Selected for Success

Layng, T. V. Joe; Twyman, Janet S.; Stikeleather, Greg

doi:10.1016/b978-012506041-7/50012-7

Cited by 27 publications

(13 citation statements)

References 8 publications

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“…It is also worth noting that the implementation of the program in this study was not overly tight in terms of adhering to the recommended procedure and core elements, that field-testing studies have highlighted (see Layng et al , 2004). For instance, it is recommended that participants are not directly prompted during episodes, and that they repeat episodes if they do not attain a response accuracy of 90 percent or more.…”

Section: Discussionmentioning

confidence: 85%

“…speed and accuracy; see Binder, 1996), and includes consequences to help correct errors and increase rate of responding (see also Barrett et al , 1991). The Headsprout Early Reading (HER) online program incorporates these key principles of effective instruction, which predict successful learning for all learners (Layng et al , 2004). In HER, there are 80 interactive, phonics based, episodes to complete, incorporating animations, puzzles, and cartoon characters.…”

Section: Introductionmentioning

confidence: 99%

“…Although, it was originally designed and evidenced for use with typically developing children (e.g. Twyman et al , 2011; Layng et al , 2003, 2004), it has a growing evidence base highlighting its effectiveness with various other types of children. Indeed studies have demonstrated its effectiveness with children with ADHD (Clarfield and Stoner, 2005), children with autism (Grindle et al , 2013), secondary school students identified as being at risk of academic failure (Hulson-Jones et al , 2014), and children with ID (Tyler et al , 2015).…”

Section: Introductionmentioning

confidence: 99%

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Teaching early reading skills to adult offenders with intellectual disability using computer-delivered instruction

O'Sullivan

Grindle

Hughes

2017

JIDOB

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Purpose The purpose of this paper is to evaluate the feasibility, and effectiveness, of using Headsprout Early Reading (HER), an online computer program, to teach basic reading skills to adult offenders with mild intellectual disabilities (IDs) in a secure hospital. Design/methodology/approach A single subject pre-post-test design replicated across two participants was used. Two standardized literacy tests were completed at baseline, half way through the intervention, and at the end of the intervention period. A measure of reading self-concept was also completed. An additional component to this research design was the inclusion of two “treatment as usual” (TAU) control participants who did not complete the program. Findings Results are positive in terms of the feasibility of running the program, improved reading skills, and self-concept scores for both “intervention” participants compared to the “TAU” participants. Originality/value HER was originally developed for typically developing children, and has been found to be effective for children with IDs and developmental disabilities. This is the first study to evaluate this program with an adult population.

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Section: Discussionmentioning

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teaching early reading skills to adult offenders with intellectual disability using computer-delivered instruction

O'Sullivan

Grindle

Hughes

2017

JIDOB

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“…We were now testing participants on their true understanding of the concepts being taught (Tiemann, & Markle, 1991). A scientific approach to development of a computer-based program requires a process of formative evaluation consisting of the single organism approach and careful monitoring and assessment of program effectiveness (Layng, Stikeleather, & Twyman, 2006). And recording learner progress on the Standard Celeration Chart not only provides immediate feedback to learners showing where they are in the program indicating how to proceed, but also to instructional designers showing effectiveness of program indicating changes that might be made to better facilitate learning (Binder, 1988).…”

Section: Problems In Teaching Mhcmentioning

confidence: 99%

Using a computer-based precision teaching program to facilitate learning of complex material: The case of the model of hierarchical complexity.

Commons¹,

Owens²,

Will³

2015

Behavioral Development Bulletin

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The model of hierarchical complexity (MHC) assesses a general, unidimensional behavioral developmental set of tasks that measure difficulty across different domains. Teaching the model is a challenge because of the abstract nature of the model. Using the traditional Precision Teaching method of SAFMEDS, those learning the model reported the approach to teaching to be rather boring. In the present work, computer-based instruction was integrated into the Precision Teaching of MHC. The results indicate that mastery was achieved in 8 of the 27 participants. Controlling relations developed that were not useful to scoring stage. This indicates that the program needs to analyze more closely the technology of process as derived from the basic and applied learning sciences. These considerations will be reviewed in detail.

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“…A detailed description is provided of the contingency analytic foundations of HRC by Layng, Sota, & Leon (2011), of the analysis that determined its content by Sota, Leon, and Layng (2011), and of the programming and testing of the repertoires and relations involved by Leon, Layng, & Sota (2011). The methods Headsprout employs in the design, development, and testing of all its programs has been described by Layng, Twyman, & Stikeleather (2003), Twyman et al (2004), and Layng, Stikeleather, and Twyman (2006).…”

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confidence: 99%

Building the case for large scale behavioral education adoptions.

Layng¹,

Layng²

2012

The Behavior Analyst Today

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Behaviorally-designed educational programs are often based on a research tradition that is not widely understood by potential users of the programs. Though the data may be sound and the prediction of outcomes for individual learners quite good, those advocating adoption of behaviorally-designed educational programs may need to do more in order to convince school districts to adopt large-scale implementations of their programs. This article provides an example of a successful approach that suggests quickly gathering local evidence using more familiar evidence-based and experiential methods may increase the likelihood of program adoption. The actual report to the large urban district is included.The authors would like to thank Melinda Sota for her critical comments and editorial contribution.

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Selected for Success

Cited by 27 publications

References 8 publications

Teaching early reading skills to adult offenders with intellectual disability using computer-delivered instruction

Teaching early reading skills to adult offenders with intellectual disability using computer-delivered instruction

Using a computer-based precision teaching program to facilitate learning of complex material: The case of the model of hierarchical complexity.

Building the case for large scale behavioral education adoptions.

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