Education and Treatment of Children最新文献_第6页

Component Analysis of a Peer Training Program for Teaching Social Responsiveness to Neurotypical Preschoolers 神经典型学龄前儿童社会反应能力同伴训练项目的成分分析

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2022-03-31 DOI: 10.1007/s43494-022-00073-7

Ana D. Dueñas, C. Wood, Courtney E. Maher, Greeshma Sanchula

引用次数: 0

On the Efficiency and Control of Different Functional Analysis Formats 论不同功能分析格式的效率与控制

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2022-03-01 DOI: 10.1007/s43494-021-00059-x

Joshua Jessel, G. P. Hanley, Mahshid Ghaemmaghami, M. Carbone

引用次数: 3

Correction to: A Systematic Review of the Facilitators and Barriers to the Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports 更正:对持续实施全校积极行为干预和支持的促进因素和障碍的系统回顾

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2022-03-01 DOI: 10.1007/s43494-021-00062-2

R. Fox, Erin S. Leif, D. Moore, B. Furlonger, A. Anderson, U. Sharma

引用次数: 0

A Systematic Review of the Facilitators and Barriers to the Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports 对持续实施全校积极行为干预和支持的促进因素和障碍的系统回顾

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2022-03-01 DOI: 10.1007/s43494-021-00056-0

R. Fox, Erin S. Leif, D. Moore, B. Furlonger, A. Anderson, U. Sharma

引用次数: 5

Trauma-Informed Paraeducator Training in the United States 美国创伤知情辅助教育工作者培训

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2022-01-28 DOI: 10.1007/s43494-022-00070-w

Cynthia H. Nover, Annette Farrell

引用次数: 0

An Expert Consensus Process to Distill Tier 1 PBIS into Core Practice Elements Essential to Frontline Implementation 一个专家共识过程，将一级公共保险服务提炼成对一线实施至关重要的核心实践要素

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2022-01-06 DOI: 10.1007/s43494-021-00066-y

Kevin J. Filter, LeAnne D. Johnson, Andrea L.B. Ford, Courtney A. Sowle, Samuel J. Bullard, Clayton R. Cook, Eric Kloos, Danielle Dupuis

{"title":"An Expert Consensus Process to Distill Tier 1 PBIS into Core Practice Elements Essential to Frontline Implementation","authors":"Kevin J. Filter, LeAnne D. Johnson, Andrea L.B. Ford, Courtney A. Sowle, Samuel J. Bullard, Clayton R. Cook, Eric Kloos, Danielle Dupuis","doi":"10.1007/s43494-021-00066-y","DOIUrl":"https://doi.org/10.1007/s43494-021-00066-y","url":null,"abstract":"<p>Student outcomes depend on the implementation of intervention practice elements, which are the specific behaviors that front-line implementers deliver as part of their direct interactions with students. Tier 1 PBIS is a well established practice in schools but existing guidance on practice elements is often conflated with guidance on organizational systems that support implementation. The goal of this study was to distill the specific practice elements of Tier 1 PBIS from the established core features using an expert consensus process. A panel of nine Tier 1 PBIS research and practice experts participated in three iterative rounds of information gathering and feedback within an electronic Delphi study that structured the consensus-building process. The expert panel reached consensus by distilling Tier 1 PBIS into 16 distinct practice elements organized into five thematic domains. The thematic domains from the present study align with existing literature on core Tier 1 PBIS features but the practices in each domain clearly define the specific, expected actions of front-line implementers. Implications are discussed in terms of how the identified practice elements may be used to inform intervention fidelity monitoring and targeted implementation supports for front-line implementers.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"62 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541704","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

Correspondence of Product and Topographical Behavior Measures during a Comparison of Good Behavior Game Arrangements 良好行为博弈安排比较中产品与地形行为度量的对应关系

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2021-12-01 DOI: 10.1007/s43494-021-00045-3

Ashlyn N. Sharpe, P. Joslyn

引用次数: 3

A Meta-Analysis of Safety Skills Interventions for Individuals with Intellectual Disabilities 智障人士安全技能干预的meta分析

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2021-12-01 DOI: 10.1007/s43494-021-00051-5

M. Trevor, Eun-Young Park, K. Blair

引用次数: 1

Standards of Graph Construction in Special Education Research: A Review of their Use and Relevance 特殊教育研究中的图形构建标准:其使用和相关性的回顾

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2021-12-01 DOI: 10.1007/s43494-021-00053-3

Richard M. Jr Kubina, Douglas E. Kostewicz, Seth A. King, Kaitlyn M. Brennan, Jennifer L. Wertalik, Karen L. Rizzo, Andrew M. Markelz

引用次数: 6

Using Preference Assessments to Identify Preferred Job Tasks for Adolescents with Autism 使用偏好评估确定自闭症青少年的偏好工作任务

IF 1 4区教育学

Education and Treatment of Children Pub Date : 2021-11-12 DOI: 10.1007/s43494-021-00061-3

St. Peter, Claire, Shuler, Natalie J., Toegel, Cory, Diaz-Salvat, Claudia, Jones, Stephanie H.

{"title":"Using Preference Assessments to Identify Preferred Job Tasks for Adolescents with Autism","authors":"St. Peter, Claire, Shuler, Natalie J., Toegel, Cory, Diaz-Salvat, Claudia, Jones, Stephanie H.","doi":"10.1007/s43494-021-00061-3","DOIUrl":"https://doi.org/10.1007/s43494-021-00061-3","url":null,"abstract":"<p>Matching job tasks to the individual’s preferences improves job performance. Preference assessments, including paired stimulus (PS) and multiple-stimulus-without-replacement (MSWO) procedures, can be used to identify preferred vocational tasks for individuals with disabilities. However, there are few direct comparisons of the efficacy and efficiency of these two assessments for identifying preferred job tasks. We completed the PS and MSWO assessments for three participants who had limited vocal skills and analyzed correspondence between the assessment outcomes. We then assessed the validity of each assessment by evaluating engagement in the tasks identified as high- and low-preferred. Lastly, we asked teachers to watch videos of students engaged in high- and low-preferred tasks and rate student engagement, student happiness, and whether they would recommend the task. For all participants, both preference assessments identified the same high-preferred job task, but different low-preferred tasks. All participants remained engaged when completing the high-preferred task, but two participants were less engaged with the low-preferred tasks identified by the PS than the low-preferred task identified by the MSWO. All teachers suggested that they would recommend the task that was identified as high-preferred.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"30 8","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138504893","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: 2