11

Research-Based Strategies Research-Based Strategies for Community-Based for Community-Based

InstructionInstruction

David F. Cihak, Ph.D.David F. Cihak, Ph.D.

University of Tennessee University of Tennessee Knoxville Knoxville

22

Why CBI and Who’s Eligible? Why CBI and Who’s Eligible?

Students’ with Low-Incident DisabilitiesStudents’ with Low-Incident Disabilities11

– Students on a Functional Curriculum Students on a Functional Curriculum

Learning CharacteristicsLearning Characteristics– CognitiveCognitive– AcquisitionAcquisition– GeneralizationGeneralization– Maintenance Maintenance

33

Community-Based Instruction (CBI)Community-Based Instruction (CBI)11

CBI is instruction conducted with actual CBI is instruction conducted with actual materials in the natural environment where materials in the natural environment where a functional skill is expected to be a functional skill is expected to be ultimately performed. ultimately performed.

44

Advantages & Challenges of CBIAdvantages & Challenges of CBI11

ADVANTAGESADVANTAGES• Opportunities to learn and to Opportunities to learn and to

rehearse skills needed to rehearse skills needed to participate in an integrated participate in an integrated lifestylelifestyle

• Mitigates skill generalizationMitigates skill generalization• Responding to actual stimuli Responding to actual stimuli

and naturally occurring cues and naturally occurring cues and antecedents and antecedents

• Responding to natural Responding to natural consequences and criteria consequences and criteria

• Access to age-appropriate Access to age-appropriate environments and materialsenvironments and materials

• LRELRE

CHALLENGESCHALLENGES

Time constraints Time constraints

SchedulingScheduling

TransportationTransportation

CostsCosts

55

Implementing CBIImplementing CBIContinuum of Scheduling OptionsContinuum of Scheduling Options11

1.1. CBI OnlyCBI Only2.2. Classroom Simulation OnlyClassroom Simulation Only - instruction designed to approximate the natural - instruction designed to approximate the natural

environment in the classroom settingenvironment in the classroom setting

AdvantagesAdvantages Easier to implement Easier to implement Can use and reuse materialsCan use and reuse materials Less time consuming Less time consuming Reduces possible student & parental embarrassment of not being able to Reduces possible student & parental embarrassment of not being able to

perform a skill in the communityperform a skill in the community Reduction of risk factors and safety concerns Reduction of risk factors and safety concerns

DisadvantagesDisadvantages Minimal confidence that skills will generalize to natural environments Minimal confidence that skills will generalize to natural environments

(i.e., training and hoping)(i.e., training and hoping) Students are less likely to function independently in nonschool domestic, Students are less likely to function independently in nonschool domestic,

vocational, recreational/leisure, and community environmentsvocational, recreational/leisure, and community environments

3.3. Combined SchedulesCombined Schedules22

Concurrent CBI and Classroom Simulation Instructional SchedulesConcurrent CBI and Classroom Simulation Instructional Schedules Incorporating the advantages of both CBI and classroom simulation instructionIncorporating the advantages of both CBI and classroom simulation instruction

66

Percentage of Student Independent Performance Across Phases and Conditions3

Simulation OnlySimulation Only CBI OnlyCBI Only Simulation & CBI Simulation & CBI (Consecutive Days)(Consecutive Days)

Simulation & CBI Simulation & CBI (Same Day)(Same Day)

BLBL II GG FF BLBL II GG FF BLBL II GG FF BLBL II GG FF

CarlCarl 2626 8989 9696 9393 3939 9191 9797 100100 66 8888 9898 100100 4141 9696 9696 100100

RichRich 1919 8989 9797 9393 2727 8888 9898 100100 55 9494 9696 100100 5555 9595 100100 100100

KyleKyle 4747 9393 9797 9393 4343 9393 9797 100100 1111 8484 100100 100100 4040 9292 100100 100100

JimJim 1313 8888 9595 9393 3030 7373 9797 100100 99 9191 9090 100100 5757 9595 100100 100100

TomTom 1111 8585 9494 9393 6161 9494 9595 100100 77 8787 100100 100100 3131 9696 100100 100100

MeanMeanRanksRanksaa

8*8* 66 10*10* 99 9*9* 1111 17*17* 1515

Mean Number Mean Number of Sessionsof Sessions

99 66 77 55 1212 44 1010 33

Note. BL = Baseline, I = intervention, G = generalization, F = follow-up (two-weeks), a = Kruskal-Wallis test, * p < .05.

SOI students were taught how to use a fax machine in order to send a faxCBI students were taught how to use a debit card to operate an ATM machine to withdraw cashCCD students were taught how to use a debit card to make a two-item purchase CSD students were taught how to use a copy machine to collate a newsletter

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Classroom Simulation InstructionClassroom Simulation Instruction

Continuum of Classroom Simulation OptionsContinuum of Classroom Simulation Options44

Materials range from entirely natural to Materials range from entirely natural to completely artificial completely artificial

Reconstructed replica to Black and white flashcards Reconstructed replica to Black and white flashcards

Within the Continuum of Material OptionsWithin the Continuum of Material Options– Static Picture PromptsStatic Picture Prompts– Video ModelingVideo Modeling– Video PromptsVideo Prompts– Computer-Assisted Instruction (CAI)Computer-Assisted Instruction (CAI)– Self-Operated Auditory Prompts (SOAP)Self-Operated Auditory Prompts (SOAP)

88

(1) (2) (3) (4)

9

-100

102030405060708090

100

-100

102030405060708090

100

-100

102030405060708090

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27

Dawn

Baseline Alternating Treatments Follow-upP

erce

ntag

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Ste

ps P

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rmed

Cor

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ly5 Picture PromptVideo

ModelDon

Kym

Ann

Sessions

10

-100

102030405060708090

100

-100

102030405060708090

100

-100

102030405060708090

100

-100

102030405060708090

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29

Per

cent

age

of S

teps

Per

form

ed C

orre

ctly5

Baseline Alternating Treatments Follow-up

Video Model

Picture Prompt Sora

Percy

Mike

Joe

Sessions

1111

Group InstructionGroup Instruction66

More EfficientMore Efficient

Equally EffectiveEqually Effective

Increased Exposure to MaterialsIncreased Exposure to Materials

Increased Opportunities to RespondIncreased Opportunities to Respond

Observational LearningObservational Learning

Incidental LearningIncidental Learning

12

-25

0

25

50

75

100

Baseline Group Instruction Follow-up

-25

0

25

50

75

100

-25

0

25

50

75

100

4 8 12 16 20 24 28

Sessions

Carlos

Brady

Allen

Per

cent

age

of S

teps

Per

form

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ctly

Video Prompt

Picture Prompt

1

13

-25

0

25

50

75

100

-25

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-25

0

25

50

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5 10 15 20 25 30 35

Sessions

Per

cent

age

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teps

Per

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Baseline Group Instruction Follow-up

Frank

Drew

Edgar

Video Prompt

Picture Prompt

1

1414

Behavior Management Behavior Management

The degree to which students participate in CBI is often The degree to which students participate in CBI is often dependent on their ability to demonstrate appropriate dependent on their ability to demonstrate appropriate behaviors while in the communitybehaviors while in the community

Behavioral CharacteristicsBehavioral Characteristics- Self-stimulatory behaviors, such as rocking and hand-flapping- Self-stimulatory behaviors, such as rocking and hand-flapping- Self-injurious behaviors, such as head banging and hand biting, - Self-injurious behaviors, such as head banging and hand biting,

and aggressive behaviors such hitting others and throwing and aggressive behaviors such hitting others and throwing objectsobjects

Access to these programs may be limited or even denied Access to these programs may be limited or even denied because of inappropriate behaviorsbecause of inappropriate behaviors

Inappropriate social behaviors are the most frequent Inappropriate social behaviors are the most frequent reason students with intellectual disabilities fail to acquire reason students with intellectual disabilities fail to acquire or fail to maintain their employmentor fail to maintain their employment77

1515

Behavior ManagementBehavior Management

The use of brief functional analysis and The use of brief functional analysis and intervention evaluation in public settingsintervention evaluation in public settings – Brief-Functional AnalysisBrief-Functional Analysis88

– Antecedent-Based Intervention Antecedent-Based Intervention – Response-Based InterventionResponse-Based Intervention– Social Validity Social Validity

16

-25

0

25

50

75

100

-2

0

2

4

6

8

10

12

1 2 3 4 5 6 Sessions

Standard Assessment Confirmatory Analysis Escape Attention Escape

Cum

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Num

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/Min

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Control Attention

Escape

Escape

ControlAttention

Hannah

17

-25

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Per

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Alternating Treatments Treatment Evaluation SOAP No SOAP SOAP

Sessions

DRA

DRA

SOAP

SOAP

-2

0

2

4

6

8

10

12

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Hannah

Sessions

SOAP

DRA

18

Standard Assessment Confirmatory Analysis Escape Attention Escape

Cum

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Num

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1 2 3 4 5 6 Sessions

Control

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Control

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-1

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1

2

3

4

5

6

7

8

9

10

Ashley

Control

Escape Attention

19

-25

0

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Alternating Treatments Treatment Evaluation SOAP No SOAP SOAP

N

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-1

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6

7

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

DRA

SOAPAshley

20

-25

0

25

50

75

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-2

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4

6

8

10

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Standard Assessment Confirmatory Analysis Escape Attention Escape

Cum

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Num

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1 2 3 4 5 6 Sessions

Control

Control

Escape

Escape

Attention

Attention

Gillian

21

-25

0

25

50

75

100

Num

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of

P

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Gillian

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-2

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8

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Sessions

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Gillian

22

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23

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-1

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2424

ReferencesReferences5 5 Alberto, P. A., Cihak, D. F., & Gama, R. I. (2005). Use of static picture prompts versus video modeling Alberto, P. A., Cihak, D. F., & Gama, R. I. (2005). Use of static picture prompts versus video modeling during during

simulation instruction. simulation instruction. Research in Developmental Disabilities, 26, Research in Developmental Disabilities, 26, 327-339. 327-339.

11 Brown, L., Nisbet, J., Ford, A., Sweet, M., Shiraga, B., York, J., & Loomis, R. (1983). The critical need Brown, L., Nisbet, J., Ford, A., Sweet, M., Shiraga, B., York, J., & Loomis, R. (1983). The critical need for for nonschool instruction in educational programs for severely handicapped students. nonschool instruction in educational programs for severely handicapped students. Journal Journal of Association for of Association for Persons with Severe Handicaps, 8,Persons with Severe Handicaps, 8, 71-77. 71-77.

22 Bates, P. E., Cuvo, T., Miner, C. A., & Korbeck, C. A. (2001). Simulated and community-based Bates, P. E., Cuvo, T., Miner, C. A., & Korbeck, C. A. (2001). Simulated and community-based instruction involving instruction involving persons with mild and moderate mental retardation. persons with mild and moderate mental retardation. Research in Research in Developmental Disabilities,22, Developmental Disabilities,22, 95-115.95-115.

33 Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. (2004). An investigation of instructional Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. (2004). An investigation of instructional scheduling scheduling arrangements and community-based instruction. arrangements and community-based instruction. Research in Developmental Research in Developmental Disabilities, 25Disabilities, 25, 66-88. , 66-88.

66 Collins, B. C., Gast, D. L., Ault, M. J., & Wolery, M. (1991). Small group instruction: Guidelines for Collins, B. C., Gast, D. L., Ault, M. J., & Wolery, M. (1991). Small group instruction: Guidelines for teachers of teachers of students with moderate to severe handicaps. students with moderate to severe handicaps. Education and Training in Mental Education and Training in Mental Retardation, 26,Retardation, 26, 18-32.18-32.

44 Cuvo, A. J., & Klatt, K. P. (1992). Effects of community-based, videotape, and flash cardCuvo, A. J., & Klatt, K. P. (1992). Effects of community-based, videotape, and flash card instruction of instruction of community-referenced sight words on students with mental retardation. community-referenced sight words on students with mental retardation. Journal of Applied Journal of Applied Behavior Analysis, Behavior Analysis, 25, 25, 499-512.499-512.

88 Northup, J., Wacker, D., Sasso, G., Steege, M., Cigrand, K., Cook, J., & DeRaad, A. (1991). A brief Northup, J., Wacker, D., Sasso, G., Steege, M., Cigrand, K., Cook, J., & DeRaad, A. (1991). A brief functional functional analysis of aggressive and alternative behavior in an outpatient setting. analysis of aggressive and alternative behavior in an outpatient setting. Journal of Journal of Applied Behavior Analysis, 24, Applied Behavior Analysis, 24, 509-522.509-522.

77 Reitman, D., Drabman, R.S., Speaks, L.V., Burkley, S., & Rhode, P.C. (1999). Problem social behavior Reitman, D., Drabman, R.S., Speaks, L.V., Burkley, S., & Rhode, P.C. (1999). Problem social behavior in the in the workplace: An analysis of social behavior problems in a supported employment setting. workplace: An analysis of social behavior problems in a supported employment setting. Research in Developmental Research in Developmental Disabilities, 20, Disabilities, 20, 215-228. 215-228.