Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 4 of 4

Full-Text Articles in Education

Teaching Pretend Play Skills Toa Student With Autism Using Video Modeling With A Sibling As Model And Play Partner, K. A. Reagon, Thomas S. Higbee, K. Endicott Jan 2006

Teaching Pretend Play Skills Toa Student With Autism Using Video Modeling With A Sibling As Model And Play Partner, K. A. Reagon, Thomas S. Higbee, K. Endicott

Special Education and Rehabilitation Faculty Publications

We taught a four-year-old boy diagnosed with autism and his older brother to engage in four pretend play scenarios using video modeling. The older brother acted in the video models with a typically developing peer. Both the participant and his sibling successfully engaged in the four scenarios during intervention as well as maintenance and generalization probes conducted in their home. This case study illustrated that siblings of children with autism can perform in video models as well as engage in pretend play with their sibling with autism. In addition, the child with autism may benefit from sibling-oriented interventions as indicated ...


Classroom-Basedfunctional Analysis And Intervention For Students With Emotional/Behavioral Disorders, G. L. Wright-Gallo, Thomas S. Higbee, K. A. Reagon, B. J. Davey Jan 2006

Classroom-Basedfunctional Analysis And Intervention For Students With Emotional/Behavioral Disorders, G. L. Wright-Gallo, Thomas S. Higbee, K. A. Reagon, B. J. Davey

Special Education and Rehabilitation Faculty Publications

We conducted functional analyses of disruptive behavior in a classroom setting for two students of typical intelligence with emotional/behavioral disorders (E/BD) using the classroom teacher to implement functional analysis conditions. The functional analyses suggested that both participants' disruptive behavior was maintained by escape from task demands and access to attention. Based on this information, we implemented a DRA procedure in which participants could request either escape or attention while disruption was placed on extinction. DRA decreased the disruptive behavior of both participants and the schedule of reinforcement was successfully thinned to a level that was practical for the ...


Teaching Functionally Equivalent Replacement Behaviors To Students With Problem Behavior: What? How? Why?, Robert L. Morgan, E. Vasquez Jan 2006

Teaching Functionally Equivalent Replacement Behaviors To Students With Problem Behavior: What? How? Why?, Robert L. Morgan, E. Vasquez

Special Education and Rehabilitation Faculty Publications

No abstract provided.


Promoting Positive Behavior: What Works And What Doesn’T, Marilyn Likins, D. Andrews Jan 2006

Promoting Positive Behavior: What Works And What Doesn’T, Marilyn Likins, D. Andrews

Special Education and Rehabilitation Faculty Publications

No abstract provided.