Erica S. Jowett Hirst, F. M. Lockenour, Jamie L. Allen
Abstract:Although common among children learning to walk, persistent toe walking can cause physical harm due to inefficient gate, and, in some cases, result in negative social interactions such as teasing and bullying. In addition, although toe walking is often associated with a variety of neurological and developmental conditions, toe walking also occurs among typically developing children. Several researchers have identified medical treatments for toe walking; however, these interventions can be costly and intrusive. Few studies have been conducted on behavioral treatments, and these studies have focused on punishment-and reinforcement-based procedures. The current study demonstrated the effects of a treatment package that included differential reinforcement of other behavior, verbal rules, and feedback for reducing idiopathic toe walking in a 5-year-old child.
{"title":"Decreasing Toe Walking with Differential Reinforcement of Other Behavior, Verbal Rules, and Feedback","authors":"Erica S. Jowett Hirst, F. M. Lockenour, Jamie L. Allen","doi":"10.1353/ETC.2019.0009","DOIUrl":"https://doi.org/10.1353/ETC.2019.0009","url":null,"abstract":"Abstract:Although common among children learning to walk, persistent toe walking can cause physical harm due to inefficient gate, and, in some cases, result in negative social interactions such as teasing and bullying. In addition, although toe walking is often associated with a variety of neurological and developmental conditions, toe walking also occurs among typically developing children. Several researchers have identified medical treatments for toe walking; however, these interventions can be costly and intrusive. Few studies have been conducted on behavioral treatments, and these studies have focused on punishment-and reinforcement-based procedures. The current study demonstrated the effects of a treatment package that included differential reinforcement of other behavior, verbal rules, and feedback for reducing idiopathic toe walking in a 5-year-old child.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"185 - 199"},"PeriodicalIF":1.0,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41349576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Todd Haydon, Carla Schmidt, Amanda Buncher, Christina R. Carnahan
Abstract:The current case study compared the effects of a Numbered Heads Together strategy with and without peer-led opportunities to respond during a post-secondary classroom management class. Results indicated that the student with high-functioning autism had a higher percentage of intervals of on-task behavior and weekly quiz scores during the Heads Together condition with peer-led opportunities to respond. Student satisfaction ratings suggested that Heads Together with peer-led opportunities to respond was a preferred strategy to Heads Together alone. A discussion of study limitations, implications, and future research directions is included.
{"title":"Comparing Numbered Heads Together with and without Peer-Led Opportunities to Respond: A Case Study","authors":"Todd Haydon, Carla Schmidt, Amanda Buncher, Christina R. Carnahan","doi":"10.1353/ETC.2019.0012","DOIUrl":"https://doi.org/10.1353/ETC.2019.0012","url":null,"abstract":"Abstract:The current case study compared the effects of a Numbered Heads Together strategy with and without peer-led opportunities to respond during a post-secondary classroom management class. Results indicated that the student with high-functioning autism had a higher percentage of intervals of on-task behavior and weekly quiz scores during the Heads Together condition with peer-led opportunities to respond. Student satisfaction ratings suggested that Heads Together with peer-led opportunities to respond was a preferred strategy to Heads Together alone. A discussion of study limitations, implications, and future research directions is included.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"245 - 263"},"PeriodicalIF":1.0,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44932423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ansley C. Hodges, A. Betz, David A. Wilder, Kristen Antia
Abstract:We used a contingent acoustical feedback procedure to increase appropriate walking and decrease toe walking exhibited by a young boy with autism. After a pre-treatment screening assessment suggested that toe walking was maintained by automatic reinforcement, we paired an auditory stimulus (i.e., a clicking sound) with access to a preferred item to establish the sound as a conditioned reinforcer. Next, we delivered acoustical feedback contingent upon appropriate walking on a continuous schedule. We then thinned the delivery of acoustical feedback to a fixed ratio 8 schedule and eventually discontinued delivery altogether. Finally, we conducted two generalization probes (one pre-treatment and one post-treatment) in another setting. The results suggest that the contingent acoustical feedback procedure was effective to increase appropriate walking and decrease toe walking.
{"title":"The Use of Contingent Acoustical Feedback to Decrease Toe Walking in a Child with Autism","authors":"Ansley C. Hodges, A. Betz, David A. Wilder, Kristen Antia","doi":"10.1353/ETC.2019.0007","DOIUrl":"https://doi.org/10.1353/ETC.2019.0007","url":null,"abstract":"Abstract:We used a contingent acoustical feedback procedure to increase appropriate walking and decrease toe walking exhibited by a young boy with autism. After a pre-treatment screening assessment suggested that toe walking was maintained by automatic reinforcement, we paired an auditory stimulus (i.e., a clicking sound) with access to a preferred item to establish the sound as a conditioned reinforcer. Next, we delivered acoustical feedback contingent upon appropriate walking on a continuous schedule. We then thinned the delivery of acoustical feedback to a fixed ratio 8 schedule and eventually discontinued delivery altogether. Finally, we conducted two generalization probes (one pre-treatment and one post-treatment) in another setting. The results suggest that the contingent acoustical feedback procedure was effective to increase appropriate walking and decrease toe walking.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"151 - 160"},"PeriodicalIF":1.0,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46466193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alexandra Beckman, Benjamin A. Mason, Howard P. Wills, Linda Garrison-Kane, Jonathan M. Huffman
Abstract:Self-monitoring (SM) is a behavioral intervention with a long history of successful implementation for students with autism spectrum disorder. Despite the development of sophisticated software applications, they are rarely incorporated into data collection procedures for SM interventions. The current study evaluated an SM application, goal setting, and reinforcement to improve on-task behavior and academic outcomes of two students with ASD. A single-subject ABAB withdrawal design, replicated across both students, demonstrated a functional relation between implementation of the SM application and on-task behavior from baseline (46% and 14%) to intervention (96% and 91%, respectively) phases for both students. One student's percent accuracy on math story problems improved from baseline (22.7%) to intervention (68.6%), while the second student showed improvement from baseline (21.4%) to intervention (61.6%) in the percentage of total points on a writing rubric. Limitations and implications for future research are offered.
{"title":"Improving Behavioral and Academic Outcomes for Students with Autism Spectrum Disorder: Testing an App-based Self-monitoring Intervention","authors":"Alexandra Beckman, Benjamin A. Mason, Howard P. Wills, Linda Garrison-Kane, Jonathan M. Huffman","doi":"10.1353/ETC.2019.0011","DOIUrl":"https://doi.org/10.1353/ETC.2019.0011","url":null,"abstract":"Abstract:Self-monitoring (SM) is a behavioral intervention with a long history of successful implementation for students with autism spectrum disorder. Despite the development of sophisticated software applications, they are rarely incorporated into data collection procedures for SM interventions. The current study evaluated an SM application, goal setting, and reinforcement to improve on-task behavior and academic outcomes of two students with ASD. A single-subject ABAB withdrawal design, replicated across both students, demonstrated a functional relation between implementation of the SM application and on-task behavior from baseline (46% and 14%) to intervention (96% and 91%, respectively) phases for both students. One student's percent accuracy on math story problems improved from baseline (22.7%) to intervention (68.6%), while the second student showed improvement from baseline (21.4%) to intervention (61.6%) in the percentage of total points on a writing rubric. Limitations and implications for future research are offered.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"225 - 244"},"PeriodicalIF":1.0,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46728300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Brandi Simonsen, Jennifer Freeman, J. Swain-Bradway, H. George, Robert F. Putnam, K. Lane, J. Sprague, Patti A. Hershfeldt
Abstract:Research suggests (a) students benefit when educators implement positive and proactive classroom behavior support practices (e.g., maximizing structure, teaching expected behaviors, delivering engaging instruction) and (b) educators benefit when school leadership teams invest in positive and proactive professional development support systems (e.g., training, coaching, performance feedback). Unfortunately, implementation is complex, and educators and school leadership teams implement key practices and systems at lower rates than desired. To increase the likelihood of successful implementation and desired outcomes, we encourage educators and leadership teams to collect and use data to guide decision-making. In this paper, we discuss the types and purposes of data to guide decision-making, describe a cycle for collecting and using data, and share examples of how individual educators and school leadership teams use data to guide implementation of practices to support students and systems to support educators.
{"title":"Using Data to Support Educators' Implementation of Positive Classroom Behavior Support (PCBS) Practices","authors":"Brandi Simonsen, Jennifer Freeman, J. Swain-Bradway, H. George, Robert F. Putnam, K. Lane, J. Sprague, Patti A. Hershfeldt","doi":"10.1353/ETC.2019.0013","DOIUrl":"https://doi.org/10.1353/ETC.2019.0013","url":null,"abstract":"Abstract:Research suggests (a) students benefit when educators implement positive and proactive classroom behavior support practices (e.g., maximizing structure, teaching expected behaviors, delivering engaging instruction) and (b) educators benefit when school leadership teams invest in positive and proactive professional development support systems (e.g., training, coaching, performance feedback). Unfortunately, implementation is complex, and educators and school leadership teams implement key practices and systems at lower rates than desired. To increase the likelihood of successful implementation and desired outcomes, we encourage educators and leadership teams to collect and use data to guide decision-making. In this paper, we discuss the types and purposes of data to guide decision-making, describe a cycle for collecting and using data, and share examples of how individual educators and school leadership teams use data to guide implementation of practices to support students and systems to support educators.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"265 - 289"},"PeriodicalIF":1.0,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46718898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Students with emotional and behavioral disorders (EBD) often receive low rates of positive attention in the classroom. Further, students with EBD may receive attention from teachers and peers contingent on disruptive behavior, which may reinforce disruption. In our study, we conducted two experiments, involving one special education teacher, one undergraduate staff, and two students with EBD. Both the teacher and the staff were trained to provide noncontingent attention (NCA) to the students with EBD who exhibited disruptive behavior maintained by attention. Noncontingent attention reduced disruptive behavior and increased on-task behavior; additionally, both the teacher and staff member provided more praise than reprimands during all NCA sessions, whereas both predominantly provided reprimands during baseline sessions. Results suggest educators can implement NCA to decrease disruptive behavior, increase student on-task behavior, and improve interactions between educational staff and students with EBD.
{"title":"Effects of Noncontingent Attention on the Behavior of Students with Emotional/Behavioral Disorders and Staff in Alternative Settings","authors":"Christopher C. Rubow, Christina R. Noel, J. Wehby","doi":"10.1353/ETC.2019.0010","DOIUrl":"https://doi.org/10.1353/ETC.2019.0010","url":null,"abstract":"Abstract:Students with emotional and behavioral disorders (EBD) often receive low rates of positive attention in the classroom. Further, students with EBD may receive attention from teachers and peers contingent on disruptive behavior, which may reinforce disruption. In our study, we conducted two experiments, involving one special education teacher, one undergraduate staff, and two students with EBD. Both the teacher and the staff were trained to provide noncontingent attention (NCA) to the students with EBD who exhibited disruptive behavior maintained by attention. Noncontingent attention reduced disruptive behavior and increased on-task behavior; additionally, both the teacher and staff member provided more praise than reprimands during all NCA sessions, whereas both predominantly provided reprimands during baseline sessions. Results suggest educators can implement NCA to decrease disruptive behavior, increase student on-task behavior, and improve interactions between educational staff and students with EBD.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"201 - 223"},"PeriodicalIF":1.0,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47993430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Written expression curriculum-based measurement is a quick and effective way to screen for writing difficulties and evaluate student progress during an intervention. In this study the scores of third and fourth grade students in the fall, winter, and spring were analyzed as related to grade level, gender, special education participation, and handwriting style. A cluster analysis was used to examine patterns of student scores. Implications related to gender and handwriting style are discussed. Writing scores indicate the need to examine accuracy and skill improvement in addition to overall fluency rates.
{"title":"Patterns of Growth: Cluster Analysis of Written Expression Curriculum-Based Measurement","authors":"Stacy L. Weiss, J. Brinkley, Josh Bock","doi":"10.1353/ETC.2019.0008","DOIUrl":"https://doi.org/10.1353/ETC.2019.0008","url":null,"abstract":"Abstract:Written expression curriculum-based measurement is a quick and effective way to screen for writing difficulties and evaluate student progress during an intervention. In this study the scores of third and fourth grade students in the fall, winter, and spring were analyzed as related to grade level, gender, special education participation, and handwriting style. A cluster analysis was used to examine patterns of student scores. Implications related to gender and handwriting style are discussed. Writing scores indicate the need to examine accuracy and skill improvement in addition to overall fluency rates.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"161 - 184"},"PeriodicalIF":1.0,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45988073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:Inappropriate behavior on school buses is a safety issue that concerns students, parents, and educators. There is potential for traffic-related injury, and the limited adult supervision on school buses often facilitates bullying and other infractions. This review identified peer-reviewed articles and dissertations evaluating behavioral interventions designed to improve student behaviors on school buses. Identified studies (n = 18) provided limited information regarding the characteristics of participants and generally assessed the effect of driver- or researcher-implemented reinforcement, punishment, and other management activities on the behavior of all passengers. Studies yielded modest results and did not satisfy the most recent quality indicators of the Council of Exceptional Children. Nonetheless, findings have implications for the implementation of driver-oriented management strategies as well as research concerning new approaches to behavior management aboard school buses.
{"title":"Behavior Management Interventions for School Buses: A Systematic Review","authors":"Seth A. King, K. Kennedy, Angelica Powelson","doi":"10.1353/ETC.2019.0005","DOIUrl":"https://doi.org/10.1353/ETC.2019.0005","url":null,"abstract":"Abstract:Inappropriate behavior on school buses is a safety issue that concerns students, parents, and educators. There is potential for traffic-related injury, and the limited adult supervision on school buses often facilitates bullying and other infractions. This review identified peer-reviewed articles and dissertations evaluating behavioral interventions designed to improve student behaviors on school buses. Identified studies (n = 18) provided limited information regarding the characteristics of participants and generally assessed the effect of driver- or researcher-implemented reinforcement, punishment, and other management activities on the behavior of all passengers. Studies yielded modest results and did not satisfy the most recent quality indicators of the Council of Exceptional Children. Nonetheless, findings have implications for the implementation of driver-oriented management strategies as well as research concerning new approaches to behavior management aboard school buses.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"101 - 128"},"PeriodicalIF":1.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47993548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Shelby M. Wolf, Meredith A. Weber, Gary J. Duhon, Kelly M. Schieltz
Abstract:The present study evaluated the effects of different types of teacher commands on response latency for pre-kindergarten and kindergarten students. Two different types of commands were assessed: alpha commands and beta commands. Research on instructional time in schools shows that loss of instructional time during transition periods may result in decreased academic achievement (Berliner, 1990). The current study evaluated the effects of both alpha and beta commands on response latency within a multiple baseline design across participants for students who did not respond adequately to teacher-led transitions. Results indicated that both alpha and beta commands were effective for all participants for reducing response latency, including a participant with Autism Spectrum Disorder. Initial results also demonstrated generalization of response latency to non-targeted commands in the classroom.
{"title":"Evaluation of Alpha and Beta Commands on Latency to Comply During Transitions with Young Children: A Preliminary Analysis","authors":"Shelby M. Wolf, Meredith A. Weber, Gary J. Duhon, Kelly M. Schieltz","doi":"10.1353/ETC.2019.0002","DOIUrl":"https://doi.org/10.1353/ETC.2019.0002","url":null,"abstract":"Abstract:The present study evaluated the effects of different types of teacher commands on response latency for pre-kindergarten and kindergarten students. Two different types of commands were assessed: alpha commands and beta commands. Research on instructional time in schools shows that loss of instructional time during transition periods may result in decreased academic achievement (Berliner, 1990). The current study evaluated the effects of both alpha and beta commands on response latency within a multiple baseline design across participants for students who did not respond adequately to teacher-led transitions. Results indicated that both alpha and beta commands were effective for all participants for reducing response latency, including a participant with Autism Spectrum Disorder. Initial results also demonstrated generalization of response latency to non-targeted commands in the classroom.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"25 - 45"},"PeriodicalIF":1.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42245619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:The following paper provides a response to the recent critique of our review of the FRIENDS For Life anxiety prevention and intervention program. In their critique, Barrett, Cooper, Stallard, Zeggio, & Gallegos-Guajardo (2017) expressed concerns on a range of conceptual, methodological, and interpretative issues. Our rejoinder addresses each of these points and reasserts our position that the primary concern with the studies was the use of the wrong unit of analysis when analyzing the data. Our response is contextualized in the importance of rigorous research as an essential component of evidence-based practice.
{"title":"Meta-Analytic Evaluation of FRIENDS: A Rejoinder of","authors":"Daniel M. Maggin, Austin H. Johnson","doi":"10.1353/ETC.2019.0006","DOIUrl":"https://doi.org/10.1353/ETC.2019.0006","url":null,"abstract":"Abstract:The following paper provides a response to the recent critique of our review of the FRIENDS For Life anxiety prevention and intervention program. In their critique, Barrett, Cooper, Stallard, Zeggio, & Gallegos-Guajardo (2017) expressed concerns on a range of conceptual, methodological, and interpretative issues. Our rejoinder addresses each of these points and reasserts our position that the primary concern with the studies was the use of the wrong unit of analysis when analyzing the data. Our response is contextualized in the importance of rigorous research as an essential component of evidence-based practice.","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"42 1","pages":"129 - 146"},"PeriodicalIF":1.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/ETC.2019.0006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43082096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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