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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":"3 1","pages":""},"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
{"title":"Using Flowcharts to Teach Spelling to Students with High-Incidence Disabilities in an Alternative School","authors":"Angie B. Harris, Moira Konrad, Kara N. Shawbitz","doi":"10.1007/s43494-023-00116-7","DOIUrl":"https://doi.org/10.1007/s43494-023-00116-7","url":null,"abstract":"<p>Even in the age of spellcheck and other assistive tools, spelling remains an important skill. Learning how to spell can be challenging, especially for students with high-incidence disabilities. Fortunately, tools such as graphic organizers may assist students with spelling. In this study, we evaluated the effects of a novel flowchart tool on spelling outcomes for two students with disabilities in a behavior-focused alternative school. We used a multiple probe across spelling concepts to measure the intervention’s effects on spelling as well as accuracy of flowchart usage. Following training, students used the flowchart with fidelity, and their spelling accuracy improved. Both students sustained increases over an extended maintenance phase. Implications for practice, limitations, and directions for future research are presented.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"5 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138576420","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 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
{"title":"Comparing the Effectiveness of Two Video Fading Procedures for Teaching Students with Developmental Disabilities Daily Living Skills","authors":"Anna M. Brady-Ruehs, Adam Carreon, Toni Van Laarhoven, Jesse Johnson, Lynette Chandler","doi":"10.1007/s43494-023-00113-w","DOIUrl":"https://doi.org/10.1007/s43494-023-00113-w","url":null,"abstract":"<p>This study used an adapted alternating treatments design to compare the effectiveness of two different procedures for fading video prompts for teaching two individuals with developmental disabilities and moderate intellectual disability to independently perform two different daily living tasks. The tasks were systematically faded from video prompts to video models or from video prompts to picture prompts. Results indicated that both methods of fading were effective for increasing the participants’ level of correct, independent performance. However, all four participants scored higher on their posttests for the skill taught through the video modeling condition. Students’ preferences in relation to their performance and teachers’ perspectives of the video instruction are also discussed. Implications for practice and future research are included.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"19 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138555591","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
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
{"title":"Functions of Graphing Conventions: Survey of Demographic Variables and Likelihood of Revision","authors":"Kendra E. Guinness, Kylan S. Turner, Philip N. Chase, Judah B. Axe","doi":"10.1007/s43494-023-00114-9","DOIUrl":"https://doi.org/10.1007/s43494-023-00114-9","url":null,"abstract":"<p>A growing body of literature suggests manipulating some graphing conventions can affect visual analysis and adherence to graphing conventions varies widely in single case design publications. Yet use of graphing conventions by the wider population of behavior analysts is largely unexplored. The current study examined relations among types of graphing conventions (established versus unestablished functions), demographic variables (e.g., education level, primary job setting), and likelihood of revision ratings reported by 631 board certified behavior analysts (BCBAs, BCaBAs, and BCBA-Ds). Statistically significant differences in ratings were detected across types of conventions and demographic categories. Master’s level BCBAs in clinical roles were more likely to revise conventions that affect visual analysis than conventions whose functions are unknown, whereas there were no differences between types of conventions for doctoral level BCBAs in academic roles. We discuss these findings in the context of audience control of graphing conventions.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"29 16","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138504874","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
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":"28 15","pages":"0"},"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
{"title":"Training Special Education Preservice Teachers: Exploring the Use of the i-PiCS Program","authors":"Shiri Ayvazo, Hagit Inbar-Furst, Hedda Meadan","doi":"10.1007/s43494-023-00112-x","DOIUrl":"https://doi.org/10.1007/s43494-023-00112-x","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"15 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135868363","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
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
{"title":"Does Information Bias Teachers’ Perceptions of Intervention Effectiveness?","authors":"Spencer L. Massey, John T. Rapp, Helena Bush, Adam J. Almanza","doi":"10.1007/s43494-023-00111-y","DOIUrl":"https://doi.org/10.1007/s43494-023-00111-y","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"53 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136103973","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
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
{"title":"An Examination of Social Validity for Students with Emotional Behavioral Disorders: Has Progress Been Made?","authors":"Jillian M. Thoele, Sarah DeAngelo","doi":"10.1007/s43494-023-00109-6","DOIUrl":"https://doi.org/10.1007/s43494-023-00109-6","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367243","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
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
{"title":"Who Exits Special Education Back to General Education? Exploring Predictors of Declassification","authors":"Nicholas A. Gage, Richard E. Mattison, Antonis Katsiyannis","doi":"10.1007/s43494-023-00107-8","DOIUrl":"https://doi.org/10.1007/s43494-023-00107-8","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135894788","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
Improving Behavior in an Alternative High School Summer Program Using Class-Wide Function-Related Intervention Teams: A Pilot Study 利用班级功能相关干预小组改善高中暑期项目中的行为:一项试点研究
4区 教育学
Education and Treatment of Children Pub Date : 2023-09-20 DOI: 10.1007/s43494-023-00108-7
Paul Caldarella, Erika J. Richards, Leslie Williams, Emily J. Warburton
{"title":"Improving Behavior in an Alternative High School Summer Program Using Class-Wide Function-Related Intervention Teams: A Pilot Study","authors":"Paul Caldarella, Erika J. Richards, Leslie Williams, Emily J. Warburton","doi":"10.1007/s43494-023-00108-7","DOIUrl":"https://doi.org/10.1007/s43494-023-00108-7","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308988","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
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