Global ETD Search

1	An Assessment and Intervention Model for Establishing Observational Learning During Tact Trials Sansing, Elizabeth McKay 07 1900 (has links) Observational learning (OL) allows an individual to acquire novel responses by observing others' behavior and the corresponding consequences. The complexity of skills involved with OL may vary with the learning context. A learner may observe modeled responses to both trained (known) and untrained (unknown) stimuli or they may observe both reinforced (correct) and nonreinforced (incorrect) responses. The purpose of this study was to develop assessment and training procedures for OL component skills when the learner observes a combination of learning contexts: reinforced and nonreinforced responses to both trained and untrained stimuli. Two children with autism, Tom and David, participated. We assessed the following component skills in the context of tact trials: (1) Discriminating trained and untrained stimuli, (2) attending to the modeled performance, (3) discriminating consequences, and (4) conditionally responding based upon a name call. Next, we trained the component skill(s) for which the learner's performance did not meet criterion and then reassessed for OL. For both participants, immediate increases in OL were observed; however, modifications to the post-assessment (differential observing response for consequences and/or differential reinforcement) were required to produce (Tom) or maintain (David) criterion levels of responding. Interpretations of these outcomes, as well as limitations and directions for future research, are discussed. Observational learning component skills assessment model
2	Mathematical component strengths and weaknesses of Year 4 and Year 5 primary school students Feely, Catherine Grace January 2010 (has links) A lack of skill in particular component skills has been hypothesised as a cause of learning delays in children and this has been found to be the case in previous studies of reading delays (Smith, 2007; Williams, 2002). The present study explored this hypothesis with regard to the development of mathematical skills. The aim of the present study was to investigate whether the delays of children who are delayed in mathematical development are in part due to a lack of skill, particularly a lack of fluency, in particular component skills. Performance on several component skills was investigated: The ability to read and write numbers, to recognise quantities and equality, and to perform simple and more complex operations. Performance of each of these skills was compared in two groups of Year 4 and 5 (8-9 year old) children: a group of typically developing children and a group of children showing delayed development in mathematics. Children whose mathematical development was delayed were likely to be less fluent at performing each of the component skills tested than children whose development was typical. Additionally, children whose development was delayed were more likely to have low levels of fluency in several of the component skills. The results of the present study highlight the importance of building component mathematical skills to fluency. mathematics component skills strengths weaknesses Year 4 Year 5 primary school students
3	Contributions of oral language and word-level literacy skills to elementary writing in first and second language learners Perkins, Christina Jacqueline 23 April 2019 (has links) Second language (L2) learners are a growing population in Canadian school systems, and acquisition of literacy skills is critical to their success in Canadian society. While much research has been devoted to writing development in first language (L1) learners, text-level writing remains relatively underexplored in L2 populations. The present study sought to address this gap by considering the relative contributions of component oral language and word-level literacy skills to writing in elementary students speaking English as a first (EL1) or second (EL2) language. A sample of 124 kindergarten students (56 EL1, 68 EL2) and 112 grade three students (51 EL1, 61 EL2) completed a battery of standardized measures assessing oral language, word-level literacy, and writing skills. An ordinary least squares (OLS) regression-based mediation path analysis was used to test associations among oral language, word-level literacy, and writing skills in each group. Results indicated that word-level literacy skills had a significant direct effect on writing in all groups, but that oral language had no significant direct effect on writing in any groups. Instead, the effect of oral language on writing was significantly mediated by word-level skills in the kindergarten EL1 and EL2 groups, and the grade three EL1 group. The indirect effect of oral language on writing through word-level skills was not significant in the grade three EL2 group. Despite this, no significant differences in variable associations were found between EL1 and EL2 groups in either grade. Oral language skills were additionally found to have a significant effect on word-level literacy skills in the kindergarten EL1 and EL2 groups and the grade three EL1 group; the significance of this effect in the grade three EL2 group was unclear. Results of this study are discussed in relation to existing literature, and existing theories of L1 and L2 writing. / Graduate English as a Second Language EL2 Oral Language Skills Word-Level Literacy Skills Second Language Learners Path Analysis ELL ESL Writing Simple View of Writing Elementary Writing Kindergarten Grade Three Literacy Education Indirect Effect Primary Grades Component Skills Writing Components Word Level Literacy Skills Mediation Analysis Oral Language Second Language L2 Writing Outcomes Text-Level Writing Text Level Writing Writing Composition

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