{"title":"Implementing a Picture Prompt and Proximity Intervention in a Classroom with an Adult Learner: A Case Study","authors":"Todd Haydon, Christina Carnahan","doi":"10.1007/s40617-024-00924-2","DOIUrl":null,"url":null,"abstract":"<p>The current case study investigated the use of a picture prompt and teacher proximity with an adult learner with significant disabilities during a postsecondary classroom management class and generalization setting. Results indicated that the learner had a higher percentage of intervals of on-task behavior during intervention than baseline. Teacher and learner satisfaction ratings suggested that the intervention was an acceptable strategy. A discussion of study limitations, implications, and future research directions are included.</p><p>• A simple low tech instructional strategy can improve student on-task behavior.</p><p>• Teachers can use an antecedent strategy to improve student behavior.</p><p>• Strategies used in K–12 environments may work in higher education settings.</p><p>• Successful applied behavior analysis strategies help include students in group participation.</p>","PeriodicalId":47310,"journal":{"name":"Behavior Analysis in Practice","volume":"23 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Behavior Analysis in Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40617-024-00924-2","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}
引用次数: 0
Abstract
The current case study investigated the use of a picture prompt and teacher proximity with an adult learner with significant disabilities during a postsecondary classroom management class and generalization setting. Results indicated that the learner had a higher percentage of intervals of on-task behavior during intervention than baseline. Teacher and learner satisfaction ratings suggested that the intervention was an acceptable strategy. A discussion of study limitations, implications, and future research directions are included.
• A simple low tech instructional strategy can improve student on-task behavior.
• Teachers can use an antecedent strategy to improve student behavior.
• Strategies used in K–12 environments may work in higher education settings.
• Successful applied behavior analysis strategies help include students in group participation.
期刊介绍：
Behavior Analysis in Practice, an official journal of the Association for Behavior Analysis International, is a peer-reviewed translational publication designed to provide science-based, best-practice information relevant to service delivery in behavior analysis. The target audience includes front-line service workers and their supervisors, scientist-practitioners, and school personnel. The mission of Behavior Analysis in Practice is to promote empirically validated best practices in an accessible format that describes not only what works, but also the challenges of implementation in practical settings. Types of articles and topics published include empirical reports describing the application and evaluation of behavior-analytic procedures and programs; discussion papers on professional and practice issues; technical articles on methods, data analysis, or instrumentation in the practice of behavior analysis; tutorials on terms, procedures, and theories relevant to best practices in behavior analysis; and critical reviews of books and products that are aimed at practitioners or consumers of behavior analysis.
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