Journal of Behavioral Education最新文献_第5页

Evaluation of Telehealth Training for Behavior Technicians to Implement Common Behavioral Protocols 行为技术人员实施常见行为协议的远程医疗培训评价

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2023-07-04 DOI: 10.1007/s10864-023-09521-9

Joseph Robertson, K. Thomson, Mary C. Hume, Carly Magnacca, Amanda Marcinkiewicz, Jessica Cauchi

引用次数: 0

Further Application of Delay Discounting on Special Educator Decision-Making 延迟折扣在特殊教育者决策中的进一步应用

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2023-05-25 DOI: 10.1007/s10864-023-09519-3

Allison N. White-Cascarilla, Matthew T. Brodhead, Derek D. Reed, Ashley N. Walker

引用次数: 1

Using Precision Teaching to Improve Typically Developing Student's Mathematical Skills Via Teleconferencing. 运用精准教学，通过远程会议提高学生数学技能的典型发展。

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2023-05-23 DOI: 10.1007/s10864-023-09520-w

Geetika Kapoor, Athanasios Vostanis, Suzy Mejía-Buenaño, Peter E Langdon

{"title":"Using Precision Teaching to Improve Typically Developing Student's Mathematical Skills Via Teleconferencing.","authors":"Geetika Kapoor, Athanasios Vostanis, Suzy Mejía-Buenaño, Peter E Langdon","doi":"10.1007/s10864-023-09520-w","DOIUrl":"10.1007/s10864-023-09520-w","url":null,"abstract":"This study evaluated the effects of Precision Teaching in improving typically developing students' mathematical skills when delivered via teleconferencing in India. Four students received Precision Teaching, while nine acted as control participants. Precision teaching involved instruction in three mathematical skills; two prerequisite skills and the primary skill of mixed addition and subtraction facts. Instruction included untimed practice, timed practice, goal-setting, graphing, and a token economy. Participants who received Precision Teaching received ten practice sessions for the prerequisite skills and 55 sessions for the primary skill. The results demonstrated improvements in the prerequisite skills of varied magnitude and considerable improvements in the primary skill, which were maintained above baseline performance levels. In addition, those who received Precision Teaching were below the 15th percentile rank at the initial assessment and above the 65th percentile at the post-intervention assessment in the math fluency subtest of the Kaufman Test of Educational Achievement-Third Edition. Control participants did not demonstrate similar improvements. Results suggest that Precision Teaching could produce accelerated outcomes even when delivered via teleconferencing. Therefore, it could be a valuable system for helping students ameliorate potential learning losses resulting from the COVID-19 pandemic.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":" ","pages":"1-30"},"PeriodicalIF":2.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10204687/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10072630","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

Intervention Research for Students with Co-occurring Reading Difficulties and Inattention: A Systematic Review of Single-Case Design Studies 阅读困难和注意力不集中学生的干预研究——个案设计研究的系统综述

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2023-04-27 DOI: 10.1007/s10864-023-09517-5

Garrett J. Roberts, Esther R. Lindström, Zaira Jimenez, Ekta Ghosh, Senaida Mehmedovic, Kimberly McFadden, Mohammad Bahadori Fallah

引用次数: 0

A Comparison of Individual and Group Strategic Incremental Rehearsal to Teach Letter Identification to Preschoolers 个体与小组策略递增式排练对学龄前儿童字母识别教学的比较

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2023-04-19 DOI: 10.1007/s10864-023-09518-4

Tyler-Curtis C. Elliott, Alexandra N. Mercado Baez, S. Ardoin

引用次数: 0

Quantitative Indices of Student Social Media Engagement in Tertiary Education: A Systematic Review and a Taxonomy. 高等教育学生社交媒体参与的量化指标：系统综述和分类。

IF 1.2 4区教育学

Journal of Behavioral Education Pub Date : 2023-04-12 DOI: 10.1007/s10864-023-09516-6

Aida Tarifa-Rodriguez, Javier Virues-Ortega, Agustin Perez-Bustamante Pereira, Ana Calero-Elvira, Sarah Cowie

{"title":"Quantitative Indices of Student Social Media Engagement in Tertiary Education: A Systematic Review and a Taxonomy.","authors":"Aida Tarifa-Rodriguez, Javier Virues-Ortega, Agustin Perez-Bustamante Pereira, Ana Calero-Elvira, Sarah Cowie","doi":"10.1007/s10864-023-09516-6","DOIUrl":"10.1007/s10864-023-09516-6","url":null,"abstract":"Recent studies have evaluated the use of social media as learning aids in tertiary education. Emerging research in this area has focused primarily on non-quantitative approaches to student social media engagement. However, quantitative engagement outcomes may be extracted from student posts, comments, likes, and views. The goal of the present review was to provide a research-informed taxonomy of quantitative and behavior-based metrics of student social media engagement. We selected 75 empirical studies comprising a pooled sample of 11,605 tertiary education students. Included studies used social media for educational purposes and reported student social media engagement outcomes (source databases: PsycInfo and ERIC). We used independent raters and stringent interrater agreement and data extraction processes to mitigate bias during the screening of references. Over half of the studies (52%, n = 39) utilized ad hoc interviews and surveys to estimate student social media engagement, whereas thirty-three studies (44%) used some form of quantitative analysis of engagement. Based on this literature, we present a selection of count-based, time-based, and text-analysis metrics. The proposed taxonomy of engagement metrics resulting provides the methodological basis for the analysis of social media behavior in educational settings, particularly, for human operant and behavioral education studies. Implications for future research are discussed.Supplementary information: The online version contains supplementary material available at 10.1007/s10864-023-09516-6.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":" ","pages":"1-29"},"PeriodicalIF":1.2,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10090751/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10090804","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

A Systematic Review and Meta-Analysis of Productive Peer Talk Moves 富有成效的同伴谈话行为的系统回顾与元分析

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2023-03-12 DOI: 10.1007/s10864-023-09513-9

Liru Hu, Gaowei Chen

引用次数: 2

A Component Analysis of Skill Acquisition Consequences with Listener Responses. 技能习得后果与听众反应的成分分析。

IF 1.2 4区教育学

Journal of Behavioral Education Pub Date : 2023-03-08 DOI: 10.1007/s10864-023-09509-5

Hui Zhi, Daniel M Fienup, Kalie Chan, Tom Cariveau

{"title":"A Component Analysis of Skill Acquisition Consequences with Listener Responses.","authors":"Hui Zhi, Daniel M Fienup, Kalie Chan, Tom Cariveau","doi":"10.1007/s10864-023-09509-5","DOIUrl":"10.1007/s10864-023-09509-5","url":null,"abstract":"We conducted a component analysis of skill acquisition consequences for correct and incorrect responses. In the learn unit (LU) condition, researchers praised correct responses and implemented a correction procedure contingent on incorrect responses. In the praise-only-for-correct-responses (PC) condition, researchers delivered contingent praise for correct responses and ignored incorrect responses. In the correction-only-for-incorrect-responses (CI) condition, researchers ignored correct responses and implemented the correction procedure contingent on incorrect responses. We manipulated this independent variable across educational and abstract stimuli and measured acquisition rate, duration, and maintenance of responses. The results showed that the LU and the CI conditions were both effective in teaching listener responses and were more effective than the PC procedure. Furthermore, the LU instruction was not necessarily more efficient than the CI condition on acquisition of listener responses. The results suggested that the correction procedure may be necessary and sufficient for skill acquisition and maintenance.","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":" ","pages":"1-28"},"PeriodicalIF":1.2,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9992908/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9713401","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

Differential Reinforcement of Low Frequency Behavior as an Interdependent Group Contingency for Children Diagnosed with Autism Spectrum Disorder. 低频行为的差异强化作为被诊断为自闭症谱系障碍儿童的一个相互依赖的群体偶然事件。

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2023-03-08 DOI: 10.1007/s10864-023-09512-w

Tyler C Ré, Chrystal Jansz Rieken, Julie Ackerlund Brandt, Gena O Pacitto, Jair Yepez

引用次数: 0

Reducing Teacher Distress Through Implementation of the Good Behavior Game 通过实施良好行为游戏减少教师的苦恼

IF 2 4区教育学

Journal of Behavioral Education Pub Date : 2023-03-04 DOI: 10.1007/s10864-023-09515-7

Keith C. Radley, A. Fischer, Paige Dubrow, Sara N. Mathis, Haylee N. Heller

引用次数: 0