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Articles 1 - 5 of 5
Full-Text Articles in Education
Teaching Contextually Appropriate Play Commenting Without The Use Of Visual Cues, Beverly Nichols
Teaching Contextually Appropriate Play Commenting Without The Use Of Visual Cues, Beverly Nichols
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
Deficits in communication and play can affect the quality of life of autistic children and individuals, which is why it is important that we help them acquire these skills as early as possible. Applied behavior analysis (ABA) and script training and fading procedures are evidence-based practices that can successfully teach communication during play. However, script fading can be difficult, and scripts may not be able to be completely faded out of the environment. The findings from a recent study suggested that specific phrases can become associated with small pictures rather than written scripts Perhaps, these specific phrases can be tied …
Board Certified Behavior Analysts In Public Schools: Challenges And Opportunities, Danielle Lyons
Board Certified Behavior Analysts In Public Schools: Challenges And Opportunities, Danielle Lyons
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
Board Certified Behavior Analysts (BCBAs) can play an important role in schools. The purpose of this study was to survey BCBAs who self-identify as working in public schools in effort to learn more about their experiences working in this setting. This paper is meant to spark further discussion and research on how BCBAs can be more effective in schools through training and supervision, collaborating with school administrators on systems-level concerns, resolving ethical concerns, and clarifying roles and responsibilities in public schools.
Identifying Common Resources Teachers Use To Address Problematic And Challenging Student Behvior, Joseph Clint Nicholes
Identifying Common Resources Teachers Use To Address Problematic And Challenging Student Behvior, Joseph Clint Nicholes
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
Problematic and challenging student behavior has a myriad of negative outcomes for both educators and students. Although the implementation of Evidence Based Practices for classroom management have decreased these negative outcomes, educators are not utilizing them. The purpose of this study was to investigate which resources K-6 General Educators and Special Educators access to find information on behavior management strategies and procedures, as well as, their perceptions on those resources. We surveyed teachers from fourteen states in regards to what resources they used and the level in which they trusted, could implement, could understand and could find information on behavior …
Who Is Accessing Ipse Programs? Examining The Demographics Of Students Enrolled In Inclusive Post-Secondary Education, Madison Heider
Who Is Accessing Ipse Programs? Examining The Demographics Of Students Enrolled In Inclusive Post-Secondary Education, Madison Heider
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
This initial survey study was designed to examine the demographics of students attending inclusive post-secondary (IPSE) programs for students with intellectual and developmental disabilities (IDD). IPSE programs are designed to deliver a similar, if not identical, collegiate experience to students with IDD as their peers without disabilities. Previous research has investigated IPSE programs and their impact, but there is limited information regarding student makeup. The researchers looked to identify the diversity of students beyond their disability categories; research questions surrounded student diversity, barriers to accessing IPSE programs, and what, if anything, programs do to increase diversity within their programs. The …
Differing Mastery Criteria Effects On Maintenance Of 1-Step Instruction Following In Children With Disabilities, Kyle Wagner
Differing Mastery Criteria Effects On Maintenance Of 1-Step Instruction Following In Children With Disabilities, Kyle Wagner
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
The majority of Early Intervention clinics throughout the United States are currently using a practice that is not considered evidence based. When teaching skills to children with developmental disabilities, clinicians assign an accuracy standard for those skills. The most common accuracy standard, called a “mastery criterion,” is 80% across three teaching sessions. There is little to no evidence to support using this specific mastery criterion. The purpose of this study was to add more research regarding this topic, and how it affects how the skills taught maintain over time when teaching has ceased for a specific skill. Two children were …