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Behavior Change Potential of Classroom Behavior Management Mobile Applications: A Systematic Review Educ. Treat. Child. (IF 1.096) Pub Date : 2024-02-26 Sharon R. Mittiga, Nerelie C. Freeman, Erin S. Leif, Brett E. Furlonger, Ellen Pattison
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A Comparison of Repeated Reading and Listening While Reading to Increase Oral Reading Fluency in Children Educ. Treat. Child. (IF 1.096) Pub Date : 2024-02-22 Madison E. Maiden, Miguel E. Ampuero, Douglas E. Kostewicz
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The Revision of First Step to Success: A Process Evaluation Study of First Step Next Educ. Treat. Child. (IF 1.096) Pub Date : 2024-02-06 Edward G. Feil, Jason W. Small, Hill M. Walker, Andy J. Frey, Shantel D. Crosby, Jon Lee, John R. Seeley, Annemieke Golly, Steven R Forness
The demand for preventive and easily implemented interventions to address the needs of children with significant behavioral challenges in general education settings is well-documented. First Step to Success is an evidenced-based program to address challenging behavior in preschool and elementary-school settings with a 20-year history of successful implementation (Walker et al., 1997; Walker et al.
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Applying Multitiered Support for Professional Development to Targeted Student Interventions: A Single-Case Design Study Educ. Treat. Child. (IF 1.096) Pub Date : 2024-02-01 Mark D. Samudre, Nicolette M. Grasley-Boy, Jacqueline Viotto
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Utilizing a Discriminate-Generate-Operate-Demonstrate Framework for Instructional Design Educ. Treat. Child. (IF 1.096) Pub Date : 2023-12-19 Kristin Smith, Kerri Milyko, Tim Fuller, Molly Halligan
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Using Flowcharts to Teach Spelling to Students with High-Incidence Disabilities in an Alternative School Educ. Treat. Child. (IF 1.096) Pub Date : 2023-12-12 Angie B. Harris, Moira Konrad, Kara N. Shawbitz
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Comparing the Effectiveness of Two Video Fading Procedures for Teaching Students with Developmental Disabilities Daily Living Skills Educ. Treat. Child. (IF 1.096) Pub Date : 2023-12-07 Anna M. Brady-Ruehs, Adam Carreon, Toni Van Laarhoven, Jesse Johnson, Lynette Chandler
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Functions of Graphing Conventions: Survey of Demographic Variables and Likelihood of Revision Educ. Treat. Child. (IF 1.096) Pub Date : 2023-11-29 Kendra E. Guinness, Kylan S. Turner, Philip N. Chase, Judah B. Axe
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Employer Perspectives on Hiring Youth Previously Involved with Juvenile Justice: A National Survey Educ. Treat. Child. (IF 1.096) Pub Date : 2023-11-08 Deanne K. Unruh, Kyle Reardon, Lisa Strycker
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Training Special Education Preservice Teachers: Exploring the Use of the i-PiCS Program Educ. Treat. Child. (IF 1.096) Pub Date : 2023-11-03 Shiri Ayvazo, Hagit Inbar-Furst, Hedda Meadan
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Does Information Bias Teachers’ Perceptions of Intervention Effectiveness? Educ. Treat. Child. (IF 1.096) Pub Date : 2023-10-30 Spencer L. Massey, John T. Rapp, Helena Bush, Adam J. Almanza
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An Examination of Social Validity for Students with Emotional Behavioral Disorders: Has Progress Been Made? Educ. Treat. Child. (IF 1.096) Pub Date : 2023-10-23 Jillian M. Thoele, Sarah DeAngelo
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Who Exits Special Education Back to General Education? Exploring Predictors of Declassification Educ. Treat. Child. (IF 1.096) Pub Date : 2023-10-02 Nicholas A. Gage, Richard E. Mattison, Antonis Katsiyannis
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Improving Behavior in an Alternative High School Summer Program Using Class-Wide Function-Related Intervention Teams: A Pilot Study Educ. Treat. Child. (IF 1.096) Pub Date : 2023-09-20 Paul Caldarella, Erika J. Richards, Leslie Williams, Emily J. Warburton
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A Comparison of DESSA-mini and SRSS-IE Screening Tools Educ. Treat. Child. (IF 1.096) Pub Date : 2023-08-21 Kathleen Lynne Lane, Wendy Peia Oakes, Karen Monahan, Amber Smith, Katie Scarlett Lane, Mark Matthew Buckman, Nathan Allen Lane, Rebecca Sherod
In this article, we report findings of a psychometric study comparing two screening tools: the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) and the Devereaux Student Strengths Assessment-mini (DESSA-mini). Participants included 3,110 kindergarten through fifth-grade elementary students from five schools in one district in one state in the southern United States. Pearson correlation
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Treatment Integrity, Commission Errors, and Reinstatement: A Primer Educ. Treat. Child. (IF 1.096) Pub Date : 2023-07-25 Michael P. Kranak, John Michael Falligant
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On the Importance of Fidelity, Integrity, and Adherence in Behavior-Analytic Publications: An Introduction to the Special Issue on Procedural Fidelity Educ. Treat. Child. (IF 1.096) Pub Date : 2023-07-25 Claire C. St. Peter
Procedural fidelity, treatment integrity, and treatment adherence are important concepts for research and practice in behavior analysis. Although commonly used as synonyms, minor differences among the terms exist and may affect their acceptability. Thus, there may be merit to adopting the term procedural fidelity. Measures of fidelity are critical because they inform our interpretation of how procedures
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Effects of Spoken and Written Rules in a Multiple-Schedule Arrangement in Special Education Classes Educ. Treat. Child. (IF 1.096) Pub Date : 2023-07-20 Elizabeth A. Kraljic, Tina M. Sidener, Sharon A. Reeve, Kenneth F. Reeve, Lori Bechner Mastrogiacomo, Ashley Callahan
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Second-Grade Teachers’ Use of Praise during ELA Instruction: Frequency, Types, and Differences Educ. Treat. Child. (IF 1.096) Pub Date : 2023-07-06 Miguel Garcia-Salas, Carla Wood, Jeanne Wanzek, Christopher Schatschneider
This study aimed to describe 2nd-grade teachers’ use of different forms of praise during English Language Arts (ELA) instruction and examine if teacher characteristics were associated with differences in the use of different types of praise. Investigators recorded 2nd-grade teachers’ language use during randomly selected, 15-min excerpts (n = 912) of ELA instruction in 53 classes across 21 schools
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Balancing Fidelity and Flexibility of Manualized Interventions in Cultural Adaptation: Issues to Consider Educ. Treat. Child. (IF 1.096) Pub Date : 2023-07-05 James D. Lee, Hedda Meadan, Veronica Y. Kang, Adriana Kaori Terol
Naturalistic developmental behavioral interventions (NDBIs) are considered one of the best practices for autistic children and their families. Most NDBIs include a component of providing training and/or coaching to caregivers to enhance skill acquisition and generalization. The procedures to implement these NDBIs are often clearly delineated in manuals, which include intervention and implementation
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A Comparison of Prompting by Exclusion and Delayed Prompting during Conditional Discrimination Training Educ. Treat. Child. (IF 1.096) Pub Date : 2023-07-05 Tom Cariveau, Paige Ellington, Alexandria Brown, Delanie F. Platt
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Effects of Commission and Omission Errors on the Efficacy of Noncontingent Reinforcement Educ. Treat. Child. (IF 1.096) Pub Date : 2023-06-19 Stephanie H. Jones, Claire C. St. Peter, Catherine Williams
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Frequency of Implementation Errors Negatively Affects Accuracy of Fidelity Data Educ. Treat. Child. (IF 1.096) Pub Date : 2023-06-13 Marisela Aguilar, Abbie R. Cooper, Claire C. St. Peter
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Assessing the Use of Treatment Fidelity Checks in Clinical Practice: A Survey and Analysis Educ. Treat. Child. (IF 1.096) Pub Date : 2023-06-13 Scott A. Dueker, Vanessa M. Desai
At present, treatment fidelity measures are reported mostly in research. Little is known about the measurement of fidelity in practical application. This project surveyed those providing behavioral services to determine familiarity and attitudes toward using treatment fidelity measures in clinical application. Respondents were familiar with and thought positively of treatment fidelity. However, this
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Comparing Multiple Methods to Measure Procedural Fidelity of Discrete-trial Instruction Educ. Treat. Child. (IF 1.096) Pub Date : 2023-05-24 Samantha Bergmann, Haven Niland, Valeria Laddaga Gavidia, Marcus D. Strum, Michael J. Harman
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Early Intervention Caregiver Training for Children with Autism: a Quality Review Educ. Treat. Child. (IF 1.096) Pub Date : 2023-05-22 Eric N. Shannon, Sungwoo Kang, Amedee Marchand Martella, Charissa D. Richards, Ronald C. Martella
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A Systematic Review of Group Contingencies in Alternative Education Settings Educ. Treat. Child. (IF 1.096) Pub Date : 2023-05-16 Emily A. Groves, Milad Najafichaghabouri, Christopher J. Seel, Sara Fischer, Carys Thomas, P. Raymond Joslyn
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Editorial: Using Behavior Analysis to Improve the Lives of Children with Emotional and Behavioral Problems: A Look Ahead for EToC. Educ. Treat. Child. (IF 1.096) Pub Date : 2023-05-05 Michael B Himle
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A Systematic Review on Functional Analysis of Noncompliance Educ. Treat. Child. (IF 1.096) Pub Date : 2023-03-28 Alyssa M. Hurd, Samantha J. Nercesian, Katherine R. Brown, Emma J. Visser
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An Updated Systematic Review on Parent Tutoring Educ. Treat. Child. (IF 1.096) Pub Date : 2023-03-28 Sara Kupzyk, Zachary C. LaBrot, Macy J. Collins
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Evaluation of a Telehealth Training Program to Teach Educators to Implement Behavioral Assessment and Treatment Educ. Treat. Child. (IF 1.096) Pub Date : 2023-03-14 Patrick W. Romani, Kelsey Young, Andrea L. Boorse, Brooke Carson
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A Comparison of Fixed and Incrementing Reinforcement Durations during Schedule Thinning for Individuals with Escape-Maintained Problem Behavior Educ. Treat. Child. (IF 1.096) Pub Date : 2023-03-02 Kendall M. Kastner, Jeffrey H. Tiger, Margaret R. Gifford
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Systematic Review of Procedures and Outcomes of Choice-Based Interventions with Children Educ. Treat. Child. (IF 1.096) Pub Date : 2023-02-28 Kathryn M. Kestner, Kacey R. Finch, Rebecca L. Kolb
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Treatment of Socially Mediated Compulsive Behavior in a High-Functioning Adolescent with Autism Spectrum Disorder Educ. Treat. Child. (IF 1.096) Pub Date : 2023-01-09 Matthew L. Edelstein, Sydney Pippin Lenfestey
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A Preliminary Evaluation of Conventional and Progressive Approaches of Discrete Trial Teaching for Teaching Tact Relations with Children Diagnosed with Autism Educ. Treat. Child. (IF 1.096) Pub Date : 2022-10-07 Christine M. Milne, Justin B. Leaf, Mary Jane Weiss, Julia L. Ferguson, Joseph H. Cihon, Matthew S. Lee, Ronald Leaf, John McEachin
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Assessment of Academic Responding in Children Diagnosed with Autism Educ. Treat. Child. (IF 1.096) Pub Date : 2022-09-23 JoAnna Lorden, Stephen F. Walker, Kerri P. Peters, Crystal M. Slanzi
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An Exploratory Study of Education Professionals’ Perspectives on the Educational Needs of Students Transitioning from Foster Care to Permanency Placements Educ. Treat. Child. (IF 1.096) Pub Date : 2022-08-09 Jacqueline Huscroft-D’Angelo, Alexandra Trout, Sara Bharwani, Ashley Brown, Cassandra Dittmer
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Telehealth Training in Principles of Applied Behavior Analysis for Caregivers of Young Children with Autism Spectrum Disorders during the COVID-19 Pandemic Educ. Treat. Child. (IF 1.096) Pub Date : 2022-08-02 Brittany Batton, Rachel Kaplan, Kaci Ellis, Carla Schmidt, Elizabeth Nudelman
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Exploring Views and Professional Learning Needs of Comprehensive, Integrated, Three-Tiered (Ci3T) Leadership Teams Related to Universal Behavior Screening Implementation Educ. Treat. Child. (IF 1.096) Pub Date : 2022-07-28 Amy M. Briesch, Kathleen Lynne Lane, Eric Alan Common, Wendy Peia Oakes, Mark Matthew Buckman, Sandra M. Chafouleas, Emily A. Iovino, Rebecca L. Sherod, Noora Abdulkerim, David James Royer
Research conducted to date has highlighted barriers to initial adoption of universal behavior screening in schools. However, little is known regarding the experiences of those implementing these procedures and there have been no studies conducted examining the experiences of educators in different stages of implementing various tiered systems of supports. Universal screening is foundational to a successful
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Building Daily Living Skills Through Portable Video Modeling Educ. Treat. Child. (IF 1.096) Pub Date : 2022-07-18 Sara M. Athorp, Shannon K. Stuart, James C. Collins
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Addressing Adolescent Stress in School: Perceptions of a High School Wellness Center Educ. Treat. Child. (IF 1.096) Pub Date : 2022-07-14 Malka S. Moya, Paul Caldarella, Ross A. A. Larsen, Jared S. Warren, Jennifer R. Bitton, Paul M. Feyereisen
Adolescents are often burdened with academic, home, and peer stressors. With adolescent mental health issues and suicide on the rise, administrators have worked with nonprofit organizations and the community to address stress and internalized behavior problems. School-based wellness centers are tranquil rooms with various sensory activities, calming nature scenes, and sounds for relaxation purposes
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Six Things Practitioners Should Know About Renewal Educ. Treat. Child. (IF 1.096) Pub Date : 2022-07-12 Ryan T. Kimball, Michael P. Kranak
Individuals who engage in problem behavior receive treatment services in various settings, such as their homes, schools, and clinics. These individuals are also likely to experience treatment provision from various practitioners, such as therapists, teachers, and caregivers. Changes in the treatment setting or intervention agent (i.e., context) can cause renewal of problem behavior. Renewal is the
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Using Eye Gaze Preference Assessments to Identify Preferred Stimuli: A Systematic Review Educ. Treat. Child. (IF 1.096) Pub Date : 2022-07-07 Benjamin S. Riden, Sara M. Snyder, Colleen L. Fowkes, Anastasia E. Yuschak
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Using a Picture Activity Schedule Treatment Package to Teach Toothbrushing to Children with Autism Spectrum Disorder Educ. Treat. Child. (IF 1.096) Pub Date : 2022-04-29 Kathleen Moran, Sharon A. Reeve, Kenneth F. Reeve, Ruth M. DeBar, Kandace Somers
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Correction to: An Expert Consensus Process to Distill Tier 1 PBIS into Core Practice Elements Essential to Frontline Implementation Educ. Treat. Child. (IF 1.096) Pub Date : 2022-04-12 Kevin J. Filter,LeAnne D. Johnson,Andrea L. B. Ford,Courtney A. Sowle,Samuel J. Bullard,Clayton R. Cook,Eric Kloos,Danielle Dupuis
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Effects of a Parent-Mediated Multimodal Communication Intervention on Communicative Behaviors in Children with Autism Spectrum Disorder Educ. Treat. Child. (IF 1.096) Pub Date : 2022-04-06 Ching-Yi Liao,J. B. Ganz,Sanikan Wattanawongwan,April N. Haas,Sarah K. Ura,Kimberly J. Vannest,Kristi L. Morin
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Component Analysis of a Peer Training Program for Teaching Social Responsiveness to Neurotypical Preschoolers Educ. Treat. Child. (IF 1.096) Pub Date : 2022-03-31 Ana D. Dueñas, Christina Wood, Courtney E. Maher, Greeshma Sanchula
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Practical Functional Assessment and Behavioral Treatment of Challenging Behavior for Clinically Based Outpatient Services: A Consecutive Case Series Evaluation Educ. Treat. Child. (IF 1.096) Pub Date : 2022-02-02 Theresa Fiani, Joshua Jessel
Behavioral assessment allows a clinician to identify environmental events that are contributing to challenging behavior to inform effective treatment. Recent developments in behavioral assessment and treatment have been devoted to creating practical procedures that can be conducted by clinicians in socially relevant settings. However, the extent to which these procedural modifications affect treatment
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Effects of Hybrid Coaching on Middle School Teachers’ Teaching Skills and Students’ Academic Outcomes in General Education Settings Educ. Treat. Child. (IF 1.096) Pub Date : 2022-01-30 Ahmet Fidan, Elif Tekin-Iftar
We examined effects of hybrid coaching delivered face-to-face and via smartphone to train middle school general educators to use a simultaneous prompting procedure during instruction on academic core content with sixth-grade students with intellectual disability in general education classrooms. We also measured student outcomes. We used a multiple probe design across four student-teacher dyads in the
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Trauma-Informed Paraeducator Training in the United States Educ. Treat. Child. (IF 1.096) Pub Date : 2022-01-28 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
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An Expert Consensus Process to Distill Tier 1 PBIS into Core Practice Elements Essential to Frontline Implementation Educ. Treat. Child. (IF 1.096) Pub Date : 2022-01-06 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
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Challenging Behaviors Online Modules for Parents of Young Children with Disabilities: A Pilot Feasibility Study Educ. Treat. Child. (IF 1.096) Pub Date : 2022-01-03 Lee, James D., Hacker, Rebecca E., Meadan, Hedda, Haidar, Ban Sleiman
Challenging behaviors exhibited by young children negatively affect development and may also prevent children from receiving appropriate education. These behaviors may also hinder positive family interactions and have a significant impact on parents and other family members. Although various parent training approaches exist to increase parents’ capacity to address these challenging behaviors, many
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Assessment of Variables Contributing to Academic Task Engagement Educ. Treat. Child. (IF 1.096) Pub Date : 2022-01-03 Kerri P. Peters, Timothy R. Vollmer, Jeanne M. Donaldson, Stephen F. Walker
Academic task completion is essential to success in school, and academic activity across individuals appears to be maintained by different variables. The purpose of this study was to assess variables that might promote higher or lower levels of academic engagement. Participants were six general education students in elementary school, and academic engagement was observed for each participant in various
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Improving Paraeducator Mand Training for Students with Autism Spectrum Disorder through a Brief Performance Feedback Intervention Educ. Treat. Child. (IF 1.096) Pub Date : 2021-12-01 Ampuero, Miguel E., Robertson, Rachel E.
Due to the increasing number of students in need of special education services and the shortages of licensed special education personnel, paraeducators have become critical in the education of students diagnosed with autism spectrum disorder and other disabilities in school settings. As a result, the training of paraeducators has become a major area of concern. An extensive body of research has demonstrated
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Using Preference Assessments to Identify Preferred Job Tasks for Adolescents with Autism Educ. Treat. Child. (IF 1.096) Pub Date : 2021-11-12 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
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Training Preservice General Educators to Collect Accurate Antecedent-Behavior-Consequence Data Educ. Treat. Child. (IF 1.096) Pub Date : 2021-11-10 Samudre, Mark D., Allday, R. Allan, Lane, Justin D.
The purpose of this study was to evaluate the use of behavioral skills training (BST) that included video vignettes used for modeling and rehearsal to train preservice general educators how to collect accurate antecedent-behavior-consequence (ABC) data using a structured recording format. The effectiveness of the intervention was evaluated within the context of a multiple probe single-case research
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On the Efficiency and Control of Different Functional Analysis Formats Educ. Treat. Child. (IF 1.096) Pub Date : 2021-11-10 Jessel, Joshua, Hanley, Gregory P., Ghaemmaghami, Mahshid, Carbone, Matthew J.
Jessel et al. (Behavior Analysis & Practice, 13(1), 205–216, 2020a) conducted a review of the functional analysis literature between the years 1965 and 2016. The authors found an increasing trend in analyses replicating the components of Iwata et al. (Journal of Applied Behavior Analysis, 27, 197–209, 1982/1994a) and determined that those components have come to represent a standard format. Since the
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Video Self-Modeling for a Student with Dravet Syndrome: An Intervention Involving Parents during COVID-19 Pandemic in Italy Educ. Treat. Child. (IF 1.096) Pub Date : 2021-11-04 Vascelli, Luca, Berardo, Federica
Video self-modeling instruction offers advantages compared to in-vivo instruction but has not been used with individuals with Dravet syndrome. Therefore, the purpose of this study was to investigate the effects of video self-modeling (VSM) on three different behaviors of a 12-year-old boy with Dravet syndrome. We taught the participant’s mother to use video-modeling instruction via role-playing and
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Self-Directed Video Prompting with and without Voice-Over Narration in Teaching Daily Living Skills to Students with Autism Spectrum Disorder Educ. Treat. Child. (IF 1.096) Pub Date : 2021-11-02 Kaya, Feyat, Yucesoy-Ozkan, Serife
In this study, we compared the effectiveness and efficiency of self-directed video prompting with and without voice-over narration for teaching daily living skills to children with autism spectrum disorder (ASD). The participants included four males between the ages of 10 to 14 years with ASD. We used an adapted alternating treatments design to compare video prompting (VP) with and without voice-over
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Correction to: A Systematic Review of the Facilitators and Barriers to the Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports Educ. Treat. Child. (IF 1.096) Pub Date : 2021-10-27 Russell A. Fox,Erin S. Leif,Dennis W. Moore,Brett Furlonger,Angelika Anderson,Umesh Sharma