Research Methods

A quasi-experimental research design was employed to investigate the effectiveness of using DTT with the four participants to measure skill acquisition over time.

Setting

      The public early intervention program that is the context for this study is a parent-child class for children ages eighteen months to thirty-six months who exhibit delays in language and social skills. Classes meet two days a week; either a Monday/Wednesday class or a Tuesday/Thursday class from 8:30 AM to 12 PM. Intensive one-on-one hour long sessions are provided for each group twice a month. Classroom time is divided between whole group activities, small group activities, and one-on-one instruction. The classroom environment is highly structured and provides a multitude of learning activities. Each child has a visual picture schedule to transition between daily activities and routines.

Participants

      The participants in this study included three boys and one girl. All participants were given a pseudonym in order to protect their identities and keep their personal information confidential. Based on the length of the data collected for this study, only one participant’s performance data was highlighted for the purpose of this blog. However, information on all other aspects of research contained in this blog applied to all participants (research methods, data collection and analysis methods, discussion of general findings, etc.). Connor, the participant whose performance data was selected for this blog, is 2 years 11 months old. He began the intervention program in April of 2016. His diagnosis is autism spectrum disorder.

Design

      The design of this research involved a quasi-experimental study in that the participants in the study were not randomly selected. The participants in the study were specifically selected, as they are enrolled in the early intervention program. However, this research differed from a quasi-experimental design in that a comparison group could not be utilized. The early intervention program that was included in this research requires that all students receive the DTT intervention. Also, they must all be given equal opportunities to receive the same amount of intervention. Implementation of intervention for this research involved each child meeting one-on-one with an instructor. The children participated in DTT on curriculum-based assessment goals twice a week for a 15-minute session (total of 30 minutes). They met with an instructor for an additional 30-minute session every other Friday (twice a month).

      Specifically in the early intervention program, DTT instruction incorporates instructional trials that target teaching objectives as part of the learning program. The intervention incorporates a plan for meeting objectives by teaching skills in a sequence of steps. Until a child is able to perform skills independently, prompting is needed in order to help them achieve specific goals. Prompting includes visual, gestural, positional, partial physical, and physical prompts. In addition, DTT incorporates the use of some materials during instructional tasks. Some skills require the use of objects in order to carry out the skill. High preference reinforcers (tangible toys) are materials that were also included during research.

Data Collection

      Baseline data was recorded for each student participating in the research before DTT intervention began. This allowed for a measure and determination of where each child was currently, based on skill level and development. Baseline data was recorded using a curriculum-based assessment that measured a student’s receptive language, expressive language, imitation skills, matching skills, and ability to follow one-step directions. After the student completed the curriculum-based assessment (Strategies for Teaching Based on Autism Research [STAR] program), specific individualized goals were selected for each student based on the assessment scores (STAR Autism Support, n.d.). The curriculum-based assessment served as a guide to create a student’s curriculum. It also served as a comparison for the purpose of this research to determine if students were making progress with particular skills (at a later time).

      Once DTT intervention began, data was collected for each child during each learning trial for specific skills during each instructional session. Data collection was written and recorded on curriculum data sheets during the time of the intervention. Data sheets included the skill being taught, specific instructions and steps to use for cues, and types of prompts used. If prompting was required to assist a child in performing a skill, the type of prompt used was written and recorded on data sheets for data collection. Independent responses were recorded as well. There was a specific criteria for scoring and collecting data on child goals. Criteria for scoring and collecting data is as follows:

1. Instructional cues that only incorporate one component are considered mastered when the child displays three consecutive independent and correct responses for that skill.

2. Instructional cues that incorporate additional components are considered mastered when the child displays independent responses at a minimum of 80% accuracy for two consecutive trials or sessions.

After each session with a student, a percentage of accuracy was recorded for each child’s goals. Accuracy was determined by independent responses (no prompts needed).

Data Analysis

      After the data was collected, it was organized into weekly data for each child and for each goal in order to evaluate individual progress and to determine if DTT was effective. Effectiveness was determined by a child’s progress and improvement in demonstrating skills and achieving specific goals over time. Criteria for each individual goal as well as each child’s percent of accuracy for specific skills was also considered for data analysis. When specifically analyzing data, the organized collection of data was used to create visual graphs and tables in order to check individual student performance and if progress with skill acquisition was being made. Visuals showed the percent of accuracy with specific skills on a weekly basis. The type of prompts needed throughout the process of learning the skill were noted as well (separately from the analysis charts).

      In addition, when looking at and analyzing the data for progress, each child’s baseline data was reviewed again and compared to the intervention and prompting data (on an individual basis). Comparing this data would determine if the children have made progress. After the data was analyzed, other professionals working in the early intervention program checked the data. The professionals that checked the collection of data and analysis did not know how the data related to each student, as student names and other identifying factors/features for each child were removed.  

STAR Autism Support. (n.d.). STAR program. Retrieved from

http://starautismsupport.com/curriculum/star-program