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Behavior Speak: Does Use Of Behavior Jargon Affect Teacher Acceptability Of Positive Behavior Interventions?, Katie Shemanski
Behavior Speak: Does Use Of Behavior Jargon Affect Teacher Acceptability Of Positive Behavior Interventions?, Katie Shemanski
PCOM Psychology Dissertations
The purpose of the present study was to examine acceptability and usage among elementary school (kindergarten through sixth grade) teachers of a positive behavioral intervention described in jargon terms and in nonjargon terms during the process of behavioral consultation, as measured by the Usage Rating Profile – Intervention Revised (URP–IR). Specifically, the study evaluated whether elementary school teachers’ acceptability and usage ratings differed on a positive behavioral intervention described in jargon versus nonjargon terms. In addition, this study assessed whether differences in acceptability and usage existed when considering type of classroom (i.e., general education, special education, or specialized [e.g., art, …
Examining The Impact Of A Coteaching Professional Development Training On Teachers And Their Students’ Achievement, Marielle Martino
Examining The Impact Of A Coteaching Professional Development Training On Teachers And Their Students’ Achievement, Marielle Martino
PCOM Psychology Dissertations
Educational legislation mandates that special-needs students should have access to the general education curriculum and be educated within the least restrictive environment. Coteaching (CT) has emerged as a way of educating students with disabilities in least restrictive environments. CT is defined as the “sharing of instruction by a general education teacher and a special education teacher or another specialist in a general education class that includes students with disabilities” (Friend, Cook, Hurley- Chamberlain, & Shamberger, 2010, p. 9). The purpose of this study was to determine if professional development training in a middle school not only changes teachers’ understanding of …