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This study investigated the relationship between parent implemented interventions for Autism and ratings of maladaptive behavior over a 6 month period of time. Participants were children between the ages of two and six years diagnosed with Autism and their primary care providers. Repeated measures ANOVAs and visual analysis of graphically represented mean scores were used to examine the differences between the parent reported ratings of maladaptive behaviors across two treatment groups consisting of an ABA/Verbal Behavior (ABA/VB) intervention model, a Relationship Development Intervention (RDI) model, and a control or treatment as usual (TAU) group across a 6 month enrollment period. Results indicated a lack of statistically significant findings however substantial effect sizes and changes in mean scoring indicating meaningful differences across groups and over assessment periods was found. Overall, treatment groups were found to have greater reductions in maladaptive behaviors versus the treatment as usual group. Implications, limitations, and directions for future research are discussed. / School Psychology

This ethnographic study explores the nature of the conversations between two colleagues, a more experienced and a less experienced university professor, during the planning sessions, class meetings, and debriefings of a reading assessment course. The study describes what happened during the planning sessions and class debriefings of the more experienced professor, and how the conversations between the two colleagues assisted them in further developing their teaching. Case study methods (Bogdan & Biklen, 1982; Merriam, 1988) were used to conduct and analyze the study. The data included field notes, course documents, and transcriptions of the audio taped planning sessions, class meetings, and debriefings. / Ed. D.

The problem of this study was the extent of the relationship between the classroom verbal behavior of the cooperating teacher and that of the student teacher. The purpose of this study was to determine if the student teacher tends to imitate the verbal classroom behavior of the cooperating teacher.

Critical thinking is a chief focal point in all areas of education today. Teachers can create an environment that is conducive to critical thinking through behaviors practiced in the classroom. Knowledge and use of these teacher behaviors by teachers are basic for development and enhancement of critical thinking in students. The purpose of this research was to determine the enabling behaviors used by a selected group of Virginia postsecondary vocational educators that stimulate critical thinking in students. The primary subjects for this study were postsecondary vocational technical educators randomly selected from five community colleges in Virginia. A total of 30 instructors were identified. In addition, 328 community college students participated in the study. Selected conclusions drawn from the findings were: 1. The postsecondary vocational technical instructors of the five community colleges selected for this study are not using the enabling behavior of questioning that"best" stimulates critical thinking or modeling the behaviors found in the literature that will enhance a student's ability to think critically. 2. The amount of pedagogical training (course work) taken by the postsecondary vocational technical instructors, of the five community colleges selected for this study, does not seem to influence the instructor's use of enabling behaviors related to critical thinking. 3. The community college students in this study perceived their instructors to be exhibiting behaviors and possessing characteristics that will stimulate critical thinking. Selected recommendations drawn from the findings and conclusions are: 1. Additional research is needed to determine if the findings of this study are typical of vocational technical community college instructors statewide. 2. Research similar to this study needs to be conducted on faculty other than vocational technical instructors of the community colleges to assess their use of enabling behaviors. 3. Community college instructors need to be exposed to instructors in formal course work or in informal workshops that embody and exhibit enabling behaviors, especially questioning and modeling. / Ed. D.

The purpose of this study was to evaluate the effects that a training workshop and collective shaping had on the reflective statements and feeling and emotion labels in a written response to videos relating to social issues. The workshop included a presentation interspersed with videos to help practice dialoguing and guide discussion toward generating discourse for social change. The effects of the workshop were evaluated using a single subject A – B design with multiple probe measures across three participants. Participants were given a prompt to write a descriptive narrative in response to a video clip, creating a permanent product for quantitative and qualitative analyses. The study resulted in slight increasing trends for both reflective statements and feeling and emotion labels for Participants 1 and 2. Further analyses show that Participant 3, despite showing little change across reflective statements and feeling and emotion labels, showed significant increase and more stability in the percentage of total words within reflective statements. The results of the workshop are discussed in the context of future research, including the role of social issues in our everyday language and how that affects us at a personal level.

One goal of this study was to evaluate the emergence of mands and intraverbals following tact acquisition for individuals with aphasia due to acquired brain injury. A second goal was to evaluate the transfer of shortened latencies as a function of tact training across untrained operants. In Study 1, the dependent measure was accuracy of responding and in Study 2, the dependent measures were rate and latency of responding. Participants for Study 1 were two uninjured adults (pilot) and two adults with brain injury (ABI). Both sets of participants were directly taught to tact up to 6 stimuli. Once tacts were acquired, the response forms were assessed under mand and intraverbal conditions. All pilot participants and one ABI participant showed mand transfer for all stimuli. Tact to intraverbal transfer varied across participants. One adult with brain injury served as a participant for Study 2. Fluency training was used to teach tacts for 15 stimuli. Response latencies were gathered for all operants before and after training. The participant met the designated aim (rate of responding) and showed a decrease in latencies for tacts and untrained intraverbals. Changes in mand latencies varied. Fluency gains showed partial retention. Results from Study 1 provide further evidence for interdependence across operants during rehabilitative training. Results from Study 2 provide preliminary support for the utility of fluency training for verbal behavior after brain injury. Future research should explore the components of fluency training and their effects on the verbal behavior of individuals with ABI.

Establishing effective language intervention for those who struggle to acquire it early on has received significant attention from researchers within the field of behavior analysis. The procedures of the present study were adapted from Spurgin' thesis research from 2021, in which a stimulus specific consequence was used during teaching after participants made correct responses. In this case, the stimulus specific consequence was a label for a picture that participants were required to point to during teaching trials. When participants pointed to the correct card, the researcher would label the card and deliver a small wooden block which the participants were told they were working for. In the hear-say procedures, participants were taught one set of cards and instructed to echo the researchers' labels. In the see-say participants were taught a second set of cards and instructed to "beat' the researcher to saying the word. After all cards were taught, were tested with a non-vocal receptive identification test. Immediately following this, participants were tested with a vocal expressive identification test. An extended teaching was included to determine the effects of additional practice within each condition. Results indicated that the participants were able to require some receptive and expressive language but targets often did not correspond. In many instances, receptive mastery did not necessarily lead to expressive mastery or vice versa. Results also indicated that additional practice improved receptive scores but had little impact on expressive scores. Implication for teaching learners with autism as well as typical adults is discussed.