Assessing Preference for Activities and Instructional Contexts

Many teachers of students with autism spectrum disorder (ASD) are familiar with traditional preference assessment methodologies to identify high-preferred items. Traditional preference assessments are valuable; however, they may not be appropriate when identifying preferences for some educational activities and instructional contexts. The concurrent-chains preference assessment (CCPA) is a preference assessment variation that has been effectively used with students with ASD to identify preferred and nonpreferred activities and contexts. This article introduces teachers to the CCPA and discusses its utility and applications for students with ASD, as well as recommendations for effective implementation.

A Systematic Review of Augmented Input Interventions and Exploratory Analysis of Moderators

Purpose Augmented input is the act of concurrently modeling language verbally and on a communication device, and is one strategy for teaching individuals to effectively use aided modes of communication. The purpose of this literature review is to assess the efficacy of augmented input for increasing communication and to identify intervention components, participant characteristics, and instructional contexts related to therapeutic outcomes. Method We double screened all potential sources and double coded all included sources. Database, forward, and backward searches yielded 99 single case designs in 26 sources. We coded characteristics of participants, instructional contexts, independent variables, and dependent variables. We also coded quality/rigor and primary outcomes for each design or comparison. Results Across high-quality studies, two thirds of designs indicated that augmented input was effective compared to baseline conditions and alternative interventions, and exploratory analyses indicated that receptive language skills, age, and diagnoses may moderate intervention efficacy. Most augmented input interventions included additional components that may serve as “active ingredients” (e.g., systematic prompting, contextual reinforcement). Most studies also did not report participant characteristics hypothesized to moderate intervention efficacy (e.g., joint attention skills, imitation repertoire). Results also indicated high risk of publication bias, with peer-reviewed sources twice as likely to include positive effects than dissertations and theses. Conclusions Across high-quality studies, augmented input was inconsistently effective as a stand-alone intervention. Packaged interventions that included augmented input were typically more effective than augmented input in isolation, particularly for individuals who were young, had strong receptive language skills, or had no comorbid diagnoses.

In defence of a modular curriculum for tasks

In this article, I start by distinguishing two approaches to the design of a language curriculum: the structural approach and the task-based approach. I then present my views relating to three key question: Is one approach superior to the other? When implemented, do these approaches result in different classroom processes? Are there advantages in combining the two approaches? I argue that the evidence points to the superiority of a task-based approach, that prior explicit instruction can have a deleterious effect on the performance of tasks and that a curriculum that combines the two approaches is preferable. I conclude by pointing out the flexibility of a modular curriculum that makes it well suited to a variety of instructional contexts.

Fictional Video Cases on Parent-Teacher Conversations: Authenticity in the Eyes of Teachers and Teacher Education Students

Video based instructional approaches have become very popular in teacher education. In this context, fictional video cases (FVCs) are a promising format because they can make discrete situations (e.g., parent–teacher conversations) accessible for learners. We critically discuss the concept of authenticity of FVCs with respect to their use for didactic purposes with student and in-service teachers. In an empirical study, we examine the authenticity of a specific pair of contrasting FVCs on teacher-parent communication (showing constructive vs. confrontative communication by the teacher). The FVCs were viewed by teachers and teacher-education students who rated the material regarding its authenticity. The results were that the authenticity of the two video versions was evaluated as “medium”, as was the authenticity of the characters. Moreover, the teachers evaluated the video cases as more authentic compared to the teacher education students. Given that existing studies show that the FVCs in focus here were successfully used in instructional contexts, we conclude that it is possible to create meaningful and effective didactic environments featuring FVCs with a medium level of authenticity.

Information Literacy and Instruction: Backward Design: A Must-Have Library Instructional Design Strategy for Your Pedagogical and Teaching Toolbox

Library instruction sessions, courses, and programs benefit from a strategic and intentional instructional design approach. This type of approach can provide a framework for librarian discussions with collaborators, such as faculty or other stakeholders, and facilitate librarians’ advocacy efforts for information literacy instruction in the curriculum. But in the midst of busy schedules and competing responsibilities, it can be difficult to find time and a strategy that works well for library instructional contexts. This column shares an instructional design strategy adopted by librarians to add intentionality to their instruction. This backward design instructional design process has proven to be an invaluable tool for designing instructional contexts ranging from one-shots to tutorials to semester-length courses.—Editor