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Method

A Tale of Two Studies: Insights and Findings from a Systematic Replication

Jenny Root, PhD BCBA, Sarah Cox, PhD, & Addie McConomy

Background

Both studies wanted to answer the following broad questions:

Is it effective: Is there a functional relation between a treatment package (MSBI + AR) and an increase in personal finance problem-solving skills?
Can students self correct: To what extent are young adults with ASD able to identify and self correct errors when provided a video model?
Will students generalize: (#1) Are young adults with ASD able to generalize skills to a novel context with faded supports? (#2) What behaviors are observed when high school students with ASD make a purchase at a food court before and after intervention?

Research Questions

Abstract

Young adults with autism spectrum disorder (ASD) can benefit from instructional strategies that focus on both academic content as well as the social skills required to apply acquired knowledge and skills in real-world settings. Academic and social skills are both significant predictors of post-secondary success for young adults with ASD (Nasamran et al., 2017). In two studies, authors evaluated the effects of Modified Schema-based Instruction (MSBI) with video-based instruction via Augmented Reality (AR) to teach the social and mathematical problem-solving skills needed to execute personal finance tasks in the community to students with ASD. While a functional relation was present in both studies, participant differences contributed to differential (and interesting) response patterns.

Participants & Setting

Design & Procedures

Both studies used a multiple probe across participants design

Study #1: Students enrolled in postsecondary transition program

Curriculum focused on gaining employment and functioning independently in the community and their homes
Math was focused on budgeting and purchasing

Discussion

Study #2: Students enrolled in public high school in self-contained classrooms

Curriculum followed AA-AAS with CBI opportunities
All students enrolled in a math class that reported to focus on “functional” skills

Study #1

Study #2

#1: Functional relation

#2: Functional relation

Is it effective?

#1: Variability / Direct instruction

#2: Less successful

Can students self-correct?

#1: Gains in math & social for 3 / 4

#2: Less successful; social gains only

Will students generalize?

Results

Example generalization receipt from Study #2

Example “correct” intervention worksheet

Task Analysis from Study #2

Flowchart of procedures

massed trials of correct/incorrect receipt

highlighter and covering graphic organizer

covering the graphic organizer

more explicit task analysis

performance reinforcement

system of least prompts

gcalab.fsu

Anchor Videos: young adult making a purchase in community location, including reviewing receipt for accuracy and leaving a tip, with narrator providing explanation

Social Problem Solving Videos: continuation of anchor video, young adult reviews receipt and modeled how to appropriate notify employee of error with range of social responses and appropriate reaction

Model video: point of view video model of solving each problem while using think-alouds for each step

GCA_lab

Generalization:

Repeated generalization measure
In baseline all participants required assistance making an order, no one checked their receipt for accuracy or knew what to do with the receipt after transaction – all refused to accept or keep it
In intervention they demonstrated growth on social behaviors, but none independently completed math behaviors

Generalization:

Limitation – no baseline measure
Matthew – 11/12 behaviors correct
Sherri – 12/12 behaviors correct
Joe – 9/12 behaviors correct (did not request a new receipt and needed prompting to check it)
Abby – 5/12 behaviors correct (needed prompt to request new receipt, added .20 to subtotal rather than multiplying)

COUNCIL ON RESEARCH IN EDUCATION

2018 MARVALENE HUGHES RESEARCH IN EDUCATION CONFERENCE

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	AR 1	AR 2
Participants
name/age	Matthew 21 year old Sherri 21 year old Joe 21 year old Abby 21 year old	Devon 19 year old Wes 16 year old Trevon 16 year old David 16 year old
disability category	ASD	ASD
demographics	Matthew black male Sherri black female Joe black male Abby white female	Devon White male Wes White male Trevon Black male David Black male
Setting
Geographical location	Southeastern United States	Southeastern United States
School type	Post-secondary transition program affiliated with the local school system	Public High School
Current school practices	Received mathematics instruction focused on building their independence in budgeting, leisure skills, and career goals from two certified special education teachers	Received mathematics instruction focused on functional math skills such as purchasing and cooking.
Intervention
Content focus	Personal finance problem solving skills	Personal finance problem solving skills
Delivery features	Multi-component treatment package combining MSBI and video-based instruction via AR	Multi-component treatment package combining MSBI and video-based instruction via AR
Dosage
Interventionist(s)	3 research members One doctoral candidate, two special education undergraduate students	One postdoctoral fellow, one special education masters student. Third researcher was a doctoral student. 2 of 3 members were same people in new roles
Outcome Measures
Primary DV: Researcher developed measures	Primary DV: Number of independently correct behaviors observed using a researcher created rubric (1) check receipt for accuracy by asking for a new one or not, (2) react appropriately to the receipt, (3) calculate appropriate tip, (4) write down tip amount as monetary value, (5) calculate final cost, (6) indicate what to do with the receipt	Primary DV: Number of independently correct behaviors observed using a researcher created rubric (1) state if the receipt is correct or incorrect, (2) react appropriately to the receipt, (3) calculate appropriate tip, (4) write down tip amount as monetary value, (5) calculate final cost, (6) indicate what to do with the receipt or return to the interventionist
Secondary DV:	Self-corrections after watching the model video	Self-corrections after watching the model video
Tertiary DV:	Generalization to a school-run snack shop	Generalization to a mall food court
Research Design
Type	Multiple probe across participants	Multiple probe across participants
Conditions	Baseline, intervention, maintenance, and generalization	Baseline, intervention, and generalization
Analysis
Level of analysis	Student level	Student level
Effect size	Between-case standardized mean difference	Between-case standardized mean difference

*based on study dimensions that could be held constant or intentionally varied as described by Coyne, Cook, & Therrien (2016)

*Italicized items were purposefully or necessarily varied from the original study