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Full-Text Articles in Education
An Individualized Adaptation To The Timely Transition Game To Reduce The Duration Of A Student's Hallway Transitions, Hannah C. Anselment, Agnieszka Kettlewell, Odessa Luna
An Individualized Adaptation To The Timely Transition Game To Reduce The Duration Of A Student's Hallway Transitions, Hannah C. Anselment, Agnieszka Kettlewell, Odessa Luna
SCSU Journal of Student Scholarship
Student inappropriate behavior can increase hallway transition duration and decrease academic time within the classroom. This study used a multiple-baseline design to examine whether an individualized Timely Transition Game (TTG) procedure would aid in the reduction of an eight-year-old’s disruptive hallway behavior and reduce the time spent transitioning between classes. Additionally, a delayed reinforcement procedure was implemented to decrease the latency to on-task behavior within the classroom. The individualized TTG procedure reduced the rate of inappropriate hallway behavior by 78% and decreased overall hallway transitions by 1.4 mins. In addition, the delayed reinforcement procedure reduced the latency to on-task behavior …
Component Analysis Of The Cool Vs. Not Cool Procedure, Mary Yoo
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
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 …