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Full-Text Articles in Psychology
Teaching Students Who Have Difficulty Mastering Lmitation, Jennifer Mrljak
Teaching Students Who Have Difficulty Mastering Lmitation, Jennifer Mrljak
Dissertations
Some children with autism are unable to acquire imitation despite receiving early intensive behavioral intervention (EIBI) meant to teach that and other important skills. Many EIBI programs use physical-prompting hierarchies either as a component of the discriminative stimulus or the correction procedure following an error (Lovaas, 1981; Maurice, Green, & Luce, 1996). But even after lengthy exposure to these teaching techniques, some children still do not acquire imitative repertoires. In the present study, working with students who were not acquiring imitative repertoires, we started with shaping the initial imitative responses as a method to gain stimulus control and then introduced …
An Examination Of Behavior Analysts' Treatment Selection Behavior For Escape-Maintained Problem Behavior, Rebecca Eldridge
An Examination Of Behavior Analysts' Treatment Selection Behavior For Escape-Maintained Problem Behavior, Rebecca Eldridge
Dissertations
The advent of functional analysis procedures has helped identify reinforcers for problem behavior; however, the behavior analyst is then faced with the task of selecting an appropriate treatment for problem behavior. When selecting treatments, in addition to behavioral function, behavior analysts also need to consider contextual variables, such as current client repertoires, setting conditions, time and resources of current caregivers, as well as client and caregiver goals (Benazzi, Horner, & Good, 2006). Board Certified Behavior Analysts (BCBAs) must consider these factors when developing treatment according to their ethical code (Behavior Analyst Certification Board [BACB]’s Professional and Ethical Compliance Code [PECC], …
Self-Management As A Class-Wide Intervention: An Evaluation Of The “Self & Match” System Embedded Within A Dependent Group Contingency, Andrew J. Bulla
Self-Management As A Class-Wide Intervention: An Evaluation Of The “Self & Match” System Embedded Within A Dependent Group Contingency, Andrew J. Bulla
Dissertations
The U.S. Department of Education (2015) indicated that about 95% of students with special education eligibility receive some form of education in the general education setting. Students with disabilities tend to engage in more disruptive behaviors than their non-disabled peers (e.g., Murphy, Beadle-Brown, Wing, Gould, Shah, & Homes, 2005). If teachers are spending more time managing disruptive behaviors, time allocated to instruction is lost. Self-management is one evidence-based intervention that has shown consistent effects on increasing on-task behavior and decreasing disruptive behaviors. Although feasible at the individual level, previous research has identified that class-wide self-management interventions may be efficacious but …