Journal of Behavioral Education最新文献_第10页

The Effects of Tootling Combined with Public Posting in High School Classrooms “吹口哨”与“公开张贴”相结合在高中课堂中的效果

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2022-01-07 DOI: 10.1007/s10864-021-09462-1

Sarah W. Harry, D. Tingstrom, Brad A. Dufrene, Evan H. Dart, Keith C. Radley, John D. K. Lum, Kayla E Bates-Brantley

引用次数: 1

A Systematic Review and Quantitative Analysis of Interteaching. 跨学科教学的系统回顾和定量分析。

IF 1.2 4区教育学

Journal of Behavioral Education Pub Date : 2022-01-01 Epub Date: 2021-09-27 DOI: 10.1007/s10864-021-09452-3

Camilo Hurtado-Parrado, Nicole Pfaller-Sadovsky, Lucia Medina, Catherine M Gayman, Kristen A Rost, Derek Schofill

{"title":"A Systematic Review and Quantitative Analysis of Interteaching.","authors":"Camilo Hurtado-Parrado, Nicole Pfaller-Sadovsky, Lucia Medina, Catherine M Gayman, Kristen A Rost, Derek Schofill","doi":"10.1007/s10864-021-09452-3","DOIUrl":"10.1007/s10864-021-09452-3","url":null,"abstract":"Interteaching is a behavioral teaching method that departs from the traditional lecture format (Boyce & Hineline in BA 25:215-226, 2002). We updated and expanded previous interteaching reviews and conducted a meta-analysis on its effectiveness. Systematic searches identified 38 relevant studies spanning the years 2005-2018. The majority of these studies were conducted in undergraduate face-to-face courses. The most common independent variables were manipulations of the configuration of interteaching or comparisons to traditional-lecture format. The most common dependent variables were quiz or examination scores. Only 24% of all studies implemented at least five of the seven components of interteaching. Prep guides, discussions, record sheets, and frequent assessments were the most commonly implemented. Meta-analyses indicated that interteaching is more effective than traditional lecture or other control conditions, with an overall large effect size. Furthermore, variations in the configuration of the interteaching components do not seem to substantially limit its effectiveness, as long as the discussion component is included. Future research informed by the present review includes: (a) investigating the efficacy of interteaching in additional academic areas, online environments, workplace training, and continuing education, (b) testing alternative outcome measures, generalization, and procedural integrity, (c) conducting systematic component analyses, and (d) measuring social validity from the instructor's perspective.Supplementary information: The online version contains supplementary material available at 10.1007/s10864-021-09452-3.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":"31 1","pages":"157-185"},"PeriodicalIF":1.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8475850/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39481039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effect of Synchronous Discussion Sessions in an Asynchronous Course. 同步讨论在非同步课程中的效果。

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2022-01-01 Epub Date: 2020-11-06 DOI: 10.1007/s10864-020-09421-2

Jesslyn N Farros, Lesley A Shawler, Ksenia S Gatzunis, Mary Jane Weiss

{"title":"The Effect of Synchronous Discussion Sessions in an Asynchronous Course.","authors":"Jesslyn N Farros, Lesley A Shawler, Ksenia S Gatzunis, Mary Jane Weiss","doi":"10.1007/s10864-020-09421-2","DOIUrl":"https://doi.org/10.1007/s10864-020-09421-2","url":null,"abstract":"Online learning is extremely prevalent in education, more than ever given the COVID-19 pandemic that has shifted most educational services to an online platform. More specifically, in 2015, close to six million students were taking at least one online learning course, which was 29.7% of all postsecondary students (U.S. Department of Education, National Center for Education Statistics 2018). In 2017, the Online Learning Consortium reported an almost 4% increase in online learning students in 2015 as compared to the previous two years. Although online learning is becoming more prevalent, there has been little to no research to determine what makes online learning most effective. Those that have, either have not compared modalities (i.e., only testing one format) (Sella et al. 2014; Walker and Rehfeldt 2012) or have focused on another aspect of the learning (e.g., does grading anonymously affect performance) (Liu et al. 2018). Determining the components of online learning that lead to better student outcomes will add to the current literature and improve online learning as a whole. The primary purpose of this experiment was to determine what forms of discussion (synchronous vs asynchronous) are most effective in an asynchronous online master-level applied behavior analysis course.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":"31 4","pages":"718-730"},"PeriodicalIF":2.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10864-020-09421-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38590913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Effects of Multilevel Supports on Special Education Preschool Teacher Implementation of Function-Based Interventions 多层次支持对特殊教育幼儿教师实施功能干预的影响

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2021-12-02 DOI: 10.1007/s10864-021-09461-2

Mandy Rispoli, Marie David, Emily Gregori, Rose A. Mason, Catharine Lory

引用次数: 1

Updated Meta-Analysis of the Research on Response Cards 回应卡研究的更新元分析

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2021-12-01 DOI: 10.1007/s10864-021-09463-0

R. Marsh, Therese M. Cumming, Justus J. Randolph, Stephen Michaels

引用次数: 0

Does Intervention Session Length Matter? A Comparison of a Math Intervention Across Three Durations 干预疗程长短有影响吗?三个持续时间的数学干预的比较

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2021-11-19 DOI: 10.1007/s10864-021-09460-3

Emily R. DeFouw, Melissa A. Collier‐Meek, Brian Daniels, Robin S. Codding, Margarida B. Veiga

引用次数: 1

Examining the Impact of Task Difficulty on Student Engagement and Learning Rates 考察任务难度对学生参与度和学习率的影响

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2021-11-17 DOI: 10.1007/s10864-021-09465-y

Alexis Pavlov, Gary J. Duhon, Jillian M. Dawes

引用次数: 1

Psychometric Properties of the Behavior Assessment System for Children Student Observation System (BASC-3 SOS) with Young Children in Special Education. 儿童行为评估系统学生观察系统（BASC-3 SOS）对特殊教育幼儿的心理测量特性。

IF 1.2 4区教育学

Journal of Behavioral Education Pub Date : 2021-11-01 DOI: 10.1007/s10864-021-09458-x

Ellyn M Schmidt, W Andrew Rothenberg, Bridget C Davidson, Miya Barnett, Jason Jent, Heleny Cadenas, Corina Fernandez, Eileen Davis

{"title":"Psychometric Properties of the Behavior Assessment System for Children Student Observation System (BASC-3 SOS) with Young Children in Special Education.","authors":"Ellyn M Schmidt, W Andrew Rothenberg, Bridget C Davidson, Miya Barnett, Jason Jent, Heleny Cadenas, Corina Fernandez, Eileen Davis","doi":"10.1007/s10864-021-09458-x","DOIUrl":"10.1007/s10864-021-09458-x","url":null,"abstract":"Measuring classroom behavior among young children is important to guide assessment and intervention decisions, yet there is limited literature on appropriate direct observation tools for this purpose. This article describes the psychometric properties of the Behavior Assessment System for Children, Student Observation System (BASC-3 SOS) with 135 children ages 20 to 67 months (M = 35 months, 64% Latinx, 78% with an established developmental disability) and their teachers (N = 36) as part of a larger randomized control trial of a teacher training intervention. Inter-rater reliability on individual BASC-3 SOS behaviors ranged from poor to good. Correlations between BASC-3 SOS scores across time indicated low to moderate developmental test-retest reliability. Significant correlations between BASC-3 SOS scores and teacher ratings provided evidence for convergent, divergent, and predictive validity. Differences between BASC-3 SOS scores for children with versus without disabilities supported the tool's discriminant validity. There were no significant pre- to post-treatment changes in BASC-3 SOS scores. Overall, results provide mixed evidence for the psychometric properties of the BASC-3 SOS when used with young, diverse children with and without disabilities. Implications for clinical and research purposes are discussed.Supplementary information: The online version contains supplementary material available at 10.1007/s10864-021-09458-x.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":" ","pages":"1-22"},"PeriodicalIF":1.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8559685/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39597232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Brief and Extended Experimental Analyses of Spelling Deficits 拼写缺陷的简要扩展实验分析

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2021-10-22 DOI: 10.1007/s10864-021-09459-w

Kimberly Reyes-Giordano, Daniel M. Fienup

引用次数: 0

Integrating Behavior Support into a Reading Intervention for Fourth-Grade Students with Reading Difficulties and Inattention 将行为支持融入四年级阅读困难和注意力不集中学生的阅读干预

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2021-10-01 DOI: 10.1007/s10864-021-09457-y

Garrett J. Roberts, Brooke Coté, Senaida Mehmedovic, Jessica Lerner, Kayla McCreadie, P. Strain

引用次数: 2