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Effects of behavior management training on parents' attitudes toward their childrenEvans, David Francis, 1948- January 1974 (has links)
No description available.
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The effects of proctor feedback on implementing behavior change projects in a fieldwork settingTucci, Vicci 01 January 1977 (has links) (PDF)
In the present study, a practicum was conducted to teach students to design and implement a behavior change project. Procedures similar to the Willis et al. (1975) course and the Zimmerman et al. (1971) workshop were used to teach students how to design acceptable behavior change projects. Since both studies indicated that students can design practical projects, the author chose to solely investigate the students’ performances while implementing behavior change projects in fieldwork settings. Specifically, this study reports the effects of proctor feeding (proctoring in conjunction with the specification of the desired student behaviors) on college students' accuracy of implementation of a behavior change project in a fieldwork setting.
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INCREASING THE FREQUENCY OF ADULT-DISPENSED PRAISE IN THE CLASSROOM: A FIELD STUDY TO MEASURE THE EFFECT OF VARIED TRAINING PROCEDURESHoecker, Pamela Hoagland, 1937- January 1974 (has links)
No description available.
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The Effects of Modeling and Coaching on Verbal Narratives of Teaching Interactions by Novice Behavior AnalystsLambert, Lindsey L 12 1900 (has links)
Research has shown that well-trained staff within early and intensive behavioral intervention (EIBI) provide more effective treatment. An important part of training is learning the vocabulary and concepts of treatment. This aids in conceptual understanding of the principles and procedures. The process of learning behavioral concepts also develops the necessary verbal repertoire needed to communicate among members of a community of practice; a group of people who have common reinforcers and are working toward a common goal. Learning to tact a series of sequential descriptions, or verbally narrate, exemplary teaching interactions should be a goal when teaching behavior analysis because it is how we, as a community, interact and establish an understanding of behavior analysis. The purpose of the current study is to train novice behavior analysts to narrate exemplary intervention sequences that are responsive, flexible, and effective teaching interactions. The effects of the training were evaluated using a multiple baseline design across training conditions, replicated across 3 participants. The results suggest that the training was effective in increasing the number of narrative statements as well as the number of narrative statements related to five critical features of a teaching interaction and the relations between those features. The results are discussed in the context of future research directions, including studies of correspondence between verbal behavior and teaching interaction performance.
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A comparison of a group approach and a personalized approach in teaching behavior management techniques to parentsMartin, Vicki Nan 01 January 1984 (has links)
Parent intervention programs that assist parents in increasing their skills in behavior management techniques have experienced considerable success over the last 20 years. Parent training not only aids the parent in changing the child's behavior but may be beneficial in preventing future problems.
When a program of this type is utilized with low income populations, cost effectiveness becomes an important issue. The purpose of the present study was to compare the effectiveness of a parent intervention program when utilizing a group format versus a personalized, one-to-one approach to training.
The Eyberg Child Behavior Inventory (ECBI) was administered pre and posttreatment to 10 parents of children enrolled in Project Head Start. The experimenter examined the ECBI test results for the subjects in the group condition and personalized condition. Results were mixed with subjects in the group approach decreasing the frequency of their children's problem behaviors while subjects in the personalized condition decreased the number of behaviors that they felt were problems. Although the results indicated that a group approach was more effective in terms of efficiency, further examination of the subjects suggested that the two groups may have consisted of two different populations.
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Experimental study of beam to concrete-filled elliptical steel tubular column connectionsYang, Jie, Sheehan, Therese, Dai, Xianghe, Lam, Dennis 25 June 2015 (has links)
Yes / This paper investigated the rotation behaviour of simply bolted I-beam to concrete-filled elliptical steel tubular (CFEST) column connections experimentally. Ten different joint assemblies were tested to failure, with a constant axial compressive load applied to the column and upwards concentrated loads at the beam ends. All of the steel tubes were hot-finished and had a cross-sectional aspect ratio of 2. The orientation of the column and the arrangement of the stiffening plates were taken into consideration. Moment versus rotation relationships and failure modes were compared for each joint, highlighting the benefits of using core concrete and stiffeners in these connections.
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Development and Evaluation of a Large-scale Pyramidal Staff Training Program for Behavior ManagementShivers, Audrey H. 08 1900 (has links)
Training and empirically evaluating caregivers’ implementation of behavior management skills is a particularly challenging task in large residential contexts. A pyramidal training approach provides an efficient and effective way to conduct large-scale competency-based behavior skills training. The purpose of this project was to develop and evaluate a large-scale pyramidal staff training program for behavior management skills. One hundred nine caregivers and 11 behavior service professionals at a large, residential care facility participated in this project. Interobserver agreement was utilized to develop and refine measurements systems to detect caregiver acquisition of skills, behavior service professionals’ ability to score caregiver performance and behavior service professionals’ ability to deliver a specified portion of the curriculum. Pre- and post-test probes were conducted utilizing standard role play scenarios and checklists to evaluate caregiver acquisition of three specific behavior management skills. The results supported the following conclusions: first, interobserver agreement measures were useful to develop a reliable measurement system, to refine some curriculum elements, and to evaluate measurement conducted by behavior service professionals. Second, behavior skills training (BST) resulted in caregiver acquisition of all three behavior management techniques. Third, the pyramidal training approach was effective to teach behavior service professionals to deliver BST and accurately measure the performances of trainees.
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Enhancing teachers' competencies in positive behaviour management in aschool for moderately mentally handicapped children: an action research approachYung Tsang, Sun-may, Grace., 容曾莘薇. January 1995 (has links)
published_or_final_version / Education / Master / Master of Education
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Programa de ensino para autopreparo de pais e professores como agentes de promoção de comportamentos de estudo em crianças / Teaching program to self prepare of parents and teachers as promoting agents behavior of study of childrenChristovam, Ana Carolina Camargo 24 February 2016 (has links)
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Previous issue date: 2016-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / To Study is a class of behavior as complex as relevant in modern society, and such as, should
be taught to children and teenagers in order to promote adequate repertoires for this process
to occur effectively and autonomously. Studies developed with the objective of training
educators to promote appropriate behavior studies indicate the importance of this kind of
initiative; access opportunities of this kind, however, is limited to subjects participating in these
studies. Based on the teaching programming as established procedure for the preparation of
appropriate teaching conditions, and self-preparation as a comprehensively way provide adult
education, this study aimed to develop a program to self-prepare of parents and teachers as
promoting agents of appropriate behaviors of studies of children and examining the process
of development of educational programs itself in terms of favoring and adverse conditions of
using represented technology. The development of the program involved: preparation of an
teaching program for teacher training (Step I), integration of teacher’s program with one for
the preparation of parents, previously produced by other programmer (Step II) and the project
writing of the unified program to training parents and teachers (Step III). In terms of the unified
program, four terminals objectives were proposed, 22 intermediate objectives of more generic
level described in the form of behavioral relations and 731 in more specific levels,
corresponding to expressed behavioral relationships synthetically. These objectives were
sequenced and arranged in order to compose a 14 modules program, structured in units
developed from a regular standard structural and graphic with teaching conditions that
promote active participation of learners in each unit, requirements are made in small steps or
stages of learning, informative consequences on performance for each evaluation activity
(immediate feedback), and considering potential characteristics of learners (whose initial
repertoire was defined in the program preparation process). The produced material shall
become accessible to the population that may need it through publication and available for
review through systematic and controlled applications. With regard to the program preparation
process, it was possible to identify conditions that interfered both positively and negatively in
the process (programmer's repertoire, access to experts on the subject, self-correcting
condition of the program among others) and highlight measures taken in relation to variables
that negatively influenced the process, as well needs for further study, process improvement
and subsidies for it uses, given its relevance as a tool to produce more effective and socially
relevant teaching-learning processes. / Estudar é uma classe de comportamentos tão complexa quanto relevante na sociedade
moderna, e como tal deve ser ensinada a crianças e jovens de modo a promover repertórios
adequados para que este processo ocorra de modo eficaz e autônomo. Estudos
desenvolvidos com o objetivo de capacitar agentes educativos ao promover comportamentos
adequados de estudo indicam a relevância deste tipo de iniciativa; o acesso a oportunidades
deste tipo, contudo, é limitado a indivíduos que participam destes estudos. Tendo por base a
programação de ensino como procedimento consagrado para a elaboração de condições de
ensino adequadas, e a autoinstrução como forma abrangente de proporcionar formação de
adultos, este estudo teve como objetivos desenvolver um programa para autopreparo de pais
e professores como agentes de promoção de comportamentos adequados de estudos de
crianças e examinar o próprio processo de elaboração de programas de ensino em termos
de condições favorecedoras e desfavorecedoras da utilização da tecnologia que ela
representa. O desenvolvimento do programa implicou no preparo de um programa de ensino
para capacitação de professores (Etapa I), integração deste programa com um destinado ao
preparo de pais elaborado previamente por outra programadora (Etapa II) e a redação do
material do programa unificado para capacitar pais e professores (Etapa III). Em termos do
programa unificado, foram propostos quatro objetivos terminais, 22 objetivos intermediários
de nível mais gerais descritos na forma de relações comportamentais e 731 em níveis mais
específicos, correspondentes a relações comportamentais expressas de forma sintética.
Estes objetivos foram sequenciados e organizados de modo a compor um programa
constituído de 14 módulos, estruturados em unidades desenvolvidas a partir de um padrão
estrutural e gráfico comum, com condições de ensino que promovem participação ativa dos
aprendizes em cada unidade, exigências feitas em pequenos passos ou etapas da
aprendizagem, consequências informativas sobre o desempenho para cada atividade
avaliativa (feedback imediato), e levando em conta características potenciais dos aprendizes
(cujo repertório de entrada foi definido no processo de elaboração do programa). O material
produzido deverá se tornar acessível à população que dele possa necessitar por meio de
publicação e disponível para avaliação por meio de aplicações sistematizadas e controladas.
Em relação ao processo de elaboração do programa, foi possível identificar condições que
interferiram tanto positiva quanto negativamente no processo (repertório do programador,
acesso a especialistas sobre a temática, condição autocorretiva do programa, entre outras) e
evidenciar providências tomadas em relação a variáveis que influenciaram negativamente o
processo, bem como necessidades de estudo adicional e aprimoramento do processo e de
subsídios para sua utilização, dada sua relevância como ferramenta para produzir processos
de ensino-aprendizagem mais eficazes e socialmente relevantes.
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Evaluating the Effectiveness of a Competency-Based Training Package to Teach Behavior Management Skills to Direct Support StaffHarris, Kellen-Jade S. 05 1900 (has links)
Cooper, Heron and Heward define maintenance as the extent to which a learner continues to perform a target behavior after the intervention has been terminated. Testing for maintenance allows the trainer to see if gains were sustained following the termination of a treatment program. In addition, once it is shown that a learner's skills have remained in the repertoire, assessment of generalization is possible. Previous literature in behavior skills training have assessed maintenance in a variety of settings for a variety of skills. Following maintenance assessments, booster sessions are commonly used to re-train skills that did not maintain at criterion levels. The current project assessed the maintenance of caregivers' skills following a training package used to teach three behavior management techniques (use reinforcement, pivot, protect-redirect) at a large, residential care facility. Procedures were developed to assess caregivers' maintenance of the three behavior management techniques using a pre-test- post-test design. If needed, skills were re-established using 5-20 minute booster sessions. The results showed that time between post-test and maintenance did not seem to have a strong effect on maintenance scores. In general, post-test scores were somewhat indicative of maintenance scores, and patterns were most apparent across tools.
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