The study investigated the effectiveness of self-modeling as a treatment to increase on-task behavior. A multiple baseline design across 3 students was employed to determine the treatment effects. In addition, classroom peers' on-task behavior was employed as comparison data. The results indicated immediate, substantial, and durable changes in students' on-task behavior that generalized across academic settings. The 3 students evidenced an increase of on-task behavior from an average of 33% of the intervals observed at baseline to 86% during treatment. At 6-and 8-week follow-up, the students' percentages of on-task behavior was essentially indistinguishable from their classroom peers. Consumer data indicated that the teachers and students were satisfied with the procedure.

No abstract

In 2 studies, we evaluated the feasibility and efficacy of peer-mediated, school-based discrete trial training (DTT) for students with autism spectrum disorder (ASD). In the first, 6 typically developing elementary-age students were trained to use DTT procedures to teach target academic skills to 3 students with ASD who had been educated in a self-contained setting. A multiple probe-across-tutors design was applied to evaluate the accuracy with which the tutors implemented the DTT protocol. Results of the study indicated that training was effective in increasing the integrity of implementation of the DTT protocol. In addition, improvements in integrity were maintained following termination of training. To assess the effectiveness of the ability of previously untrained tutors to teach new, target behaviors to different children with ASD, a second study was conducted. Five of the 6 tutors taught 2 or 3 skills in a multiple probe fashion to children with ASD whom they had not previously tutored. Results suggest that peer tutors effectively generalized skills, as shown by participants with ASD who demonstrated rapid improvements in level and trend of target behaviors. Observations of social engagement during unstructured periods were conducted prior to and following intervention as a measure of social validity. Substantial increases in duration of engagement were noted, suggesting that peer-mediated DTT may result in meaningful improvements in both academic skills and inclusion with peers. (PsycINFO Database Record