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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Outcomes Of The Boss Classroom Management Program Among Adults With Intellectual Disabilities, Mick Needham, Peter Ross, Karen Slonski, Steven Wells, Andrew W. Wood
Outcomes Of The Boss Classroom Management Program Among Adults With Intellectual Disabilities, Mick Needham, Peter Ross, Karen Slonski, Steven Wells, Andrew W. Wood
Journal of Educational Research and Practice
There is a current and growing need for evidence-based practices aimed at improving the social skills of adults with intellectual disabilities (ID). Despite an abundance of research on strategies to improve the social skills of young children with ID, there is limited research on interventions aimed at improving prosocial behaviors of adults with ID. A behavioral skills training approach was used to teach frontline, direct support professionals (DSPs) to implement a classroom management strategy called the Behavioral Opportunities for Social Skills (BOSS) program with adults with ID who lived in the community. The results showed that DSPs’ delivery of behavior-specific …
Differences Between Students With And Without Adhd On Task Vigilance Under Conditions Of Distraction, Peter Ross, Justus Randolph
Differences Between Students With And Without Adhd On Task Vigilance Under Conditions Of Distraction, Peter Ross, Justus Randolph
Journal of Educational Research and Practice
Distraction is a typical component of any classroom environment. For effective instruction and learning to take place, it is critical for students to eventually return to task and maintain task vigilance (i.e., returning to the task at hand) when a distraction occurs. Students with attention deficit hyperactivity disorder (ADHD), by definition, are more distractible than students without ADHD. However, studies showing specific variability of task vigilance between students with and without ADHD are limited. This correlational study examined the differences in distractibility on task vigilance between students with and without ADHD under conditions of distraction. Two groups of participants, ranging …