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ABSTRACT: This investigation extended the literature on classroom based assessments and interventions with disruptive behavior by training general education middle school teachers to conduct functional analyses, measuring the integrity with which they implemented functional analysis procedures in their classrooms, and evaluating the effects of functional analysis on students' rates of appropriate classroom behavior. Behavioral consultation procedures, including performance feedback, were used to support and maintain teachers' levels of integrity throughout the assessment process. Results indicated that teachers were able to implement functional analysis conditions with high integrity during the training phase of assessment. However, during classroom based functional analyses, two teachers demonstrated high procedural integrity and one teacher demonstrated variables rates of procedural integrity. Functional analysis yielded consistent results regarding the classroom behavior of one student. Factors contributing to valid functional analysis results appeared to include high procedural integrity by the implementing teacher and limited student reactivity to the assessment process. Social acceptability findings indicate that all teachers found the procedure to be useful for the assessment of behavior demonstrated by disruptive students, and that they valued the information obtained. However, teachers raised concerns about the feasibility of using a highly time intensive process to reduce rates of disruption. Consultation was an effective way to support teachers in the implementation of a classroom-based functional analysis; highly collaborative consultation appeared to produce the best outcomes via both teacher integrity and student response to the functional analysis.
Bringing together leading authorities, this concise, state-of-the-science Handbook delves into all aspects of problem solving-based school psychology practice. Thirty-four focused chapters present data-based methods for assessment, analysis, intervention, and evaluation, with special attention given to working in a response-to-intervention framework. Tools and guidelines are provided for promoting success in key academic domains: reading, writing, and math. Social-emotional and behavioral skills are thoroughly....
This handbook addresses evidence-based practices in Applied Behavior Analysis (ABA) for individuals diagnosed with autism spectrum disorder (ASD). It provides an overview of the history of evidence-based practices and their importance as applied to the law, school settings, and factors that influence the use for treatment of ASD. Additional areas of coverage include evidence-based and non-evidence-based ABA interventions for autism as well as decision-making ethics related to these treatments. In addition, the book addresses cultural considerations as they relate to these treatments and examines procedural aspects of ABA interventions for autism. Key ABA treatments addressed include: Discrete trial teaching. Pivotal response training. Video modeling. Parent-mediated intervention. Early Start Denver Model, PEAK, PECS, and AAC. Script fading/activity schedules and differential reinforcement/extinction. Response interruption and redirection. Self-management and self-monitoring. The Handbook of Applied Behavior Analysis Interventions for Autism is a must-have resource for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals across such interrelated disciplines as clinical child, school, and developmental psychology, child and adolescent psychiatry, social work, rehabilitation medicine/therapy, pediatrics, and special education.
V. 1. Physical science assessment probes -- Life, Earth, and space science assessment probes.
Social Stories[trademark] are one of the most commonly-used interventions for children with autism (Green et al., 2006; Hess, Morrier, Heflin, [and] Ivey, 2008; Stahmer, Collings, [and] Palinkas, 2005). While there is a rapidly-growing literature base of Social Stories research, much of the work has focused on student behavior in special education resource settings; the current study examines the use of Social Stories with students in inclusive general education settings. Six students diagnosed with autism spectrum disorders participated and behaviors that occurred in the general education classroom were selected as targets. Pre-service teachers, autism resource teachers, and a paraprofessional were trained to implement the intervention. Social Stories were presented on a personal computer for 5 of 6 participants; the 6th participant's Social Story was presented in a bound book. Participants were observed in their general education classrooms during 30 min data collection sessions. A multiple baseline across participants design was used. For 3 participants, an alternating treatments design was also used, which examined 2 conditions: an Immediate condition in which classroom probes were conducted immediately following Social Stories intervention sessions, and a Delay condition in which a time delay of at least 3.5 hrs was presented between intervention and observation sessions. Results of the Immediate vs. Delay conditions show no conclusive effects of one condition over the other. Overall, results indicate improvements in target behaviors for 5 of 6 participants. Peer comparison data indicate that participants who showed improvement in their behavior performed the target skills at levels comparable to classmates without disabilities. Treatment fidelity data indicate that pre-service teachers were able to accurately implement the intervention over the course of the study. Social validity questionnaires were distributed to in-service and pre-service teachers, who rated the intervention as acceptable and feasible within the classroom setting. Implications for practice and future research directions are discussed.
The first comprehensive quantitative analysis of intervention research in the learning disabilities field, this volume synthesizes the results of 272 scientifically credible group and single-subject studies in an effort to identify what works best for learning disabled children. The book examines pertinent findings on all academic, cognitive, and behavioral domains. Intervention outcomes are evaluated across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics. Addressing such questions as the merits of inclusion settings and the relative benefits of direct and strategy instruction, Swanson offers timely recommendations for instructional design, assessment, and policy.
Demonstrates how the fields of special education and inclusive education have evolved philosophically and technically over the past 30 years.
Considerable research in the past 30 years has accumulated regarding the academic and social functioning of youngsters with disabilities. Only in the past decade has there been sufficient special education research published from which meta-analyses and syntheses can be conducted. In this volume, seven sets of authors grapple with synthesizing the knowledge base on an array of critical topics in the field of special education. Among others, specific chapters include: * a synthesis of what is known about effective instructional grouping practices for reading. * an examination of the differences between students classified as learning disabled and other low-achieving students on a range of academic performance measures. * a review of effective instruction for English-language learners. * an examination of the research on behavioral supports for low-incidence special education populations. * a synthesis on how technology supports literary development, across the full spectrum of disabilities categories. These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.