Open Access. Powered by Scholars. Published by Universities.®
Experimental Analysis of Behavior Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Autism (2)
- Algebra (1)
- Alternate Assessment (1)
- Applied Behavior Analysis (1)
- Augmentative and alternative communication (1)
-
- Autism spectrum disorder (1)
- Behavior skills training (1)
- Conceptual Understanding (1)
- Developmental Disabilities (1)
- Down syndrome (1)
- Eating Disorders (1)
- Generalizing Knowlege (1)
- Intellectual Disability (1)
- Intervention (1)
- Job coaches (1)
- Pica (1)
- Procedural Fluency (1)
- Response interruption and redirection (1)
- Self-efficacy (1)
- Stereotype (1)
Articles 1 - 4 of 4
Full-Text Articles in Experimental Analysis of Behavior
Determining The More Effective Behavior Analytic Intervention For Children With Autism Who Exhibit Pica Behaviors, Jennifer J. Lanham
Determining The More Effective Behavior Analytic Intervention For Children With Autism Who Exhibit Pica Behaviors, Jennifer J. Lanham
Theses and Dissertations
Abstract
Determining the More Effective Behavior Analytic Intervention for Children With Autism Who Exhibit Pica Behaviors. Jennifer J. Lanham, 2024: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: autism, pica, eating disorders, intervention, applied behavior analysis
This dissertation was designed to determine which behavior analytic intervention was more effective in the treatment and reduction of mouthing non-nutritive substances in children diagnosed with autism. This study included four participants in an A-B-A reversal design with a component analysis across four intervention phases. The study participants were enrolled in a center-based treatment environment …
Response Interruption And Redirection (Rird) As A Treatment For Vocal Stereotypy In Children Who Are Dually Diagnosed With Autism And Down Syndrome, Stacy Taylor
Theses and Dissertations
Individuals who are dually diagnosed with Down Syndrome (DS) and autism spectrum disorders (ASD) frequently engage in vocal stereotypy that can interfere with learning, impede socially appropriate behavior, and disrupt others. Response interruption and redirection (RIRD) is an intervention that blocks and redirects stereotypy to reduce behavior. Studies on RIRD, while varied in their overall approach, have overwhelmingly been shown to be effective in clinical settings for children with ASD. There are few studies that have evaluated this procedure in more natural settings and with other diagnoses. Given that ASD is prevalent in those with DS and that stereotypy is …
Online Training To Improve Job Coaches’ Support Of Minimally Verbal And Nonverbal Adults With Autism Spectrum Disorder, Erin Brooker Lozott
Online Training To Improve Job Coaches’ Support Of Minimally Verbal And Nonverbal Adults With Autism Spectrum Disorder, Erin Brooker Lozott
Theses and Dissertations
Although a sizeable percentage of individuals with autism spectrum disorder (ASD) are minimally verbal or nonverbal, there is limited research on how to best support these individuals in employment settings. Job coaches working with this population should receive specialized training in evidence-based practices (EBP) for ASD to ensure optimal outcomes. This study describes the development, implementation, and evaluation of an online training program for job coaches focused on a behavior skills training approach supporting the use of augmentative and alternative communication. Twenty-two job coaches completed the study. Pre- and posttraining measures were used to evaluate knowledge, self-efficacy, and belief systems …
Developing Conceptual Understanding And Procedural Fluency In Algebra For High School Students With Intellectual Disability, Andrew J. Wojcik
Developing Conceptual Understanding And Procedural Fluency In Algebra For High School Students With Intellectual Disability, Andrew J. Wojcik
Theses and Dissertations
Teaching students with Intellectual Disability (ID) is a relatively new endeavor. Beginning in 2001 with the passage of the No Child Left Behind Act, the general education curriculum integrated algebra across the K-12 curriculum (Kendall, 2011; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), and expansion of the curriculum included five intertwined skills (productive disposition, procedural fluency, strategic competence, adaptive reasoning, and conceptual understanding) (Kilpatrick, Swafford, & Findell, 2001). Researchers are just beginning to explore the potential of students with ID with algebra (Browder, Spooner, Ahlgrim-Delzell, Harris & Wakeman, 2008; Creech-Galloway, Collins, Knight, …