Education Commons^™

Component Analysis Of The Cool Vs. Not Cool Procedure, Mary Yoo

Culminating Projects in Community Psychology, Counseling and Family Therapy

One of the characteristics of individuals with Autism Spectrum Disorder is the inability to develop the social skills needed to develop meaningful relationships. Several behavior programs have been developed to effectively teach a variety of necessary social skills. One of these programs has been proven to be effective with children with autism is the cool versus not cool procedure. There is a growing body of research that has demonstrated its effectiveness to helping teach appropriate social behaviors to individuals in this population (Au et al., 2016; Leaf et al., 2012; Leaf et al., 2015; Leaf, Leaf et al., 2016). However, …

An Evaluation Of Conventional And Progressive Discrete Trial Teaching When Teaching Receptive Labels, Elizabeth Wong

Culminating Projects in Community Psychology, Counseling and Family Therapy

This study evaluated the effectiveness and efficiency of conventional DTT and progressive DTT when teaching receptive labels to three children all diagnosed with autism spectrum disorder. The conventional DTT approach used a conventional approach, which is a method of balancing the trial order and location of at least three stimuli in a teaching session. In contrast, the progressive approach DTT allowed the teacher to be flexible and assess in the moment the trial order. Using an alternating treatment design replicated for three sets and three participants, the results showed that progressive DTT was the most efficient and effective procedure for …

Investigation Of The Relationship Between Children's Language And Teacher-Pupil Interaction, Jerry James Wellik

Culminating Projects in Teacher Development

PROBLEM: It was the purpose of this study to determine the effect of pupil language as measured by the auditory reception and grammatic closure subtests of the Illinois Test of Psycholinguistic Abilities and indirectly by maternal education level on teacher interaction style in dyadic contacts with children.

PROCEDURE: Twenty-one -children age seven through ten were administered the auditory reception and grammatic closure subtests of the Illinois Test of Psycholinguistic Abilities. Maternal education was ascertained from the children's cumulative records. Teacher-pupil interaction for three hours of class time for each child was recorded according to the Flanders' Interaction Analysis Category System. …