发布求助
文献互助 智能选刊 最新文献

Journal of Behavioral Education最新文献

筛选
英文 中文
mLearning Versus Paper and Pencil Practice for Telling Time: Impact for Attention and Accuracy. 移动学习与纸笔计时:对注意力和准确性的影响。
IF 2 4区 教育学
Journal of Behavioral Education Pub Date : 2023-01-01 DOI: 10.1007/s10864-021-09442-5
Cynthia F DiCarlo, Aaron R Deris, Thomas P Deris
{"title":"mLearning Versus Paper and Pencil Practice for Telling Time: Impact for Attention and Accuracy.","authors":"Cynthia F DiCarlo,&nbsp;Aaron R Deris,&nbsp;Thomas P Deris","doi":"10.1007/s10864-021-09442-5","DOIUrl":"https://doi.org/10.1007/s10864-021-09442-5","url":null,"abstract":"<p><p>The purpose of this study was to investigate the impact of mLearning or mobile device practice on the attention and accuracy of student's use of math concepts, specifically, telling time. A single subject, alternating treatment design was used to compare mLearning to paper and pencil practice in four 3rd grade male students. Results were mixed; two children were observed to be more on-task during the mLearning practice, and two children were observed to perform similarly across both conditions. Additionally, two children performed similarly on correctly completed problems across both conditions, and two children performed better using paper and pencil practice. All students completed more math problems during the paper and pencil practice.</p>","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":"32 1","pages":"127-145"},"PeriodicalIF":2.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s10864-021-09442-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9458815","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
Online Delivery of a Manipulative-Based Intervention Package for Finding Equivalent Fractions. 在线交付基于操作的干预包，用于寻找等效分数。
IF 2 4区 教育学
Journal of Behavioral Education Pub Date : 2023-01-01 Epub Date: 2021-07-16 DOI: 10.1007/s10864-021-09449-y
Emily C Bouck, Holly Long
{"title":"Online Delivery of a Manipulative-Based Intervention Package for Finding Equivalent Fractions.","authors":"Emily C Bouck,&nbsp;Holly Long","doi":"10.1007/s10864-021-09449-y","DOIUrl":"10.1007/s10864-021-09449-y","url":null,"abstract":"<p><p>Mathematics education for students with and at-risk for a disability is important and high-quality, research-supported practices should be used for online teaching-whether intentional or as a result of a global pandemic. This single-case design multiple probe replicated across participants study explored the online delivery of an intervention package consisting of the virtual-abstract instructional sequence-taught via modified explicit instruction-and the system of least prompts to three upper elementary students with a disability or at-risk in solving equivalent fractions. Researchers determined a functional relation existed between the intervention package and student accuracy. Researchers also found students were independent and able to maintain accuracy when instruction did not proceed either following the intervention or with the support of boost sessions. Implications for providing mathematical interventions to students with disabilities or at-risk online exist. Further, the study lends support to virtual manipulative-based instructional sequences, as the setting, population, and implementation of explicit instruction differed in this study as compared to previous research.</p>","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":"32 2","pages":"313-333"},"PeriodicalIF":2.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8284684/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9601850","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: 6
The Effects of Cumulative and Noncumulative Exams Within the Context of Interteaching. 累积性和非累积性考试在教学中的作用。
IF 2 4区 教育学
Journal of Behavioral Education Pub Date : 2023-01-01 Epub Date: 2021-09-08 DOI: 10.1007/s10864-021-09451-4
C M Gayman, S T Jimenez, S Hammock, S Taylor, J M Rocheleau
{"title":"The Effects of Cumulative and Noncumulative Exams Within the Context of Interteaching.","authors":"C M Gayman,&nbsp;S T Jimenez,&nbsp;S Hammock,&nbsp;S Taylor,&nbsp;J M Rocheleau","doi":"10.1007/s10864-021-09451-4","DOIUrl":"10.1007/s10864-021-09451-4","url":null,"abstract":"<p><p>Interteaching is a behavioral teaching method that has been empirically shown to increase student learning outcomes. The present study investigated the effect of combining interteaching with cumulative versus noncumulative exams in two sections of an online asynchronous class. Interteaching was used in both sections of the course. The noncumulative exam section experienced weekly exams with test questions that only covered material learned in that week of class. The cumulative exam section was given weekly exams in which half of the questions were from material learned that current week and the other half were cumulative up to that point in the class. This was followed by a cumulative final exam given to both groups. All exam questions were multiple choice. On average, students in the cumulative exam group scored 4.91% higher on the final exam than students in the noncumulative exam group. Students exposed to weekly cumulative exams also earned more As and Bs on the final compared to the noncumulative exam group. Overall, our experiment provides evidence that interteaching may be further improved when combined with cumulative weekly exams.</p>","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":"32 2","pages":"261-276"},"PeriodicalIF":2.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8423584/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9957701","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: 1
A Rapid Assessment of Sensitivity to Reward Delays and Classwide Token Economy Savings for School-Aged Children. 快速评估学龄儿童对奖励延迟和全班代币经济节约的敏感性。
IF 2 4区 教育学
Journal of Behavioral Education Pub Date : 2022-12-12 DOI: 10.1007/s10864-022-09503-3
Ji Young Kim, Daniel M Fienup, Derek D Reed, Laudan B Jahromi
{"title":"A Rapid Assessment of Sensitivity to Reward Delays and Classwide Token Economy Savings for School-Aged Children.","authors":"Ji Young Kim, Daniel M Fienup, Derek D Reed, Laudan B Jahromi","doi":"10.1007/s10864-022-09503-3","DOIUrl":"10.1007/s10864-022-09503-3","url":null,"abstract":"<p><p>Delay discounting tasks measure the relation between reinforcer delay and efficacy. The present study established the association between delay discounting and classroom behavior and introduced a brief measure quantifying sensitivity to reward delays for school-aged children. Study 1 reanalyzed data collected by Reed and Martens (J Appl Behav Anal 44(1):1-18, https://doi.org/10.1901/jaba.2011.44-1, 2011) and found that 1-month delay choices predicted student classroom behavior. Study 2 examined the utility of the 1-month delay indifference point in predicting saving and spending behavior of second-grade students using token economies with two different token production schedules. Collectively, results showed (a) the 1-month delay indifference point predicted classroom behavior, (b) children who discounted less and had greater self-regulation, accrued and saved more tokens, and (c) a variable token production schedule better correlated with discounting than a fixed schedule. Implications are discussed regarding utility of a rapid discounting assessment for applied use.</p>","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":" ","pages":"1-24"},"PeriodicalIF":2.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9744369/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10393080","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 Relationship Between Visual Depictions of Rate of Improvement and Quantitative Effect Sizes in Academic Single-Case Experimental Design Studies 学术单例实验设计研究中，改善率的视觉描述与定量效应大小的关系
IF 2 4区 教育学
Journal of Behavioral Education Pub Date : 2022-11-28 DOI: 10.1007/s10864-022-09500-6
Ethan R. Van Norman, Jaclin Boorse, David A. Klingbeil
{"title":"The Relationship Between Visual Depictions of Rate of Improvement and Quantitative Effect Sizes in Academic Single-Case Experimental Design Studies","authors":"Ethan R. Van Norman, Jaclin Boorse, David A. Klingbeil","doi":"10.1007/s10864-022-09500-6","DOIUrl":"https://doi.org/10.1007/s10864-022-09500-6","url":null,"abstract":"","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48747395","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 Traditional and Embedded Discrete Trial Teaching on the Acquisition of Receptive Identification Skills: A Systematic Replication in Adults with Autism 传统与嵌入式离散试验教学在成人自闭症患者接受性识别技能习得中的比较研究
IF 2 4区 教育学
Journal of Behavioral Education Pub Date : 2022-11-28 DOI: 10.1007/s10864-022-09501-5
Cortney DeBiase, Jaime A. DeQuinzio, E. Brewer, B. A. Taylor
{"title":"Comparison of Traditional and Embedded Discrete Trial Teaching on the Acquisition of Receptive Identification Skills: A Systematic Replication in Adults with Autism","authors":"Cortney DeBiase, Jaime A. DeQuinzio, E. Brewer, B. A. Taylor","doi":"10.1007/s10864-022-09501-5","DOIUrl":"https://doi.org/10.1007/s10864-022-09501-5","url":null,"abstract":"","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43363326","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
Multitiered Consultation to Promote Preservice Teachers’ Delivery of Behavior-Specific Praise in Early Childhood Education Classrooms 多层次咨询促进保育教师在幼儿教育课堂上进行针对行为的表扬
IF 2 4区 教育学
Journal of Behavioral Education Pub Date : 2022-11-23 DOI: 10.1007/s10864-022-09502-4
Zachary C. LaBrot, Cai Weaver, Lauren Peak, Emily Maxime, Sarah Butt, Chelsea N. Johnson, Brittany Pigg, Faith Hamilton
{"title":"Multitiered Consultation to Promote Preservice Teachers’ Delivery of Behavior-Specific Praise in Early Childhood Education Classrooms","authors":"Zachary C. LaBrot, Cai Weaver, Lauren Peak, Emily Maxime, Sarah Butt, Chelsea N. Johnson, Brittany Pigg, Faith Hamilton","doi":"10.1007/s10864-022-09502-4","DOIUrl":"https://doi.org/10.1007/s10864-022-09502-4","url":null,"abstract":"","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48120075","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: 1
Using Equivalence-Based Instruction to Teach Schedules of Reinforcement to Staff Members 用对等教学法教授员工增援计划
IF 2 4区 教育学
Journal of Behavioral Education Pub Date : 2022-11-17 DOI: 10.1007/s10864-022-09498-x
Meg Lipper, Leif K. Albright, K. Reeve, Sharon A. Reeve, April N. Kisamore, A. Varelas
{"title":"Using Equivalence-Based Instruction to Teach Schedules of Reinforcement to Staff Members","authors":"Meg Lipper, Leif K. Albright, K. Reeve, Sharon A. Reeve, April N. Kisamore, A. Varelas","doi":"10.1007/s10864-022-09498-x","DOIUrl":"https://doi.org/10.1007/s10864-022-09498-x","url":null,"abstract":"","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43483081","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
Behavioral Skills Training Through Smart Virtual Reality: Demonstration of Feasibility for a Verbal Mathematical Questioning Strategy 通过智能虚拟现实进行行为技能训练：口头数学提问策略的可行性论证
IF 2 4区 教育学
Journal of Behavioral Education Pub Date : 2022-09-16 DOI: 10.1007/s10864-022-09492-3
Seth King, Anne Estapa, T. Bell, Joseph Boyer
{"title":"Behavioral Skills Training Through Smart Virtual Reality: Demonstration of Feasibility for a Verbal Mathematical Questioning Strategy","authors":"Seth King, Anne Estapa, T. Bell, Joseph Boyer","doi":"10.1007/s10864-022-09492-3","DOIUrl":"https://doi.org/10.1007/s10864-022-09492-3","url":null,"abstract":"","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41892846","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: 3
A Systematic Review of Goal Setting and Performance Feedback to Improve Teacher Practice 系统评价目标设定和绩效反馈以改进教师实践
IF 2 4区 教育学
Journal of Behavioral Education Pub Date : 2022-09-11 DOI: 10.1007/s10864-022-09494-1
Caitlin J. Criss, Moira Konrad, Sheila R. Alber-Morgan, Matthew E. Brock
{"title":"A Systematic Review of Goal Setting and Performance Feedback to Improve Teacher Practice","authors":"Caitlin J. Criss, Moira Konrad, Sheila R. Alber-Morgan, Matthew E. Brock","doi":"10.1007/s10864-022-09494-1","DOIUrl":"https://doi.org/10.1007/s10864-022-09494-1","url":null,"abstract":"","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45695236","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: 1
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信