Professional Documents
Culture Documents
Amy J. Jensen
Brandman University
EDUU-677
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The three evidence based instructional strategies that are going to be discussed in this
intervention. Prompting (PP) is used to assist learners in using specific skills (cox, 2013). PP
has been found to be effective practices within the academic developmental domain for children
ages 0-5, 6-14 and 15-22 due to evidence-based studies (Cox, 2013). Peer-mediated instruction
and intervention (PMII) is used to to help those diagnosed with ASD to work with typically
developing peers to acquire new skills within the natural environment (Fettig, 2013). PMII has
been found to be effective within the academic developmental domain for children ages 6-14 and
intervention (TAII) is used to support the goal or outcome for the student using technology
(Odom, 2013). TAII has been found effective within the academic developmental domain for
children ages 0-5, 6-14 and 15-22 due to evidence-based studies (Odom, 2013).
Prompting (PP) uses gestural, verbal or physical assistance to assist the learner in
engaging or acquiring the targeted skill (Cox, 2013). PP is considered a foundational evidence
based practice due to the fact that is used in other evidence-based protocols (Cox, 2013).
Prompting was most efficient for those diagnosed with ASD in generalization and maintenance
of the acquired academic skills (Tekin-Iftar, E. &Olcay-Gul, 2016). With prompting teachers
should assess the skills of their students before starting this EBP to determine if they need more
prerequisites to gain the academic skills (Tekin-Iftar, E. &Olcay-Gul, 2016). Prompting should
include instructive feedback and observational learning in the general education setting (Tekin-
Iftar, E. &Olcay-Gul, 2016). For fidelity in this EBP teachers and staff must continually monitor
the progress and prompt when necessary to gain the desired academic skill or skills. Prompting
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can be used in the classroom without all students being aware that a child is using an EBP.
Teachers or paraprofessionals can use this EBP if trained in any necessary environment.
engage learners with ASD in both learner-initiated and teacher directed activities (Fettig, 2013).
PMII can be a useful strategy to promote positive transitions across settings (Fettig, 2013 pg 70).
Recent studies of PMII in high school has shown that students that participated with peer in the
study had more improved social communication skills and engaged in conversation and with
their peers longer (Bambara et al., 2016). PMII also led to increases in conversations and follow
up questions, which are an important academic skill in the general education classroom
(Bambara et al., 2016). Peers must be trained on how to facilitate the strategies to support the
academic skills appropriately (Bambara et al., 2016). Prompting was used and taught to the
typically developing peers to facilitate further responses and to help initiate the awkward
moments with the students (Bambara et al., 2016). For this to be implemented with complete
fidelity the teacher or specialist really must observe and retrain any students that are not using
the EBP correctly. This is one of the EBP that the student can get more out of a peer mediating,
but then the adults don’t have full control of the situation. In the fieldwork i have seen this EBP
work really well as far as the students appropriately mediating the situation. There have also
been times that I have seen the students encourage inappropriate behaviors. To help with fidelity
the teacher or caregiver must pick the appropriate peer and continually monitor the progress
whether it is in person or on video to make sure the EBP is being used and implemented
Technology-aided instruction and intervention (TAII) the central feature is the use of
technology (Odom, 2013). Technology can be a broad range of devices; some examples are
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smartphones, tablets, speech-generating devices, visual networks and many others (Odom,
2013). Technology should be used as a support and in the appropriate context to support the
academic learning (Odom, 2013). Educational professionals must understand the importance
and recognize that achievement for students diagnosed with ASD is often contingent on the use
of assistive technology and allows them access to life and educational skill experiences (Parette
& Peterson-Karlan, 2007). TAII is a tool that should be used to enhance the performance of the
individual or to help functional capabilities to complete a task (Parette & Peterson-Karlan, 2007).
Educational professionals must make sure that the assistive devices allow access to education or
life skill experiences for best outcomes (Parette & Peterson-Karlan, 2007). The ultimate
effectiveness of TAII is the achievement by the students in life skills and academic curricula
using evidence by district or state wide measure of progress by student (Parette & Peterson-
Karlan, 2007). For complete fidelity teachers and parents must understand the importance of the
device and its correct usage. One of the fieldwork observations the parent was letting the student
play games on the learning program device. The child learned to go off the learning program
and into the games. This EBP can be used in the real world setting as long as the teacher or
students diagnosed with ASD. Those working with the students must be trained and maintain
complete fidelity throughout the process. One must also work as a team to collaborate so that the
References
Bambara, L. M., Cole, C. L., Kunsch, C, Tsai, S & Ayad, E. (2016) A peer-mediated
intervention to improve the conversational skills of high school students with Autism
Cox, A. W. (2013) Prompting (PP) fact sheet. Chapel Hill: The University of North Carolina,
Fettig, A. (2013). Peer-mediated instruction and intervention (PMII) fact sheet. Chapel Hill: The
University of North Carolina, Frank Porter Graham Child Development Institute, The
Odom, S. L. (2013). Technology-aided instruction and intervention (TAII) fact sheet. Chapel
Hill: The University of North Carolina, Frank Porter Graham Child Development
Tekin-Iftar, E., & Olcay-Gul, S. (2016). Increasing Instructional Efficiency When Using
451-472.