Pub Date : 2022-03-31DOI: 10.1007/s43494-022-00073-7
Ana D. Dueñas, C. Wood, Courtney E. Maher, Greeshma Sanchula
{"title":"Component Analysis of a Peer Training Program for Teaching Social Responsiveness to Neurotypical Preschoolers","authors":"Ana D. Dueñas, C. Wood, Courtney E. Maher, Greeshma Sanchula","doi":"10.1007/s43494-022-00073-7","DOIUrl":"https://doi.org/10.1007/s43494-022-00073-7","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"45 1","pages":"383-387"},"PeriodicalIF":1.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49253001","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}
Pub Date : 2022-03-01DOI: 10.1007/s43494-021-00059-x
Joshua Jessel, G. P. Hanley, Mahshid Ghaemmaghami, M. Carbone
{"title":"On the Efficiency and Control of Different Functional Analysis Formats","authors":"Joshua Jessel, G. P. Hanley, Mahshid Ghaemmaghami, M. Carbone","doi":"10.1007/s43494-021-00059-x","DOIUrl":"https://doi.org/10.1007/s43494-021-00059-x","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"45 1","pages":"69-84"},"PeriodicalIF":1.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52828280","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}
Pub Date : 2022-03-01DOI: 10.1007/s43494-021-00062-2
R. Fox, Erin S. Leif, D. Moore, B. Furlonger, A. Anderson, U. Sharma
{"title":"Correction to: A Systematic Review of the Facilitators and Barriers to the Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports","authors":"R. Fox, Erin S. Leif, D. Moore, B. Furlonger, A. Anderson, U. Sharma","doi":"10.1007/s43494-021-00062-2","DOIUrl":"https://doi.org/10.1007/s43494-021-00062-2","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"45 1","pages":"127"},"PeriodicalIF":1.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47525080","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}
Pub Date : 2022-03-01DOI: 10.1007/s43494-021-00056-0
R. Fox, Erin S. Leif, D. Moore, B. Furlonger, A. Anderson, U. Sharma
{"title":"A Systematic Review of the Facilitators and Barriers to the Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports","authors":"R. Fox, Erin S. Leif, D. Moore, B. Furlonger, A. Anderson, U. Sharma","doi":"10.1007/s43494-021-00056-0","DOIUrl":"https://doi.org/10.1007/s43494-021-00056-0","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"45 1","pages":"105-126"},"PeriodicalIF":1.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52828121","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}
Pub Date : 2022-01-28DOI: 10.1007/s43494-022-00070-w
Cynthia H. Nover, Annette Farrell
Paraeducators in the United States are often paired with students with disabilities who have experienced trauma, but paraeducators may not be adequately knowledgeable about behavioral impacts of trauma. A review of all states and the District of Columbia in the United States found that no specific jurisdiction has required trauma education for paraeducators. Recommendations include state-sponsored professional development, incentives, team training alongside teachers, and accepting continuing education units from other professions.
{"title":"Trauma-Informed Paraeducator Training in the United States","authors":"Cynthia H. Nover, Annette Farrell","doi":"10.1007/s43494-022-00070-w","DOIUrl":"https://doi.org/10.1007/s43494-022-00070-w","url":null,"abstract":"<p>Paraeducators in the United States are often paired with students with disabilities who have experienced trauma, but paraeducators may not be adequately knowledgeable about behavioral impacts of trauma. A review of all states and the District of Columbia in the United States found that no specific jurisdiction has required trauma education for paraeducators. Recommendations include state-sponsored professional development, incentives, team training alongside teachers, and accepting continuing education units from other professions.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"25 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541714","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}
Pub Date : 2022-01-06DOI: 10.1007/s43494-021-00066-y
Kevin J. Filter, LeAnne D. Johnson, Andrea L.B. Ford, Courtney A. Sowle, Samuel J. Bullard, Clayton R. Cook, Eric Kloos, Danielle Dupuis
Student outcomes depend on the implementation of intervention practice elements, which are the specific behaviors that front-line implementers deliver as part of their direct interactions with students. Tier 1 PBIS is a well established practice in schools but existing guidance on practice elements is often conflated with guidance on organizational systems that support implementation. The goal of this study was to distill the specific practice elements of Tier 1 PBIS from the established core features using an expert consensus process. A panel of nine Tier 1 PBIS research and practice experts participated in three iterative rounds of information gathering and feedback within an electronic Delphi study that structured the consensus-building process. The expert panel reached consensus by distilling Tier 1 PBIS into 16 distinct practice elements organized into five thematic domains. The thematic domains from the present study align with existing literature on core Tier 1 PBIS features but the practices in each domain clearly define the specific, expected actions of front-line implementers. Implications are discussed in terms of how the identified practice elements may be used to inform intervention fidelity monitoring and targeted implementation supports for front-line implementers.
{"title":"An Expert Consensus Process to Distill Tier 1 PBIS into Core Practice Elements Essential to Frontline Implementation","authors":"Kevin J. Filter, LeAnne D. Johnson, Andrea L.B. Ford, Courtney A. Sowle, Samuel J. Bullard, Clayton R. Cook, Eric Kloos, Danielle Dupuis","doi":"10.1007/s43494-021-00066-y","DOIUrl":"https://doi.org/10.1007/s43494-021-00066-y","url":null,"abstract":"<p>Student outcomes depend on the implementation of intervention practice elements, which are the specific behaviors that front-line implementers deliver as part of their direct interactions with students. Tier 1 PBIS is a well established practice in schools but existing guidance on practice elements is often conflated with guidance on organizational systems that support implementation. The goal of this study was to distill the specific practice elements of Tier 1 PBIS from the established core features using an expert consensus process. A panel of nine Tier 1 PBIS research and practice experts participated in three iterative rounds of information gathering and feedback within an electronic Delphi study that structured the consensus-building process. The expert panel reached consensus by distilling Tier 1 PBIS into 16 distinct practice elements organized into five thematic domains. The thematic domains from the present study align with existing literature on core Tier 1 PBIS features but the practices in each domain clearly define the specific, expected actions of front-line implementers. Implications are discussed in terms of how the identified practice elements may be used to inform intervention fidelity monitoring and targeted implementation supports for front-line implementers.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"62 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541704","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}
Pub Date : 2021-12-01DOI: 10.1007/s43494-021-00045-3
Ashlyn N. Sharpe, P. Joslyn
{"title":"Correspondence of Product and Topographical Behavior Measures during a Comparison of Good Behavior Game Arrangements","authors":"Ashlyn N. Sharpe, P. Joslyn","doi":"10.1007/s43494-021-00045-3","DOIUrl":"https://doi.org/10.1007/s43494-021-00045-3","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"44 1","pages":"215-231"},"PeriodicalIF":1.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52827580","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}
Pub Date : 2021-12-01DOI: 10.1007/s43494-021-00051-5
M. Trevor, Eun-Young Park, K. Blair
{"title":"A Meta-Analysis of Safety Skills Interventions for Individuals with Intellectual Disabilities","authors":"M. Trevor, Eun-Young Park, K. Blair","doi":"10.1007/s43494-021-00051-5","DOIUrl":"https://doi.org/10.1007/s43494-021-00051-5","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"44 1","pages":"309-331"},"PeriodicalIF":1.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52827804","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}
Pub Date : 2021-12-01DOI: 10.1007/s43494-021-00053-3
Richard M. Jr Kubina, Douglas E. Kostewicz, Seth A. King, Kaitlyn M. Brennan, Jennifer L. Wertalik, Karen L. Rizzo, Andrew M. Markelz
{"title":"Standards of Graph Construction in Special Education Research: A Review of their Use and Relevance","authors":"Richard M. Jr Kubina, Douglas E. Kostewicz, Seth A. King, Kaitlyn M. Brennan, Jennifer L. Wertalik, Karen L. Rizzo, Andrew M. Markelz","doi":"10.1007/s43494-021-00053-3","DOIUrl":"https://doi.org/10.1007/s43494-021-00053-3","url":null,"abstract":"","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"44 1","pages":"275-290"},"PeriodicalIF":1.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52827995","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}
Pub Date : 2021-11-12DOI: 10.1007/s43494-021-00061-3
St. Peter, Claire, Shuler, Natalie J., Toegel, Cory, Diaz-Salvat, Claudia, Jones, Stephanie H.
Matching job tasks to the individual’s preferences improves job performance. Preference assessments, including paired stimulus (PS) and multiple-stimulus-without-replacement (MSWO) procedures, can be used to identify preferred vocational tasks for individuals with disabilities. However, there are few direct comparisons of the efficacy and efficiency of these two assessments for identifying preferred job tasks. We completed the PS and MSWO assessments for three participants who had limited vocal skills and analyzed correspondence between the assessment outcomes. We then assessed the validity of each assessment by evaluating engagement in the tasks identified as high- and low-preferred. Lastly, we asked teachers to watch videos of students engaged in high- and low-preferred tasks and rate student engagement, student happiness, and whether they would recommend the task. For all participants, both preference assessments identified the same high-preferred job task, but different low-preferred tasks. All participants remained engaged when completing the high-preferred task, but two participants were less engaged with the low-preferred tasks identified by the PS than the low-preferred task identified by the MSWO. All teachers suggested that they would recommend the task that was identified as high-preferred.
{"title":"Using Preference Assessments to Identify Preferred Job Tasks for Adolescents with Autism","authors":"St. Peter, Claire, Shuler, Natalie J., Toegel, Cory, Diaz-Salvat, Claudia, Jones, Stephanie H.","doi":"10.1007/s43494-021-00061-3","DOIUrl":"https://doi.org/10.1007/s43494-021-00061-3","url":null,"abstract":"<p>Matching job tasks to the individual’s preferences improves job performance. Preference assessments, including paired stimulus (PS) and multiple-stimulus-without-replacement (MSWO) procedures, can be used to identify preferred vocational tasks for individuals with disabilities. However, there are few direct comparisons of the efficacy and efficiency of these two assessments for identifying preferred job tasks. We completed the PS and MSWO assessments for three participants who had limited vocal skills and analyzed correspondence between the assessment outcomes. We then assessed the validity of each assessment by evaluating engagement in the tasks identified as high- and low-preferred. Lastly, we asked teachers to watch videos of students engaged in high- and low-preferred tasks and rate student engagement, student happiness, and whether they would recommend the task. For all participants, both preference assessments identified the same high-preferred job task, but different low-preferred tasks. All participants remained engaged when completing the high-preferred task, but two participants were less engaged with the low-preferred tasks identified by the PS than the low-preferred task identified by the MSWO. All teachers suggested that they would recommend the task that was identified as high-preferred.</p>","PeriodicalId":51493,"journal":{"name":"Education and Treatment of Children","volume":"30 8","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138504893","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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