发布求助
文献互助 智能选刊 最新文献

Education and Treatment of Children最新文献

筛选
英文 中文
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":null,"pages":null},"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
Training Preservice General Educators to Collect Accurate Antecedent-Behavior-Consequence Data 培训职前通识教育工作者收集准确的前-行为-结果数据
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2021-11-10 DOI: 10.1007/s43494-021-00064-0
Samudre, Mark D., Allday, R. Allan, Lane, Justin D.
{"title":"Training Preservice General Educators to Collect Accurate Antecedent-Behavior-Consequence Data","authors":"Samudre, Mark D., Allday, R. Allan, Lane, Justin D.","doi":"10.1007/s43494-021-00064-0","DOIUrl":"https://doi.org/10.1007/s43494-021-00064-0","url":null,"abstract":"<p>The purpose of this study was to evaluate the use of behavioral skills training (BST) that included video vignettes used for modeling and rehearsal to train preservice general educators how to collect accurate antecedent-behavior-consequence (ABC) data using a structured recording format. The effectiveness of the intervention was evaluated within the context of a multiple probe single-case research design. This study also assessed generalization of collecting correct ABC data across a narrative format, given that this format is commonly used in schools. BST was effective for training preservice general educators to collect ABC data using a structured recording format and participants also generalized this skill to a narrative recording format. These findings extend the literature on BST as an intervention that can improve preservice general educators’ behavioral abilities. Practical implications and future areas of research are provided.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138504865","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
Self-Directed Video Prompting with and without Voice-Over Narration in Teaching Daily Living Skills to Students with Autism Spectrum Disorder 有与无旁白的自主视频提示在自闭症谱系障碍学生日常生活技能教学中的应用
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2021-11-02 DOI: 10.1007/s43494-021-00060-4
Kaya, Feyat, Yucesoy-Ozkan, Serife
{"title":"Self-Directed Video Prompting with and without Voice-Over Narration in Teaching Daily Living Skills to Students with Autism Spectrum Disorder","authors":"Kaya, Feyat, Yucesoy-Ozkan, Serife","doi":"10.1007/s43494-021-00060-4","DOIUrl":"https://doi.org/10.1007/s43494-021-00060-4","url":null,"abstract":"<p>In this study, we compared the effectiveness and efficiency of self-directed video prompting with and without voice-over narration for teaching daily living skills to children with autism spectrum disorder (ASD). The participants included four males between the ages of 10 to 14 years with ASD. We used an adapted alternating treatments design to compare video prompting (VP) with and without voice-over narration. Self-directed video prompting was effective both with and without voice-over narration for teaching, maintaining, and generalizing two skills: preparing popcorn and making fresh apple juice. Furthermore, to explore the social validity, we examined the views of participants and special education teachers who work with children with ASD. All participants reported that they enjoyed using a tablet for training and liked learning daily living skills. Three of the four participants preferred VP with voice-over narration over VP without voice-over narration. The teachers stated that the research aims were important, the VP was acceptable, and the results were significant. Further research is needed to support these findings and determine the factors that may be relevant for practitioners considering the use of voice-over narration with VP.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138504923","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
Teacher Anxiety Program for Elementary Students (TAPES): An Open Trial 小学生教师焦虑项目（TAPES）：一项公开试验
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2021-10-11 DOI: 10.1007/s43494-021-00055-1
Kate Piselli, Jeffrey E. Pella, Grace Sze York Chan, Golda S. Ginsburg
{"title":"Teacher Anxiety Program for Elementary Students (TAPES): An Open Trial","authors":"Kate Piselli, Jeffrey E. Pella, Grace Sze York Chan, Golda S. Ginsburg","doi":"10.1007/s43494-021-00055-1","DOIUrl":"https://doi.org/10.1007/s43494-021-00055-1","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47247679","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
Teacher-Implemented Good Behavior Game with Detained Juvenile Offenders 由教师实施的拘禁少年犯良好行为游戏
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2021-09-09 DOI: 10.1007/s43494-021-00052-4
Joslyn, P. Raymond, Kronfli, Faris R.
{"title":"Teacher-Implemented Good Behavior Game with Detained Juvenile Offenders","authors":"Joslyn, P. Raymond, Kronfli, Faris R.","doi":"10.1007/s43494-021-00052-4","DOIUrl":"https://doi.org/10.1007/s43494-021-00052-4","url":null,"abstract":"<p>We implemented a rapid protocol to train teachers in a school for detained juvenile offenders to implement the Good Behavior Game, an empirically supported group contingency procedure, in their classrooms. Data were collected on both teacher (i.e., two measures of treatment integrity) and student behavior (i.e., disruptive behavior). Results indicated clear treatment effects in three of five classrooms and low levels of disruption but unclear effects in the other two. Most students and teachers preferred the intervention and found it effective.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138504892","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
Correction to: Precision Request: a Secondary Analysis of the Use of Praise, Response Cost, and Reprimand 修正:精确要求:对表扬、回应成本和谴责使用的二次分析
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2021-09-01 DOI: 10.1007/s43494-021-00058-y
Christian V. Sabey, Marcie C. Calder, Paul Caldarella
{"title":"Correction to: Precision Request: a Secondary Analysis of the Use of Praise, Response Cost, and Reprimand","authors":"Christian V. Sabey, Marcie C. Calder, Paul Caldarella","doi":"10.1007/s43494-021-00058-y","DOIUrl":"https://doi.org/10.1007/s43494-021-00058-y","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46736151","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 Investigation of the Use of Self-Regulated Strategy Development to Teach Long Division to Students with or At-Risk for Emotional Disturbance 运用自我调节策略发展对有情绪障碍或有情绪障碍风险学生进行长除法教学的研究
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2021-09-01 DOI: 10.1007/s43494-021-00050-6
Mickey Losinski, J. Thiele, R. Ennis, Ashley Shaw
{"title":"An Investigation of the Use of Self-Regulated Strategy Development to Teach Long Division to Students with or At-Risk for Emotional Disturbance","authors":"Mickey Losinski, J. Thiele, R. Ennis, Ashley Shaw","doi":"10.1007/s43494-021-00050-6","DOIUrl":"https://doi.org/10.1007/s43494-021-00050-6","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52827712","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
Resurgence of Clinically Relevant Behavior: A Systematic Review 临床相关行为的复苏:系统回顾
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2021-08-27 DOI: 10.1007/s43494-021-00054-2
Perrin, Jesse, Morris, Cody, Kestner, Kathryn
{"title":"Resurgence of Clinically Relevant Behavior: A Systematic Review","authors":"Perrin, Jesse, Morris, Cody, Kestner, Kathryn","doi":"10.1007/s43494-021-00054-2","DOIUrl":"https://doi.org/10.1007/s43494-021-00054-2","url":null,"abstract":"<p>Resurgence is the recurrence of target responding when reinforcement conditions have worsened. Resurgence of clinically relevant behavior can occur during planned and unplanned changes in treatment. Although resurgence is possible across many treatment contexts and participants, it may be especially relevant to the treatment of children. The purpose of this article was to systematically review research on the resurgence of clinically relevant behavior to identify the common demographics of included participants and potential practice implications. The results of the review found 22 articles published between 2015 and 2020 focused on the resurgence of clinically relevant behavior. These 22 articles primarily utilized child participants with autism spectrum disorder (ASD) diagnoses. Although one of the goals of this review was to identify potential practice implications for mitigating the resurgence of clinically relevant behavior, it appears that research is still too preliminary to develop standardized practice guidelines. However, key findings, considerations for practitioners, and future research directions are discussed.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541893","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: 9
Exploring Feasibility and Social Validity of a Multicomponent Social Narrative Intervention 多元社会叙事干预的可行性与社会效度探讨
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2021-06-01 DOI: 10.1007/s43494-021-00038-2
Charis L. Wahman, Timothy Lewis
{"title":"Exploring Feasibility and Social Validity of a Multicomponent Social Narrative Intervention","authors":"Charis L. Wahman, Timothy Lewis","doi":"10.1007/s43494-021-00038-2","DOIUrl":"https://doi.org/10.1007/s43494-021-00038-2","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52827173","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
Effects of GO 4 IT . . . NOW! on Writing Skills of Students With Emotional and Behavioral Disorders GO 4对IT的影响…现在!情绪与行为障碍学生的写作技巧
IF 1 4区 教育学
Education and Treatment of Children Pub Date : 2021-06-01 DOI: 10.1007/s43494-021-00037-3
Caitlin J. Criss, Moira Konrad, Sheila R. Alber-Morgan, A. O. Telesman
{"title":"Effects of GO 4 IT . . . NOW! on Writing Skills of Students With Emotional and Behavioral Disorders","authors":"Caitlin J. Criss, Moira Konrad, Sheila R. Alber-Morgan, A. O. Telesman","doi":"10.1007/s43494-021-00037-3","DOIUrl":"https://doi.org/10.1007/s43494-021-00037-3","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52826716","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