Pub Date : 2021-08-01DOI: 10.22874/kaba.2021.8.2.47
Chan-sang Park, Kyong-Mee Chung
Previous studies comparing the effectiveness of the distributed and accumulated reinforcement on the intellectual and developmental disability concluded that accumulated reinforcement is more effective. However, the task difficulty, types of reinforcer, and participants’ characteristics of previous studies were limited. The present study compared the effectiveness of distributed and accumulated reinforcement on the difficult task using food reinforcer and examined whether theses effects depend on participants’ diagnostic characteristics. A total of 33 participants(19 intellectual disability and 14 autism spectrum disorder(ASD)) conducted the visuospatial working memory task under both reinforcement conditions. The dependent variables were accuracy rate, correct response per minute, response per minute. The results showed that the accuracy rate and correct response per minute were significantly higher in the accumulated reinforcement. In addition, the ASD group showed a significantly higher accuracy rate in accumulated reinforcement than distributed reinforcement, but the intellectual disability group showed no differences between conditions. These results suggest that children with intellectual disability and ASD show a better performance under the accumulated reinforcement, and the characteristics of ASD are relevant to the effects of accumulated reinforcement.
{"title":"Comparing the Performances of Youth with Intellectual Disability and Autism Spectrum Disorder with a Distributed and an Accumulated Reinforcement","authors":"Chan-sang Park, Kyong-Mee Chung","doi":"10.22874/kaba.2021.8.2.47","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.2.47","url":null,"abstract":"\u0000Previous studies comparing the effectiveness of the distributed and accumulated reinforcement on the intellectual and developmental disability concluded that accumulated reinforcement is more effective. However, the task difficulty, types of reinforcer, and participants’ characteristics of previous studies were limited. The present study compared the effectiveness of distributed and accumulated reinforcement on the difficult task using food reinforcer and examined whether theses effects depend on participants’ diagnostic characteristics. A total of 33 participants(19 intellectual disability and 14 autism spectrum disorder(ASD)) conducted the visuospatial working memory task under both reinforcement conditions. The dependent variables were accuracy rate, correct response per minute, response per minute. The results showed that the accuracy rate and correct response per minute were significantly higher in the accumulated reinforcement. In addition, the ASD group showed a significantly higher accuracy rate in accumulated reinforcement than distributed reinforcement, but the intellectual disability group showed no differences between conditions. These results suggest that children with intellectual disability and ASD show a better performance under the accumulated reinforcement, and the characteristics of ASD are relevant to the effects of accumulated reinforcement.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125210828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.22874/kaba.2021.8.2.105
Young-Mee Kang, Moonbong Yang
The purpose of this study was to investigate the effects of backward chaining and most-to-least prompting on the performance of daily living skills of children with developmental disabilities. Two second-grade students from the special middle school participated in this study. Daily living skills, organizing one's bag, shoes, and jacket when the students arrive at the school in the morning, was selected as the dependent variable. The backward chaining and the most-to-least prompting provided as interventions were selected as the independent variables. For observation and measurement, the change in the performance rate was examined after analyzing daily living skills in individual 6-10 steps for each child. In this case, the performance rate was calculated as a percentage by dividing the number of task analysis steps performed by the child by the total number of task analysis steps. Using a multiple probe baseline design across behavior, the data of baseline, intervention, and maintenance phase were collected and functional relation was verified. The result of visual analysis revealed that the daily living skills of children with developmental disabilities have improved effectively by the backward chaining and the most-to-least prompting, and these intervention effects were maintained even after a period of time. Discussions, limitations, and suggestions regarding the overall study were described.
{"title":"The Effects of Backward Chaining and Most-To-Least Prompting on Daily Living Skills of Children with Developmental Disabilities","authors":"Young-Mee Kang, Moonbong Yang","doi":"10.22874/kaba.2021.8.2.105","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.2.105","url":null,"abstract":"\u0000The purpose of this study was to investigate the effects of backward chaining and most-to-least prompting on the performance of daily living skills of children with developmental disabilities. Two second-grade students from the special middle school participated in this study. Daily living skills, organizing one's bag, shoes, and jacket when the students arrive at the school in the morning, was selected as the dependent variable. The backward chaining and the most-to-least prompting provided as interventions were selected as the independent variables. For observation and measurement, the change in the performance rate was examined after analyzing daily living skills in individual 6-10 steps for each child. In this case, the performance rate was calculated as a percentage by dividing the number of task analysis steps performed by the child by the total number of task analysis steps. Using a multiple probe baseline design across behavior, the data of baseline, intervention, and maintenance phase were collected and functional relation was verified. The result of visual analysis revealed that the daily living skills of children with developmental disabilities have improved effectively by the backward chaining and the most-to-least prompting, and these intervention effects were maintained even after a period of time. Discussions, limitations, and suggestions regarding the overall study were described.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133436486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.22874/kaba.2021.8.2.69
Su-Jin Jang, Hyun-Sook Kim
The purpose of this study was to examine the impact of home-based positive behavior support on problem behavior and self-management skills in children who rely on smartphones. The subjects of the study conducted individualized positive behavioral support for two third-grade boys and one girl using probe design across subjects. It provided positive home-based action support after establishing functional behavior assessment, background/precedence strategy, alternative behavior teaching strategy, and follow-up outcome strategy within the evening and time of families, a natural environment where smartphone overdependent behavior is frequently occurring. As a result, individualized positive behavior support at home increased self-management skills acquired during the intervention and reduced problem behavior in target children. The limitation of the study was discussed and future direction has been suggested.
{"title":"Effect of Home-Based Positive Behavior Support on Children’s Overdependence on Smartphone:\u0000Problem Behavior Caused by Smartphone and Self-Management Skills","authors":"Su-Jin Jang, Hyun-Sook Kim","doi":"10.22874/kaba.2021.8.2.69","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.2.69","url":null,"abstract":"\u0000The purpose of this study was to examine the impact of home-based positive behavior support on problem behavior and self-management skills in children who rely on smartphones. The subjects of the study conducted individualized positive behavioral support for two third-grade boys and one girl using probe design across subjects. It provided positive home-based action support after establishing functional behavior assessment, background/precedence strategy, alternative behavior teaching strategy, and follow-up outcome strategy within the evening and time of families, a natural environment where smartphone overdependent behavior is frequently occurring. As a result, individualized positive behavior support at home increased self-management skills acquired during the intervention and reduced problem behavior in target children. The limitation of the study was discussed and future direction has been suggested.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123920510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.22874/kaba.2021.8.2.169
Soojung Chae
The purpose of this study was to investigate the effects of social stories interventions focused on communication skills for individuals with autism spectrum disorder through Tau-U analysis and to determine the quality of studies through WWC(2017) criteria. By searching studies on social stories interventions published in domestic academic journals since 2000, a total of 21 studies were chosen based on the inclusion/exclusion criteria. The chosen studies were analyzed by major variables and the characteristics of studies were examined. The effect size was examined by obtaining the Tau-U and Cohen's d value. The main results were as follows. First, the effect size of the intervention of social stories focused on communication skills for students with autism spectrum disorder was medium. Second, the effect size for each variable (eg. school levels, gender, interventioner, length of intervention, type of materials) was also medium or above. Last, as the qualitative level analysis, 16% of unconstrained midfoot and 84% of constrained satisfactory results were shown. In addition, some limitations and suggestions for further studies were considered.
{"title":"A Meta-Analysis of Single-Subject Studies on Social Stories Interventions Focused on Communication Skills for Students with Autism Spectrum Disorder","authors":"Soojung Chae","doi":"10.22874/kaba.2021.8.2.169","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.2.169","url":null,"abstract":"\u0000The purpose of this study was to investigate the effects of social stories interventions focused on communication skills for individuals with autism spectrum disorder through Tau-U analysis and to determine the quality of studies through WWC(2017) criteria. By searching studies on social stories interventions published in domestic academic journals since 2000, a total of 21 studies were chosen based on the inclusion/exclusion criteria. The chosen studies were analyzed by major variables and the characteristics of studies were examined. The effect size was examined by obtaining the Tau-U and Cohen's d value. The main results were as follows. First, the effect size of the intervention of social stories focused on communication skills for students with autism spectrum disorder was medium. Second, the effect size for each variable (eg. school levels, gender, interventioner, length of intervention, type of materials) was also medium or above. Last, as the qualitative level analysis, 16% of unconstrained midfoot and 84% of constrained satisfactory results were shown. In addition, some limitations and suggestions for further studies were considered. \u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127991631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.22874/kaba.2021.8.1.43
Misun Lim, Seonhye Kim, Hyesuk Leepark
The purpose of this study was to examine effects of listener training on emergent selection as listener responses and intraverbal as speaker responses using stimuli within equivalent relations. Two 4 to 5 year old children with developmental disabilites participated in the study. A multiple baseline across participants with multiple probes design was used. Stimulus classes used were vocal stimuli of names of occupations, A; visual stimuli representing the occupations, B; vocal stimuli describing functions of the occupations, C; and visual stimuli depicting functions of the occupation, D. Listener training were provided within A-B, C-D relations. Derived listener responses within A-D relation and interverbal as speaker responses within A-C relations were tested. The results showed that the two participants demonstrated targeted emergent listener and intraverbal responses. The results were discussed within stimulus equivalence paradigm.
{"title":"Effects of Listener Response Training on Emergent Listener and Intraverbal Responding using Stimuli within Equivalent Relations","authors":"Misun Lim, Seonhye Kim, Hyesuk Leepark","doi":"10.22874/kaba.2021.8.1.43","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.1.43","url":null,"abstract":"\u0000The purpose of this study was to examine effects of listener training on emergent selection as listener responses and intraverbal as speaker responses using stimuli within equivalent relations. Two 4 to 5 year old children with developmental disabilites participated in the study. A multiple baseline across participants with multiple probes design was used. Stimulus classes used were vocal stimuli of names of occupations, A; visual stimuli representing the occupations, B; vocal stimuli describing functions of the occupations, C; and visual stimuli depicting functions of the occupation, D. Listener training were provided within A-B, C-D relations. Derived listener responses within A-D relation and interverbal as speaker responses within A-C relations were tested. The results showed that the two participants demonstrated targeted emergent listener and intraverbal responses. The results were discussed within stimulus equivalence paradigm.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"7 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129328648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.22874/kaba.2021.8.1.61
S. Lee, Eunhee Paik, Gyeshin Park
The purpose of this study was to investigate the effects of an individualized positive behavior support on challenging behavior(self-injurious·aggressive behaviors and transition refusal behaviors) and alterative behavior(requesting and transition-related compliance behaviors) of a middle school student with autism spectrum disorder. The subject of this study was a student with autism spectrum disorder in 9th grade who was enrolled in a special school. The individualized positive behavior support was implemented utilizing multiple design across behaviors. The collected data were analyzed for interventional effects through visual analysis(the average and range, the trend of data using the split-middle line and percentage of non-overlapping data points; PND). The results of this study were as follows: First, individualized positive behavior support was effective reducing the self-injurious·aggressive behaviors and transition refusal behaviors of the target student. Second, the individualized positive behavior support was effective increasing the requesting and transition-related compliance behaviors. The results of the study were discussed in terms of intervention based on functional behavior assessment, multi-element intervention strategies, the use of evidence-based practice considering the characteristics of autistic disorders, and positive behavior support based on a collaborative team approach.
{"title":"The Effects of Individualized Positive Behavior Support on Challenging and Alternative Behavior of a Middle School Student with Autism Spectrum Disorder in Special School","authors":"S. Lee, Eunhee Paik, Gyeshin Park","doi":"10.22874/kaba.2021.8.1.61","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.1.61","url":null,"abstract":"\u0000The purpose of this study was to investigate the effects of an individualized positive behavior support on challenging behavior(self-injurious·aggressive behaviors and transition refusal behaviors) and alterative behavior(requesting and transition-related compliance behaviors) of a middle school student with autism spectrum disorder. The subject of this study was a student with autism spectrum disorder in 9th grade who was enrolled in a special school. The individualized positive behavior support was implemented utilizing multiple design across behaviors. The collected data were analyzed for interventional effects through visual analysis(the average and range, the trend of data using the split-middle line and percentage of non-overlapping data points; PND). The results of this study were as follows: First, individualized positive behavior support was effective reducing the self-injurious·aggressive behaviors and transition refusal behaviors of the target student. Second, the individualized positive behavior support was effective increasing the requesting and transition-related compliance behaviors. The results of the study were discussed in terms of intervention based on functional behavior assessment, multi-element intervention strategies, the use of evidence-based practice considering the characteristics of autistic disorders, and positive behavior support based on a collaborative team approach.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123873718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.22874/kaba.2021.8.1.137
Sang-In Park, Sook-young Shim
The purpose of this study is to investigate the effects of Positive Behavior Support on peer disturbing behavior and class distracting behavior. The participent is a 6-year old female ASD child, integrated with 20 non-disabled children in a childcare center. The study was conducted through a Multiple Baseline Design Across Behaviors. After measuring the baselines of the target behaviors, the intervention which include setting events and preventative strategies, teaching alternative replacement behavior, consequence strategies and long-term support were conducted. The maintenance inspection was conducted 2 weeks after the intervention. The result of this study showed that the PBS for the ASD child in an inclusive setting decreased peer disturbing behavior and class distracting behavior. Also the effectiveness of the PBS was maintained after the intervention period was over. As such, PBS is effective in reducing the challenging behaviors in an inclusive setting, it should be used more onsite for social integration and to enhance the quality of inclusive early childhood education.
{"title":"The Effects of Positive Behavior Support(PBS) on Challenging Behaviors of a Child with Autism Spectrum Disorder in an Inclusive Class in a Childcare Center","authors":"Sang-In Park, Sook-young Shim","doi":"10.22874/kaba.2021.8.1.137","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.1.137","url":null,"abstract":"\u0000The purpose of this study is to investigate the effects of Positive Behavior Support on peer disturbing behavior and class distracting behavior. The participent is a 6-year old female ASD child, integrated with 20 non-disabled children in a childcare center. The study was conducted through a Multiple Baseline Design Across Behaviors. After measuring the baselines of the target behaviors, the intervention which include setting events and preventative strategies, teaching alternative replacement behavior, consequence strategies and long-term support were conducted. The maintenance inspection was conducted 2 weeks after the intervention. The result of this study showed that the PBS for the ASD child in an inclusive setting decreased peer disturbing behavior and class distracting behavior. Also the effectiveness of the PBS was maintained after the intervention period was over. As such, PBS is effective in reducing the challenging behaviors in an inclusive setting, it should be used more onsite for social integration and to enhance the quality of inclusive early childhood education.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128138216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.22874/kaba.2021.8.1.161
D. Chin, Kyong-Mee Chung
The effectiveness of accumulated reinforcement on participants with developmental disabilities has been emphasized over distributed reinforcement, but the generalized effect of accumulated reinforcement is hampered in part by lack of controlling task or participant characteristics. The present study evaluated if the performance of, and preference for distributed and accumulated reinforcement were different between two task difficulties of a visuospatial working memory task. Participants were children with intellectual disabilities who were between 7 and 13 years old. 77 participants conducted four sets of visuospatial working memory task(distributed and accumulated reinforcement in an easy task, distributed and accumulated reinforcement in a difficult task). The performance was evaluated by accuracy rate, response rate per minute, and correct response rate per minute. Preference was evaluated by three-point likert scale and selection ratio between distributed and accumulated reinforcement. The increase of response rate per minute and correct response rate per minute in the accumulated reinforcement was greater than the distributed reinforcement for the difficult task, and there was no difference in preference. Findings in the current study suggest that children with intellectual disabilities performed more efficiently at accumulated reinforcement condition, which is only applicable to difficult task.
{"title":"The Effects of Reinforcer Distribution on Performance and Preference of Children with Intellectual Disabilities According to Different Levels of Task Difficulty","authors":"D. Chin, Kyong-Mee Chung","doi":"10.22874/kaba.2021.8.1.161","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.1.161","url":null,"abstract":"\u0000The effectiveness of accumulated reinforcement on participants with developmental disabilities has been emphasized over distributed reinforcement, but the generalized effect of accumulated reinforcement is hampered in part by lack of controlling task or participant characteristics. The present study evaluated if the performance of, and preference for distributed and accumulated reinforcement were different between two task difficulties of a visuospatial working memory task. Participants were children with intellectual disabilities who were between 7 and 13 years old. 77 participants conducted four sets of visuospatial working memory task(distributed and accumulated reinforcement in an easy task, distributed and accumulated reinforcement in a difficult task). The performance was evaluated by accuracy rate, response rate per minute, and correct response rate per minute. Preference was evaluated by three-point likert scale and selection ratio between distributed and accumulated reinforcement. The increase of response rate per minute and correct response rate per minute in the accumulated reinforcement was greater than the distributed reinforcement for the difficult task, and there was no difference in preference. Findings in the current study suggest that children with intellectual disabilities performed more efficiently at accumulated reinforcement condition, which is only applicable to difficult task.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129811599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.22874/kaba.2021.8.1.23
J. Shin, C. W. Park, H. Lee
The purpose of this study was to investigate the effect of a behavioral skills training involving written teaching, modeling, role-play, and feedback for performance accuracy and maintenance of discrete-trial teaching(DTT) procedures to three parents of children with developmental disabilities. Three parents of children with developmental disabilities were trained to implement discrete-trial teaching through behavioral skills training. A multiple baseline across participants design was used, consisting baseline, written instruction, modeling, role-play, feedback, and maintenance phases. The results demonstrated that behavioral skills training has improved the accuracy of DTT and maintained. Two participated parents reached mastery levels of correct implementation at the feedback phase. The results indicated that behavioral skills training could be an effective training method for parents of children with developmental disabilities.
{"title":"The Effect of Behavioral Skills Training on the Accuracy of Discrete-Trial Teaching Implementation for Parents of Children with Developmental Disabilities","authors":"J. Shin, C. W. Park, H. Lee","doi":"10.22874/kaba.2021.8.1.23","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.1.23","url":null,"abstract":"\u0000The purpose of this study was to investigate the effect of a behavioral skills training involving written teaching, modeling, role-play, and feedback for performance accuracy and maintenance of discrete-trial teaching(DTT) procedures to three parents of children with developmental disabilities. Three parents of children with developmental disabilities were trained to implement discrete-trial teaching through behavioral skills training. A multiple baseline across participants design was used, consisting baseline, written instruction, modeling, role-play, feedback, and maintenance phases. The results demonstrated that behavioral skills training has improved the accuracy of DTT and maintained. Two participated parents reached mastery levels of correct implementation at the feedback phase. The results indicated that behavioral skills training could be an effective training method for parents of children with developmental disabilities.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"2011 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127358208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-01DOI: 10.22874/kaba.2021.8.1.89
Sora Lee, Youngsun Lee
This study aimed to analyze the trends and the program characteristics of international research applied to the class-wide function-related intervention team (CW-FIT). In total, 16 papers were selected according to the inclusion and exclusion criteria through the search of articles published in English from 2010 to 2020. Research trends were examined through the analysis of general characteristics(publication year, research subject, research method) of the study, and the characteristics of the program by support level (primary support, secondary support) were analyzed in detail. The results of the study are as follows. First, in foreign studies, most of the CW-FIT programs were conducted in general elementary school classes, and in a number of studies, class task performance behavior was measured through the implementation of primary support using frequency recording method and time sampling method through reversal design. Second, positive results were showed in the student's task performance behavior and disturbance behavior, class task performance behavior, and teacher's praise, which represent behavioral problems through social skills teaching and group reinforcement, which are the main components of the CW-FIT program. Third, it was shown that the primary and secondary support was more effective than the primary support. Based on the results of the study, the direction of further research and plans for application in the educational field were discussed.
{"title":"A Review of Research Trends and Program Characteristics Implementing Class-Wide Function-related Intervention Team (CW-FIT)","authors":"Sora Lee, Youngsun Lee","doi":"10.22874/kaba.2021.8.1.89","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.1.89","url":null,"abstract":"\u0000This study aimed to analyze the trends and the program characteristics of international research applied to the class-wide function-related intervention team (CW-FIT). In total, 16 papers were selected according to the inclusion and exclusion criteria through the search of articles published in English from 2010 to 2020. Research trends were examined through the analysis of general characteristics(publication year, research subject, research method) of the study, and the characteristics of the program by support level (primary support, secondary support) were analyzed in detail. The results of the study are as follows. First, in foreign studies, most of the CW-FIT programs were conducted in general elementary school classes, and in a number of studies, class task performance behavior was measured through the implementation of primary support using frequency recording method and time sampling method through reversal design. Second, positive results were showed in the student's task performance behavior and disturbance behavior, class task performance behavior, and teacher's praise, which represent behavioral problems through social skills teaching and group reinforcement, which are the main components of the CW-FIT program. Third, it was shown that the primary and secondary support was more effective than the primary support. Based on the results of the study, the direction of further research and plans for application in the educational field were discussed.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121798746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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