The Effectiveness of a 3-second Constant Time Delay Procedure on the Sight Word Acquisition Among Three Learning Disabled Students PDF Download

Author: Dorothy Bruggeman
Publisher:
ISBN:
Category : Learning disabilities
Languages : en
Pages : 82

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Author: James McLeskey
Publisher: Routledge
ISBN: 1136242422
Category : Education
Languages : en
Pages : 489

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Book Description
Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability.

Author: David L. Westling
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 600

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Written in a way that makes the most complex findings of research understandable and usable in the real educational world, this book offers comprehensive coverage of all of the issues that are pertinent to teaching students with severe disabilities. The authors clearly and completely address both methodology and curriculum, presenting topics in the order in which a teacher would approach them: prior considerations, planning and assessment, general instructional procedures, and, finally, procedures targeted to learners with specific disabling conditions. In addition, they pay thoughtful attention to assessment, the role of paraprofessionals, and multicultural concerns. For teachers and future teachers of students with severe/multiple disabilities.

Author: Diane M. Browder
Publisher: Brookes Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 342

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Going beyond functional and access skills, this groundbreaking text shows educators how to make the general curriculum accessible and help students progress in academic content areas.;

Author: Jared Scott Yaw
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 117

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Book Description
This dissertation includes three studies extending research on a computer-based sight word reading intervention across special needs students. In Study I, a multiple-baseline across behaviors design was used to evaluate automatic sight-word reading in a fourth-grade student with intellectual disabilities. Immediately after the intervention was applied to each of three lists of sight words, the student made rapid gains in her ability to read those words within 2 s. In Study II, an adapted alternating treatment design was used to evaluate the effects of two computer-based flashcard interventions among four elementary students with disabilities. The two interventions were similar; with either 1-s response intervals (i.e., students had 1 s to read the word before they heard it) or 5-s response intervals applied. Instructional time was held constant (3 min per session) across both the 1-s and 5-s procedures; consequently, students completed six learning trials during each 1-Christopher H. Skinners session but only two during each 5-s session. Results showed similar gains in sight-word mastery rates across both the 1-s and 5-s response interval interventions. In Study III, a multi-phase adapted alternating treatment design was used to evaluate the effects of two computer-based flashcard reading interventions among three elementary students with disabilities. Each intervention provided students with either 1-s or 5-s response intervals. Instructional trials were held constant (three trials per word, per session) across both the 1-s and 5-s procedures and results were analyzed using both crude (i.e., sessions) and precise (i.e., seconds) measures of instructional time. Across all three students, analysis of learning per session showed no differences across the 1-s and 5-s words which suggest that learning trials were equally effective. However, when instructional time was measured more precisely all three students showed higher learning rates under the 1-s intervention. These studies extend the research on a computer-based sight-word reading intervention system and provide an extensive framework on how researchers should evaluate interventions in light of learning rates. Discussion focuses on the contextual validity (e.g., sustainability, efficiency) of this computer-based intervention. Additionally, implications related to measuring learning rates, evaluating learning trial quality, re-learning, and assessing maintenance are discussed.

Author: Mark Wolery
Publisher: Longman Publishing Group
ISBN:
Category : Education
Languages : en
Pages : 284

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Author:
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 476

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Author: Raymond W. DuCharme
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages :

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Author: Michel Hersen
Publisher: SAGE Publications
ISBN: 1452265216
Category : Psychology
Languages : en
Pages : 1857

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Book Description
The three-volume Encyclopedia of Behavior Modification and Cognitive Behavior Therapy provides a thorough examination of the components of behavior modification, behavior therapy, cognitive behavior therapy, and applied behavior analysis for both child and adult populations in a variety of settings. Although the focus is on technical applications, entries also provide the historical context in which behavior therapists have worked, including research issues and strategies. Entries on assessment, ethical concerns, theoretical differences, and the unique contributions of key figures in the movement (including B. F. Skinner, Joseph Wolpe, Aaron T. Beck, and many others) are also included. No other reference source provides such comprehensive treatment of behavior modification—history, biography, theory, and application. Thematic Coverage The first of the thematic volumes covers Adult Clinical Applications. Adults are the most common population encountered by researchers, clinicians, and students, and therefore more than 150 entries were needed to cover all necessary methods. The second volume covers Child Clinical Applications in 140 entries. One especially useful aspect of this volume will be the complications sections, addressing "what can go wrong" in working with children. This is an area often overlooked in journal articles on the subject. Volume III, Educational Applications, addresses a range of strategies and principles of applied behavior analysis, positive behavior support, and behavior modification and therapy. These entries focus on classroom and school contexts in which the instructional and behavioral interactions between teachers and their learners are emphasized. Unique, Easy-to-Follow Format Each of the volumes′ entries address a full range of mental health conditions and their respective treatments, with the aim of providing systematic and scientific evaluation of clinical interventions in a fashion which will lend itself to the particular style of treatment common to behavior modification. Major entries for specific strategies follow a similar format: 1. Description of the Strategy 2. Research Basis 3. Relevant Target Populations and Exceptions 4. Complications 5. Case Illustration 6. Suggested Readings 7. Key Words Biographical sketches include the following: 1. Birthplace and Date 2. Early Influences 3. Education History 4. Professional Models 5. Major Contributions to the Field 6. Current Work and Views 7. Future Plans Readership This encyclopedia was designed to enhance the resources available to students, scholars, practitioners, and other interested social science readers. The use of in-text citations, jargon, and descriptions of research designs and statistics has been minimized, making this an accessible, comprehensive resource for students and scholars alike. Academic and research librarians in the social sciences, health, and medicine will all find this an invaluable addition to their collections. Key Features Three thematic volumes and over 430 total entries Five anchor articles in each volume provide context on major issues within the field Key words and lists of suggested readings follow each entry Contributions by internationally renowned authors from England, Germany, Canada, Australia, New Zealand, and the United States Volume Editors Volume I: Adult Clinical Applications Michel Hersen & Johan Rosqvist Pacific University Volume II: Child Clinical Applications Alan M. Gross & Ronald S. Drabman University of Mississippi Volume III: Educational Applications George Sugai & Robert Horner University of Oregon Advisory Board Thomas M. Achenbach, Ph.D. Department of Psychiatry, University of Vermont Stewart W. Agras, M.D. Department of Psychiatry & Behavioral Science, Stanford University School of Medicine David H. Barlow, Ph.D., ABPP Center of Anxiety and Related Disorders, Boston University Alan S. Bellack, Ph.D., ABPP Department of Psychiatry, University of Maryland School of Medicine Edward B. Blanchard, Ph.D. Department of Psychology, University of Albany, SUNY James E. Carr, Ph.D. Department of Psychology, Western Michigan University Anthony J. Cuvo, Ph.D. Rehabilitation Institute, Southern Illinois University Gerald C. Davison, Ph.D. Department of Psychology, University of Southern California Eric F. Dubow, Ph.D. Psychology Department, Bowling Green State University Rex L. Forehand, Ph.D. Psychology Department, University of Vermont Arnold A. Lazarus, Ph.D., ABPP Center for Multimodal Psychological Services Robert P. Liberman, M.D. Department of Psychiatry, West Louisiana VA Medical Center Scott O. Lilienfeld, Ph.D. Department of Psychology, Emory University Marsha M. Linehan, Ph.D., ABPP Department of Psychology, University of Washington Nathaniel McConaghy, DSc, M.D. School of Psychiatry, University of N.S.W, Australia Rosemery O. Nelson-Gray, Ph.D. Department of Psychology, University of North Carolina, Greensboro Lars-Göran Öst, Ph.D. Department of Psychology, Stockholms Universitet, Sweden Alan D. Poling, Ph.D. Department of Psychology, Western Michigan University Wendy K. Silverman, Ph.D. Department of Psychology, Florida International University Gail Steketee, Ph.D. School of Social Work, Boston University Douglas W. Woods, Ph.D. Department of Psychology, University of Wisconsin, Milwaukee

Author: Elba I. Rohena-Diaz
Publisher:
ISBN:
Category : Children with mental disabilities
Languages : en
Pages : 358

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The purpose of this study were to investigate (a) the effectiveness and efficiency of a 4-second time delay instructional package to teach English sight word reading, (b) the differential effects of language of instruction on the percentage of English sight words read in the classroom settings and in the natural setting, and (c) the percentage of incidental information learned during Spanish versus English instruction by four Hispanic (i.e., Puerto Ricans) middle school students with mental retardation. A multiple probe across students with an embedded adapted alternating treatments design was used. Sign words from local grocery and department stores were targeted for instruction. The study began with a baseline condition in which students' performance on 15 sight words targeted for instruction were assessed. During the intervention, sight words were taught using a 4-second time delay instructional package across Spanish and English time delay and no treatment conditions. Incidental information was provided upon correct responding during these instructional sessions. Generalization probes were conducted during baseline and intervention conditions and after the intervention was concluded. The results indicated that the intervention was effective and efficient in teaching English sight word reading to all four students. Additionally, all four students generalized word reading from the classroom to the natural setting and learned most of the incidental information. In general, the effect of language of instruction (i.e., Spanish and English) on sight word reading instruction was comparable.