Research-Based Strategies for Community-Based Instruction

1. Research-Based Strategies for Community-Based Instruction David F. Cihak, Ph.D. University of Tennessee Knoxville

2. Why CBI and Who’s Eligible? • Students’ with Low-Incident Disabilities1 • Students on a Functional Curriculum • Learning Characteristics • Cognitive • Acquisition • Generalization • Maintenance

3. Community-Based Instruction (CBI)1 • CBI is instruction conducted with actual materials in the natural environment where a functional skill is expected to be ultimately performed.

4. ADVANTAGES Opportunities to learn and to rehearse skills needed to participate in an integrated lifestyle Mitigates skill generalization Responding to actual stimuli and naturally occurring cues and antecedents Responding to natural consequences and criteria Access to age-appropriate environments and materials LRE CHALLENGES Time constraints Scheduling Transportation Costs Advantages & Challenges of CBI1

5. Implementing CBI Continuum of Scheduling Options1 • CBI Only • Classroom Simulation Only - instruction designed to approximate the natural environment in the classroom setting Advantages • Easier to implement • Can use and reuse materials • Less time consuming • Reduces possible student & parental embarrassment of not being able to perform a skill in the community • Reduction of risk factors and safety concerns Disadvantages • Minimal confidence that skills will generalize to natural environments (i.e., training and hoping) • Students are less likely to function independently in nonschool domestic, vocational, recreational/leisure, and community environments • Combined Schedules2 • Concurrent CBI and Classroom Simulation Instructional Schedules • Incorporating the advantages of both CBI and classroom simulation instruction

6. Percentage of Student Independent Performance Across Phases and Conditions3 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 fax CBI students were taught how to use a debit card to operate an ATM machine to withdraw cash CCD 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

7. Classroom Simulation Instruction Continuum of Classroom Simulation Options4 • Materials range from entirely natural to completely artificial • Reconstructed replica to Black and white flashcards • Within the Continuum of Material Options • Static Picture Prompts • Video Modeling • Video Prompts • Computer-Assisted Instruction (CAI) • Self-Operated Auditory Prompts (SOAP)

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9. Baseline Alternating Treatments Follow-up Percentage of Steps Performed Correctly5 Picture Prompt Video Model Don Kym Ann Sessions

10. Baseline Alternating Treatments Follow-up Percentage of Steps Performed Correctly5 Video Model Picture Prompt Sora Percy Mike Joe Sessions

11. Group Instruction6 • More Efficient • Equally Effective • Increased Exposure to Materials • Increased Opportunities to Respond • Observational Learning • Incidental Learning

12. Baseline Group Instruction Follow-up Percentage of Steps Performed Correctly Video Prompt Picture Prompt Allen Brady Carlos 1

13. Baseline Group Instruction Follow-up Picture Prompt Percentage of Steps Performed Correctly Video Prompt Drew Edgar Frank 1

14. Behavior Management • The degree to which students participate in CBI is often dependent on their ability to demonstrate appropriate behaviors while in the community • Behavioral Characteristics - Self-stimulatory behaviors, such as rocking and hand-flapping - Self-injurious behaviors, such as head banging and hand biting, and aggressive behaviors such hitting others and throwing objects • Access to these programs may be limited or even denied because of inappropriate behaviors • Inappropriate social behaviors are the most frequent reason students with intellectual disabilities fail to acquire or fail to maintain their employment7

15. Behavior Management • The use of brief functional analysis and intervention evaluation in public settings • Brief-Functional Analysis8 • Antecedent-Based Intervention • Response-Based Intervention • Social Validity

16. Standard Assessment Confirmatory Analysis Escape Attention Escape Cumulative Number Percentage of Intervals of of Outbursts/Minute Task Engagement/Minute Escape Control Attention Escape Attention Control Hannah 12 3 4 5 6 Sessions

17. Alternating Treatments Treatment Evaluation SOAP No SOAP SOAP Number of Percentage of Intervals of Outbursts Task Engagement SOAP DRA Hannah DRA DRA SOAP SOAP Sessions Sessions

18. Standard Assessment Confirmatory Analysis Escape Attention Escape Cumulative Number of Percentage of Intervals of Masturbations/Minute Task Engagement/Minute Control Escape Attention Escape Attention Escape Attention Control Control Ashley 12 3 4 5 6 Sessions

19. Alternating Treatments Treatment Evaluation SOAP No SOAP SOAP Number of Masturbation Percentage of Intervals of Occurrences Task Engagement SOAP DRA Ashley SOAP DRA DRA Sessions

20. Standard Assessment Confirmatory Analysis Escape Attention Escape Cumulative Number Percentage of Intervals of of Vocalizations/Minute Task Engagement/Minute Escape Control Attention Escape Control Attention Gillian 12 3 4 5 6 Sessions

21. Alternating Treatments Treatment Evaluation SOAP No SOAP SOAP Number of Percentage of Intervals of Vocalizations Task Engagement SOAP DRA DRA Gillian DRA SOAP Gillian SOAP

22. Standard Assessment Confirmatory Analysis Escape Attention Escape Cumulative Number Percentage of Intervals of of Elopements/Minute Task Engagement/Minute Escape Attention Control Escape Attention Control Kevin 12 3 4 5 6 Sessions

23. Alternating Treatments Treatment Evaluation SOAP No SOAP SOAP Number of Percentage of Intervals of Elopements Task Engagement SOAP DRA Kevin DRA SOAP Sessions

24. References 5 Alberto, P. A., Cihak, D. F., & Gama, R. I. (2005). Use of static picture prompts versus video modeling during simulation instruction. Research in Developmental Disabilities, 26, 327-339. 1 Brown, L., Nisbet, J., Ford, A., Sweet, M., Shiraga, B., York, J., & Loomis, R. (1983). The critical need for nonschool instruction in educational programs for severely handicapped students. Journal of Association for Persons with Severe Handicaps, 8, 71-77. 2 Bates, P. E., Cuvo, T., Miner, C. A., & Korbeck, C. A. (2001). Simulated and community-based instruction involving persons with mild and moderate mental retardation. Research in Developmental Disabilities,22, 95-115. 3 Cihak, D. F., Alberto, P. A., Kessler, K., & Taber, T. (2004). An investigation of instructional scheduling arrangements and community-based instruction. Research in Developmental Disabilities, 25, 66-88. 6 Collins, B. C., Gast, D. L., Ault, M. J., & Wolery, M. (1991). Small group instruction: Guidelines for teachers of students with moderate to severe handicaps. Education and Training in Mental Retardation, 26,18-32. 4 Cuvo, A. J., & Klatt, K. P. (1992). Effects of community-based, videotape, and flash cardinstruction of community-referenced sight words on students with mental retardation. Journal of Applied Behavior Analysis, 25, 499-512. 8 Northup, J., Wacker, D., Sasso, G., Steege, M., Cigrand, K., Cook, J., & DeRaad, A. (1991). A brief functional analysis of aggressive and alternative behavior in an outpatient setting. Journal of Applied Behavior Analysis, 24, 509-522. 7 Reitman, D., Drabman, R.S., Speaks, L.V., Burkley, S., & Rhode, P.C. (1999). Problem social behavior in the workplace: An analysis of social behavior problems in a supported employment setting. Research in Developmental Disabilities, 20, 215-228.