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The Function-based Intervention Decision Model (Umbreit, Ferro, Liaupsin, & Lane, 2007) (Decision Model), is a straightforward technique to link the function of a behavior to an intervention. Although this technique has been found to be significantly effective with school-age disability populations, it has not been tested with adults who have cognitive disabilities and significant behavioral problems in non-school settings.This study explored the efficacy of the Decision Model (Umbreit et al., 2007) as a method for matching behavioral interventions to assessed function(s) of the target behavior by extending its practices to adults with developmental disabilities in a community-based day program. The participants were three adults with moderate mental retardation and problematic behavior, displayed by inappropriate social interactions. The research design was a multiple baseline across subjects. A notable benefit to this design is that there was no need to withdraw treatment, an important ethical consideration because each of the problem behaviors presented with some form of self-injury, aggression to others, and/or property destruction. The study had four phases: (a) conducting the functional behavioral assessment to identify the function of the participant's problem behavior, (b) utilizing the Decision Model (Umbreit et al., 2007) to link the function to the behavioral intervention plan (BIP), (c) applying the intervention, and (d) and maintenance. Several research questions were posed: (a) Do interventions developed using the Decision Model produce positive results for adults who have developmental disabilities and significant behavior problems in a non-school setting? (b) Will the application and maintenance of each BIP result in decreased exhibition of assessed problem behaviors? (c) Will the application and maintenance of each BIP result in increased exhibition of identified replacement behaviors? (d) Will the day program support staff and behavioral support team view the outcomes as socially valid? The results indicated a decrease in problem behaviors (socially inappropriate interactions) and an increase in replacement behaviors (socially appropriate interactions). Results of this study influenced positive intervention strategies that were easily maintained and viewed as socially valid by the direct support staff, evidenced by the results of the Treatment Acceptability Rating Form-Revised (Reimers, Wacker, Cooper, & DeRaad, 1992).

Abstract This paper investigates how to individualize the tuition in English by using ability groupings. The study is primarily focusing on the group of under-achieving ability pupils since teachers have a special responsibility for those pupils who experience difficulties in attaining the goals that have been set for their education, according to the Curriculum for compulsory school Lpo 94. The main research question was if the groupings were positive or negative for the under-achieving pupils at school X, i.e. the compulsory school under investigation. In addition I also wanted to find out if the ability groupings at school X responded to the steering documents, i.e. the Curriculum in compulsory school and the Education Act. The study is based on primary data in the forms of interviews, with four English teachers, and questionnaires, answered by the under-achieving ability pupils. Conclusions were drawn that the ability groupings seemed to be mostly negative concerning the under-achieving pupils. The groupings at school X are not supported in any steering documents either since the groupings are not temporary, they do to some extent put the pupils at a certain grade level and on a certain track which violates the Education Act. One of the conclusions in this paper is also that there should be clearer guidelines on how to approach this phenomenon.

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This research paper investigates the functions of community newspapers in the battle against HIV/Aids. The research is conducted through studying literature, analysing four selected community newspapers and interviewing the editors of the newspapers. According to the literature, a community newspaper stands closer to the reader than any other newspaper, which means it could have a larger impact than for example a national paper. A community paper can provide information or start a debate in the community. The media can focus the attention of the reader on HIV/Aids through agenda setting. By giving the subject prominence in a publication, for instance, the media show how important they consider the subject. The functions of the press can be divided in different categories: the informative function, the press as a booster of the public debate, the service function, the educative function and the entertainment function. This study finds that not all the researched newspapers consider it their responsibility to cover HIV/Aids. The importance that the editors give to the subject and the number of articles that reaches the publication also does not match. The functions the newspapers mainly fulfil, are the information and education function. The reasons for a moderate coverage of HIV/Aids include a lack of statistics, a lack of information from organisations, staff shortages and fear that the reader will receive the opinion that the newspaper writes about the same things over and over again. / Mini-dissertation (M.A. (Communication Studies))--North-West University, Potchefstroom Campus, 2007.

The Check in/Check out (CICO) strategy is a secondary tier intervention designed to address those students who are not responsive to universal tier, school-wide positive behavioral interventions and supports (SW-PBIS), and require more targeted support. The present study extended the implementation of the CICO strategy to a residential facility. In addition, the study sought to determine the relationship between the maintaining function of behavior and responsiveness to CICO when a functional behavior assessment was conducted prior to the implementation of CICO. Six students with emotional and behavioral disorders (E/BD) in a residential setting participated in the study; three with attention-maintained behavior and three with escape-maintained behavior. Results of a nonconcurrent multiple baseline across participants design indicate that the mean total composite percentage of problem behavior improved for all three students with attention-maintained behavior, and the effect of the intervention generalized to the second most problematic classroom for two out of three. Further support of effectiveness of the intervention for attention maintained behavior is percentage of all non-overlapping data (PAND) of 90% or higher for two of three students. The mean total composite percentage of problem behavior for students with escape-maintained behavior improved for all three students, with a moderate change noted for Kevin. Only one student demonstrated generalization of effect in the second most problematic classroom and PAND above 90%. Future directions and limitations of the research also are addressed.

The majority of smokers - regardless of race - wish to quit. Quitting tobacco use is a top national priority to improve the quality of life for all people. There is a wide range of effective tobacco addiction treatment strategies. Telephone counseling services or Tobacco Quit Lines (TQL) is one of the effective smoking cessation aids available to all people in the U.S. free of charge. This is a cross sectional analysis of data from Georgia Tobacco Quit Line (TQL). The study examined the differences in the utilization rates of the Georgia TQL by different smoking population. Analysis revealed that 2.9 per 1000 male smokers in Georgia called the TQL compared to 5.0 per 1000 females. Also, the rate of calling among black was significantly higher than that among white smokers. Television commercials promoting the use of the TQL were successful in reaching the Black smokers.

Students with emotional and behavioral disorders (E/BD) display severe social and academic deficits that can adversely affect their academic performance in mathematics and result in higher rates of failure throughout their schooling compared to other students with disabilities (U.S. Department of Education, 2005; Webber & Plotts, 2008). Furthermore, students with E/BD are at a greater risk of being served in more exclusionary and restrictive settings compared to their peers as a result of their poor social skills and chronic disruptive behaviors (Gagnon & Leone, 2005; Furney, Hasazi, Clark-Keefe, & Hartnett, 2003; U.S. Department of Education, 2005; Whorton, Siders, Fowler, & Naylor, 2000). This is of great concern as students with E/BD often receive lower grades, fail more classes, have higher drop-out rates, have fewer employment opportunities, and have increased involvement in the legal system (Bullock & Gable, 2006; Cullinan & Sabornie, 2004; Jolivette, Stichter, Nelson, Scott, & Liaupsin, 2000; Kauffman, 2001). The purpose of this study was to analyze the effect of the equal additions algorithm on subtraction with regrouping on the subtraction performance of fourth-grade students with E/BD and mathematics difficulties. The equal additions algorithm was taught using a direct instruction technique. This study investigated 3 participants at the fourth grade level in a residential treatment facility which serves students with E/BD. A multiprobe multiple baseline across participants design was used for this study. Assessments used for this study included (a) Woodcock Johnson III (WJIII), (b) the ENRIGHT, (c) a student questionnaire, (d) baseline probes, and (e) an error analysis student profile. Data was analyzed by visual analysis. The results suggest that when the equal additions algorithm was systematically implemented students were able to successfully complete subtraction with regrouping problems and errors dramatically decreased. Limitations and future for research directions are discussed.

For many learners the school system works. Skills and knowledge are learned, social relationships are formed, and positive self-esteem and self-image as a learner lead to accomplishments such as a secondary school diplomas, opportunities for further education, and futures filled with a litany of choices. For others diplomas are not forthcoming, nor are futures bright with hope and opportunity. Schools in Ontario have struggled to develop engaging and meaningful programs for these other students; students identified as “at-risk” of not successfully completing secondary school. Making up nearly 30% of the secondary school population (King, 2004), these students struggle or fail to meet curriculum expectations often resulting in missed opportunities for the development of a solid framework for life-long learning. Educators grapple with the question of how to support at-risk students in classrooms and schools. This study provides an often overlooked perspective to the existing literature on pedagogy, curriculum, and programming for at-risk students; that of the learner. It gives a voice to at-risk students and offers educators and policy makers insights into how at-risk students experience learning, how they feel they learn best, what they need from their school setting, and what they identify as meaningful to their lives and their learning. Listening to the voices of at-risk students provides an authentic perspective of how to best serve at-risk students. This thesis tells the story of four at-risk students (key informants) in an alternative educational setting. In addition, one educational assistant, identified by key informants, provided information about the setting and further insights into key informants’ engagement in the curriculum and their learning. This study reveals stories of at-risk learners and what they see as relevant and necessary for active engagement with school and learning. / Thesis (Master, Education) -- Queen's University, 2009-04-24 18:54:45.539