Incidental teaching for training communication in individuals with traumatic brain injury

Lennox, David B.; Brune, Patrick

doi:10.3109/02699059309029688

Cited by 3 publications

(1 citation statement)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our results suggest that direct teaching clearly adds value to the normalized approaches, and that language goals may be difficult or impossible to achieve without some direct teaching. Therefore, our results support the general assertion that combining the two language intervention procedures will yield optimal results for language learners (e.g., Lennox & Brune, 1993;Schepis et al, 1982).…”

Section: Discussionsupporting

confidence: 85%

An Evaluation of the Relative Efficacy of and Children's Preferences for Teaching Strategies That Differ in Amount of Teacher Directedness

Heal

Hanley

Layer

2009

J of App Behav Analysis

View full text Add to dashboard Cite

The manner in which teachers mediate children's learning varies across early childhood classrooms. In this study, we used a multielement design to evaluate the efficacy of three commonly implemented strategies that varied in teacher directedness for teaching color- and object-name relations. Strategy 1 consisted of brief exposure to the target relations followed by an exclusively child-led play period in which correct responses were praised. Strategy 2 was similar except that teachers prompted the children to vocalize relations and corrected errors via model prompts. Strategy 3 incorporated the same procedures as Strategy 2 except that a brief period of teacher-initiated trials was arranged; these trials involved the use of prompt delay between questions and prompts, and correct responses resulted in tokens and back-up activity reinforcers. Children's preferences for the different teaching strategies were also directly assessed. Strategy 3 was most effective in promoting the acquisition and generalization of the color- and object-name relations and was also most preferred by the majority of children, Strategy 1 was the least effective, and Strategy 2 was typically the least preferred. Implications for the design of early educational environments based on evidence-based values are discussed.

show abstract

Section: Discussionsupporting

confidence: 85%

An Evaluation of the Relative Efficacy of and Children's Preferences for Teaching Strategies That Differ in Amount of Teacher Directedness

Heal

Hanley

Layer

2009

J of App Behav Analysis

View full text Add to dashboard Cite

show abstract

Incidental Teaching Research: Early Beginnings Through Recent Innovations

McGee

2022

Handbook of Applied Behavior Analysis Interventions for Autism

View full text Add to dashboard Cite

Examining the Evidence From Single-Case Experimental Designs to Treat Challenging Behaviors Following Moderate to Severe Traumatic Brain Injury

Beaulieu

Persel

Shannon

et al. 2022

Journal of Head Trauma Rehabilitation

View full text Add to dashboard Cite

Objective: To evaluate evidence on the effectiveness of behavioral interventions using single-case experimental design (SCED) methodology and to identify behavioral interventions with sufficient evidence for possible inclusion in the development of guidelines for the management of challenging behaviors in adults following moderate to severe traumatic brain injury (TBI). Methods: As a subinvestigation of a larger systematic review process designed to identify evidence for guidelines development, the current review focused on studies using SCED methodology applied to persons with challenging behaviors following moderate to severe TBI. Articles were identified from a search of the published literature through January 2021, identifying studies in CINAHL, Cochrane Database of Systematic Reviews, EMBASE, MEDLINE/Ovid, and PsycINFO. Articles meeting inclusion criteria were assessed for design rigor to allow for effect size determination. The identified cases were then critically appraised using the RoBiNT (Risk-of-Bias in N-of-1 Trails) Scale to determine strength of evidence for causal inference. Results: Thirty-four studies met inclusion criteria, with a total of 44 cases evaluated for effect of the treatment intervention on defined target behaviors. Seventeen cases had effect sizes rated as large, 22 cases as medium, 3 cases as small, and 3 as no effect. An observed trend was for large and medium effect sizes to be associated with lower RoBiNT Scale internal validity scores. Randomization, blinded provider and assessor, and assessment of treatment adherence were the internal validity items unlikely to meet criteria. Conclusions: SCED methodology was found to produce large and medium effect sizes for behavioral interventions targeting challenging behaviors following moderate to severe TBI. However, the strength of the evidence is limited because of weaknesses in study designs. Most of the studies failed to meet established internal validity criteria designed to reduce risk of bias in SCED studies as such rigor is difficult to establish or often not practical in clinical settings. Suggestions and recommendations are outlined for improving the quality of published cases using SCED methodology, which, in turn, will improve credibility of evidence and better inform the development of treatment guidelines for behavior regulation.

show abstract

Incidental teaching for training communication in individuals with traumatic brain injury

Cited by 3 publications

References 9 publications

An Evaluation of the Relative Efficacy of and Children's Preferences for Teaching Strategies That Differ in Amount of Teacher Directedness

An Evaluation of the Relative Efficacy of and Children's Preferences for Teaching Strategies That Differ in Amount of Teacher Directedness

Incidental Teaching Research: Early Beginnings Through Recent Innovations

Examining the Evidence From Single-Case Experimental Designs to Treat Challenging Behaviors Following Moderate to Severe Traumatic Brain Injury

Contact Info

Product

Resources

About