ERIC Number: EJ1452477
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0936-2835
EISSN: EISSN-1532-7035
Comparing Two Data Collection Procedures to Teach Academic Targets within a Group Instructional Format
Julia L. Ferguson; Amanda M. Rogue; Tracey D. Terhune; Christine M. Milne; Joseph H. Cihon; Maddison J. Majeski-Gerken; Justin B. Leaf; John McEachin; Ronald Leaf
Exceptionality, v32 n5 p308-326 2024
This study aimed to extend previous literature comparing continuous methods of data collection to estimation data, but this time implementing the data collection procedures within a group discrete trial teaching format with three individuals diagnosed with autism spectrum disorder. Group discrete trial teaching was conducted in a classroom setting using relevant academic targets for each child. The data collection procedures were examined in terms of accuracy of data collection, efficiency of teaching (i.e. number of trials delivered per session), and rate of child acquisition of targets. Results of the adapted alternating treatment design replicated across sets and multiple targets indicated that estimation data was found to be a valid data collection method in identifying mastery, with only two instances where the mastery probe did not confirm mastery. Trial-by-trial data indicated mastery four times in which a probe for mastery did not confirm mastery of targets. Additionally, it was found that instructors conducted more teaching trials within the estimation data condition across all learners and training sets and social validity measures indicated overall favorable responses toward the estimation data collection procedure from both instructors.
Descriptors: Autism Spectrum Disorders, Kindergarten, Elementary School Students, Elementary School Teachers, Special Education Teachers, Data Collection, Comparative Testing, Research Methodology, Mastery Tests, Learning Strategies, Academic Achievement, Group Instruction, Instructional Design, Predictive Validity, Teacher Attitudes
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A