Journal of Behavioral Education最新文献_第10页

A Systematic Review of Simultaneous Prompting and Prompt Delay Procedures 同时提示和及时延迟程序的系统回顾

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2022-06-29 DOI: 10.1007/s10864-022-09481-6

Alexandria Brown, Tom Cariveau

{"title":"A Systematic Review of Simultaneous Prompting and Prompt Delay Procedures","authors":"Alexandria Brown, Tom Cariveau","doi":"10.1007/s10864-022-09481-6","DOIUrl":"https://doi.org/10.1007/s10864-022-09481-6","url":null,"abstract":"Prompt-fading procedures are ubiquitous in instructional interventions. Two prompt-fading procedures, prompt delay and simultaneous prompting, are consistently shown to be efficacious, although few studies have directly compared the two procedures. These comparisons are warranted as the training procedures in simultaneous prompting are procedurally identical to the conditions initially arranged in prompt delay procedures (i.e., 0-s prompt delay). Therefore, efficiency may be directly related to the number of 0-s prompts presented in prompt delay procedures. Past research has emphasized the necessity of fading prompts to avoid prompt dependence, yet prompt dependence is rarely described in the simultaneous prompting literature. The current systematic review synthesizes the findings of 11 articles comparing simultaneous and prompt delay procedures across seven behavior analytic and educational journals. Overall, the findings suggest that simultaneous prompting and prompt delay procedures are similarly efficient, although the former was associated with fewer errors to mastery in over 70% of instructional comparisons. Additional research is needed to better describe the conditions in which traditional prompt delay or prompt fading procedures are necessary to produce transfer of stimulus control.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528845","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

The Disaggregated Effects of Visual Performance Feedback on Teachers' Use of Behavior Specific-Praise and Reprimands. 视觉绩效反馈对教师使用具体行为--表扬和训斥--的分类影响》（The Disaggregated Effects of Visual Performance Feedback on Teachers' Use of Behavior Specific-Praise and Reprimands.

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2022-06-28 DOI: 10.1007/s10864-022-09479-0

Ashley Rila, Allison L Bruhn, Lanqi Wang

{"title":"The Disaggregated Effects of Visual Performance Feedback on Teachers' Use of Behavior Specific-Praise and Reprimands.","authors":"Ashley Rila, Allison L Bruhn, Lanqi Wang","doi":"10.1007/s10864-022-09479-0","DOIUrl":"10.1007/s10864-022-09479-0","url":null,"abstract":"Behavior-specific praise (BSP) is one of the simplest classroom management strategies to implement and considered an evidence-based practice. Unfortunately, teachers underuse BSP and deliver more reprimands to students in their classrooms. Secondary students receive the highest rates of reprimands and exclusionary discipline (i.e., office discipline referral [ODR], suspension, expulsion) with students of color receiving disproportionate rates compared to their White peers. Performance feedback is a commonly used strategy to change teacher practices however, little is known about the impact of performance feedback on the equitable delivery of BSP and reprimands to students by race and sex. The purpose of this multiple baseline design study was to examine the effects of a visual performance feedback (VPF) intervention with secondary teachers on their equitable delivery of BSP and reprimands and the collateral impacts on student outcomes. In the first phase of intervention, teachers received VPF on their total BSP and reprimands. In the second phase, teachers received disaggregated VPF on their rates of BSP and reprimands delivered to students by race and sex. Results indicate a functional relation between VPF and total BSP and an overall reduction in total reprimands. Mixed results were found between VPF and the equitable delivery of BSP and reprimands rates delivered to students by race and sex. Student outcomes indicated an increase in average class-wide academic engagement and no impact on ODRs as no teacher delivered a single ODR. Key findings, limitations, and future research are discussed.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9244327/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40584783","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

Piloting a Decision Tool to Guide Individualized Hypothesis Testing for Students with Severe and Complex Challenging Behavior 一种指导具有严重和复杂挑战性行为的学生进行个性化假设检验的决策工具

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2022-05-14 DOI: 10.1007/s10864-022-09478-1

B. Lloyd, Jessica N. Torelli, Marney S. Pollack, Emily S. Weaver

引用次数: 1

Training Teachers to Conduct Trial-Based Functional Analyses via Telehealth 培训教师通过远程健康进行基于试验的功能分析

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2022-05-12 DOI: 10.1007/s10864-022-09469-2

Kacie M. McGarry, M. E. Kelley, Kimberly N. Sloman, Kristin M. Albert

引用次数: 3

The Effects of a Computerized Taped Intervention on the Accuracy of Letter Identification 计算机录音干预对字母识别准确性的影响

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2022-05-07 DOI: 10.1007/s10864-022-09476-3

Harjot Heer, J. Beers

引用次数: 0

On the History of Single-Case Methodology: A Data-Based Analysis 单案例方法论的历史：基于数据的分析

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2022-04-29 DOI: 10.1007/s10864-022-09477-2

Collin Shepley, Sally B. Shepley, Amy D Spriggs

引用次数: 0

Evaluation of a Reinforcement Contingency to Increase University Students' Webcam Usage During Online Classroom Instructions. 在线课堂教学中增加大学生网络摄像头使用的强化偶然性评估

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2022-04-19 DOI: 10.1007/s10864-022-09474-5

Amin D Lotfizadeh, Gabriel Acosta

{"title":"Evaluation of a Reinforcement Contingency to Increase University Students' Webcam Usage During Online Classroom Instructions.","authors":"Amin D Lotfizadeh, Gabriel Acosta","doi":"10.1007/s10864-022-09474-5","DOIUrl":"10.1007/s10864-022-09474-5","url":null,"abstract":"During the COVID-19 pandemic, in-person classroom instruction was placed on hold and university courses transitioned to online instruction. This transition resulted in novel challenges for instructors, including reduced professor-student interactions due to limited student webcam usage. The purpose of this study was to assess the impact of a reinforcement contingency on students' use of webcams during synchronous online instruction. An alternating treatments design was used to assess the impact of a reinforcement contingency consisting of 0.5 points contingent on daily webcam usage. We also assessed the results based on how the contingency was communicated to the students (a verbal statement on the daily quiz plus a reminder on lecture slides versus a statement on the lecture slide only). The reinforcement contingency reliably increased webcam usage, but there was not a significant difference in results as a function of how the presence of the reinforcement contingency was communicated. These findings suggest that the behavior of using webcams can change with a simple reinforcement contingency.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9016127/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45091804","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

Teaching Self-Advocacy Skills:  A Review and Call for Research 自我倡导技巧教学: 综述与 研究呼吁

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2022-04-18 DOI: 10.1007/s10864-022-09472-7

D. Schena, Rocío Rosales, Emily Rowe

引用次数: 3

Preliminary Practice Recommendations for Telehealth Direct Applied Behavior Analysis Services with Children with Autism. 自闭症儿童远程医疗直接应用行为分析服务的初步实践建议

IF 1.2 4区教育学

Journal of Behavioral Education Pub Date : 2022-04-16 DOI: 10.1007/s10864-022-09473-6

Sho Araiba, Marija Čolić

引用次数: 0

Online Literacy Instruction for Young Korean Dual Language Learners in General Education. 通识教育中青少年韩语双语学习者的在线扫盲教学

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2022-04-14 DOI: 10.1007/s10864-022-09470-9

Sunyoung Kim, Veronica Kang, Hanae Kim, Jing Wang, Emily Gregori

{"title":"Online Literacy Instruction for Young Korean Dual Language Learners in General Education.","authors":"Sunyoung Kim, Veronica Kang, Hanae Kim, Jing Wang, Emily Gregori","doi":"10.1007/s10864-022-09470-9","DOIUrl":"10.1007/s10864-022-09470-9","url":null,"abstract":"English language development is a critical component for young children's school readiness. In this study, we examined the effect of Read it again-Pre-K! (Justice and McGinty in Read it again!-Prek: a preschool curriculum supplement to promote language and literacy foundations, Crane Center for Early Childhood Research and Policy, Columbus, 2013), a literacy curriculum designed to prepare young children's school readiness on the English literacy skills of Korean dual language learners in general education. Using a multiple probe design, eight 4- to 5-year-old Korean dual language learners (1 female, 7 males) received 1:1 online synchronous daily instruction over 2 months during the summer before entering their kindergarten programs. Through the intervention, all eight children demonstrated increases in the use of English vocabulary, story comprehension, and oral fluency. Post-intervention data on vocabulary and reading fluency through three standardized tests, Dynamic Indicators of Basic Early Literacy Skills, Peabody Picture Vocabulary Test, and Expressive Vocabulary Test, showed improvement over baseline for most children. Discussion and implications for future research were provided.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9009161/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44473542","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