Journal of Behavioral Education最新文献_第3页

Establishing Component-to-Composite Textual Responses: A Common Obstacle in Learning to Read 建立从成分到成分的文本反应：学习阅读的常见障碍

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-04-10 DOI: 10.1007/s10864-024-09546-8

Katharine Loomis, R. Douglas Greer

{"title":"Establishing Component-to-Composite Textual Responses: A Common Obstacle in Learning to Read","authors":"Katharine Loomis, R. Douglas Greer","doi":"10.1007/s10864-024-09546-8","DOIUrl":"https://doi.org/10.1007/s10864-024-09546-8","url":null,"abstract":"A common difficulty in introducing reading instruction involves teaching students to blend letter sounds to form words. Often, this difficulty can occur with and without textual stimuli. In 2 experiments, we tested the effects of behavioral momentum blending on acquisition of textual and spelling responses with 11 preschool students. The 3- and 4-year-old participants presented with language and social delays and were selected due to their explicit difficulty in blending as beginning readers. Prior to intervention, we taught participants to rapidly respond to mastered words with up to 5 phoneme–grapheme correspondences. During intervention, textual responses to mastered words were followed by the presentation of a novel word. Participants heard vocal models of component phonemes prior to requiring a blended textual response; models and the behavioral momentum antecedents were faded within sessions. Dependent measures consisted of novel textual and spelling responses and vocally blended responses. In Experiment 2, we added a response-to-extinction measure to compare the reinforcing value of observing text prior to and following intervention. Increases in textual and spelling responses occurred for all participants as well as a shift in reinforcement value in Experiment 2. Results highlight the educational significance of blending when establishing textual responding.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587546","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 Behavioral Education in Social Media (BE-Social) Program for Postgraduate Academic Achievement: A Randomized Controlled Trial 社交媒体行为教育（BE-Social）项目促进研究生学术成就：随机对照试验

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-03-28 DOI: 10.1007/s10864-024-09545-9

Aida Tarifa-Rodríguez, Javier Virués-Ortega, Ana Calero-Elvira

引用次数: 0

Evaluating the Effects of Tootling When Implemented in Special Education Classrooms 评估在特殊教育课堂上实施 "嘟嘟嘴 "的效果

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-02-12 DOI: 10.1007/s10864-024-09544-w

Jannine E. Ray, Carlos J. Panahon, Alexandra Hilt-Panahon, Shawna Petersen‐Brown, Kevin Filter

引用次数: 0

The Perceptions and Experiences of Professionals Collaborating with Behavior Analysts 与行为分析师合作的专业人员的看法和经验

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-02-07 DOI: 10.1007/s10864-023-09542-4

Kristin S. Bowman, Lisa Tereshko, Kimberly B. Marshall, Mary Jane Weiss, Karen Rose

{"title":"The Perceptions and Experiences of Professionals Collaborating with Behavior Analysts","authors":"Kristin S. Bowman, Lisa Tereshko, Kimberly B. Marshall, Mary Jane Weiss, Karen Rose","doi":"10.1007/s10864-023-09542-4","DOIUrl":"https://doi.org/10.1007/s10864-023-09542-4","url":null,"abstract":"Behavior analysts frequently work in professional areas that necessitate treatment from an array of professionals, each representing different disciplines and specialties within healthcare, education, rehabilitation, and human services. Therefore, to best meet the diverse needs of clients and their families, behavior analysts are often required to work collaboratively with professionals from other disciplines and must acquire the skills to do so effectively. To learn more about behavior analysts’ collaborative relationships with colleagues from other disciplines and identify opportunities for further education and training, we surveyed professionals from other disciplines including speech-language pathologists, educators, administrators, occupational therapists, social workers, and psychologists. Overall, participants agreed that continued collaboration with behavior analysts would be useful, although the results revealed challenges in collaboration and disparities in reported perceptions and experiences. These findings, as well as ideas for fostering better collaboration, will be reviewed.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139770733","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 Effect of Choice on Student Performance in Online Graduate Classes 选择对在线研究生课程学生成绩的影响

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-02-06 DOI: 10.1007/s10864-024-09543-x

Lisa M. Tereshko, Thomas Zane, Mary Jane Weiss

{"title":"The Effect of Choice on Student Performance in Online Graduate Classes","authors":"Lisa M. Tereshko, Thomas Zane, Mary Jane Weiss","doi":"10.1007/s10864-024-09543-x","DOIUrl":"https://doi.org/10.1007/s10864-024-09543-x","url":null,"abstract":"There has been a steady growth in the use of online instruction in higher education. The COVID-19 pandemic has increased both the need for and the use of this technology when schools were shut down, further establishing online learning as a viable educational platform for higher education. Many online higher education courses rely heavily on reading textbooks, articles, or both, where students complete assignments and quizzes to demonstrate their knowledge of the presented material. Instructors often require students to complete activities to provide evidence that they have read the assigned materials. There is limited research on the extent to which assignments lead to the best student performance. The current study examined quiz scores after students completed either study questions or reading summaries. Instructors provided students with choices on which assignments to complete during some weeks and quiz scores were compared with weeks when students were not given a choice of assignments. Results showed that there were higher quiz scores in the weeks when students were given a choice of assignments. There was no difference in quiz scores across the types of assignments. Results are discussed in terms of embedding more choice into graduate-level online classes.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139770732","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

Comparing the Efficacy of Virtual Implementation for Two Sight Word Flashcard Interventions 比较虚拟实施两种认字卡片干预的效果

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-01-09 DOI: 10.1007/s10864-023-09541-5

引用次数: 0

Effectiveness of Pyramidal Training on Staff Acquisition of Five Behavior Analytic Procedures in the School 金字塔式培训对学校员工掌握五种行为分析程序的效果

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-01-05 DOI: 10.1007/s10864-023-09539-z

{"title":"Effectiveness of Pyramidal Training on Staff Acquisition of Five Behavior Analytic Procedures in the School","authors":"","doi":"10.1007/s10864-023-09539-z","DOIUrl":"https://doi.org/10.1007/s10864-023-09539-z","url":null,"abstract":"<h3>Abstract</h3> Pyramidal training is an effective model for disseminating behavior analytic skills. However, pyramidal training in research is often conducted in controlled university settings. Further, research that has evaluated the effectiveness of pyramidal training in classroom settings (see Pence et al. 2014) often focuses on improving the use of one procedure (e.g., functional analysis) over a brief period. We conducted this study to evaluate the generalized effectiveness of behavioral skills training within a pyramidal model to improve teacher training skills across five procedures in the classroom setting over a nine-month period. We used behavioral skills training (BST) to train teachers (Tier 1) to implement BST to train teaching assistants (Tier 2) to implement Applied Behavior Analytic (ABA) procedures stimulus-stimulus pairing, multiple stimulus without replacement (MSWO) preference assessment, mand training, discrete trial teaching (DTT), and graphing data. Pyramidal training was effective in increasing teachers’ procedural integrity of BST, and the social validity of the model was apparent in that teacher assistants’ procedural integrity of target ABA procedures increased after Tier 2 training. Teachers required periodic feedback to maintain training skills, train novel procedures, and novel staff. Thus, pyramidal BST was effective to teach new skills, but required ongoing monitoring and feedback to ensure maintenance and generality of training skills.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139375393","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

Comparison of Fixed-Ratio and Fixed-Interval Schedules of Reinforcement within the Treatment of Escape-Reinforced Problem Behavior 在治疗逃避强化的问题行为时，比较固定比例和固定间隔的强化计划

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2024-01-02 DOI: 10.1007/s10864-023-09540-6

Patrick W. Romani, Angelique M. Koerner

{"title":"Comparison of Fixed-Ratio and Fixed-Interval Schedules of Reinforcement within the Treatment of Escape-Reinforced Problem Behavior","authors":"Patrick W. Romani, Angelique M. Koerner","doi":"10.1007/s10864-023-09540-6","DOIUrl":"https://doi.org/10.1007/s10864-023-09540-6","url":null,"abstract":"The behavior-analytic approach to the assessment and treatment of problem behavior begins with a functional behavior assessment and concludes with function-based treatment implementation. Extinction bursts and the resurgence of problem behavior represent common barriers to successfully implementing these treatments. Recent research documents a common prevalence of these phenomena following contingency changes, including when transitioning from assessment to treatment. Researchers mitigate the disruptive impact of extinction bursts by controlling for the duration of exposure to the establishing operation (EO). Indeed, controlling for EO exposure when initiating treatment decreases the occurrence of problem behavior. While this effect has been documented, it is not clear if certain schedules of reinforcement are more appropriate for initial treatment arrangements than others. The purpose of the current study was to compare fixed-ratio (FR) and fixed-interval (FI) schedules of reinforcement implementation after controlling for the duration of EO exposure for participants who engaged in negatively reinforced problem behavior. Results generally showed both FR and FI treatment arrangements produced reductions in problem behavior and improvements in task completion. Despite these reductions, problem behavior seemed more likely to occur during the FI treatment arrangement. We will discuss these data in terms of identifying effective initial behavioral treatment arrangements for individuals engaging in escape-reinforced problem behavior.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139079587","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

Exploring Pre-service, Early Childhood Educators’ Use of Praise: A Preliminary Investigation 职前幼儿教育工作者使用表扬的初步调查

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2023-11-29 DOI: 10.1007/s10864-023-09537-1

Margaret T. Floress, Megan D. Evans, Sarah J. Conoyer, Kealie Jenkins

{"title":"Exploring Pre-service, Early Childhood Educators’ Use of Praise: A Preliminary Investigation","authors":"Margaret T. Floress, Megan D. Evans, Sarah J. Conoyer, Kealie Jenkins","doi":"10.1007/s10864-023-09537-1","DOIUrl":"https://doi.org/10.1007/s10864-023-09537-1","url":null,"abstract":"When early childhood educators are not adequately trained in evidence-based behavior management strategies or do not have access to consultation supports, preschool students are at an increased risk of school failure and expulsion. Research suggests that supporting in-service teachers with praise training increases their use of praise and positively impacts student behavior. However, it is unclear to what extent preservice early childhood teachers use praise, in the absence of training. This study examined 13, preservice, early educators’ natural use and acceptability of praise. Praise and reprimand rates were collected during preservice educators’ field-based practicum via direct observation. In addition, the Behavior Intervention Rating Scale for Praise (BIRS-P) was used to measure preservice educators’ praise acceptability. On average, preservice educators reported high acceptability of praise; however, they used praise infrequently, compared to preschool, in-service teachers. Preservice educators used praise infrequently, suggesting they need direct training and support to use this evidence-based strategy. Implications and future research directions are offered.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528818","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

Examining the Learning Hierarchy with Accuracy and Rate Scores for Reading Fluency Among Second- and Third-Grade Students 二、三年级学生阅读流畅性的准确性和率分数研究学习层次

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2023-11-24 DOI: 10.1007/s10864-023-09536-2

Matthew K. Burns

{"title":"Examining the Learning Hierarchy with Accuracy and Rate Scores for Reading Fluency Among Second- and Third-Grade Students","authors":"Matthew K. Burns","doi":"10.1007/s10864-023-09536-2","DOIUrl":"https://doi.org/10.1007/s10864-023-09536-2","url":null,"abstract":"Previous research used the learning hierarchy (LH) as a heuristic to select reading interventions based on the level of accuracy defined as the percentage of words read correctly. The current study examined the validity of the LH by reporting the prevalence of reading profiles proposed by the framework: Acquisition phase—inaccurate and slow, Proficiency phase—accurate and slow, and Generalization phase—accurate and fast to determine the extent to which the data could be used to drive reading interventions. The design also included a hypothetical phase of inaccurate and fast, which was not included in the LH. Reading fluency data from 223 second- and third-grade students were compared to accuracy (93%) and rate (national grade-level norms) criteria. When data were classified into the LH phases described above, 44.4% (n = 99) of the students were in the Acquisition phase, 23.8% (n = 53) were in the Proficiency phase, and 31.4% (n = 70) were in the Generalization phase. Less than 1% (n = 1) was in the hypothetical phase of inaccurate and fast, and the rarity of this occurrence was predicted by the LH. These data support the LH as a conceptual framework to drive diagnostic assessment, and the importance of examining accuracy data when designing reading fluency interventions.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528815","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