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Full-Text Articles in Education
Professional Development As A Means To Increase Teacher Fidelity And Improve Teacher And Student Outcomes, Shari Lynn Booth
Professional Development As A Means To Increase Teacher Fidelity And Improve Teacher And Student Outcomes, Shari Lynn Booth
Electronic Theses, Projects, and Dissertations
This study was conducted to examine professional development techniques for training special education teachers to implement discrete trial training with in the classroom environment. The purpose of this study was to determine if professional development regarding discrete trail training increases the fidelity with which teachers implement discrete trail training when providing instruction to students with autism spectrum disorder. Specifically, the study noted if professional development that included coaching in the classroom increased the fidelity with which teachers were able to implement discrete trail training. Further, this study examined the correlation between an improvement in the fidelity with which teachers implemented …
Teaching Social Skills To Individuals With Comorbid Down Syndrome And Autism Spectrum Disorder: A Single-Subject Design Study, Matthew A. Cody Davis
Teaching Social Skills To Individuals With Comorbid Down Syndrome And Autism Spectrum Disorder: A Single-Subject Design Study, Matthew A. Cody Davis
Theses and Dissertations--Educational, School, and Counseling Psychology
Social skills are important for building and maintaining relationships, effective communication, and providing appropriate responses within social contexts. Deficits in social skills are often exhibited in individuals with comorbid Down syndrome (DS) and autism spectrum disorder (ASD). Peer-delivered interventions and other behavioral techniques for teaching specific social skills show effectiveness; however, the paucity of intervention research including individuals with DS-ASD has resulted in little guidance for how best to teach social skills and ensure generalization and maintenance. In the present study, a multiple probe study across behaviors, replicated across participants, assessed the effectiveness of peer-delivered simultaneous prompting in teaching socials …
Comparison Of General And High Probability Motor Sequence Attentional Cues For Increasing Vocabulary Identification In Students With Autism, Ashleigh G. Obst
Comparison Of General And High Probability Motor Sequence Attentional Cues For Increasing Vocabulary Identification In Students With Autism, Ashleigh G. Obst
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The present study assessed if embedding high probability responding (high-p) into an attentional cue, versus a general attentional cue (GA), would result in students with moderate and severe disabilities displaying differential responding for grade level science vocabulary word identification. Using an adapted alternating treatments design, three students with autism spectrum disorder received an intervention involving a GA cue and one with a high-p to determine which is more efficient. Hypothesized results are that the attentional cue with a high-probability motor sequence would be more effective for teaching vocabulary word identification.
Alternative Therapies And Treatments And Their Effect In Reducing Behaviors Found Within Autism Spectrum Disorder, Paige L. Ferraro
Alternative Therapies And Treatments And Their Effect In Reducing Behaviors Found Within Autism Spectrum Disorder, Paige L. Ferraro
All Electronic Theses and Dissertations
Autism spectrum disorders (ASD) are a group of neurodevelopmental syndromes characterized by deficits in communication, social interaction, imagination and sensory processing. The prevalence of ASD has increased significantly throughout recent decades. Given their concern about the diagnosis and their frustration that effective medical approaches are lacking, many parents and families of children with ASD have turned to alternative treatments and therapies for regulation of the behaviors and deficits observed in children with ASD. This literature review focuses on naming a variety of alternative treatments and therapies as well as examining their effectiveness for regulating behaviors in those diagnosed with ASD. …
A Literature Review Of Sensory-Based Alterative Seating For Individuals With Disabilities, Hannah Von Schlutter
A Literature Review Of Sensory-Based Alterative Seating For Individuals With Disabilities, Hannah Von Schlutter
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of this review was to determine whether the use of sensory-based alternative seating to increase the appropriate behaviors of individuals with disabilities is an evidence-based practice (EBP). Articles located on this topic were descriptively analyzed, and What Works Clearinghouse (WWC) guidelines were applied to determine each study’s methodological rigor, level of evidence, and whether, taken together, there is enough research to support alternative seating as an EBP. A total of 37 studies of the effects of sensory-based alternative seating on individuals with disabilities were found. These studies included a total of 44 participants, between 3 to 9 years …
Increasing Self-Initiated Question Asking With Adults With Autism Using Pivotal Response Training Strategies And Constant Time Delay, John Colin Vogler
Increasing Self-Initiated Question Asking With Adults With Autism Using Pivotal Response Training Strategies And Constant Time Delay, John Colin Vogler
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of this study was to implement pivotal response training (PRT) strategies paired with constant time delay (CTD) to teach an individual with autism spectrum disorder (ASD) and intellectual disability (ID) to self-initiate through question asking. A multiple probe across behaviors design was used to evaluate effectiveness of implementation. Results show that this naturalistic intervention is effective for some questions, while other questions need to be taught in more contrived scenarios.