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Special Education and Teaching Commons™
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- Antecedent intervention (1)
- Attentional cues (1)
- Autism spectrum disorder (1)
- Behavior momentum (1)
- Concurrent operant analysis (1)
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- Developmental Disability (1)
- Disruptive behavior (1)
- Functional analysis (1)
- High probability responding (1)
- High-p (1)
- IPad (1)
- Independence (1)
- Indirect assessments (1)
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- Moderate Disabilities (1)
- Moderate and severe disabilities (1)
- QABF (1)
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- Severe Disabilities (1)
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- Structured Work System (1)
- Technology (1)
- Work completion (1)
Articles 1 - 5 of 5
Full-Text Articles in Special Education and Teaching
Building Independence Through Structured Work Systems For Students With Moderate To Severe Disabilities, Maggie Smith
Building Independence Through Structured Work Systems For Students With Moderate To Severe Disabilities, Maggie Smith
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
Students, especially those with moderate to severe intellectual disabilities oftentimes need support in learning to work independently. This study examined if the use of structured work systems increased student independence during regular scheduled independent work times in the general education and MSD special education classrooms. Using a single-case multiple-probe design, this study measured the percentage of steps completed independently when working with academic tasks related to individual IEP goals.
Comparing The Efficacy Of Interventions Derived From Concurrent Operant Analysis And Indirect Assessment, Lane Marquardt
Comparing The Efficacy Of Interventions Derived From Concurrent Operant Analysis And Indirect Assessment, Lane Marquardt
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
In this study, a simultaneous treatments design was used to conduct a concurrent operant analysis (COA) to evaluate the choice making behavior of one elementary aged student. The COA results were used as a possible reinforcer for one of the conditions for the intervention to increase work completion. An indirect assessment, Questions about Behavioral Function (QABF), was used identify a hypothesized function to the student’s lack of task completion behavior. The results from thee QABD were used as a possible reinforcer for one of the conditions for the intervention to increase work completion. An alternating treatments design (ATD) was used …
An Evaluation Of Sensory Paths As An Antecedent Intervention For Decreasing Off-Task Behavior In Children With Disabilities During Small Group Instruction, Hannah Keene
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of this study was to evaluate the use of sensory paths as an antecedent intervention to decrease off-task behavior and increase on-task behavior in three elementary-aged participants with disabilities. A withdrawal design was used to evaluate the effectiveness of the intervention. The results are corollary due to the unintentional A-B design (schools closed during this time period). There is some evidence that the sensory path intervention was no more effective in decreasing off-task behavior and increasing on-task behavior than baseline conditions. Future research is needed to further investigate the sensory path intervention.
Comparison Of General And High Probability Motor Sequence Attentional Cues For Increasing Vocabulary Identification In Students With Autism, Ashleigh G. Obst
Comparison Of General And High Probability Motor Sequence Attentional Cues For Increasing Vocabulary Identification In Students With Autism, Ashleigh G. Obst
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The present study assessed if embedding high probability responding (high-p) into an attentional cue, versus a general attentional cue (GA), would result in students with moderate and severe disabilities displaying differential responding for grade level science vocabulary word identification. Using an adapted alternating treatments design, three students with autism spectrum disorder received an intervention involving a GA cue and one with a high-p to determine which is more efficient. Hypothesized results are that the attentional cue with a high-probability motor sequence would be more effective for teaching vocabulary word identification.
Effects Of Using An Ipad App With Embedded Models To Teach Sight Words To Elementary Students With Developmental Disabilities, Meghan A. Traynor
Effects Of Using An Ipad App With Embedded Models To Teach Sight Words To Elementary Students With Developmental Disabilities, Meghan A. Traynor
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of the study was to examine the effectiveness of teaching sight words using an iPad app with embedded models to students with developmental disabilities. The experimental design used was multiple probe (conditions) across behaviors replicated across students. All sessions occurred in a one-to-one format. The results showed the iPad app with embedded models were effective in teaching sight words to students with developmental disabilities.