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Effects of the Power Card Strategy on Social Commenting of Children with Autism During Gameplay: Strength-Based Intervention 权力卡策略对自闭症儿童游戏社交评论的影响:力量干预
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2023-04-03 DOI: 10.1177/10983007231158816
J. Prince, M. Tincani, Art Dowdy
Children with autism spectrum disorder (ASD) experience challenges with social interactions that manifest in specific social situations. These challenges may inhibit them from developing sustained friendships with school-age peers, resulting in their exclusion from group-based leisure activities. To aid this population in developing friendships, there is a crucial need to evaluate interventions designed to teach social skills during group-based leisure activities. The power card strategy (PCS) is a strength-based intervention that incorporates a child’s special interest to help them navigate challenging social situations. Using a multiple-probe design, we evaluated the effects of the PCS with three students diagnosed with ASD who displayed difficulty with social commenting during group-based leisure activities. For all three individuals, the PCS resulted in increased appropriate social comments during game play that included both taught and novel comments. These findings maintained over time and generalized to a novel gaming activity with classmates in the community.
患有自闭症谱系障碍(ASD)的儿童在特定的社会情境中表现出社交互动方面的挑战。这些挑战可能会阻碍他们与学龄同伴建立持久的友谊,导致他们被排除在以团体为基础的休闲活动之外。为了帮助这群人发展友谊,有必要评估在集体休闲活动中教授社交技能的干预措施。权力卡策略(PCS)是一种基于力量的干预,结合儿童的特殊兴趣来帮助他们应对具有挑战性的社会环境。采用多探针设计,我们评估了PCS对三名被诊断为ASD的学生的影响,他们在集体休闲活动中表现出社会评论困难。对于这三个人来说,PCS在游戏过程中增加了适当的社会评论,包括教学和新颖的评论。随着时间的推移,这些发现得以维持,并被推广到社区中与同学进行的一种新颖的游戏活动中。
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引用次数: 2
Effects and Social Validation of Remote Parent Training and Implementation of the Cool Versus Not Cool Behavior Intervention 远程家长培训的效果和社会验证及酷与非酷行为干预的实施
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2023-02-17 DOI: 10.1177/10983007221150829
Brittany M. Dumproff, Art Dowdy
Adolescents with autism spectrum disorder (ASD) often experience challenges with social skill interactions that may affect their quality of life. Given that parents are often the most frequent and constant presence in their child’s life, parents serve a vital role in their child’s social and behavioral development. For this reason, children may substantially benefit from effective and efficient parent-implemented behavior intervention to teach social skills. Using a multiple-baseline design, the Cool versus Not Cool (CNC) behavior intervention was taught via telehealth to three parents of adolescent-aged males with ASD. Parents then subsequently implemented the CNC intervention to teach parent-selected social skills to their children. For all three parent–adolescent dyads, the CNC behavior intervention was implemented with fidelity by parents, and adolescents showed intervention gains. Findings maintained and generalized during probes and social validity outcomes reported by both parents and adolescents were favorable.
患有自闭症谱系障碍(ASD)的青少年经常在社交技能互动方面遇到挑战,这可能会影响他们的生活质量。鉴于父母往往是孩子生活中最频繁、最常出现的人,父母在孩子的社会和行为发展中发挥着至关重要的作用。出于这个原因,儿童可能会从父母实施的有效和高效的行为干预中受益,以教授社交技能。使用多基线设计,通过远程健康向三名患有自闭症谱系障碍的青春期男性父母教授“冷静与不冷静”(CNC)行为干预。家长随后实施CNC干预,向孩子传授家长选择的社交技能。对于所有三个父母-青少年二人组,父母忠诚地实施CNC行为干预,青少年表现出干预效果。在调查期间维持和推广的结果以及父母和青少年报告的社会有效性结果是有利的。
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引用次数: 0
Evaluating Different Magnitudes of Reinforcement Within the Caught Being Good Game 评估“被抓为好”游戏中不同程度的强化
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2023-01-05 DOI: 10.1177/10983007221140361
Kayla Crook, Joel E. Ringdahl, Rosie N. Cooper, Kadijah K. Quinland, Dana Mangum, Karla A. Zabala
The Caught Being Good Game (CBGG) is an evidence-based practice used in classrooms to reduce disruptive classroom behavior. This approach to classwide intervention has been implemented and its effectiveness demonstrated across grade levels and types of disruptive behavior. Teachers report that the CBGG is an easy classroom management strategy to implement. Although several studies have been published demonstrating its utility, less research has examined how variations in the contingencies employed impact outcomes. In the current study, the CBGG was implemented across three classrooms in an effort to replicate previous findings. As well, the magnitude of reward/reinforcement was manipulated to determine whether this parameter affected intervention efficacy. Results of the study demonstrated appropriate classroom behavior increased across three elementary classrooms. The impact of magnitude of reward/reinforcement was idiosyncratic across the three classrooms, with no uniform impact of magnitude on intervention outcomes. Reasons why magnitude of reinforcement may not have impacted the efficacy of the CBGG are discussed.
被发现是好的游戏(CBGG)是一种基于证据的实践,用于课堂,以减少破坏性的课堂行为。这种班级干预的方法已经实施,其有效性在不同年级和不同类型的破坏性行为中得到证明。教师们反映CBGG是一种易于实施的课堂管理策略。尽管已经发表了几项研究,证明了它的效用,但很少有研究考察了或有事件的变化如何影响结果。在目前的研究中,CBGG在三个教室中实施,以努力复制以前的研究结果。此外,我们还操纵了奖励/强化的大小,以确定该参数是否会影响干预效果。研究结果显示,在三个小学教室中,适当的课堂行为有所增加。在三个教室中,奖励/强化的大小对干预结果的影响是不同的,没有统一的大小影响。本文还讨论了强化强度对CBGG效果没有影响的原因。
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引用次数: 0
Mechanisms of Effective Coaching: Using Prompting and Performance Feedback to Improve Teacher and Student Outcomes 有效辅导的机制:利用提示和绩效反馈来提高教师和学生的成绩
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2022-11-16 DOI: 10.1177/10983007221133524
Michelle M. Massar, Robert H. Horner, Angus Kittelman, Kathleen M. Conley
Coaching is a key driver supporting implementation of evidence-based instructional and behavioral practices (EBPs). The purposes of this study were to propose a model of coaching and examine the effects of two coaching mechanisms (prompting and performance feedback) on (a) teacher use of classroom management EBPs and (b) student classroom disruption. Using two counterbalanced, concurrent multiple-baseline designs across seven teachers, modest functional relations were found between highly efficient delivery of coaching using prompting alone and performance feedback alone on (a) an increase in teacher use of EBPs and (b) a decrease in classroom disruption. No consistent differences were observed in the order with which prompting versus performance feedback were introduced, nor were consistent benefits observed when adding combined versus individual use of prompting or performance feedback. Findings and implications for coaching research and practice are discussed.
辅导是支持循证教学和行为实践(EBP)实施的关键驱动因素。本研究的目的是提出一种辅导模式,并考察两种辅导机制(提示和绩效反馈)对(a)教师使用课堂管理EBP和(b)学生课堂干扰的影响。通过对七名教师进行两种平衡的、同时进行的多基线设计,发现在(a)教师使用EBP的增加和(b)课堂干扰的减少方面,仅使用提示的高效辅导和仅使用绩效反馈之间存在适度的功能关系。在引入提示与绩效反馈的顺序上没有观察到一致的差异,在添加提示或绩效反馈的组合使用与单独使用时也没有观察到相同的好处。讨论了指导研究和实践的发现和意义。
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引用次数: 1
Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems 对有情绪和行为问题风险的一、二年级黑人学习者的社会情绪和行为支持
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2022-11-16 DOI: 10.1177/10983007221133525
A. R. Campbell, M. Sallese, Julie L. Thompson, Mack D. Burke, Meghan L. Allen
There is a need to provide evidence-based social, emotional, and behavioral interventions for learners at risk for emotional and behavioral problems. Evidence-based interventions for social and emotional success are especially necessary for Black learners with emotional or behavioral problems. In the current study, we used a multiple-baseline design time-lagged across groups (i.e., classrooms) to examine the effects of a culturally adapted version of the Strong Start curriculum plus Check-In/Check-Out on externalizing problem behaviors of 18 first-grade and second-grade Black learners. Results indicate a functional relation between the intervention package and externalizing problem behaviors. Additionally, post-intervention social validity assessment indicates that participating teachers viewed the intervention package as feasible and participating learners reported a positive experience.
有必要为有情绪和行为问题风险的学习者提供循证的社会、情绪和行为干预。对于有情绪或行为问题的黑人学习者来说,社交和情感成功的循证干预尤其必要。在目前的研究中,我们使用了跨组(即教室)的多基线设计时间滞后来检验文化适应版本的“强势起步”课程加上“报到/报到”对18名一年级和二年级黑人学习者外化问题行为的影响。结果表明,干预包与外化问题行为之间存在功能关系。此外,干预后的社会有效性评估表明,参与的教师认为干预方案是可行的,参与的学习者报告了积极的体验。
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引用次数: 1
Functional Communication Training in Inclusive School Settings for Students With Intellectual and Developmental Disabilities: A Literature Review 智力和发育障碍学生在包容性学校环境中的功能性沟通训练:文献综述
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2022-10-28 DOI: 10.1177/10983007221126530
Andy B. Masud, V. Walker, Megan E. Carpenter, A. Anderson
Functional communication training (FCT) is a well-established, evidence-based practice used to address challenging behavior among individuals across settings, ages, and disability categories. However, the research is limited on the implementation of FCT in inclusive school settings for students with intellectual and developmental disabilities. The purpose of this review was to summarize FCT intervention studies implemented in inclusive K–12 school settings for students with intellectual and developmental disabilities. We synthesized studies to summarize study characteristics, quality, and intervention effectiveness. Our findings suggest that FCT was most often implemented as part of a multi-component intervention package and delivered by education team members. Furthermore, the quality of most studies was either acceptable or strong. The overall effect size estimate for primary dependent measures as measured by Tau-U suggested large to very large changes in student behavior. We present implications for practice specific to educational teams that support the behavioral needs of students with intellectual and developmental disabilities in inclusive settings and offer avenues for future research.
功能沟通培训(FCT)是一种行之有效的循证实践,用于解决不同环境、年龄和残疾类别的个人的挑战性行为。然而,关于在包容性学校环境中为智力和发育残疾学生实施FCT的研究有限。本综述的目的是总结在包容性K-12学校环境中为智力和发育残疾学生实施的FCT干预研究。我们综合研究,总结研究特点、质量和干预效果。我们的研究结果表明,FCT最常作为多成分干预包的一部分实施,并由教育团队成员提供。此外,大多数研究的质量要么可以接受,要么很高。Tau-U测量的主要依赖性测量的总体效应大小估计表明,学生行为发生了很大到非常大的变化。我们提出了针对教育团队的实践建议,这些团队在包容性环境中支持智力和发育残疾学生的行为需求,并为未来的研究提供了途径。
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引用次数: 0
The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors 可变和非可变表扬对学生任务行为的影响
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2022-09-28 DOI: 10.1177/10983007221126568
Andrew M. Markelz, Benjamin S. Riden, Stephanie Morano, Alicia Hazelwood, April M. Taylor
Research has demonstrated that behavior specificity is a salient characteristic of teacher praise efficacy. Praise variety may also be an important characteristic to reinforce desired student behavior based on research about the quality of reinforcers. In this study, we used an alternating treatments design to examine the effects of varied and non-varied behavior-specific praise (BSP) on two first-grade students’ on-task behaviors in U.S. general education classrooms. Visual and statistical analyses suggest both varied and non-varied BSP increased on-task behavior, with varied BSP resulting in marginally higher levels of on-task behavior. There was no functional relationship between varied and non-varied BSP conditions. Findings from this study contribute to teacher praise literature as the first to empirically investigate the effects of praise variety on student behavior. We discuss the implications of this preliminary research and encourage future inquiry into additional characteristics of praise.
研究表明,行为特异性是教师表扬效能的显著特征。基于对强化者素质的研究,表扬的多样性也可能是强化学生期望行为的一个重要特征。在本研究中,我们使用交替处理设计来检验在美国普通教育课堂上,不同和非不同行为特定表扬(BSP)对两名一年级学生任务行为的影响。视觉和统计分析表明,可变和非可变BSP在任务行为上都有所增加,可变BSP导致任务行为水平略高。不同BSP条件和非BSP条件之间没有函数关系。这项研究的结果有助于教师表扬文献首次实证研究表扬多样性对学生行为的影响。我们讨论了这项初步研究的含义,并鼓励未来对赞美的其他特征进行研究。
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引用次数: 0
Remote Delivery of Prevent Teach Reinforce for Families 为家庭提供远程预防教育强化服务
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2022-09-05 DOI: 10.1177/10983007221120401
Abby Hodges, P. Strain, Garrett J. Roberts
A single-case multiple baseline design across three families was used to evaluate the impact of a manualized Prevent Teach Reinforce for Families (PTR-F) process for addressing challenging behavior (CB) when delivered in a remote format (PTR-F: R). Results across three families showed that (a) a functional relation existed between parent implementation of the strategies and reductions in child’s CB, (b) families achieved high levels of implementation fidelity for behavior intervention plans developed using the PTR-F: R process, and (c) families rated the PTR-F: R process and the intervention plans positively. The results replicated findings from previous research on the general efficacy of the PTR process while adapting the method for use in a remote format. Implications for practice and future research are discussed.
采用跨三个家庭的单例多基线设计来评估手动家庭预防教育强化(PTR-F)流程在以远程格式(PTR-F)交付时解决挑战性行为(CB)的影响。三个家庭的结果表明:(a)父母对策略的实施与儿童的CB减少之间存在函数关系,(b)家庭对使用PTR-F: R过程制定的行为干预计划的实施保真度很高,(c)家庭对PTR-F: R过程和干预计划的评价是积极的。结果重复了先前关于PTR过程一般功效的研究结果,同时调整了该方法以用于远程格式。讨论了对实践和未来研究的启示。
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引用次数: 0
The Role of Coaching on the Implementation of Individualized Behavior Supports in Elementary Schools 辅导在小学个别化行为支持实施中的作用
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2022-09-01 DOI: 10.1177/10983007221120253
Elizabeth M. Kelly, Scott Spaulding, C. A. Davis
Coaching is necessary for the successful implementation of individualized behavior support in the classroom. However, the way in which school teams engage in coaching to facilitate the implementation of individualized behavior supports has not been well described. This large-scale exploratory survey examined current coaching practices of elementary school educators implementing individualized behavior supports. Respondents described their coaching experiences with respect to frequency, type of coaching activities, type of feedback, method of feedback, tools to support coaching implementation, perceived coaching effectiveness, and obstacles to effective coaching. Results indicate wide variability in coaching practices for those receiving coaching, in addition to a disparity between ideal coaching as described in the literature and actual coaching practices in schools.
辅导是在课堂上成功实施个性化行为支持的必要条件。然而,学校团队参与辅导以促进个性化行为支持的实施的方式尚未得到很好的描述。这项大规模的探索性调查考察了目前小学教育工作者实施个性化行为支持的指导实践。受访者描述了他们的辅导经历,包括频率、辅导活动类型、反馈类型、反馈方法、支持辅导实施的工具、感知到的辅导效果以及有效辅导的障碍。结果表明,除了文献中描述的理想辅导与学校实际辅导实践之间的差异外,接受辅导的人的辅导实践也存在很大差异。
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引用次数: 0
Early Childhood Teachers’ Inclusion in Their Elementary School’s Social-Emotional Multitiered System of Supports: A Mixed Methods Study 幼儿教师融入小学社会情感多层次支持体系的混合方法研究
IF 2.1 3区 心理学 Q3 EDUCATION, SPECIAL Pub Date : 2022-09-01 DOI: 10.1177/10983007221120282
E. Steed, N. Leech, Dorothy Shapland
In this mixed methods study, we used a state-wide survey to explore the perceptions of 936 preschool through second-grade teachers about inclusion in their elementary school’s social-emotional multitiered system of supports (MTSS). Overall, early childhood teachers reported feeling included in their school’s social-emotional MTSS. Results of a one-way between-subjects analysis of variance (ANOVA) indicated that preschool teachers working in elementary schools reported general agreement about being included, but not as strongly as kindergarten, first-, and second-grade teachers. Qualitative analyses of teachers’ open-ended responses revealed similar grade-level patterns. When early childhood teachers did not feel included, they described feeling separate from the rest of the school, using a different social-emotional approach, or the school’s social-emotional MTSS approach not being appropriate for their students. Inclusion in school-wide activities and implementation issues, such as consistency across teachers, an efficient behavioral MTSS process, and training opportunities, affected teachers’ feelings of inclusion in the social-emotional MTSS.
在这项混合方法研究中,我们采用了一项全州范围的调查,探讨了936名幼儿园至二年级教师对其所在小学社会情感多层次支持系统(MTSS)的包容性的看法。总体而言,幼儿教师报告感觉被包括在他们学校的社会情感MTSS中。单向受试者间方差分析(ANOVA)结果显示,在小学工作的幼儿教师普遍同意被纳入,但不像幼儿园、一年级和二年级教师那样强烈。对教师开放式回答的定性分析揭示了类似的年级水平模式。当幼儿教师感到不被包括在其中时,他们描述了与学校其他部分的分离感,使用了不同的社会情感方法,或者学校的社会情感MTSS方法不适合他们的学生。学校活动的包容性和实施问题,如教师之间的一致性、有效的行为MTSS过程和培训机会,都会影响教师在社会情感MTSS中的融入感。
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引用次数: 1
期刊
Journal of Positive Behavior Interventions
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