31P NMR signals were assigned to 10 types of compounds. The signals of α/β-lactose and α/β-galactose were separately observed in the 1H NMR spectra. In addition, the signals from the acyl chains of milk fats were also successfully identified but overlapped with many other signals. Quantitative difference spectra were obtained by subtracting the diffusion ordered spectroscopy (DOSY) spectra from the quantitative 1H NMR spectra. This method allowed us to eliminate interference on the overlaps; therefore, the correct intensities of signals overlapped with those from the acyl chains of milk fat could be determined directly without separation. Moreover, the 1H-31P HMBC spectra revealed for the first time that N-acetyl-d-glucosamine-1-phosphate is contained in yogurt.

Teaching Principles of Heredity to High School Students with Moderate and Severe Disabilities

This investigation focused on the systematic instruction of a science skill from the core content standards in accordance with the Kentucky Alternate Assessment for students with moderate and severe disabilities (MSD). Specifically, this study examined the effectiveness of using a constant time delay procedure with multiple exemplars in teaching the principles of heredity (i.e., transmission of genetic information) to high school students with MSD. In addition, the study assessed whether or not students with MSD could draw conclusions based on meaningful related nontargeted information presented in the consequence of instructional trials during the science lesson and generalize both the target and nontargeted information to novel exemplars. The results of the multiple probe design replicated across five students with MSD show that the procedures were effective.

Teaching Paragraph Composition to Students with Emotional/Behavioral Disorders Using the Simultaneous Prompting Procedure

The purpose of this study was to examine the effectiveness of the simultaneous prompting procedure in teaching paragraph composition to 4, 5th grade students identified with emotional behavioral disorder (EBD) and attention-deficit hyperactivity disorder (ADHD). The instructor taught students how to construct and proofread a 5-sentence paragraph using the simultaneous prompting procedure with embedded non-targeted information related to the writing process. A multiple probe design across participants assessed effectiveness of the procedure. Results indicated that all students learned to compose a paragraph, acquired the non-targeted information, maintained the skills up to 6 weeks later, and generalized the skills to other writing tasks.

Including Manual Signing as Nontargeted Information When Using a Constant Time Delay Procedure to Teach Receptive Identification of Packaged Food Items

This investigation extends the constant time delay research base by embedding nontargeted information in the task direction when teaching communication skills. Specifically, instructors taught receptive identification of packaged food items to 4 secondary students with moderate to severe disabilities and evaluated generalization to the community. In addition, instructors included the manual sign for each food item. The instructional strategy was a constant time delay procedure using a 5-s delay interval. The intervention, conducted within a multiple probe design across behaviors replicated across students, resulted in the acquisition and generalization of receptive identification of packaged food items by 3 out of 4 of the students. In addition, the students acquired the nontargeted manual signs with an average of 60% percent in the final probe session.

Using peers to facilitate learning by students with moderate disabilities.

Based on the research of the author with her colleagues, this article describes the effective use of peers in systematic procedures to facilitate learning by students with moderate disabilities. Five research investigations are described, and guidelines for using on peers are offered. Specifically, the article addresses the use of peers in the direct delivery of systematic procedures in both special and general education classrooms to facilitate acquisition and generalization. In addition, guidelines for using peers in the delivery of systematic procedures are offered. ********** Systematic instruction (Wolery, Ault, & Doyle, 1992) is an effective means of teaching skills to students with moderate disabilities. Systematic instructional trials consist of the delivery of an attentional cue, a discriminative stimulus (e.g., task direction), a delay interval, a prompt, a response interval, and a consequence. Response prompting strategies are a form of systematic instruction that employ prompts to increase the likelihood of correct responses. Examples include the time delay procedure in which the controlling prompt is faded over time as students begin to respond correctly before the prompt and the system of least prompts in which prompts are systematically faded by offering only the amount of assistance necessary from a set prompt hierarchy. To increase the efficiency of a response, the instructor may choose to add nontargeted information (i.e., additional information in the antecedent, the prompt, or the consequence) that may be acquired through repeated exposure over time. Also, the instructor may choose to use additional strategies that have been shown to facilitate generalization (e.g., multiple exemplars of material, instructors, or settings). One way that instructors can increase the number of instructional trials per day is to involve peers without disabilities. Peers are readily available to participate in instruction within the general education settings, and many special education classrooms for students with disabilities employ peer tutors within that setting. The purpose of this article is to describe a series of research investigations focusing on peer-mediated strategies that were conducted by the author and her colleagues over the course of several years. Specifically, the article will describe six research studies conducted in special and general education settings in which peers served as tutors in the direct delivery of instructors or as assistants to facilitate generalization and the acquisition of nontargeted information. In addition, the author discusses guidelines for using peers in systematic interactions with students with moderate disabilities REVIEW OF SELECTED RESEARCH STUDIES The following studies focused on the use of peers in the delivery of systematic procedures to facilitate learning. The studies all involved students with functional mental disabilities (FMD), which is the label Kentucky uses to secure services for students with moderate to severe disabilities, and their same-age peers without disabilities. In addition, each study employed a single subject research design to investigate a different aspect of peer involvement. An overview of the investigation is shown in Table 1, and a summary of each investigation is described in the following sections. Peers as Reliable and Effective Instructors Several of the investigations focused on the use of peers to deliver direct systematic instruction. In addition to addressing several research questions, each investigation examined whether peers can reliably implement systematic instructional procedures and whether that instruction is effective in teaching target behaviors. Peer- vs. teacher-delivered instruction in the special education classroom. Miracle, Collins, Schuster, and Grisham-Brown (2001) compared peer- to teacher-delivered instruction in teaching functional sight words to 4 students with FMD. …

Teaching Microwave Skills to Adults with Disabilities: Acquisition of Nutrition and Safety Facts Presented as Nontargeted Information

A system of least prompts instructional procedure was used to teach three microwave oven food preparation skills (i.e., hot chocolate, popcorn, baked potato) to three female adults with disabilities. The instructor inserted corresponding nutrition and safety facts both in the prompt hierarchy and as instructive feedback in the consequent event. Participants acquired all skills in an average of 8.1 sessions per skill. Also, they generalized the skills to the home setting, and, with the exception of one skill for one participant, they maintained the skills over time. In addition, participants learned 83–100% of the nontargeted information inserted in the prompt hierarchy and 100% of the nontargeted information presented as instructive feedback.

Using Natural Cues within Prompt Levels to Teach the Next Dollar Strategy to Students with Disabilities

Natural cues were inserted with the prompt levels of a system of least prompts procedure to teach elementary students with mild to moderate intellectual disabilities to use the next dollar strategy in making purchases. The transfer of generalized responding from the classroom to the community setting was monitored throughout the project. In addition, dollar equivalencies were inserted in the consequent statements as nontargeted information. The results indicate that the procedure was effective for at least 3 out of 4 of the participants.

Teaching Generalized Reading of Product Warning labels to Adolescents With mental Disabilities Through the Use of Key Words

Key words from product warning labels were taught to four adolescents with moderate mental disabilities using flash cards and a progressive time-delay procedure. Instrnction was conducted in dyads to facilitate observational learning. To enhance generalization, students were presented with nontargeted or incidental information during the feedback statement that included visual and auditory exposure to key word definitions and contextual examples. Students mastered the reading of target key words in a relatively short amount of time with minimal errors. In addition, they demonstrated some observational and incidental learning. How- ever, generalization probe data collected with actual products across settings revealed the need for more instruction using strategies that facilitate generalization before students have a skill that can be considered functional.

Acquisition of nontargeted information during small‐group instruction

Abstract In this article, we describe an investigation in which a teacher taught four students with moderate mental retardation to read sight words using a progressive time‐delay procedure. Definitions of the target words were presented incidentally in the consequent statement. Through the small‐group arrangement, students had the opportunity to learn through observation the other students' target words and incidental information. All students acquired their target words and at least 50% of the incidental and observational words and definitions to which they were exposed. We interpret these data as suggesting that teachers should systematically include related nontargeted information in their instruction and provide opportunities for observational learning to occur.