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A comparative study of joint action ...

Ben-Arieh, Josefa.

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A comparative study of joint action routines (JAR) and discrete trial training (DTT).

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A comparative study of joint action routines (JAR) and discrete trial training (DTT)./
Author:	Ben-Arieh, Josefa.
Description:	132 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 8880.
Contained By:	Dissertation Abstracts International65-03A.
Subject:	Education, Special. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3126059
ISBN:	9780496733460

A comparative study of joint action routines (JAR) and discrete trial training (DTT).
Ben-Arieh, Josefa.

A comparative study of joint action routines (JAR) and discrete trial training (DTT). - 132 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 8880.

Thesis (Ph.D.)--University of Kansas, 2003.

The purpose of this study was to determine from two instructional interventions---joint action routines (JAR) and discrete trial training (DTT)---the most effective approach of teaching receptive language to three preschool students with autism. The independent variable was an intervention strategy involving DTT and JAR. The dependent variable was the number of repetitions and trials that were required to teach a child to follow an instruction in each methodology. The research involved a single subject alternating treatment design. Data from the study indicated that the results for one child are inconclusive; whereas, two out of the three children required fewer repetitions in the JAR condition than in DTT to learn to follow one-step instructions. In addition, during the intervention phase, these children learned more instructions in the JAR method than in DTT. However, in the DTT method the students made more stable progress, the mean of the correct responses was consistently higher than that in JAR, and the correlation between the methodology and the intervention days required to master a task was always higher. Finally, all of the students demonstrated better generalization of the instructions acquired in DTT than those acquired in JAR. According to this study, both methodologies resulted in improved performance. Thus, it is advisable for practitioners to employ both methodologies when teaching children with autism receptive language, taking into account each child's learning style as well as feasibility of implementation in the classroom's context.

ISBN: 9780496733460Subjects--Topical Terms:

606639
Education, Special.

A comparative study of joint action routines (JAR) and discrete trial training (DTT).
LDR:02461nam 2200277 4500 001 1958171
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008 150212s2003 ||||||||||||||||| ||eng d
020 $a 9780496733460
035 $a (MiAaPQ)AAI3126059
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100 1 $a Ben-Arieh, Josefa. $3 1052795
245 1 2 $a A comparative study of joint action routines (JAR) and discrete trial training (DTT).
300 $a 132 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 8880.
500 $a Adviser: Brenda Myles.
502 $a Thesis (Ph.D.)--University of Kansas, 2003.
520 $a The purpose of this study was to determine from two instructional interventions---joint action routines (JAR) and discrete trial training (DTT)---the most effective approach of teaching receptive language to three preschool students with autism. The independent variable was an intervention strategy involving DTT and JAR. The dependent variable was the number of repetitions and trials that were required to teach a child to follow an instruction in each methodology. The research involved a single subject alternating treatment design. Data from the study indicated that the results for one child are inconclusive; whereas, two out of the three children required fewer repetitions in the JAR condition than in DTT to learn to follow one-step instructions. In addition, during the intervention phase, these children learned more instructions in the JAR method than in DTT. However, in the DTT method the students made more stable progress, the mean of the correct responses was consistently higher than that in JAR, and the correlation between the methodology and the intervention days required to master a task was always higher. Finally, all of the students demonstrated better generalization of the instructions acquired in DTT than those acquired in JAR. According to this study, both methodologies resulted in improved performance. Thus, it is advisable for practitioners to employ both methodologies when teaching children with autism receptive language, taking into account each child's learning style as well as feasibility of implementation in the classroom's context.
590 $a School code: 0099.
650 4 $a Education, Special. $3 606639
650 4 $a Education, Early Childhood. $3 1017530
690 $a 0529
690 $a 0518
710 2 $a University of Kansas. $3 626626
773 0 $t Dissertation Abstracts International $g 65-03A.
790 $a 0099
791 $a Ph.D.
792 $a 2003
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3126059