Kim A. Schulze

St. Cloud State University · Department of Community Psychology, Counseling, and Family Therapy

Applications of videodisc technology to teacher training are beginning to emerge, and the rate of technological development is likely to expand rapidly through the 1990s. Videodiscs are a powerful tool for teacher training; however, they are not a panacea. This paper first describes some of the fundamental operating characteristics of videodiscs an...

The purpose of this study was to evaluate the effects of self-recording and contingent reinforcement on exercise participation by four adults with acquired brain injury. The results indicate that self-recording and contingent reinforcement increased participation in stretching, aerobic, and weight-lifting activities for each participant. The result...

One common best practice recommendation for teaching receptive labels to individuals diagnosed with autism spectrum disorder is for the stimulus array to be arranged outside of the view of the learner. Another strategy that may have benefits would be to arrange the stimuli in view of the learner. The purpose of this study was to compare the relativ...

Practice recommendations related to using discrete trial teaching (DTT) to teach receptive labels (i.e., auditory–visual conditional discriminations) for individuals diagnosed with autism spectrum disorder (ASD) have included the use of counterbalancing. Counterbalancing involves two major components: (a) ensuring that each stimulus in the set is t...

The teaching interaction procedure is an evidence-based procedure that has been utilized for the development of social skills. The teaching interaction procedure consists of labeling the targeted skill, providing a meaningful rationale for the importance of the skill, describing the steps of the targeted skill, modeling the skill, and providing fee...

The provision of reinforcement to increase the rate of desired behaviors is a crucial element of behavior analytic intervention for individuals diagnosed with autism spectrum disorder (ASD). Formal preference assessments, like the multiple stimulus without replacement procedure (MSWO), are often used to determine potential reinforcers used during i...

Lag schedules of reinforcement require that reinforcement is made contingent upon a response differing in some dimension from previous n responses, though it has been argued that small lag requirements might produce higher-order stereotypy. In this study, 5 children from Hong Kong diagnosed with autism spectrum disorders (ASD) were required to vary...

This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The res...

The current study investigated the efficacy of a self-managed activity schedule to teach 2 participants how to effectively order food items from a local community bakery. 2 participants who were on the autism spectrum were taught to follow a task analysis that was displayed on an iPhone. We used a multiple baseline design across participants to eva...

We used a changing criterion design to evaluate the extent to which differential negative reinforcement of other behavior increased compliance with wearing a medical alert bracelet for a young boy with autism. Results showed the duration for which the participant wore the bracelet systematically increased across trials from 5 s to 7 hr over several...

This study investigated the effects of 2 interdependent group contingencies (individual vs. cumulative classroom goal setting) on the number of pedometer-recorded steps taken per day. Thirty third-grade students in 2 classrooms participated. An ABACX design was conducted in which the X phase referred to a replication of the most successful phase (i...

Shaping functional vocal language is difficult when an individual has not yet acquired an echoic repertoire and does not emit sufficient phonemes (i.e., speech sounds) for shaping. Few studies have evaluated interventions to increase the frequency and breadth of phonemes. The current study extended Esch, Esch, and Love (2009) by evaluating the effe...

Individuals diagnosed with autism spectrum disorder often display deficits in social skills. While research has shown behavioral interventions to be effective in teaching and/or increasing a variety of appropriate social skills., limited research has shown generalization of these skills to the natural setting. The Teaching Interaction procedure was...

An alternating treatments design was employed to compare the effect of stimulus-stimulus pairing, standard echoic training, and a control condition on the vocal behavior of 3 preschoolers with autism. Data were recorded during pre- and postsession observations. During the stimulus-stimulus pairing condition, the experimenter's vocal model was paire...

An ABA'B design was used to evaluate the effects of choice on task engagement for 3 adults who had been diagnosed with traumatic brain injury. A yoked-control condition, in which tasks that were selected by each participant were assigned subsequently to that participant by a trainer, was implemented to help distinguish between the effects of task p...

The effects of providing descriptive prompts to increase activity attendance and engagement in 6 individuals with dementia were evaluated using a reversal design. The results showed that providing descriptive prompts increased activity attendance and engagement for all participants. The results support the use of antecedent interventions for increa...

This article describes applications of videodisc technology to instruction. The focus is on the incorporation of videodiscs into methods training for preservice teachers. Methods training requires that teacher trainees acquire a knowledge base for instructional skills, learn to identify specific instructional methods, and learn to discriminate betw...

Coincidental teaching involves training parents to provide social skills instruction to their exceptional children in home and community environments. Teachers explain to parents the techniques of prompting and praising, help parents schedule times during their daily routine to carry out coincidental teaching, and provide lesson plans. (JDD)

Thesis (Ph. D.)--Utah State University. Dept. of Special Education, 1990. Includes bibliographical references (leaves 174-184).