Education and Treatment of Children最新文献_第2页

Applying Multitiered Support for Professional Development to Targeted Student Interventions: A Single-Case Design Study 将多层次专业发展支持应用于有针对性的学生干预：单例设计研究

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2024-02-01 DOI: 10.1007/s43494-024-00119-y

Mark D. Samudre, Nicolette M. Grasley-Boy, Jacqueline Viotto

{"title":"Applying Multitiered Support for Professional Development to Targeted Student Interventions: A Single-Case Design Study","authors":"Mark D. Samudre, Nicolette M. Grasley-Boy, Jacqueline Viotto","doi":"10.1007/s43494-024-00119-y","DOIUrl":"https://doi.org/10.1007/s43494-024-00119-y","url":null,"abstract":"<p>Multitiered support for professional development (MTS-PD) is emerging as a research-supported, three-tiered framework to support teachers’ classroom management skills through targeted training and ongoing coaching. In this study, we applied MTS-PD to increase elementary general education teachers’ treatment fidelity of a targeted behavioral support (i.e., self-monitoring) and examined whether increases in treatment fidelity were accompanied by increases in on-task behavior for three focal students who were identified as at-risk of being identified for having an emotional/behavior disorder. Results, which were evaluated in the context of a multiple-probe, single-case research design, indicated that MTS-PD increased teachers’ treatment fidelity. However, outcomes were inconsistent with regard to increases in focal students’ on-task behavior and decreases in rate of disruptive behavior as a result of increases in treatment fidelity. Results of this study demonstrate that MTS-PD can support teacher implementation of targeted behavioral supports. Practical and research implications are discussed.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139666703","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

Utilizing a Discriminate-Generate-Operate-Demonstrate Framework for Instructional Design 利用 "区分-生成-操作-演示 "框架进行教学设计

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2023-12-19 DOI: 10.1007/s43494-023-00115-8

Kristin Smith, Kerri Milyko, Tim Fuller, Molly Halligan

{"title":"Utilizing a Discriminate-Generate-Operate-Demonstrate Framework for Instructional Design","authors":"Kristin Smith, Kerri Milyko, Tim Fuller, Molly Halligan","doi":"10.1007/s43494-023-00115-8","DOIUrl":"https://doi.org/10.1007/s43494-023-00115-8","url":null,"abstract":"<p>Behavior analysts are frequently responsible for teaching concepts and operations. Whether teaching in academia, training employees within corporations, working with young learners, or serving disabled learners, behavior analysts primarily find themselves in an instructional position relaying information from themselves to others. They often design how this information is transmitted to the learner so that the person can operate upon the world proficiently with the new concept or operation. As a result, behavior-analytic instructional design has spent much time piecing together optimal ways of making instruction effective. Nevertheless, these instructional design practices are not widely disseminated or adapted to everyday clinical practice. Therefore, the current article proposes a comprehensive framework where a learner contacts different hierarchical instructional levels while establishing proficiency on each level before progressing toward the ultimate goal of the concept or operation. These levels include Discriminate, Generate, Operate, and Demonstrate. By progressing through this framework, the learner will apply and generalize the instructional concept or operation regardless of context and nuance.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138742835","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

Using Flowcharts to Teach Spelling to Students with High-Incidence Disabilities in an Alternative School 使用流程图向替代学校中的高发残疾学生教授拼写法

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2023-12-12 DOI: 10.1007/s43494-023-00116-7

Angie B. Harris, Moira Konrad, Kara N. Shawbitz

引用次数: 0

Comparing the Effectiveness of Two Video Fading Procedures for Teaching Students with Developmental Disabilities Daily Living Skills 比较两种视频淡化程序在教授发育障碍学生日常生活技能方面的效果

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2023-12-07 DOI: 10.1007/s43494-023-00113-w

Anna M. Brady-Ruehs, Adam Carreon, Toni Van Laarhoven, Jesse Johnson, Lynette Chandler

引用次数: 0

Functions of Graphing Conventions: Survey of Demographic Variables and Likelihood of Revision 制图惯例的功能:人口统计变量的调查和修订的可能性

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2023-11-29 DOI: 10.1007/s43494-023-00114-9

Kendra E. Guinness, Kylan S. Turner, Philip N. Chase, Judah B. Axe

引用次数: 0

Employer Perspectives on Hiring Youth Previously Involved with Juvenile Justice: A National Survey 雇主对雇用先前涉及少年司法的青少年的看法:一项全国性调查

4区教育学

Education and Treatment of Children Pub Date : 2023-11-08 DOI: 10.1007/s43494-023-00110-z

Deanne K. Unruh, Kyle Reardon, Lisa Strycker

{"title":"Employer Perspectives on Hiring Youth Previously Involved with Juvenile Justice: A National Survey","authors":"Deanne K. Unruh, Kyle Reardon, Lisa Strycker","doi":"10.1007/s43494-023-00110-z","DOIUrl":"https://doi.org/10.1007/s43494-023-00110-z","url":null,"abstract":"Abstract Employment is a defining aspect of adult life as well as a protective factor for youth involved in the juvenile justice system, but employment rates for juvenile-justice-involved youth are substantially lower than for their noninvolved peers. Interventions have been developed to increase employment for juvenile-justice-involved youth, yet few studies have examined employer perspectives about hiring them. The purpose of this replication study was to document employer perceptions of hiring youth in the juvenile justice system; whether youth should disclose prior involvement in the system; and the skills and qualifications that employers value in their workers. Findings indicate that, relative to the results of prior studies, employers’ perceptions appear to have improved such that they are more likely to hire youth who have been involved with the juvenile justice system. This research provides insights into how educators, behavior analysts, and other rehabilitation and support personnel can help these youth obtain employment, and suggests future research directions to further reduce hiring stigma.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135392056","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

Training Special Education Preservice Teachers: Exploring the Use of the i-PiCS Program 特殊教育职前教师的培养:i-PiCS计划的应用探索

4区教育学

Education and Treatment of Children Pub Date : 2023-11-03 DOI: 10.1007/s43494-023-00112-x

Shiri Ayvazo, Hagit Inbar-Furst, Hedda Meadan

引用次数: 0

Does Information Bias Teachers’ Perceptions of Intervention Effectiveness? 信息是否会影响教师对干预效果的认知?

4区教育学

Education and Treatment of Children Pub Date : 2023-10-30 DOI: 10.1007/s43494-023-00111-y

Spencer L. Massey, John T. Rapp, Helena Bush, Adam J. Almanza

引用次数: 0

An Examination of Social Validity for Students with Emotional Behavioral Disorders: Has Progress Been Made? 情绪行为障碍学生的社会效度测试:有进展吗?

4区教育学

Education and Treatment of Children Pub Date : 2023-10-23 DOI: 10.1007/s43494-023-00109-6

Jillian M. Thoele, Sarah DeAngelo

引用次数: 0

Who Exits Special Education Back to General Education? Exploring Predictors of Declassification 谁退出特殊教育回到通识教育?探索解密的预测因素

4区教育学

Education and Treatment of Children Pub Date : 2023-10-02 DOI: 10.1007/s43494-023-00107-8

Nicholas A. Gage, Richard E. Mattison, Antonis Katsiyannis

引用次数: 0