This study examined the effectiveness of function-based interventions applied within a school for the deaf. The participants were elementary-aged males diagnosed as deaf or hard of hearing (D/HH) who exhibited chronic off-task behaviors throughout the school day. This study was conducted across two phases: (a) a descriptive functional behavior assessment (FBA) was conducted for each participant and (b) individualized function-based interventions were developed based on the results of the FBAs followed by the implementation of the interventions in each classroom using a single-subject, ABAB reversal design. The function-based interventions significantly improved each participant's on-task behavior in his classroom environment. Furthermore, social validity ratings by each teacher revealed that the interventions were effective, easy to implement, and appropriate for each participant. Implications for application of the procedures used in this study with the D/HH population, limitations, and directions for future research are discussed.

Current research shows that school’s behavior intervention plans are lacking in key components, indicating a need for a standardized model of assessment that sustains teacher adherence, acceptance, and feasibility. Prevent-Teach-Reinforce (PTR) is a model that combines the principles of applied behavior analysis and positive behavior support to provide a standardized approach to conducting a functional assessment and creating a behavior plan. Studies have indicated that PTR is effective in improving student behavior and academic engagement. The current study evaluated the use of PTR for three high school students classified as emotional behavioral disorder (EBD). Results indicated that teacher-implemented functional assessment and intervention planning through the use of PTR was effective at creating substantial reductions in problem behaviors and improvements in replacement behaviors for all three students. In addition, teachers were able to implement the interventions with high levels of fidelity, and social validity scores obtained from both the teachers and students indicated that the acceptability of the PTR procedures and results was relatively high.

The purpose of this study was to evaluate the process and outcomes of using the Teaching Tools for Young Children with Challenging Behavior (TTYC) with two kindergarten classroom teachers and two high functioning children with autism spectrum disorders engaging in moderate problem behavior during daily classroom routines. The focus was to evaluate the extent to which the kindergarten teachers could adequately use the TTYC toolkit with minimal behavioral consultation in the assessment and intervention process and to examine its impact on student behavior. A multiple baseline design across routines was used for each child to evaluate the child outcomes. The results indicated that the teachers successfully used the TTYC toolkit to design and implement routine-based intervention plans with fidelity, and their implementation of the intervention plan led to increased replacement behavior and decreased problem behavior across routines for both children. Improved levels of behaviors were maintained at 2-week follow up for one child.

A case study of FBAs conducted by school-based teams analyzed 26 complete FBAs from rural LEAs trained by a university-based PBIS project staff. Interviews and observations were more often used than instruments/procedures. School teams initiated FBAs quicker but took longer to complete than did independent consultants. Researchers and practitioners will identify essential FBA components; how FBAs can be analyzed per these components; describe study results; and, discuss implications for research and application.

No description available.

This study evaluated the use of the Prevent-Teach-Reinforce for Secondary (PTR-SEC) model as an individualized Tier 3 intervention within the School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) in three high school classrooms. Three teaching staff (two teachers and one instructional aide) and three students with autism spectrum disorders participated in the study. The study examined the degree to which the classroom staff implemented the PTR intervention plan with fidelity and its impact on the students’ behaviors, using a multiple baseline across participants design. The results indicated that the teaching staff implemented the PTR intervention plan with high levels of fidelity, and their implementation of the intervention plan led to decreases in problem behavior and increases in replacement behavior across all three participating students with ASD. The PTR-SEC teams found the PTR-SEC intervention to be acceptable and satisfactory; all three staff expressed interest in continuing to implement the PTR intervention plan after completion of the study.

No description available.

Functional behavior assessment is a process that should involve all individuals that work closely with a student who is engaging in problematic behavior that impacts their own or others’ learning. General educators are typically involved in this process through indirect or descriptive assessments, such as collecting antecedent-behavior-consequence data (ABC). However, there are many factors that can impact a general educator’s ability to collect accurate ABC data. Inaccurate data can misinform appropriate responses and interventions for challenging behaviors made by a student’s decision-making team, such as an Individual Education Program (IEP) team. Therefore, it is critical that researchers empirically evaluate training interventions that can be used to provide instruction on this skill. The purpose of this study was to evaluate the use of behavioral skills training (BST), with video vignettes used for modeling and rehearsal, to train pre-service general educators how to collect accurate antecedent-behavior-consequence (ABC) data using a structured recording format via a single-case research design. This study also sought to program and assess generalization of the skill to a narrative format. This format is typically used in schools but often yields less reliable and more subjective data. Lastly, four administrations of a pre- and posttest were used to assess incidental learning of non-target information provided via instructive feedback. Results indicate BST was effective for training pre-service general educators to collect ABC data using a structured recording format. Participants were able to generalize the skill to a narrative recording format. Performance on non-target information posttests were variable across participants. These findings extend the literature on BST and highlight a way for researchers to facilitate generalization within the context of an experimental design.

This study assessed the feasibility of the newly manualized Prevent Teach Reinforce for Families (PTR-F) for use with Hispanic families of young children with autism spectrum disorders (ASD) who have difficulty adjusting to family routine. The study involved three families of children with ASD ages 3 to 6 years old who participated in the 5-step PTR-F process and who implemented the PTR intervention plan during naturally occurring family routines. A multiple-baseline across participants design was employed to examine the preliminary evidence of efficacy of using the PTR-F for children with ASD. The results indicated that Hispanic parents successfully implemented intervention strategies with the help of a facilitator using the PTR-F manual. All children’s alternate desirable behavior increased and problem behavior reduced a significant amount when the PTR-F intervention was implemented by the parents. The parents reported high social validity when implementing the PTR-F intervention.

Η παρούσα διπλωματική εργασία πραγματεύεται τη μελέτη της κατασκευαστικής και λειτουργικής συμπεριφοράς του συστήματος κίνησης του ηλεκτροκίνητου σιδηροδρόμου. Η εργασία αυτή εκπονήθηκε στο Εργαστήριο Ηλεκτρομηχανικής Μετατροπής Ενέργειας του Τμήματος Ηλεκτρολόγων Μηχανικών και Μηχανικών Τεχνολογίας Υπολογιστών της Πολυτεχνικής Σχολής του Πανεπιστημίου Πατρών. Σκοπός της εργασίας αυτής είναι καταρχήν η μελέτη του υπάρχοντος συστήματος ηλεκτροκίνητου σιδηροδρόμου στην Ελλάδα και η μελέτη του ηλεκτροκινητήριου συστήματος μέσω προσομοίωσης χρησιμοποιώντας το λογισμικό matlab/Simulink. Έπειτα γίνεται προσπάθεια διερεύνησης του προβλήματος επιστροφής ενέργειας κατά την πέδηση του συρμού. Αυτό εν γένει οφείλεται στην κατασκευαστική και φυσική ιδιομορφία των ηλεκτρικών μηχανών, οι οποίες έχουν τη δυνατότητα να συμπεριφερθούν ως γεννήτριες όταν ασκείται αρνητική ροπή στον άξονά τους. Αυτό φυσικά συμβαίνει όχι μόνον όταν πραγματοποιείται πέδη με τη μηχανή, αλλά και όταν ζητείται από αυτή να συγκρατήσει τον συρμό σε μία συγκεκριμένη ταχύτητα στις κατωφέρειες. 6 Διπλωματική Εργασία Τσούρτης Γιώργος Στη παρούσα εργασία γίνεται μία ιστορική αναδρομή από την προϊστορία ως σήμερα με σκοπό να αντιληφθούμε τη συμβολή του σιδηροδρόμου στις μεταφορές ,αλλά και να έχουμε μία εποπτεία τις πορείας και εξέλιξής του. Στη συνέχεια εξειδικεύεται στον συρμό του Ο.Σ.Ε. που μελετάμε και γίνεται μία ανάλυση για την διάταξη του συρμού, τα μέσα που χρησιμοποιούνται, (κύριος μετασχηματιστής, διάταξη ηλεκτρονικών στοιχείων ελέγχου των κινητήρων κλπ), αλλά και σύντομη αναφορά στην τεχνολογία αυτών των μέσων. Ακολουθεί μία εκτενής αναφορά, με φωτογραφικό υλικό, από έναν υποσταθμό τροφοδοσίας του δικτύου ηλεκτροκίνησης (25kV/50Hz μονοφασικό) την ώρα της συντήρησης του. Περνώντας τώρα στην προσομοίωση, προσδιορίζεται αρχικά ένα μαθηματικό μοντέλο με βάση το οποίο θα στηρίξουμε πέντε διαφορετικές υποθέσεις εργασίας, ούτως ώστε να έχουμε μία πιο εκτενή άποψη για το πρόβλημα που μας απασχολεί. Αφού λοιπόν ορίσουμε τις παραμέτρους και κάνουμε μία εύλογη προσέγγιση, προσομοιώνουμε την κάθε περίπτωση και παραθέτουμε τις ανάλογες κυματομορφές, ώστε να εξάγουμε αντίστοιχα συμπεράσματα. Τέλος αφού προηγηθεί μία συλλογή στοιχείων για την αναγεννητική πέδηση, ελέγχουμε αν η προτεινόμενη διάταξη πληροί έστω την ηλεκτρική προϋπόθεση, για να είναι εφικτή η επιστροφή ενέργειας από την πέδηση του τραίνου. Κλείνοντας, καταλήγουμε στα όποια συμπεράσματα-προοπτικές μας επιτρέπει να εξάγουμε η συγκεκριμένη εργασία. / This thesis deals with the study of the construction and functional behavior of the drive system of the electric railway. The work was conducted at the Laboratory of Electromechanical Energy Conversion Department of Electrical Engineering and Computer Engineering from the Polytechnic School of the University of Patras. The purpose of this work is the first study of the existing system of electric railway in Greece and the design of the drive system by using simulation software matlab / Simulink. Following is investigating the energy recovering problem during braking of the train. This is generally due to construction and physical peculiarity of electrical machines, which have the potential to behave as generators when there is a negative torque on the shaft. This of course happens not only when performing brake with the camera, but when asked it to hold the train at a certain speed on inclines. The present work is a flashback from prehistory to the present day in order to understand the contribution of rail transport, but also to have an oversight the course and evolution. Then specializes in train OSE we study and made an analysis of the provision of the train, the instruments used (main transformer, electronic device authentication engine, etc.), but also a brief reference to technology these instruments. Below is an extensive report, with photographs, of a power substation grid electrification (25kV / 50Hz single phase) at the time of maintenance. Moving in the simulation, initially defined a mathematical model based on which we will support five different assumptions in order to have a more comprehensive view of the problem that concerns us. Since we define the parameters and make a reasonable approach, we simulate the case and cite similar waveforms to draw appropriate conclusions. Finally preceded by a collection of data for regenerative braking, check if the proposed arrangement satisfies even the electrical condition to make possible the return of energy from the braking of the train. Finally, we come to any conclusions-our outlook allows to extract the specific task.