Journal of Behavioral Education最新文献

Using Constant Time Delay to Teach Sight Words to Students Identified as Deafblind 利用恒定时间延迟向被认定为聋盲的学生教授视力单词

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-09-18 DOI: 10.1007/s10864-024-09565-5

MaryAnn Demchak, Chevonne Sutter

引用次数: 0

Applying “Mastery” Criteria to Sets and Individual Operants: A Replication with Preschoolers with Disabilities 将 "掌握 "标准应用于成套操作和单个操作：对学龄前残疾儿童的重复研究

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-09-14 DOI: 10.1007/s10864-024-09564-6

Lin Du, Jeanne Speckman, Daniel M. Fienup

引用次数: 0

The Effect of a Tiered Professional Development Framework on Check-In/Check-Out Treatment Fidelity 分层专业发展框架对签到/签出治疗忠诚度的影响

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-09-14 DOI: 10.1007/s10864-024-09566-4

Mark D. Samudre, Lauren M. LeJeune, Jacqueline Viotto

引用次数: 0

Efficiency and Child Preference for Specific Prompting Procedures 效率和儿童对特定提示程序的偏好

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-09-04 DOI: 10.1007/s10864-024-09563-7

Paige B. Eyler, Jennifer R. Ledford

{"title":"Efficiency and Child Preference for Specific Prompting Procedures","authors":"Paige B. Eyler, Jennifer R. Ledford","doi":"10.1007/s10864-024-09563-7","DOIUrl":"https://doi.org/10.1007/s10864-024-09563-7","url":null,"abstract":"Prompting procedures are often used for teaching discrete skills, but limited comparative data exist to help guide practitioners to select a specific procedure for a given child. Chazin and Ledford (Journal of Behavioral Education 30:684–707, 2021) asserted that comparisons were needed in contexts where participants had prerequisite skills required for all procedures and could differentiate between procedural variations (e.g., understood when to use which strategy). In this study, we used adapted alternating treatments designs to assess the efficiency of constant time delay and system of least prompts when teaching expressive and receptive identification of discrete targets to young children who (a) could wait for a prompt and (b) demonstrate the ability to determine when they should wait for assistance or make a guess. We also used a simultaneous treatments procedure to evaluate preference for one procedure relative to the other. Both procedures were effective for teaching young children discrete skills. Preference results were variable across participants, but consistent across time (i.e., once participants were exposed to both contingencies their preference for one remained relatively consistent over time). Implications for practice and future research are discussed.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":"14 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social and Ecological Validity of the Good Behavior Game: A Systematic Review 良好行为游戏的社会和生态有效性：系统回顾

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-08-26 DOI: 10.1007/s10864-024-09562-8

Dylan M. Zimmerman, Milad Najafichaghabouri, P. Raymond Joslyn, Sarah E. Pinkelman

{"title":"Social and Ecological Validity of the Good Behavior Game: A Systematic Review","authors":"Dylan M. Zimmerman, Milad Najafichaghabouri, P. Raymond Joslyn, Sarah E. Pinkelman","doi":"10.1007/s10864-024-09562-8","DOIUrl":"https://doi.org/10.1007/s10864-024-09562-8","url":null,"abstract":"The Good Behavior Game (GBG) is a classroom management intervention that utilizes group contingencies to address an array of student behavior. Despite numerous reviews and a substantial literature base, there has not yet been a thorough examination of the social and ecological validity of the GBG. Thus, the purpose of this literature review is to examine the social and ecological validity of this intervention and identify how researchers can better integrate these concepts into GBG research. Our search identified 51 articles meeting final inclusion criteria. These were individually coded to identify how researchers incorporate social and ecological validity into the GBG, and how stakeholders perceive the social validity of the intervention. Results suggest that the social validity of the goals of the GBG was primarily assessed via informal conversation prior to the study, while procedures and outcomes were primarily measured via implementer and student survey after the intervention, with few examples of alternative methods. Survey results suggest high social validity for implementers and mixed results for students. Suggestions for improved social and ecological validity in research practices are discussed. These include clearly reporting collaboration efforts, including direct and ongoing measures of social validity, and evaluating generalization and maintenance.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":"14 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Extending Token Economy Systems with the Operant Demand Framework 用操作性需求框架扩展代币经济系统

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-08-21 DOI: 10.1007/s10864-024-09556-6

Parker Levins, Shawn P. Gilroy

{"title":"Extending Token Economy Systems with the Operant Demand Framework","authors":"Parker Levins, Shawn P. Gilroy","doi":"10.1007/s10864-024-09556-6","DOIUrl":"https://doi.org/10.1007/s10864-024-09556-6","url":null,"abstract":"Token reinforcement systems have been applied across various clinical and educational settings. Although effective across various contexts, limited guidance is available for clinicians beyond the initial construction and introduction of the system. Limited information regarding the efficacy of certain token system arrangements can introduce uncertainty whereby certain schedule arrangements could be overly lax or strict and potentially jeopardize the efficacy of an otherwise appropriate intervention strategy. Methods from operant behavioral economics were used in this study to characterize various token reinforcement arrangements using token-exchange and exchange-production schedules as a proxy for reinforcer ‘price’ across various token-production schedules (i.e., FR1, FR2, VR2). Concurrent chain procedures were used to evaluate preferences regarding token reinforcement system arrangements apart from overall efficacy. Results were largely consistent with basic research on token reinforcement and the varying arrangements yielded overall comparable rates of responding when controlling for the molar reinforcer price. Findings revealed that most participants demonstrated similar performances but distinct preferences regarding token schedule arrangements","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":"2 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Practitioner Guide for Schedule Thinning Following Functional Communication Training 功能性沟通培训后的日程表缩减实践指南

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-08-17 DOI: 10.1007/s10864-024-09558-4

Jessica S. Akers, Tonya N. Davis, MacKenzie Wicker, Emily Exline

{"title":"A Practitioner Guide for Schedule Thinning Following Functional Communication Training","authors":"Jessica S. Akers, Tonya N. Davis, MacKenzie Wicker, Emily Exline","doi":"10.1007/s10864-024-09558-4","DOIUrl":"https://doi.org/10.1007/s10864-024-09558-4","url":null,"abstract":"Schedule thinning following functional communication training is an important element of behavior analytic interventions targeting the reduction of challenging behavior. We systematically searched the literature for all applications of schedule thinning following functional communication training and identified three primary thinning techniques. These schedule thinning techniques include multiple schedules, chained schedules, and delay-to-reinforcement. We further analyzed the highly effective applications, meaning only those with a 90% reduction in challenging behavior, for specific procedural details. Across multiple schedules, chained schedules, and delay-to-reinforcement, there are a variety of procedures and modifications which can be difficult to navigate. Thus, we developed a decision-making guide for selecting a schedule thinning technique and a separate guide for each of the three techniques. Each individual guide includes procedural information such as reinforcement intervals, thinning criteria, and terminal schedules. We believe that this guide will aid practitioners in effectively implementing schedule thinning with their clients.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":"33 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Professional Development with Performance Feedback to Improve Special Education Teachers’ Mathematics Vocabulary Instruction 利用绩效反馈开展专业发展，改进特殊教育教师的数学词汇教学

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-08-17 DOI: 10.1007/s10864-024-09560-w

Megan H. Mowbray, Elizabeth A. Stevens, Sarah G. Hansen, Daniel E. Conine

{"title":"Professional Development with Performance Feedback to Improve Special Education Teachers’ Mathematics Vocabulary Instruction","authors":"Megan H. Mowbray, Elizabeth A. Stevens, Sarah G. Hansen, Daniel E. Conine","doi":"10.1007/s10864-024-09560-w","DOIUrl":"https://doi.org/10.1007/s10864-024-09560-w","url":null,"abstract":"Research supports the positive association between mathematics vocabulary knowledge and mathematics procedural and conceptual knowledge. Students, especially those with mathematics difficulty, may require explicit mathematics vocabulary instruction. However, many special education teachers do not receive adequate preparation to provide explicit mathematics vocabulary instruction. In the current study, we employed a nonconcurrent multiple baseline design across four special education teachers to examine special education teachers’ implementation of a mathematics vocabulary routine after receiving an initial professional development (PD) session and ongoing performance feedback (PF). Results demonstrated a functional relation between the PD with PF and an immediate increase in teachers’ implementation of the mathematics vocabulary practices. This study provides initial support the PD package has the potential to improve teachers’ implementation of mathematics vocabulary practices. Future research might examine the amount and type of PF needed as well as the collateral effect of teachers’ improved instruction on student outcomes.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":"2 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Relational Frame Theory-Based Intervention for Improving Reading and Mathematical Competencies Among School Children 基于关系框架理论的提高学龄儿童阅读和数学能力的干预措施

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-08-16 DOI: 10.1007/s10864-024-09559-3

Charles Stricker, Jin Mao, Sarah Cassidy, Dylan Colbert, Bryan Roche

{"title":"A Relational Frame Theory-Based Intervention for Improving Reading and Mathematical Competencies Among School Children","authors":"Charles Stricker, Jin Mao, Sarah Cassidy, Dylan Colbert, Bryan Roche","doi":"10.1007/s10864-024-09559-3","DOIUrl":"https://doi.org/10.1007/s10864-024-09559-3","url":null,"abstract":"The current study examined the effect of an online relational skills training program, strengthening mental abilities with relational training (SMART), on scores on standardized classroom diagnostic assessments. Several previous studies suggested that this novel intervention has a reliable impact on intelligence scores and some domains of cognitive ability relevant in the educational setting. The current study employed a single-blind design and a matched control group in the delivery of the SMART intervention in 45-min sessions 1–3 times per week over approximately 10 weeks, with students completing the intervention within two weeks of each other. Standardized classroom diagnostic assessments were delivered pre- and post-intervention. The results showed that, controlling for baseline scores, the intervention group performed significantly better than the controls in the mathematics and reading domains post-intervention. Gains in both reading and mathematics were large and significant from pre- to post-intervention for the treatment group, but modest significant gains were also found for the control group.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":"49 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142199108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using Video Modeling Plus Feedback to Teach Vocational Social Skills to Employment-Aged Autistic Youth 利用视频建模加反馈向就业年龄段的自闭症青少年传授职业社交技能

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-08-16 DOI: 10.1007/s10864-024-09561-9

Alan S. McLucas, Sopia Som, Jesse Fleming, Einar Ingvarsson, William J. Therrien

引用次数: 0