Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
The Differentiated Effects Of Specific Praise Rates On The On Task Behavior Of Elementary Students With Autism
Download The Differentiated Effects Of Specific Praise Rates On The On Task Behavior Of Elementary Students With Autism full books in PDF, epub, and Kindle. Read online The Differentiated Effects Of Specific Praise Rates On The On Task Behavior Of Elementary Students With Autism ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis The Differentiated Effects of Specific Praise Rates on the On-task Behavior of Elementary Students with Autism by : Michael P. Kranak
Download or read book The Differentiated Effects of Specific Praise Rates on the On-task Behavior of Elementary Students with Autism written by Michael P. Kranak and published by . This book was released on 2016 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using contingent praise can serve as a proactive strategy for increasing on-task behaviors in special education classrooms. Although there is large body of literature supporting the use of praise to decrease challenging behaviors and increase desirable behaviors (e.g., Myers, Simonsen, & Sugai, 2011; Piscareta, Tincani, Connell, & Axelrod, 2011; Stichter et al., 2009), a consensus on how much praise is needed has yet to be reached. In an effort to determine optimum rates of praise, this study used an alternating treatments design to examine the comparative effects of 1 teacher-delivered praise statement per minute, 4 per minute, and 8 per minute on the on-task behavior of elementary-aged students with autism. The results varied across participants but overall indicated that 4 or more specific praise statements per minute resulted in higher percentages of intervals of on-task behavior than 1 praise statement per minute.
Book Synopsis The Effects of General Vs. Specific Praise on Rate of On-task Behavior by : Summer R. Field
Download or read book The Effects of General Vs. Specific Praise on Rate of On-task Behavior written by Summer R. Field and published by . This book was released on 2017 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Behavior Analysis for School Psychologists by : Michael I. Axelrod
Download or read book Behavior Analysis for School Psychologists written by Michael I. Axelrod and published by Taylor & Francis. This book was released on 2017-06-14 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Perfect for students preparing for a career in school psychology and for current practitioners, teachers, and consultants, this book translates behavior analysis theory into practice. In concise chapters illustrated with school-based examples, Behavior Analysis for School Psychologists guides readers through the basics of behavior analysis, including observation and measurement, experimental analysis, and intervention design and implementation, while providing academic, behavioral, and mental health interventions from research-based principles of learning and behavior.
Book Synopsis Investigating the Impact of Varying Rates of Positive Specific Praise on On-Task Behavior by : Samantha Marie Coale
Download or read book Investigating the Impact of Varying Rates of Positive Specific Praise on On-Task Behavior written by Samantha Marie Coale and published by . This book was released on 2019 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers are faced with the task of educating students who lack motivation, especially in low income schools. This study outlines a proposed research study in which a teacher can collect data on the effects of increasing positive praise using momentary time sampling of the class. The researcher would record on task behavior during that time, beginning with a baseline for the first time sampling. The findings of this study are a conglomerate of similar studies, in which it was determined that the researcher would find an increase of the desired behaviors based on the related research. Limitations of the study included the small data pool, time constraints, and not having collected data for analysis. This research design could be adapted for many classrooms.
Book Synopsis The Effects of Peer-mediated Momentary Differential Reinforcement of Alternative Behavior on the On-task Behavior of Elementary Students with Asd by : Erin C. McLoughlin
Download or read book The Effects of Peer-mediated Momentary Differential Reinforcement of Alternative Behavior on the On-task Behavior of Elementary Students with Asd written by Erin C. McLoughlin and published by . This book was released on 2015 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Peer-mediated interventions historically have been effective to improve social and academic outcomes for children with ASD. The use of peer-mediated differential reinforcement of alternative behaviors can improve on-task behavior for elementary-age participants. The purpose of this study was to extend the literature related to three topics: peer-mediated interventions, on-task behavior as a dependent variable for children with ASD, and the use of momentary DRA (m-DRA). Two 7-year-old participants with ASD each were paired with a 7- and 8-year old neurotypical peer. The peers learned to implement the m-DRA procedure, which included star stamps as primary and conditioned reinforcers for on-task behavior and a prompt for off-task behavior. In the reversal design for each participant, on-task behavior improved with the implementation of m-DRA. Future research should continue to refine the implementation of m-DRA and should examine the effects of pairing known reinforcers with peers’ praise.
Book Synopsis FACTORS RELATED TO STUDENTS' ON-TASK BEHAVIORS IN AUTISM SUPPORT CLASSROOMS by : Mina Kim
Download or read book FACTORS RELATED TO STUDENTS' ON-TASK BEHAVIORS IN AUTISM SUPPORT CLASSROOMS written by Mina Kim and published by . This book was released on 2018 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of publications examining autism spectrum disorders (ASD) has increased dramatically over the past 30 years, and research on treatments and interventions for individuals with ASD is a growing and popular topic. It is essential to identify effective and efficient strategies for educating students with ASD due to the number of recommended interventions, the increasing number of students with ASD, and the limited resources available in public schools. However, there is a lack of research examining the application of these strategies in classrooms for students with ASD, as well as their associations with student outcomes. The purpose of this study is to examine the use of commonly recommended and applied strategies (i.e., praise-to-behavior correction ratios, individual or small group instructional format, and paraprofessional support), and to investigate the association between these factors and on-task behaviors of students with ASD. Data from 257 observations across 76 kindergarten-to-second grade autism support teachers in a large, urban school district were analyzed. Teachers were observed using positive praise-to-behavior correction ratios, and more than half of the observations were collected during whole group instruction. The use of fewer behavior correction statements and small group instruction had significant associations with students' on-task behaviors, but the number of staff was not associated with higher rates of on-task behaviors. Directions for future research include investigating additional characteristics related to teachers' use of praise and behavior correction statements in autism support classrooms, as well as providing teacher and paraprofessional training in the use of praise-to-behavior correction ratios and providing instruction in small group formats.
Book Synopsis Exceptional Child Education Resources by :
Download or read book Exceptional Child Education Resources written by and published by . This book was released on 2000 with total page 834 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Use of Behavior-specific Praise to Improve Learning Outcomes in Inclusive Classrooms by : Abbey Weinstein
Download or read book Use of Behavior-specific Praise to Improve Learning Outcomes in Inclusive Classrooms written by Abbey Weinstein and published by . This book was released on 2019 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: General education teachers need to be equipped with effective evidence-based practices to meet the needs of the growing population of students with an emotional and behavioral disorder (EBD), at risk for EBD, or who engage in challenging behavior in the classroom. General education teachers often lack training on working with these students and may be overwhelmed by the challenges these students may present (Allday et al., 2012). While research targeting improved academic outcomes for students with EBD is limited, there is enough to provide some foundational strategies for teachers (Lane, Barton-Arwood, Nelson, & Wehby, 2008; Sutherland & Wehby, 2001). However, the gap between research on practices that effectively improve academic outcomes for this population and those practices being implemented continues to exist. One example of this disconnect is teachers’ inconsistent use of praise for students with EBD; praise is not used consistently in classrooms with students with EBD (Briere, Simonsen, Sugai & Myers, 2015; Gable, Tonelson, Sheth, Wilson & Park, 2012). The current study examined if teachers’ knowledge of and practices in providing behavior-specific praise (BSP) to students with EBD, at risk of EBD, or who otherwise engage in challenging behaviors align with the indications from current research; that is, do teachers have the background knowledge and skills to improve the learning-task engagement and academic performance of elementary students with EBD, at risk of EBD, or who engage in challenging behaviors in the classroom? Descriptive statistics (e.g., frequency distributions, mean) were calculated to gain an understanding of the teachers’ current knowledge and practices delineated in the survey. Qualitative data from open-ended questions were analyzed to identify themes and patterns; six themes emerged. Findings from this study revealed that most teachers know and understand the difference between general praise (GP) and BSP and they are using BSP with students with emotional/behavioral difficulties in inclusive classrooms. Teachers in this study indicated that they felt emotional/behavioral difficulties interfere with overall student learning and engagement during academic instruction and academic tasks, but less than half indicated that they felt confident supporting the academic needs of students with emotional/behavioral difficulties; participants also indicated a need for additional strategies to manage the behavior of these students.
Book Synopsis Increasing Paraprofessionals' Praise-to-Behavior Correction Ratios and the Effects on Young Students with ASD by : David Solkoske
Download or read book Increasing Paraprofessionals' Praise-to-Behavior Correction Ratios and the Effects on Young Students with ASD written by David Solkoske and published by . This book was released on 2019 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contingent praise is widely recognized as a universal, practical, and highly effective classroom management tool. While previous research has examined the effectiveness of performance feedback to increase teachers' use of contingent praise in the classroom and to observe its effects on students' behavior, no research exists on the effects of increased ratios of praise-to-behavior correction statements by paraprofessionals in the classrooms of preschoolers diagnosed with autism spectrum disorders (ASD). This research was conducted in an urban, specialized pre-school program, for young students with developmental disabilities. The researcher implemented a performance feedback protocol, measuring two paraprofessionals' ability to achieve a target 1:1, followed by a 4:1 ratio of praise-to-behavior correction statements. Students' on-task, off-task, and disruptive behaviors were also measured. Results demonstrated that: (a) performance feedback was an effective and well received tool for in.
Book Synopsis The Effects of Behavior-specific Praise on Student Achievement and Behavior by : Hayley Diane Brienen
Download or read book The Effects of Behavior-specific Praise on Student Achievement and Behavior written by Hayley Diane Brienen and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of On-task Contingent Praise and Accuracy Contingent Praise on the Math Accuracy and Rate of Students with Severe Behavior Handicaps by : James Edwin Mason
Download or read book The Effects of On-task Contingent Praise and Accuracy Contingent Praise on the Math Accuracy and Rate of Students with Severe Behavior Handicaps written by James Edwin Mason and published by . This book was released on 1994 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Praise written by Jere E. Brophy and published by . This book was released on 1980 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2000 with total page 958 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Specific and Non-specific Praise in Learning Labels with College Students by : Stephanie Murphy
Download or read book Specific and Non-specific Praise in Learning Labels with College Students written by Stephanie Murphy and published by . This book was released on 2018 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: Specific praise has been trained when working 1:1 with children diagnosed with Autism Spectrum Disorder and is widely regarded as an important aspect of therapy. However, most previous research supports the use of positive reinforcement and attention when researched against no attention or negative attention in a classroom setting. The purpose of this study was to compare the effects of two different types of praise statements in a 1:1 setting: specific praise and non-specific praise. We evaluated the use of specific and non-specific praise with college students in a match to sample computer program. The eight participants demonstrated negligible differences in acquisition of dog breed names with the use of specific and non-specific praise. The results do not support the commonly accepted aspect of 1:1 therapy that trains therapists to provide specific praise.
Book Synopsis The Effects of Behavior Specific Praise on Academic Progress by : Katrina Parker
Download or read book The Effects of Behavior Specific Praise on Academic Progress written by Katrina Parker and published by . This book was released on 2021 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Differential Effect of Reinforcement Contingencies Upon Task Performance of Children Rated Either High Or Low in Self Control by : Stephen Bradley Olsen
Download or read book The Differential Effect of Reinforcement Contingencies Upon Task Performance of Children Rated Either High Or Low in Self Control written by Stephen Bradley Olsen and published by . This book was released on 1986 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Matching Law by : Richard J. Herrnstein
Download or read book The Matching Law written by Richard J. Herrnstein and published by Harvard University Press. This book was released on 1997 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: This impressive collection features Richard Herrnstein's most important and original contributions to the social and behavioral sciences--his papers on choice behavior in animals and humans and on his discovery and elucidation of a general principle of choice called the matching law. In recent years, the most popular theory of choice behavior has been rational choice theory. Developed and elaborated by economists over the past hundred years, it claims that individuals make choices in such a way as to maximize their well-being or utility under whatever constraints they face; that is, people make the best of their situations. Rational choice theory holds undisputed sway in economics, and has become an important explanatory framework in political science, sociology, and psychology. Nevertheless, its empirical support is thin. The matching law is perhaps the most important competing explanatory account of choice behavior. It views choice not as a single event or an internal process of the organism but as a rate of observable events over time. It states that instead of maximizing utility, the organism allocates its behavior over various activities in exact proportion to the value derived from each activity. It differs subtly but significantly from rational choice theory in its predictions of how people exert self-control, for example, how they decide whether to forgo immediate pleasures for larger but delayed rewards. It provides, through the primrose path hypothesis, a powerful explanation of alcohol and narcotic addiction. It can also be used to explain biological phenomena, such as genetic selection and foraging behavior, as well as economic decision making.
