The Individualized Curriculum Sequencing Model: Effects on Skill Acquisition and Generalization

Bambara, Linda M.; Warren, Steven F.; Komisar, Shelley

doi:10.1177/154079698801300102

Cited by 9 publications

(2 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Individualized curriculum sequencing model 1. Bambara, Warren, and Komisar (1988) The study had three or more attempts to demonstrate experimental effect. n 1 = less than three data points/phase, 2 = 3 to 4 data points/phase, 3 = 5 or more data points/phase, and 4 = not clear based on information provided.…”

Section: Features and Components Of Ni Approachmentioning

confidence: 99%

Naturalistic Instructional Approaches in Early Learning

Snyder

Rakap

Hemmeter

et al. 2015

Journal of Early Intervention

View full text Add to dashboard Cite

Naturalistic instructional approaches are used to provide intentional and systematic instruction to young children with disabilities during typically occurring activities. Several naturalistic instructional approaches have been described in the extant literature, although different terms have been used to refer to these approaches (e.g., activity-based intervention, embedded instruction). The purpose of this systematic review was to identify, examine, and summarize the empirical literature focused on naturalistic instructional approaches for preschool children with disabilities when instruction was delivered in classroom settings. Forty-three studies that met established inclusion criteria were reviewed and coded using systematic procedures. Studies were coded to permit within-and across-approach comparisons as well as with respect to quality indicators for study design features and relationships to reported outcomes. Findings suggest a need to specify clearly the contextual and procedural components of naturalistic instructional approaches to advance understanding about this evidence-based practice and the functional relationships between implementation of the approaches and child learning outcomes.

show abstract

Section: Features and Components Of Ni Approachmentioning

confidence: 99%

Naturalistic Instructional Approaches in Early Learning

Snyder

Rakap

Hemmeter

et al. 2015

Journal of Early Intervention

View full text Add to dashboard Cite

show abstract

“…In contrast, massed trial training is structured to repeatedly present instructional trials for a single task to the student within a single instructional session (Bambara & Warren, 1992;Westling & Fox, 2004). Previous research on distributed trial instruction has found the strategy to be effective with students with developmental disabilities (Bambara, Warren, & Komisar, 1988;Mulligan et al, 1982;Winterling, Dunlap, & O'Neill, 1987;Wolery, Anthony, Caldwell, Snyder, & Morgante, 2002). In addition, comparative studies have found either that distributed and massed trial interventions are equally effective in promoting student learning (Dunlap, 1984;Dunlap & Koegel, 1980;Koegel & Koegel, 1986;A.…”

mentioning

confidence: 99%

A Comparison of Two Trial Distribution Schedules in Embedded Instruction

Polychronis

McDonnell

Johnson

et al. 2004

Focus Autism Other Dev Disabl

View full text Add to dashboard Cite

We compared the effectiveness of tWo trial distribution schedules implemented in an embedded instruction package to teach academic skills to students With developmental disabilities in general education classes. In the first package, instructional trials Were distributed across a 30-min time period that reflected the typical length of a lesson in the content area (e.g., math or reading). In the second package, instructional trials Were distributed across a 120-min time period that cut across at least tWo lessons (e.g., math and reading). General education teachers provided instruction to students under both trial distribution conditions. The results indicated that both schedules lead to the acquisition of the target skills. In addition, students Were able to generalize their performance to natural stimuli found in general education classes. HoWever, the 30-min trial distribution schedule resulted in faster acquisition of the skills for tWo of the students. There Were no substantial differences in the rates of acquisition under the tWo schedules for the other tWo students. Results are discussed in terms of future research and implications for supporting the inclusion of students With developmental disabilities in general education classes.

show abstract

A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Adult-Driven Applied Behavior Analysis (ABA) Intervention on Disruptive Behaviors in Public School Children with Autism

Mohammadzaheri

Koegel

Rezaei

et al. 2015

J Autism Dev Disord

View full text Add to dashboard Cite

Children with autism often demonstrate disruptive behaviors during demanding teaching tasks. Language intervention can be particularly difficult as it involves social and communicative areas, which are challenging for this population. The purpose of this study was to compare two intervention conditions, a naturalistic approach, Pivotal Response Treatment (PRT) with a structured ABA approach on disruptive behavior during language intervention in the public schools. A Randomized Clinical Trial (RCT) design was used with two groups of children, matched according to age, sex and mean length of utterance. The data showed that the children demonstrated significantly lower levels of disruptive behavior during the PRT condition. The results are discussed with respect to antecedent manipulations that may be helpful in reducing disruptive behavior.

show abstract

The Individualized Curriculum Sequencing Model: Effects on Skill Acquisition and Generalization

Cited by 9 publications

References 16 publications

Naturalistic Instructional Approaches in Early Learning

Naturalistic Instructional Approaches in Early Learning

A Comparison of Two Trial Distribution Schedules in Embedded Instruction

A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Adult-Driven Applied Behavior Analysis (ABA) Intervention on Disruptive Behaviors in Public School Children with Autism

Contact Info

Product

Resources

About