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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Use of a Daily Behavior Report Card and Response Dependent Fading to Increase and Maintain Academic Engagement in an Elementary Student with Developmental Delay

Alrumayh, Ziyad 01 December 2018 (has links)
The initial and maintenance effects of a Daily Behavior Report Card (DBRC) intervention and fading procedure on Academic Engaged Time (AET) of a 6-year-old boy with Developmental Delay and Attention Deficits were evaluated with a reversal design. Following an initial baseline, the DBRC was implemented and then completely removed followed by reapplication of the DBRC. Subsequently, the report card was gradually reduced in the frequency of its use from very daily to every other day. Increased AET reliably varied with the application and then removal of the DBRC. Whereas complete removal of the DBRC resulted in substantial decreases in AET, response dependent fading of the card was associated with AET of 80% or above. Teacher intervention ratings demonstrated social validity of the intervention in terms of its effectiveness, acceptability and efficiency. Research and practical issues are discussed.
2

The Utility of Functional Behavior Assessment (FBA) and Function-Based Intervention (FBI) in Addressing Behavior Challenges of Children With Autism

Nyarambi, Arnold, Enwefa, R., Enwefa, S. 01 February 2012 (has links)
No description available.
3

Using Applied Behavior Analysis to Effectively Address the Learning and Behavior Challenges of Young Children With Autism: An Effective Science-Based Approach

Nyarambi, Arnold, Mims, Pamela, Fox, James 01 February 2012 (has links)
No description available.
4

Effectively Serving Young Children with Social Emotional Behavior Challenges in Preschool and the Early Grades: Combining Behavior Interventions and Assistive Technology

Fox, James J., Wheeler, John J., Keramidas, Cathy Galyon 01 July 2012 (has links)
No description available.
5

Secondary General Education Teachers' Perceptions of Challenges for Inclusion Students with Autism

Clark, Karen Clark 01 January 2016 (has links)
Many secondary students with autism (SWA) included in the general education (GE) classroom demonstrate academic and behavioral challenges. Most GE teachers who have inclusive SWA in their classes receive little or no training on evidence-based practices to address these challenges. The purpose of this qualitative bounded case study was to explore secondary GE teachers' perceptions of and experiences with the academic and behavioral challenges of inclusive SWA. Theoretical frameworks of the weak central coherence theory for autism and executive dysfunction grounded the study. Data from 6 purposefully chosen secondary GE inclusion teachers, who educated SWA and students with autism spectrum disorder from one middle school setting, were collected using individual semistructured telephone interviews and independent participant journals. Criteria to be a participant included teachers who had taught more than 5 years, earned a master's degree, and taught inclusive SWA. The data were thematically analyzed using a segmenting-and-labeling open coding process. Participants revealed that secondary inclusive SWA had low cognitive processing, difficulty understanding content and maintaining an adequate pace while working on tasks, and demand of teacher attention. Furthermore, SWA demonstrated behavioral challenges controlling emotional outbursts, being organized, and socialization with peers. It is recommended that GE teachers have paraprofessionals with SWA preparation, opportunities for multilevel collaboration, and increased autism-specific training to assist in meeting academic and emotional needs of SWA. These actions could contribute to positive social change through assisting GE teachers in planning and improved instruction and postsecondary outcomes for secondary inclusive SWA.

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