Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 5 of 5
Full-Text Articles in Education
Reinforcement Effects On The I.Q. Scores Of Institutionalized Children And Adults With Developmental Disabilities, Jody Robin Lewis
Reinforcement Effects On The I.Q. Scores Of Institutionalized Children And Adults With Developmental Disabilities, Jody Robin Lewis
Masters Theses
Eighteen institutionalized school-age and adult subjects with severe/profound developmental disabilities were evaluated for the effects of self-selected reinforcement for correct responding on their I.Q. scores when tested with the Stanford-Binet Intelligence Scale (Terman & Merrill, 1960) or the Leiter International Performance Scale (Arthur, 1952). Subjects were tested under both standard and reinforcement conditions. The results indicated that overall, subjects when tested under reinforcement conditions showed a significant increase in mean I.Q. scores when compared with the same subjects tested one month previously under standard conditions. Several features of the data reveal intriguing results with regard to subjects and related preexisting …
Repeated Acquisition With Developmentally Disabled Adults: Some Methodological Improvements, Thomas M. Rueber
Repeated Acquisition With Developmentally Disabled Adults: Some Methodological Improvements, Thomas M. Rueber
Masters Theses
This study obtained repeated-acquisition data from four developmentally disabled adults. The procedure was a refinement of one used earlier by Madsen (1988) and a comparison was made between the two. Verbal praise, edibles, and money were used to reinforce correct responding. In addition, an informal comparison was made between individual repeated-acquisition performance and IQ scores. The refinements of the Madsen procedure included: (1) using a 10-second timeout as the consequence of an error, (2) placing poker chips in die-cut holes, (3) using different colored construction paper backgrounds, (4) limiting each session to one sequence, (5) using percent correct responses as …
A Comparison Of Functional Equivalence Training And Timeout Procedures In The Reduction Of Disruptive Behavior, Steven D . Goodman
A Comparison Of Functional Equivalence Training And Timeout Procedures In The Reduction Of Disruptive Behavior, Steven D . Goodman
Masters Theses
The use of nonaversive or aversive procedures continues to be debated regarding treatment of behavior problems of persons with developmental disabilities. This study compared the efficacy of a punishment and a nonaversive procedure in the reduction of problem behavior. The nonaversive technique involved the teaching of alternative, functionally equivalent, responses. Timeout was employed as the punishment procedure. The functional equivalence training included a functional analysis to identify the motivating conditions for the disruptive behavior of three boys with severe mental retardation. Treatment conditions were evaluated on rate of disruption, effects on learning trials, and time engaged in training. Results indicate …
The Effectiveness Of One On One Tutoring And Reading Group Intervention In First And Second Grade Within Chapter One Reading Program, Kim L. Howrey
The Effectiveness Of One On One Tutoring And Reading Group Intervention In First And Second Grade Within Chapter One Reading Program, Kim L. Howrey
Masters Theses
No abstract provided.
The Facilitation Of Students With Learning Disabilities To Postsecondary Education By Secondary Special Educators, Victoria A. Stephans
The Facilitation Of Students With Learning Disabilities To Postsecondary Education By Secondary Special Educators, Victoria A. Stephans
Masters Theses
This descriptive research was conducted to collect data concerning the attitudes and policies about transition to postsecondary education by secondary special educators in the State of Illinois. A survey was sent to 208 secondary special educators representing the independent high school districts in the state. The survey measured three variables in relation to size of school: special educators' awareness of postsecondary educational opportunities, special educators' expectations for students labeled learning disabled to pursue postsecondary education, and current practices for serving high school students labeled learning disabled. The findings showed that there were more likenesses than differences in the transition attitudes …