Social validation of component behaviors of following instructions, accepting criticism, and negotiating

Precision Teaching and Tap Dance Instruction

The purpose of this study was (a) to use a precision-teaching (PT) framework to design, train, and evaluate a tap-dancing training sequence and (b) to evaluate fluency outcomes as a function of training tap dance components to optimal frequencies. The study trained a series of 8 tap-dancing steps to 4 novice dancers and evaluated the effects on untrained components and probes of retention, stability, endurance, and application. The study also included a control participant who only completed application probes. Weekly probes examining the facilitative effects of training on the untrained components revealed improvements for some untrained steps, but not all. Retention probes revealed little difference in frequencies from the last data point in training. Stability and endurance probes revealed marked increases in the frequency of corrects and decreases in the frequency of errors. The results of application probes showed improvements to some degree for experimental participants; however, the control participant also made gains in performance. This makes it difficult to draw conclusions regarding application. The study demonstrates how a PT framework may be useful to those interested in enhancing sports performance training. We discuss limitations and future directions.

A social validation assessment of the use of microswitches with persons with multiple disabilities

The purpose of this two-part study was to conduct a social validation assessment of microswitches versus interaction/stimulation conditions used with persons with multiple disabilities. In Part I, 32 teacher-assistant trainees were shown video-tapes reporting the use of microswitches versus interaction conditions for six children. In Part II, 40 teacher-assistant trainees or classroom aides and 44 rehabilitation staff were presented with video-tapes showing the use of microswitches versus systematic stimulation strategies for four adults. Raters scored the microswitch and the interaction or stimulation conditions on a 7-item questionnaire covering social/emotional and practical aspects. The microswitch condition was viewed as generally more positive than or comparable to the interaction or stimulation conditions. Main features of the findings and their implications are discussed.

Identifying critical social interaction behaviors among high school students with and without disabilities

This article describes an investigative process used to identify critical behaviors that relate to social interaction among high school students with and without disabilities. A series of studies resulted in the identification of six empirically and socially validated conversational behaviors that could serve as targets of interventions designed to increase social interaction. Findings also indicated that little social interaction occurred among high school students with and without mental retardation in the absence of programming or supports. Implications of the findings are discussed as well as suggestions for future research. Finally, a model for social skills interventions is proposed that may result in increased social interaction among students with and without disabilities.