Made available in DSpace on 2016-04-29T13:17:57Z (GMT). No. of bitstreams: 1 Marcelo Correa Abuchacra.pdf: 903654 bytes, checksum: bd2be7d5bb3d97ab8913c4f3dc3024c3 (MD5) Previous issue date: 2016-01-26 / The present study aims to investigate the influence of a conditioned reinforcement on the performance of base categories soccer players at the behavior of completion of the goal. To measure the accuracy of the kicks, the goal will be divided into four targets (lower right, lower left, upper right and upper left), according to the Battery of tests Mor-Christian. . Investigation of the performance of the participants will be held through a multiple base line design, consisting of a baseline and a subsequent step of conditioned reinforcement. At the end of the sections in the second phase, the participants can exchange the points accumulated on the task for money. Data obtained by each participant in each stage of the research will be analyzed and compared, in order to check the influence of the conditioned reinforcement on the performance of participants regarding the amount of hits to established targets / O presente trabalho tem por objetivo investigar a influência de um reforço condicionado sobre a precisão do comportamento de "chute no gol" em jogadores de futebol em formação. Para medir a precisão dos chutes, o gol será dividido em quatro alvos (inferior direito, inferior esquerdo, superior direito e superior esquerdo) de acordo com a "Bateria de testes de Mor-Christian . O experimento compreenderá duas fases: 1) linha de base e 2) reforço condicionado. Na fase do reforço condicionado, será empregado um delineamento de base múltipla entre os alvos. Ao final das sessões realizadas na etapa dois, os participantes poderão trocar os pontos acumulados na tarefa por dinheiro. Os dados obtidos por cada participante, em cada etapa da pesquisa, serão analisados e comparados entre si, com o objetivo de verificar a influência do reforço condicionado no desempenho dos participantes em relação a quantidade de acertos aos alvos estabelecidos

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Språket är den viktigaste faktorn för integration och nyligen har kraven på kunskaper i svenska skärpts. För att fungera fullt ut i det svenska samhället krävs en läsförmåga i nivå med årskurs 6, men en tidigare undersökning visar att majoriteten av vuxna invandrare efter avslutad SFI-utbildning endast har en läsförmåga i nivå med årskurs 3-5. En läsintervention med single-subject design har därför genomförts med tre elever på kurs C på SFI. Läsinterventionen har genomförts med Wendick-modellens läslistor tre gånger i veckan under sju veckor, totalt 20 lektioner. Resultaten visade en ökning på Avkodning Ord för en av eleverna och en ökning på Avkodning Nonord för alla tre eleverna. Dessa resultat visar att Wendick-modellens läslistor är en fungerande metod i en-till-en-situationer då elevernas avkodning på nonord har förbättrats av interventionen. Studiens resultat visar även vikten av tidiga insatser för att ge elever med bristande läs- och skrivfärdigheter rätt hjälp och stöd från studiestart för att de snabbare ska kunna integreras i samhället.

The purpose of this study was to examine the efficacy of a graphic organizer for improving the expository text comprehension of adolescent Spanish–English bilingual students with learning disabilities. Students included two females and one male. Using a multiple baseline single case design, students were taught to create a funnel map graphic organizer for 10 descriptive text passages. Students’ performance was assessed on their ability to correctly create the funnel map (criterion variable) and to comprehend expository passages during baseline, intervention, and maintenance phases. Each participant learned to create an accurate funnel map within four sessions. Text comprehension scores began to increase within three sessions. Results showed the positive effect of using the funnel map for improving comprehension of expository texts. Individual TAU effect sizes (.81–.92) and overall TAU-U effect sizes (.86) and a Between Case-Standardized Mean Difference (BC-SMD) of 1.87 showed the intervention to be highly effective.

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In single-case research design (SCRD), experimental control is demonstrated when the researcher’s application of an intervention, known as the independent variable, reliably produces a change in behavior, known as the dependent variable, and the change is not otherwise explained by confounding or extraneous variables. SCRD studies that fail to demonstrate experimental control may not be published because researchers may be unwilling to submit these papers for publication due to null findings and journals may be unwilling and unlikely to publish null outcomes (i.e., publication bias). The lack of submission and publication of null findings, leading to a disproportion of positive studies in the published research literature, is known as the “file drawer effect” (Rosenthal, 1979; Ferguson & Heene, 2012). Recently, researchers and policy organizations have identified evidence-based practices (EBPs) for children with autism spectrum disorder (ASD) based on systematic reviews of SCRD studies (Odom, Collet-Klingenberg, Rogers, & Hatton, 2010). However, if SCRD studies that do not demonstrate experimental control (i.e., null studies) are disproportionately unpublished due to the file drawer effect, this may result in a misrepresentation of positive findings, leading interventions to be deemed evidence-based that, actually, lack sufficient empirical support (Sham & Smith, 2014; Shadish, Zelinsky, Vevea, & Kratochwill, 2016). Social narratives, exercise, self-management, and response interruption/redirection are interventions for children with ASD that has been named EBPs according to the National Autism Standards (NAC; 2009) and National Professional Development Center on Autism Spectrum Disorder (NPDC; 2010); however, these interventions have not yet been evaluated for potential publication bias. The study employed and extended methods similar to Sham and Smith (2014), comparing the procedures and results of published articles and unpublished dissertations and theses for interventions identified as EBPs to evaluate the methodological rigor and evaluate the possibility of publication bias, file drawer effect, and lack of replication. Specifically, the results of published and unpublished studies were compared to determine if published studies showed greater treatment effect, which would indicate the file drawer effect. Also, SCRD quality indicators were employed to evaluate whether studies that were published tend to be of higher quality, as this would mitigate possible publication bias shown by larger effect sizes (ES) in published studies. The outcome resulted in three out of four EBPs (social narratives, antecedent exercise, and response interruption and redirection), yielding different ES when published studies were compared to unpublished studies; in contrast, self-management yielded a similar ES for published and unpublished studies. For social narratives and antecedent exercise, unpublished studies presented at lower estimated ES than published studies; whereas for response interruption and redirection, unpublished studies presented at a higher estimated ES compared to published studies. Generally, study quality presented at similar levels for published and unpublished studies for each EBP, with the exception of antecedent exercise. Differences were identified for antecedent exercise study quality based upon visual and statistical analyses. Lastly, there do not appear to be observed differences in treatment outcomes between published and unpublished studies when study quality was considered in the analysis. Implications of the results are discussed with respect to the file drawer effect and publication bias in EBPs, and the call to increase publications in peer-reviewed journals of negative findings and replication studies, which leads to identifying and establishing boundary criteria for EBPs. / Special Education

This dissertation investigates the development and use of self-images in augmented reality systems for learning and learning-based activities. This work focuses on self- modeling, a particular form of learning, actively employed in various settings for therapy or teaching. In particular, this work aims to develop novel multimedia systems to support the display and rendering of augmented self-images. It aims to use interactivity (via games) as a means of obtaining imagery for use in creating augmented self-images. Two multimedia systems are developed, discussed and analyzed. The proposed systems are validated in terms of their technical innovation and their clinical efficacy in delivering behavioral interventions for young children on the autism spectrum.

Parmi les diagnostics de troubles anxieux auprès de la population ayant une déficience intellectuelle (DI), le trouble d’anxiété de séparation figure parmi les plus fréquents. Près de 30 à 50 % des personnes avec une déficience intellectuelle (DI) présentent également un trouble de santé mentale en comorbidité, dont les troubles anxieux. Sachant que la prévalence de la DI est de 1,0 % à 2,6 % de la population du Québec, il semble pertinent d’offrir des services adaptés à leurs besoins particuliers. Pourtant, la grande majorité des recherches portant sur des interventions pour réduire les symptômes anxieux auprès d’une population ayant un trouble neurodéveloppemental, tel que le trouble du spectre de l’autisme (TSA), exclut les participants ayant une DI. Pour répondre à ce besoin, ce projet de recherche visait à évaluer l’efficacité d’un programme d’intervention auprès d’un parent d’un enfant âgé de 8 ans ayant une DI et un trouble d’anxiété de séparation. Dans le cadre d’un devis à cas unique de type AB, nous avons mesuré les comportements anxieux tout au long du programme d’intervention mis en place. Les résultats montrent que certains symptômes anxieux ont diminué suivant l’implantation par le parent de stratégies cognitivo-comportementales. D’autres études devront être effectuées afin d’explorer davantage l’efficacité de ce programme. / Among the diagnoses of anxiety disorders in the population with intellectual disabilities (ID), separation anxiety disorder is the most common. About 30 to 50% of people with intellectual disabilities (ID) also have a comorbid mental health problem, including anxiety disorders. Knowing that the prevalence of the disease is from 1.0% to 2.6% of the population of Quebec, it seems relevant to offer services tailored to their specific needs. Yet, the vast majority of research has been done on interventions to reduce the symptoms of the population with a neurodevelopmental disorder, such as the autism spectrum disorder (ASD), excludes participants with an ID. To address this need, this research project was designed to evaluate the effectiveness of an intervention program with a parent of an 8-year-old child with ID and separation anxiety disorder. As part of a single-case AB type design, we measured anxiety behaviors throughout the intervention program set up. The results show that some anxiety symptoms have decreased following the parent's implementation of cognitive-behavioral strategies. Other studies should be done to explore the effectiveness of the program.

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