spce 680 research article reviews

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1 Research Article Reviews Tanya Ang Dr. Bryce E. Taylor SPCE 680 (Section 803): Introduction to Persons with Autism Spectrum Disorders June 22, 2023

2 Article #1 In the first article I chose regarding interventions for those with ASD, it discussed the importance of supporting intense interventions for students and utilizing performance feedback and Discrete Trial Teaching (DTT) in various environments. The author believes that due to increasing numbers of students receiving special education services, higher expectations for schools need to meet the needs of students with severe ASD (McKenney & Bristol, 2015). In result, DTT demonstrates strong evidence of efficacy in improving academic, linguistic and adaptive outcomes for children with ASD (McKenney & Bristol, 2015). With proper support from school psychologists, teachers, and other peers within the school environment and providing performance feedback, the implementation has been noted to be an important part of intensive service delivery for children with ASD (McKenney & Bristol, 2015). In this study, it was conducted in a Midwestern school district during its first year of implementation of comprehensive, intensive programming in three special education elementary classrooms specifically designed only for students with ASD, each of which contained three to nine students (McKenney & Bristol, 2015). All students in the classroom had an existing ASD diagnosis, showed a significant intellectual disability, and history of disruptive behavior such as aggression, elopement, or both, which required one-on-one instruction. Participants also used in this study were four special education service providers, specifically special education teachers, a speech and language pathologist, and two teaching assistants whom one is African American and the rest Caucasian. The SLP had previous training similar to the other leader special education teachers in the study, and was then included as a fourth participant in the analysis of the teachers’ integrity (McKenney & Bristol, 2015).

3 The method introduced to the participants in this study was first training in DTT. The teachers reported that they have used DTT as an instructional strategy in the past, but not during a one-on-one experience. They also reported that no one received formal DTT training beside what may have been covered in their special education coursework or online instruction (McKenney & Bristol, 2015). Teachers participated in a full-day workshop provided by McKenney, specifically teaching them about the principles of operant reinforcement and antecedent intervention strategies. The workshop gave the participants opportunities to practice with a variety of potential instructional materials, with the feedback from the first author of the article and two graduate students who are also familiar with DTT. Feedback given was mainly regarding the delivery of clear instructions, design of easily recognizable tasks, and immediate tangible reinforcement paired with behaviorally specific praise (McKenney & Bristol, 2015). Next, teacher integrity to DTT procedures was evaluated by taking baseline data across the board, followed by moving into intervention. Their DTT data was collected by three undergraduate psychology majors who observed and recorded the assessment of student readiness, provision of clear directives, accurate prompting/correction procedures, delivery of reinforcement, behavior specific braise, allowing student to access reinforcer when appropriate, and recording data after each trial(s) (McKenney & Bristol, 2015). During the maintenance phase, participants were observed during DTT sessions but did not receive feedback if their overall integrity was greater than 90%. By the end of the maintenance phase, participants completed a survey to share their experience of receiving performance feedback from the first author and graduate students, and also using DTT as an instructional method for their students. In result, two teachers demonstrated an overall improvement in integrity, and two teachers did not, due to variability in data and a downward trend during the general feedback

4 phase. During the performance feedback phase, only one teacher demonstrated a change in level in accuracy to DTT, while two teachers demonstrated variability in their integrity during the initial sessions recorded, one teacher kept a stable performance, and one teacher did not demonstrate consistent integrity until the tenth observation (McKenney & Bristol, 2015). Regarding the assistants, both achieved greater stability and level change in maintenance, one achieved high stable integrity, and one showed a decreasing trend during the performance feedback phase. Based off the information I read in this article, I agree that with proper training and advancing knowledge of the level of integrity, students with ASD can have access to a more intensive intervention such as DTT in a school-based setting. Most participants who took the survey to evaluate the study also reported that they had a positive experience, which serves as another purpose to try to integrate DTT more in schools due to the trainability of teachers and effective implementation on students. Article #2 This article discusses the association between indicators of socioeconomic status (SES) and the prevalence of ASD in the US during the period of 2002 to 2010 and determine whether SES disparities account for ongoing racial and ethnic disparities in ASD prevalence (Durkin, et al. 2017). Population-based studies of the prevalence of ASD in the US have reported differences among selected racial and ethnic groups. Prevalence tends to be higher among non-Hispanic White children compared to non-Hispanic Black and Hispanic children. Other countries have also found a positive SES gradient in ASD prevalence increasing due to socioeconomic advantage (Durkin, et al. 2017).

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