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Klaft JM, Codding RS. Promoting Teachers’ Implementation Adherence and Quality of the Good Behavior Game Using Behavioral Skills Training. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2021. [DOI: 10.1080/10474412.2021.1939704] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Jenna M. Klaft
- Department of Educational Psychology, The University of Minnesota – Twin Cities, Minneapolis, MN, USA
| | - Robin S. Codding
- Department of Applied Psychology, Northeastern University, Boston, MA, USA
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Bowman-Perrott L, Davis H, Vannest K, Williams L, Greenwood C, Parker R. Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2013.12087490] [Citation(s) in RCA: 72] [Impact Index Per Article: 14.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Noell GH, Duhon GJ, Gatti SL, Connell JE. Consultation, Follow-up, and Implementation of Behavior Management Interventions in General Education. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2002.12086152] [Citation(s) in RCA: 50] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Greenwood CR, Terry B, Marquis J, Walker D. Confirming a Performance-Based Instructional Model. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1994.12085740] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Charles R. Greenwood
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Barbara Terry
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Janet Marquis
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Dale Walker
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
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Noell GH, Witt JC, Slider NJ, Connell JE, Gatti SL, Williams KL, Koenig JL, Resetar JL, Duhon GJ. Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2005.12086277] [Citation(s) in RCA: 134] [Impact Index Per Article: 26.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Greenwood CR, Terry B, Utley CA, Montagna D, Walker D. Achievement, Placement, and Services: Middle School Benefits of Classwide Peer Tutoring used at the Elementary School. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1993.12085669] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
| | - Barbara Terry
- Juniper Gardens Children's Project University of Kansas
| | | | | | - Dale Walker
- Juniper Gardens Children's Project University of Kansas
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Dufrene BA, Noell GH, Gilbertson DN, Duhon GJ. Monitoring Implementation of Reciprocal Peer Tutoring: Identifying and Intervening With Students Who Do Not Maintain Accurate Implementation. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2005.12086276] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Fontenot B, Uwayo M, Avendano SM, Ross D. A Descriptive Analysis of Applied Behavior Analysis Research With Economically Disadvantaged Children. Behav Anal Pract 2019; 12:782-794. [PMID: 31976290 PMCID: PMC6834796 DOI: 10.1007/s40617-019-00389-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
Abstract
In the United States, approximately 43% of children under age 18 are considered economically disadvantaged. Research suggests that these children are at a greater risk for academic underperformance and dropping out of school than their peers who are not from economically disadvantaged backgrounds. As such, they may need effective educational interventions to improve their academic performance. The purpose of the current article is to describe the degree to which economically disadvantaged children are included in educational research in behavioral journals. Ninety-four studies were analyzed to determine the publication trends between 1968 and 2017. Studies were scored and categorized based on journal; publication year; several demographic characteristics for participants including age, income status, and disability diagnosis; and research designs, interventions, and target behaviors. Results suggest that economically disadvantaged children are increasingly included in behavior-analytic literature. However, there are opportunities for research with English language learners and children with disabilities. Implications for practice and research are discussed.
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Affiliation(s)
- Brandi Fontenot
- Department of Psychology, Western Michigan University, 1903 W. Michigan Ave, Kalamazoo, MI 49009 USA
| | - Margaret Uwayo
- Department of Psychology, Western Michigan University, 1903 W. Michigan Ave, Kalamazoo, MI 49009 USA
| | - Sarah M. Avendano
- Department of Counseling, Psychology, and Special Education, Michigan State University, Kalamazoo, MI USA
| | - Denise Ross
- Department of Psychology, Western Michigan University, 1903 W. Michigan Ave, Kalamazoo, MI 49009 USA
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Clabough EB, Clabough SW. Using Rubrics as a Scientific Writing Instructional Method in Early Stage Undergraduate Neuroscience Study. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2016; 15:A85-A93. [PMID: 27980476 PMCID: PMC5105970] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 07/13/2016] [Revised: 09/23/2016] [Accepted: 09/26/2016] [Indexed: 06/06/2023]
Abstract
Scientific writing is an important communication and learning tool in neuroscience, yet it is a skill not adequately cultivated in introductory undergraduate science courses. Proficient, confident scientific writers are produced by providing specific knowledge about the writing process, combined with a clear student understanding about how to think about writing (also known as metacognition). We developed a rubric for evaluating scientific papers and assessed different methods of using the rubric in inquiry-based introductory biology classrooms. Students were either 1) given the rubric alone, 2) given the rubric, but also required to visit a biology subject tutor for paper assistance, or 3) asked to self-grade paper components using the rubric. Students who were required to use a peer tutor had more negative attitudes towards scientific writing, while students who used the rubric alone reported more confidence in their science writing skills by the conclusion of the semester. Overall, students rated the use of an example paper or grading rubric as the most effective ways of teaching scientific writing, while rating peer review as ineffective. Our paper describes a concrete, simple method of infusing scientific writing into inquiry-based science classes, and provides clear avenues to enhance communication and scientific writing skills in entry-level classes through the use of a rubric or example paper, with the goal of producing students capable of performing at a higher level in upper level neuroscience classes and independent research.
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Affiliation(s)
- Erin B.D. Clabough
- Biology Department, Hampden-Sydney College, Hampden-Sydney, VA 23943
- Biology Department, Randolph-Macon College, Ashland, VA 23005
| | - Seth W. Clabough
- Communication Center/English Department, Randolph-Macon College, Ashland, VA 23005
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Cuticelli M, Collier-Meek M, Coyne M. INCREASING THE QUALITY OF TIER 1 READING INSTRUCTION: USING PERFORMANCE FEEDBACK TO INCREASE OPPORTUNITIES TO RESPOND DURING IMPLEMENTATION OF A CORE READING PROGRAM. PSYCHOLOGY IN THE SCHOOLS 2015. [DOI: 10.1002/pits.21884] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Wanzek J, Roberts G, Al Otaiba S. Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties. READING AND WRITING 2014; 27:55-78. [PMID: 24665162 PMCID: PMC3961576 DOI: 10.1007/s11145-013-9433-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students' social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes.
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Affiliation(s)
- Jeanne Wanzek
- Florida Center for Reading Research and School of Teacher Education, Florida State University
| | - Greg Roberts
- Meadows Center for Preventing Educational Risk, The University of Texas at Austin
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Andersen M, Daly EJ. An Experimental Examination of the Impact of Choice of Treatment Components on Treatment Integrity. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2013. [DOI: 10.1080/10474412.2013.845493] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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13
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Dufrene BA, Parker K, Menousek K, Zhou Q, Harpole LL, Olmi DJ. Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2012. [DOI: 10.1080/10474412.2011.620817] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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van der Kooij CH, Dröes RM, de Lange J, Ettema TP, Cools HJM, van Tilburg W. The implementation of integrated emotion-oriented care: did it actually change the attitude, skills and time spent of trained caregivers? DEMENTIA 2012; 12:536-50. [PMID: 24337328 DOI: 10.1177/1471301211435187] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND Successful implementation is a vital precondition for investigating the outcome of care innovation. This study concerned the evaluation of the implementation of integrated emotion-oriented care (IEOC) in psychogeriatric nursing home wards. The main question was whether the trained caregivers actually applied the knowledge and techniques of IEOC during their daily work. METHODS The study was conducted within the framework of a randomized clinical trial into the effectiveness of IEOC in 16 wards. Preceding the experimental period, staff from 16 wards were educated and trained to work with a standardized care plan, resulting in a similar level of quality of care at the start of the trial. On the experimental wards IEOC was then implemented by training on the job in addition to training courses for personnel. To examine the implementation effectiveness, a self-report questionnaire, 'Emotion-oriented Skills in the Interaction with Elderly People with Dementia', was administered at baseline and after 7 months to a sample of caregivers from the experimental and the control wards. In addition, participant observation was conducted on four experimental and four control wards, and time spent by care personnel on different type of care tasks was registered. RESULTS The implementation of IEOC resulted in increased emotion-oriented skills and more knowledge of the residents among the caregivers. Providing IEOC was not more time consuming for the caregivers than providing usual care. CONCLUSION This study shows that the implementation of IEOC was effective. It is recommended that in intervention studies the correct application of a new intervention or care approach is examined before jumping to conclusions about the effectiveness of the intervention or care approach itself.
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Affiliation(s)
- C H van der Kooij
- Feeling for Care, The Netherlands; Akademie für Mäeutik, The Netherlands
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Sharpe T. The effects of a sportsmanship curriculum intervention on generalized positive social behavior of urban elementary school students. J Appl Behav Anal 2010; 28:401-16. [PMID: 16795872 PMCID: PMC1279847 DOI: 10.1901/jaba.1995.28-401] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
This study evaluated the effects of an elementary physical education curriculum in which development of positive social skills, including leadership and conflict-resolution behaviors, was the primary focus. A second goal was to determine possible generalization effects beyond the primary intervention setting. Students in two urban elementary physical education classes served as subjects, with a third class used as a comparison. The effects of the curriculum intervention were evaluated in the training setting and in the students' regular education classrooms using a multiple baseline across classrooms design. Results showed (a) an immediate increase in student leadership and independent conflict-resolution behaviors, (b) an increase in percentage of class time devoted to activity participation, and (c) decreases in the frequency of student off-task behavior and percentage of class time that students devoted to organizational tasks. Similar changes in student behavior were also observed in the regular classroom settings.
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Noell GH, Gansle KA. Moving from good ideas in educational systems change to sustainable program implementation: Coming to terms with some of the realities. PSYCHOLOGY IN THE SCHOOLS 2009. [DOI: 10.1002/pits.20355] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Watkins DE, Wentzel KR. Training boys with ADHD to work collaboratively: Social and learning outcomes. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2008. [DOI: 10.1016/j.cedpsych.2008.01.004] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Durlak JA, DuPre EP. Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2008; 41:327-50. [PMID: 18322790 DOI: 10.1007/s10464-008-9165-0] [Citation(s) in RCA: 2131] [Impact Index Per Article: 133.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
The first purpose of this review was to assess the impact of implementation on program outcomes, and the second purpose was to identify factors affecting the implementation process. Results from over quantitative 500 studies offered strong empirical support to the conclusion that the level of implementation affects the outcomes obtained in promotion and prevention programs. Findings from 81 additional reports indicate there are at least 23 contextual factors that influence implementation. The implementation process is affected by variables related to communities, providers and innovations, and aspects of the prevention delivery system (i.e., organizational functioning) and the prevention support system (i.e., training and technical assistance). The collection of implementation data is an essential feature of program evaluations, and more information is needed on which and how various factors influence implementation in different community settings.
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Affiliation(s)
- Joseph A Durlak
- Department of Psychology, Loyola University Chicago, 6525 North Sheridan Road, Chicago, IL 60626, USA.
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Murray DW, Rabiner D, Schulte A, Newitt K. Feasibility and Integrity of a Parent–Teacher Consultation Intervention for ADHD Students. CHILD & YOUTH CARE FORUM 2008. [DOI: 10.1007/s10566-008-9054-6] [Citation(s) in RCA: 43] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Hanley GP, Heal NA, Tiger JH, Ingvarsson ET. Evaluation of a class wide teaching program for developing preschool life skills. J Appl Behav Anal 2007; 40:277-300. [PMID: 17624068 PMCID: PMC1885412 DOI: 10.1901/jaba.2007.57-06] [Citation(s) in RCA: 55] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed.
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Affiliation(s)
- Gregory P Hanley
- Applied Behavioral Science Department, 4001 Dole Center, University of Kansas, Lawrence, Kansas 6604, USA.
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Kamps DM, Greenwood CR. Formulating secondary-level reading interventions. JOURNAL OF LEARNING DISABILITIES 2005; 38:500-9. [PMID: 16392691 DOI: 10.1177/00222194050380060501] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
Recent advances concerning emerging/beginning reading skills, positive behavioral support (PBS), and three-tiered schoolwide prevention models combined with federal mandates (i.e., IDEA and No Child Left Behind) have stimulated interest in providing early and intensive instructional intervention services to children at risk for reading and behavior problems. New measures for identifying students as early as kindergarten who are not acquiring early basic literacy skills make this possible. However, questions regarding exactly how to formulate, deliver, sustain, and manage secondary-level interventions remain to be addressed. This paper describes first-year, first-grade findings for students participating in secondary-level interventions (i.e., small-group reading instruction) in a randomized trial of the efficacy of secondary and tertiary reading and behavior interventions under way at the Center for Early Intervention in Reading and Behavior, University of Kansas. The formulation of the experimental secondary-level intervention was guided by evidence supporting the efficacy of (a) small groups of 3 to 6 participating students and low student-teacher ratio combined with (b) explicit, phonics-based instruction. Selected curricula were Reading Mastery, Proactive Reading, Programmed Reading, and Read Well, use of which varied by choice across experimental-group schools. PBS was an additional intervention context in experimental schools. Comparison schools and first-grade teachers did not employ the three-tiered model, early screening, or PBS; most students were taught using conventional whole-group instruction, little or no individualization, and curricula with weak scientific evidence. Initial results indicate significantly larger growth for experimental secondary-level at-risk students than for comparisons. Experimental-group first graders not showing growth were those identified with disabilities or behavioral risks and English language learners. Implications are discussed.
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Affiliation(s)
- Debra M Kamps
- Department of Applied Behavioral Science, University of Kansas, USA
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Perepletchikova F, Kazdin AE. Treatment integrity and therapeutic change: Issues and research recommendations. ACTA ACUST UNITED AC 2005. [DOI: 10.1093/clipsy.bpi045] [Citation(s) in RCA: 222] [Impact Index Per Article: 11.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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Medcalf * J, Glynn T, Moore D. Peer tutoring in writing: a school systems approach. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2004. [DOI: 10.1080/02667360410001691071] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Mauad LC, Guedes MDC, Azzi RG. Análise do comportamento e a habilidade de leitura: um levantamento crítico de artigos do JABA. PSICO-USF 2004. [DOI: 10.1590/s1413-82712004000100008] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
O presente trabalho pretendeu, por meio de uma análise de revisão de artigos sobre habilidade de leitura no ensino regular no Journal of Applied Behavior Analysis - JABA nos anos de 1968 a 2002, identificar as formas de atuação propostas pela Análise do Comportamento para ensinar ou remediar esta habilidade. Montando-se um banco de dados de artigos encontrados e utilizando-se palavras-chave que nortearam a busca na web site do periódico, foi possível identificar os delineamentos experimentais utilizados nas intervenções, as variáveis experimentais manipuladas pelo experimentador, as variáveis de observação que foram tanto um comportamento apresentado pelo sujeito quanto uma modificação ambiental expressando esse comportamento, os tipos de reforçadores empregados e o objetivo de cada intervenção. O espectro das variáveis analisadas indicou múltiplas possibilidades interventivas que podem ser aplicadas em uma sala de aula do ensino regular de leitura aumentando a performance do aluno nesta habilidade. Na condição de prática do professor em procedimentos operantes pode ser possível aumentar a performance de ler do aluno e os procedimentos de tutoria apresentados mostraram-se como alternativa efetiva para classes numerosas, o que se aproxima da realidade do ensino regular.
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Kelshaw-Levering K, Sterling-Turner HE, Henry JR, Skinner CH. Randomized interdependent group contingencies: Group reinforcement with a twist. PSYCHOLOGY IN THE SCHOOLS 2000. [DOI: 10.1002/1520-6807(200011)37:6<523::aid-pits5>3.0.co;2-w] [Citation(s) in RCA: 59] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Noell GH, Witt JC, LaFleur LH, Mortenson BP, Ranier DD, LeVelle J. Increasing intervention implementation in general education following consultation: a comparison of two follow-up strategies. J Appl Behav Anal 2000; 33:271-84. [PMID: 11051568 PMCID: PMC1284249 DOI: 10.1901/jaba.2000.33-271] [Citation(s) in RCA: 126] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
This study examined two strategies for increasing the accuracy with which general education teachers implemented a peer tutoring intervention for reading comprehension. The intervention was implemented for 5 elementary school students who had been referred for consultation services. Initial implementation of the intervention by the teachers was variable, and the data exhibited a downward trend. When consultants held brief daily meetings with the teachers to discuss the intervention, implementation improved for 2 of 5 participants. Four of the teachers implemented the intervention at levels substantially above baseline during the performance feedback condition, whereas implementation for 1 teacher increased following discussion of an upcoming follow-up meeting with the principal. Student reading comprehension scores improved markedly during the peer tutoring intervention. Three students maintained these gains 4 weeks after the intervention ended. The implications of these findings for the maintenance of accurate treatment implementation in applied settings are discussed.
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Affiliation(s)
- G H Noell
- Department of Psychology, Louisiana State University, Baton Rouge 70803-5501, USA.
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DuPaul GJ, Ervin RA, Hook CL, McGoey KE. Peer tutoring for children with attention deficit hyperactivity disorder: effects on classroom behavior and academic performance. J Appl Behav Anal 1998; 31:579-92. [PMID: 9891395 PMCID: PMC1284149 DOI: 10.1901/jaba.1998.31-579] [Citation(s) in RCA: 129] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
We investigated the effects of classwide peer tutoring (CWPT) on the classroom behavior and academic performance of students with attention deficit hyperactivity disorder (ADHD). Typical instructional activities were contrasted with CWPT for 18 children with ADHD and 10 peer comparison students attending first- through fifth-grade general education classes. CWPT led to increases in active engagement in academic tasks along with reductions in off-task behavior for most participants. Of students with ADHD, 50% exhibited improvements in academic performance in math or spelling during CWPT conditions, as measured by a treatment success index. Participating teachers and students reported a high level of satisfaction with intervention procedures. Our results suggest that peer tutoring appears to be an effective strategy for addressing the academic and behavioral difficulties associated with ADHD in general education settings.
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Affiliation(s)
- G J DuPaul
- School Psychology Program, Lehigh University, Bethlehem, Pennsylvania 18015, USA
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