Instruction Package
- Establishing generative yes no responses in developmentally disabled children
Abstract: We evaluated the effects of two procedures for teaching four developmentally disabled children to respond yes/no appropriately. During baseline, tutoring was conducted in which five known items were individually presented with the question, “Is this a ?”, followed either by access to requested items or by remedial prompting contingent on responding. When tutoring did not improve performance, instruction was embedded in the regular classroom activities. - Training respite care providers for families with handicapped children
Abstract: Results showed that performance during simulated (role-played) respite care situations improved substantially for all six trainees following presentation of the instructional manual (with no significant differences between presentation formats) although some remedial training was necessary to achieve mastery criterion. - How to Teach Pivotal Behaviors to Children with Autism
The purpose of this manual is to train individuals who interact with children with autism and other severe handicaps, to provide treatment that is easy to implement and readily usable in community settings. Our original work (Koegel, O’Dell and Koegel, 1987) focused on nonverbal children and resulted in dramatic increases in their vocabularies. Many of these children who participated in our early work demonstrated numerous inappropriate and disruptive behaviors, which seem to be directly related to the teaching conditions and their lack of communicative skills. Thus, the procedures described in this manual also greatly reduce disruptive behaviors. More recently, we have included higher level children. However, all of the principles are the same regardless of the present functioning level of your child. Thus, we recommend these procedures be applied to all children. Various examples have been included so that this manual will be helpful to a broad spectrum of children. As you read through the examples, try to think of how you might adapt the principles for your own particular child.
