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Education and Treatment of Children最新文献

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Using Tootling to Enhance First-Grade Students’ Use of a Social Skill: Evaluating the Catching Compliments Game 使用工具提高一年级学生对社交技能的使用:对捕捉赞美游戏的评价
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2021-06-01 DOI: 10.1007/s43494-021-00039-1
Shelby Wright, C. Skinner, Baileigh A. Kirkpatrick, Stephanie Daniels, Tara C. Moore, Margaret Crewdson
{"title":"Using Tootling to Enhance First-Grade Students’ Use of a Social Skill: Evaluating the Catching Compliments Game","authors":"Shelby Wright, C. Skinner, Baileigh A. Kirkpatrick, Stephanie Daniels, Tara C. Moore, Margaret Crewdson","doi":"10.1007/s43494-021-00039-1","DOIUrl":"https://doi.org/10.1007/s43494-021-00039-1","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"44 1","pages":"101-113"},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52826973","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: 4
Incorporating Curricular Revision to Treat Escape-Maintained Behavior for Children with ADHD 结合课程修订治疗ADHD儿童逃避维持行为
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2021-05-28 DOI: 10.1007/s43494-021-00041-7
Lucie M. Romano, Claire C. St. Peter, Kerri Milyko, Gabrielle A. Mesches, Apral P. Foreman
{"title":"Incorporating Curricular Revision to Treat Escape-Maintained Behavior for Children with ADHD","authors":"Lucie M. Romano, Claire C. St. Peter, Kerri Milyko, Gabrielle A. Mesches, Apral P. Foreman","doi":"10.1007/s43494-021-00041-7","DOIUrl":"https://doi.org/10.1007/s43494-021-00041-7","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"44 1","pages":"55 - 69"},"PeriodicalIF":1.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52827480","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
Improving the Paragraph Text-Writing Skills of Students with Intellectual and Developmental Disabilities: A Single-Case Design Study 提高智力与发展障碍学生段落文字写作技巧:单案例设计研究
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2020-12-01 DOI: 10.1007/s43494-020-00029-9
Derek B. Rodgers, S. Datchuk
{"title":"Improving the Paragraph Text-Writing Skills of Students with Intellectual and Developmental Disabilities: A Single-Case Design Study","authors":"Derek B. Rodgers, S. Datchuk","doi":"10.1007/s43494-020-00029-9","DOIUrl":"https://doi.org/10.1007/s43494-020-00029-9","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 1","pages":"347-360"},"PeriodicalIF":1.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52826566","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
Effects of Precision Requests as a Standalone Intervention on Noncompliance of Students with Emotional Disturbance 精确要求作为独立干预对情绪障碍学生不服从行为的影响
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2020-09-01 DOI: 10.1007/s43494-020-00026-y
Christian V. Sabey, Marcie C. Calder, Paul Caldarella, G. Thompson
{"title":"Effects of Precision Requests as a Standalone Intervention on Noncompliance of Students with Emotional Disturbance","authors":"Christian V. Sabey, Marcie C. Calder, Paul Caldarella, G. Thompson","doi":"10.1007/s43494-020-00026-y","DOIUrl":"https://doi.org/10.1007/s43494-020-00026-y","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 1","pages":"251-264"},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52826475","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: 4
Peer-Supported Inclusive Social Skills Instruction for Elementary Students with Emotional and Behavioral Disorders 情绪和行为障碍小学生同伴支持的包容性社会技能教学
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2020-09-01 DOI: 10.1007/s43494-020-00023-1
Rebecca I. Hartzell, C. J. Lane, J. Umbreit, Carl J. Liaupsin, Maegan Hanks
{"title":"Peer-Supported Inclusive Social Skills Instruction for Elementary Students with Emotional and Behavioral Disorders","authors":"Rebecca I. Hartzell, C. J. Lane, J. Umbreit, Carl J. Liaupsin, Maegan Hanks","doi":"10.1007/s43494-020-00023-1","DOIUrl":"https://doi.org/10.1007/s43494-020-00023-1","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 1","pages":"237-250"},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42239908","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 Educators’ Knowledge, Confidence, and Usefulness of a Comprehensive, Integrated, Three-Tiered (Ci3T) Model of Prevention: Outcomes of Professional Learning 提高教育工作者对全面、综合、三层(Ci3T)预防模型的知识、信心和有用性:专业学习的成果
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2020-09-01 DOI: 10.1007/s43494-020-00021-3
K. Lane, W. Oakes, Grant Edmund Allen, N. A. Lane, Abbie B. Jenkins, K. Lane, Mallory L. Messenger, Matthew M. Buckman, Kandace K. Fleming, Rebecca E. Swinburne Romine
{"title":"Improving Educators’ Knowledge, Confidence, and Usefulness of a Comprehensive, Integrated, Three-Tiered (Ci3T) Model of Prevention: Outcomes of Professional Learning","authors":"K. Lane, W. Oakes, Grant Edmund Allen, N. A. Lane, Abbie B. Jenkins, K. Lane, Mallory L. Messenger, Matthew M. Buckman, Kandace K. Fleming, Rebecca E. Swinburne Romine","doi":"10.1007/s43494-020-00021-3","DOIUrl":"https://doi.org/10.1007/s43494-020-00021-3","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 1","pages":"279-293"},"PeriodicalIF":1.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45088506","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
Teaching Social Skills in Physical Education: A Self-Management Package Intervention 体育社会技能教学:自我管理一揽子干预
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2020-06-01 DOI: 10.1007/s43494-020-00012-4
Elian Aljadeff-Abergel, Shiri Ayvazo
{"title":"Teaching Social Skills in Physical Education: A Self-Management Package Intervention","authors":"Elian Aljadeff-Abergel, Shiri Ayvazo","doi":"10.1007/s43494-020-00012-4","DOIUrl":"https://doi.org/10.1007/s43494-020-00012-4","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 1","pages":"153-170"},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s43494-020-00012-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52826061","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
Reducing Escape-Maintained Challenging Behavior in Children with Autism Spectrum Disorder through Visual Activity Schedule and Instructional Choice 通过视觉活动计划和教学选择减少自闭症谱系障碍儿童逃避维持的挑战行为
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2020-06-01 DOI: 10.1007/s43494-020-00019-x
Catharine Lory, Mandy Rispoli, Emily Gregori, So Yeon Kim, Marie David
{"title":"Reducing Escape-Maintained Challenging Behavior in Children with Autism Spectrum Disorder through Visual Activity Schedule and Instructional Choice","authors":"Catharine Lory, Mandy Rispoli, Emily Gregori, So Yeon Kim, Marie David","doi":"10.1007/s43494-020-00019-x","DOIUrl":"https://doi.org/10.1007/s43494-020-00019-x","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"43 1","pages":"201-217"},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s43494-020-00019-x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52826420","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: 5
A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior 一项系统的文献综述，确定教师归因对学生行为的挑战维度
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2019-10-08 DOI: 10.1353/etc.2019.0026
Shannon L. Nemer, K. Sutherland, Jason C. Chow, Rachel L. Kunemund
{"title":"A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior","authors":"Shannon L. Nemer, K. Sutherland, Jason C. Chow, Rachel L. Kunemund","doi":"10.1353/etc.2019.0026","DOIUrl":"https://doi.org/10.1353/etc.2019.0026","url":null,"abstract":"Abstract:Children frequently enter elementary school unprepared for its academic and socioemotional challenges. This can lead to challenging behaviors that negatively affect students' educational experiences, put them at risk for emotional and behavioral disorders (EBD), and impact relationships with teachers. Despite a large research base on student behavior, little is known about the critical role of teacher attributions, which can affect both teacher responses to challenging behavior and the acceptance of interventions. This systematic review aimed to identify dimensions used in the literature on teacher attributions for challenging student behavior in K–5 classrooms. A search of three databases resulted in 25 peer-reviewed articles with a variety of measures that characterized teacher attributions along three dimensions: locus, controllability, and stability. Further, nearly half the articles divided the dimension of locus into four distinct factors. Implications for practitioners and future research directions are discussed.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"557 - 578"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44080904","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: 19
Can Less Be More for Students At-Risk for Emotional and Behavioral Disorders: Evaluating Components of Check-In/Check-Out 对有情绪和行为障碍风险的学生来说，少就是多:评估入住/退房的组成部分
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2019-10-08 DOI: 10.1353/etc.2019.0022
Meredith A. Weber, S. E. Rich, Candace J. Gann, Gary J. Duhon, Stephanie Smith Kellen
{"title":"Can Less Be More for Students At-Risk for Emotional and Behavioral Disorders: Evaluating Components of Check-In/Check-Out","authors":"Meredith A. Weber, S. E. Rich, Candace J. Gann, Gary J. Duhon, Stephanie Smith Kellen","doi":"10.1353/etc.2019.0022","DOIUrl":"https://doi.org/10.1353/etc.2019.0022","url":null,"abstract":"Abstract:Check-in/Check-out (CICO) is one of the most commonly utilized and well-established Tier 2 interventions (Horner, Sugai, & Lewis, 2015). Evaluation of CICO components is necessary to inform implementation of adequate prevention and intervention services, as well as evidence-based modifications of intervention intensity for students at risk of developing more severe problem behaviors. The current study utilized a multiple baseline design to examine the minimum amount of in-class feedback required to reduce student problem behavior and increase appropriate behaviors for three fifth grade students in the general education classroom. For all three participants, the first phase evaluated student response to the implementation of morning check-in and afternoon check-out only. Additional in-class feedback was provided for one participant. Results suggest that CICO may be effective in reducing student problem behavior without full implementation of in-class feedback.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"469 - 488"},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/etc.2019.0022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43623848","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: 4
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