GTA (ground test accelerator) Phase 1: Baseline design report

A multicomponent training package (live training, video modeling, role playing, and feedback) was used to train teachers to conduct assessment and to instruct students with profound multiple disabilities. Phase 1 of the study involved training seven teachers to conduct assessment in three areas: (a) preference assessment (i.e., identification of potential reinforcing items), (b) controlled body movement assessment (i.e., gross and fine motor skills), and (c) access skill assessment (i.e., assessment of basic skills or prerequisite skills necessary for further instruction). Four teacher–student pairs from Phase 1 participated in Phase 2, where teachers were trained to use one of the following instructional strategies: least-to-most prompting, most-to-least prompting, time delay, or graduated guidance. A multiple baseline design across four teacher participants was used to determine if training was effective in increasing the percentage of correctly implemented instructional steps. Data indicated that the training package was effective in increasing teachers’ skills in assessing and instructing students with profound multiple disabilities. In addition, data from student participants showed they were responsive to teachers’ instruction, as the percentage of independently performed student responses increased from baseline to training and posttraining sessions.

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Errorless practice as a possible adjuvant to donepezil in Alzheimer’s disease

Journal of the International Neuropsychological Society ◽

10.1017/s1355617709090201 ◽

2009 ◽

Vol 15 (2) ◽

pp. 311-322 ◽

Cited By ~ 24

Author(s):

LESLIE J. GONZALEZ ROTHI ◽

RENEE FULLER ◽

SUSAN A. LEON ◽

DIANE KENDALL ◽

ANNA MOORE ◽

...

Keyword(s):

Alzheimer’S Disease ◽

Alzheimer's Disease ◽

Cholinesterase Inhibitor ◽

Repeated Measures ◽

Phase 1 ◽

Word Production ◽

Acetyl Cholinesterase ◽

Baseline Design ◽

Confrontation Naming ◽

Production Practice

AbstractSix individuals with probable Alzheimer’s disease (AD) participated in a phase 1 study employing a repeated measures, parallel baseline design testing the hypothesis that error-free experience during word production practice combined with an acetyl cholinesterase inhibitor would improve confrontation naming ability. While acetyl cholinesterase inhibitors are safe and delay cognition decline associated with AD, improvement over baseline cognition is less evident; clinically significant cognitive deficits persist and progress. Both animal and clinical research strongly implicate acetylcholine in learning, a form of neuroplasticity. In clinical practice, however, people with AD are given cholinergic medications without concomitant systematic/targeted retraining. In this study six participants with probable AD and taking donepezil participated in targeted word production practice using an errorless learning strategy. Results showed that combining behavioral enrichment training and an acetyl cholinesterase inhibitor resulted in significant improvements in verbal confrontation naming of trained items for three of six participants. Differences in baseline dementia severity, living conditions, and medications may have influenced the training response. Detection of substantial treatment effects in 50% of subjects suggests further language treatment studies in AD in combination with an acetyl cholinesterase inhibitor are warranted and provide useful information on inclusion/exclusion criteria for use in subsequent studies. (JINS, 2009, 15, 311–322.)

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Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0501.67 ◽

1996 ◽

Vol 5 (1) ◽

pp. 67-78 ◽

Cited By ~ 3

Author(s):

Kenyatta O. Rivers ◽

Linda J. Lombardino ◽

Cynthia K. Thompson

Keyword(s):

Word Recognition ◽

Multiple Baseline ◽

Single Subject ◽

Group Training ◽

Complex Structures ◽

Multiple Baseline Design ◽

Baseline Design ◽

Phonological Decoding ◽

The Third ◽

Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

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Generalized Learning of Receptive and Expressive Action-Object Responses by Language-Delayed Preschoolers

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.5504.665 ◽

1990 ◽

Vol 55 (4) ◽

pp. 665-678 ◽

Cited By ~ 6

Author(s):

Beth A. Mineo ◽

Howard Goldstein

Keyword(s):

Developmentally Delayed ◽

Matrix Training ◽

Lexical Knowledge ◽

Baseline Design ◽

Recombinative Generalization ◽

Word Combination ◽

Expressive Performance ◽

Preschool Boys ◽

Linguistic Aspect ◽

Multiple Probe

This study examined the effectiveness of matrix-training procedures in teaching action + object utterances in both the receptive and expressive language modalities. The subjects were 4 developmentally delayed preschool boys who failed to produce spontaneous, functional two-word utterances. A multiple baseline design across responses with a multiple probe technique was employed. Subjects were taught 4–6 of 48 receptive and 48 expressive responses. Acquisition of a word combination rule was facilitated by the use of familiar lexical items, whereas subsequent acquisition of new lexical knowledge was enhanced by couching training in a previously trained word combination pattern. Although receptive knowledge was not sufficient for the demonstration of corresponding expressive performance for most of the children, only minimal expressive training was required to achieve this objective. For most matrix items, subjects responded receptively before they did so expressively. For 2 subjects, when complete receptive recombinative generalization had not been achieved, expressive training facilitated receptive responding. The results of this study elucidate benefits to training one linguistic aspect (lexical item, word combination pattern) at a time to maximize generalization in developmentally delayed preschoolers.

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Rationalization and internalization

Swiss Journal of Psychology ◽

10.1024//1421-0185.60.4.215 ◽

2001 ◽

Vol 60 (4) ◽

pp. 215-230 ◽

Cited By ~ 6

Author(s):

Jean-Léon Beauvois

Keyword(s):

Phase 1 ◽

Facilitatory Effect ◽

Phase 2 ◽

Causal Explanations ◽

Reduction Effect ◽

Dissonance Reduction

After having been told they were free to accept or refuse, pupils aged 6–7 and 10–11 (tested individually) were led to agree to taste a soup that looked disgusting (phase 1: initial counter-motivational obligation). Before tasting the soup, they had to state what they thought about it. A week later, they were asked whether they wanted to try out some new needles that had supposedly been invented to make vaccinations less painful. Agreement or refusal to try was noted, along with the size of the needle chosen in case of agreement (phase 2: act generalization). The main findings included (1) a strong dissonance reduction effect in phase 1, especially for the younger children (rationalization), (2) a generalization effect in phase 2 (foot-in-the-door effect), and (3) a facilitatory effect on generalization of internal causal explanations about the initial agreement. The results are discussed in relation to the distinction between rationalization and internalization.

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