ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-3

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

We evaluated a process of descriptive assessment, functional assessment, and assessment‐based intervention with an elementary‐school child who was described as having emotional and behavioral challenges, but who also exhibited above‐average intelligence and communication skills. During a hypothesis‐development phase, information was gathered from several sources including an interview that was conducted directly with the participant. Descriptive information collected during this phase produced five hypotheses about variables maintaining the problem behavior that were then tested experimentally in the classroom environment. The resulting functional assessment data supported the hypotheses. Intervention packages based on the hypotheses were implemented sequentially across English, spelling, and math classes. The interventions were successful in increasing on‐task behavior, and the improvements were maintained for the remainder of the sc

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-7

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

We conducted a functional assessment of problem behaviors of 2 students with developmental disabilities in their classroom environments. Results of the assessments showed that although there were more tantrums in demand than in no‐demand conditions, the function of the behavior was to gain attention (positive reinforcement) rather than to avoid or escape demands (negative reinforcement); demand conditions apparently served a discriminative function for the availability of attention. Therefore, intervention was based on the positive reinforcement hypothesis, resulting in a substantial reduction of tantrums for both subject

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-21

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

We evaluated the feasibility of local school personnel conducting functional analysis and reinforcement‐based treatment procedures within actual classroom settings. Following an initial in‐service workshop on functional assessment and differential reinforcement procedures, on‐site technical assistance was provided two to four times per month to local school personnel working in transdisciplinary teams. Overall results suggest that local school personnel were able to implement all procedures adequately with periodic technical assistance. In addition, functional analysis was effective in identifying individual maintaining contingencies, the derived treatments were effective, and the results were maintained throughout the approximate 18 months of this investig

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-33

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high‐functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher‐led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well‐specified instruction in which tutor—learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15‐ to 20‐min unstructured free‐time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free‐time social interactions for students with autism and typical peers, with individual variation

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-49

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

We evaluated the use of response cards during science instruction in a fifth‐grade inner‐city classroom. The experiment consisted of two methods of student participation—hand raising and write‐on response cards—alternated in an ABAB design. During hand raising, the teacher called upon 1 student who had raised his or her hand in response to the teacher's question. During the response‐card condition, each student was provided with a laminated board on which to write one‐ or two‐word answers in response to each question asked by the teacher. Frequency of active student response was 14 times higher with response cards than with hand raising. All 22 students scored higher on next‐day quizzes and on 2‐week review tests that followed instruction with response cards than they did on quizzes and tests that covered facts and concepts taught with the han

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-63

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

We examined the effects of goal setting and contingency contracting on children's homework performance. Subjects were 4 parent—child dyads in which the child exhibited substantial homework problems. Using a combination of multiple baseline and reversal (ABAB) designs, goal setting and contingency contracting produced significant improvements in children's homework accuracy. Two of the 4 subjects showed substantial improvements in on‐task behavior. Consumer satisfaction with the procedures was supported by parent ratings conducted posttreatm

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-73

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

We examined the effectiveness of self‐managed individual and group contingency procedures in improving the completion and accuracy rates of daily mathematics homework assignments. A group of sixth‐grade students having homework difficulties in mathematics were selected for the study. There was substantial improvement in the amount of homework completed over baseline for a majority of the students, whereas the results for accuracy were mixed. Students who participated in the self‐management training made significant gains on standardized measures of academic achievement and curriculum‐based measures of classroom performance. Parents also reported significantly fewer problems associated with homework completion following the intervention. Students who were allowed to select their own performance goals made superior improvements in the number of homework assignments returned compared to students who were given a specified goal by the classroom teacher. Parents, subjects, and the classroom teacher responded positively on consumer satisfaction measures following termination of th

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-85

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Two case studies were conducted to investigate the utility of curriculum‐based measurement of math and reading for evaluating the effects of methylphenidate on the academic performance of 2 students diagnosed with attention deficit hyperactivity disorder. Following baseline measurement, double‐blind placebo‐controlled procedures were employed to evaluate each student's response to three levels (5 mg, 10 mg, and 15 mg) of the medication. Results of the first study suggest that the curriculum‐based measures were sensitive indicators of the student's response to medication. This finding was replicated in the second study. In the second study, when the student's follow‐up dose of medication was based on trial‐phase data, follow‐up performance was improved compared to baseline performance. These case studies suggest that further research is warranted on the utility of curriculum‐based measurements for monitoring and evaluating stimulant medication interventions with children wit

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-101

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Studies of school leadership suggest that visiting classrooms, emphasizing achievement and training, and supporting teachers are important indicators of the effectiveness of school principals. The utility of a behavior‐analytic program to support the enhancement of these behaviors in 2 school principals and the impact of their involvement upon teachers' and students' performances in three classes were examined in two experiments, one at an elementary school and another at a secondary school. Treatment conditions consisted of helping the principal or teacher to schedule his or her time and to use goal setting, feedback, and praise. A withdrawal design (Experiment 1) and a multiple baseline across classrooms (Experiment 2) showed that the principal's and teacher's rates of praise, feedback, and goal setting increased during the intervention, and were associated with improvements in the academic performance of the students. In the future, school psychologists might analyze the impact of involving themselves in supporting the principal's involvement in improving students' and teachers' performances or in playing a similar leadership role themselve

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-115

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY