ethanporcaro/eric-fulltext-meta huggingface dataset:
"Spend Your Whole Life Learning and Giving!": An Interview with Alice Sterling Honig
Date: 2009-00-00
Type: Journal Articles
Subjects: Caregivers,Young Children,Social Development,Child Care,Child Development,Interviews,Recognition (Achievement),Nutrition,Parent Child Relationship,Language Acquisition,College Faculty

This paper presents an interview with Dr. Alice Sterling Honig which took place in Syracuse, New York, in May 2009. Michele Jachim Barrett of Syracuse University conducted the interview using questions prepared by the editors of "ECRP." Dr. Honig is currently Professor Emerita at Syracuse University. Her work in early childhood development, care, and education spans several decades and continents. Her contributions to the field have included research, university teaching, advocacy, training of parents and caregivers, and rearing her own children. She has pursued a broad range of interests since first becoming involved in the study of child development in the 1960s, including such topics as quality of infant-toddler care, iron deficiency in infants, parent-child relationships, children's linguistic and social development, and the effects of poverty on children's development. (Contains 1 figure.)
&quot;Cheesy Pizza&quot;: The Pizza Project
Author: Gallick, Barbara
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Projects,Child Care Centers,Young Children,Group Activities,Food,Dining Facilities,Teaching Methods,Interdisciplinary Approach,Relevance (Education)

A class of 3- to 5-year-old children in a midwestern child care center chose to study pizza restaurants as a group project. This article discusses how the project evolved, describes the three phases of the project, and provides the teachers' reflections on the project. Photos taken during the project and children's sketches are included. (Contains 85 figures.)
Students Use Graphic Organizers to Improve Mathematical Problem-Solving Communications
Author: Zollman, Alan
Date: 2009-11-00
Type: Journal Articles
Subjects: Action Research,Problem Solving,Instructional Materials,Middle School Teachers,Communication Skills,Mathematics Instruction,Mathematics Teachers,College Faculty,Urban Schools,Teaching Methods

Improving students' problem-solving abilities is a major, if not the major, goal of middle grades mathematics. To address this goal, the author, who is a university mathematics educator, and nine inner-city middle school teachers developed a math/science action research project. This article describes their unique approach to mathematical problem solving derived from research on reading and writing pedagogy, specifically, research indicating that students who use graphic organizers to organize their ideas improve their comprehension and communication skills. It discusses graphic organizers and their potential benefits for both students and teachers, describes the specific graphic organizer adaptations they created for mathematical problem solving, and discusses some of their research results of using the "four corners and a diamond" graphic organizer. (Contains 2 figures.)
Evaluation of a Commercially Available Program and in Situ Training by Parents to Teach Abduction-Prevention Skills to Children
Author: Beck, Kimberly V.
Date: 2009-00-00
Type: Journal Articles
Subjects: Child Safety,Victims of Crime,Child Welfare,Child Abuse,Prevention,Safety Education,Parent Participation,Video Technology,Business,Interpersonal Competence,Interpersonal Relationship,Instructional Effectiveness,Program Evaluation

Child abduction is a serious problem; therefore, it is essential that researchers evaluate the efficacy of commercially available abduction-prevention programs. A multiple baseline design across participants (ages 6 to 8 years) was used to evaluate the effects of a training program, The Safe Side. Experimenters assessed safety responses in situ in two different situations (knock on the door and interaction by a stranger in public). Results revealed that participants did not demonstrate the safety skills following Safe Side training. All participants subsequently received in situ training (IST) implemented by the parent. Additional assessments and IST were conducted until each participant performed the skills to criterion. All participants demonstrated criterion performance following IST and maintained the skills over time. (Contains 1 table and 2 figures.)
A Systematic Examination of Different Parameters of Presession Exposure to Tangible Stimuli that Maintain Problem Behavior
Author: O'Reilly, Mark
Date: 2009-00-00
Type: Journal Articles
Subjects: Behavior Problems,Autism,Functional Behavioral Assessment,College Students,Doctoral Degrees,Evaluation Methods,Observation,Disabilities

We examined the effects of three different presession conditions on tangibly maintained problem behavior for 2 students with autism, using individual-participant multielement designs. First, an analogue functional analysis demonstrated that problem behavior was maintained by access to tangible items. Next, topographies of item rejection were identified. Finally, students were exposed to (a) brief access, (b) no access, and (c) satiation to the tangible items prior to tangible sessions. The results demonstrated high levels of problem behavior following the brief-access and no-access presession conditions and low levels of problem behavior following the satiation condition. The findings are discussed in the context of how satiation might best be defined for these sorts of evaluations. (Contains 3 figures.)
Functional Analysis and Treatment of Self-Injury in a Captive Olive Baboon
Author: Dorey, Nicole R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Self Destructive Behavior,Etiology,Functional Behavioral Assessment,Animals,Behavioral Science Research,Social Influences,Reinforcement,Behavior Modification

Self-injurious behavior (SIB), such as self-biting and head banging, has been reported to occur in approximately 10% of captive, individually housed nonhuman primates. Accounts of the etiology of SIB in primates range from ecological to physiological. However, to date, no research has examined the possible influence of social consequences delivered by handlers and keepers in the maintenance of SIB in this population. The current study investigated the effects of social contact as a potentially reinforcing consequence for the SIB displayed by an olive baboon ("Papio hamadryas anubis"). Results indicated that the behavior was maintained by attention from humans. As treatment, reinforcement was arranged for an appropriate alternative response, resulting in increases in the appropriate alternative behavior and decreases in SIB. (Contains 2 figures.)
The Effects of Response Cards on Student and Teacher Behavior during Vocabulary Instruction
Author: Munro, David W.
Date: 2009-00-00
Type: Journal Articles
Subjects: Feedback (Response),Teacher Behavior,Vocabulary,Vocabulary Development,Observation,Evaluation Methods,Scores,Questioning Techniques,Academic Achievement,English (Second Language)

The use of response cards during whole-class English vocabulary instruction was evaluated. Five low-participating students were observed during hand-raising conditions and response-card conditions to observe the effects of response cards on student responding and test scores and teacher questions and feedback. Responding and test scores were higher for all targeted students in the response-card condition. The teacher asked a similar number of questions in both conditions; however, she provided more feedback in the response-card condition. (Contains 1 table and 1 figure.)
Observational Learning and the Emergence of Symmetry Relations in Teaching Spanish Vocabulary Words to Typically Developing Children
Author: Ramirez, Joline
Date: 2009-00-00
Type: Journal Articles
Subjects: Vocabulary,Operant Conditioning,Observational Learning,Pretests Posttests,Oral Language,Spanish,Child Development,Evaluation Methods,Training,Discrimination Learning

One 9-year-old child was taught conditional discriminations between dictated names in Spanish and their corresponding pictures across three stimulus sets while her 10-year-old brother observed. Posttests revealed the emergence of symmetry relations in the form of oral naming skills by both children. (Contains 2 figures.)
Teaching Women with Intellectual Disabilities to Identify and Report Inappropriate Staff-to-Resident Interactions
Author: Bollman, Jessica R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Females,Mild Mental Retardation,Self Advocacy,Caregiver Attitudes,Caregivers,Self Disclosure (Individuals),Skill Development,Program Effectiveness,Residential Care

This study examined the effectiveness of behavioral skills training in teaching 2 adult women with mild intellectual disabilities to report inappropriate staff-to-resident interactions. The reporting skill included making a self-advocacy response, walking away, and reporting the interaction. Participants' performance was measured during baseline, posttesting, 2- and 4-week follow-up, and generalization probes in new situations. All participants learned reporting skills, maintained these skills at 2- and 4-week follow-up, and generalized the skills to novel stimulus situations. (Contains 1 figure.)
Assessing the Utility of a Demand Assessment for Functional Analysis
Author: Roscoe, Eileen M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Behavior Problems,Probability,Functional Behavioral Assessment,Evaluation,Autism,Allied Health Personnel,Aggression,Self Destructive Behavior,Disabilities,Group Homes,Residential Schools

We evaluated the utility of an assessment for identifying tasks for the functional analysis demand condition with 4 individuals who had been diagnosed with autism. During the demand assessment, a therapist presented a variety of tasks, and observers measured problem behavior and compliance to identify demands associated with low levels of compliance or high levels of problem behavior (low-probability demands) and demands associated with high levels of compliance or low levels of problem behavior (high-probability demands). Results showed that clearer functional analysis outcomes were obtained for 3 of the 4 participants when low-probability rather than high-probability demands were used. (Contains 2 figures.)
Comparison of Data-Collection Methods in a Behavioral Intervention Program for Children with Pervasive Developmental Disorders: A Replication
Author: Najdowski, Adel C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Intervention,Maintenance,Autism,Data Collection,Research Methodology,Behavior Modification,Pervasive Developmental Disorders,Comparative Analysis,Skill Development,Child Behavior

Cummings and Carr (2009) compared two methods of data collection in a behavioral intervention program for children with pervasive developmental disorders: collecting data on all trials versus only the first trial in a session. Results showed that basing a child's progress on first-trial data resulted in identifying mastery-level responding slightly sooner, whereas determining mastery based on all trials resulted in slightly better skill maintenance. In the current replication, no such differences in indication of mastery or maintenance were observed when data were collected on all trials or the first trial. (Contains 1 figure.)
Parametric Analysis of Presession Exposure to Edible and Nonedible Stimuli
Author: Sy, Jolene R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Response Rates (Questionnaires),Stimuli,Disabilities,Down Syndrome,Mental Retardation,Autism,Evaluation,Intervals

We assessed the effects of individually defined small, medium, and large periods of presession access to edible and nonedible reinforcers on response rates during sessions in which responding produced access to identical reinforcers. Any presession access to an edible reinforcer decreased response rates for 1 participant, and small and medium periods of presession access to nonedible reinforcers resulted in similar or increased response rates for 2 participants. (Contains 1 figure.)
Acquisition of Mands and Tacts with Concurrent Echoic Training
Author: Kodak, Tiffany
Date: 2009-00-00
Type: Journal Articles
Subjects: Verbal Stimuli,Teacher Effectiveness,Developmental Disabilities,Communication Skills,Evaluation,Autism

Previous studies have identified a number of effective teaching procedures to increase verbal behavior in individuals with developmental disabilities. However, few studies have evaluated modifications of treatment procedures when children fail to acquire communication skills. In the present investigation, a 4-year-old boy with autism failed to acquire unprompted mands and tacts during mand-only and tact-only training. Results indicated that combining echoic training with mand or tact training increased unprompted manding and tacting. (Contains 1 figure.)
Evaluation of a Multicomponent Intervention for Diurnal Bruxism in a Young Child with Autism
Author: Barnoy, Emily L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Cues,Intervention,Autism,Behavior Modification,Young Children,Behavior Problems,Verbal Communication,Visual Stimuli,Reinforcement

Bruxism, forceful grinding of one's teeth together, can produce destructive outcomes such as wear on the teeth and damaged gums and bone structures. The current study implemented a multicomponent intervention that consisted of vocal and physical cues to decrease rates of bruxism. A partial component analysis suggested that the vocal cue was only effective at decreasing levels of bruxism when paired with a simultaneous physical cue. (Contains 1 figure.)
The Effects of Video Modeling on Staff Implementation of a Problem-Solving Intervention with Adults with Developmental Disabilities
Author: Collins, Shawnee
Date: 2009-00-00
Type: Journal Articles
Subjects: Role Playing,Intervention,Developmental Disabilities,Problem Solving,Group Homes,Adults,Video Technology,Residential Programs,Behavioral Science Research,Modeling (Psychology)

We investigated the effects of video modeling on the percentage of correctly implemented problem-solving steps by staff in a group home for adults with developmental disabilities, using a nonconcurrent multiple baseline design across participants. The treatment consisted of staff watching a video model demonstrating the correct implementation of a problem-solving intervention (i.e., teaching clients to identify problems, possible solutions, and consequences to each solution, and to choose the best solution). The percentage of correctly implemented problem-solving steps increased for all participants, and the effect was maintained over time, generalized to novel problems, and generalized from role play with a researcher to actual clients. (Contains 2 figures.)
Using Differential Reinforcement to Decrease Academic Response Latencies of an Adolescent with Acquired Brain Injury
Author: Heinicke, Megan R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Neurological Impairments,Head Injuries,Brain,Token Economy,Reinforcement,Adolescents,Females,Outcomes of Treatment,Contingency Management,Compliance (Psychology),Responses

The present study investigated the effects of contingency-specifying rules and a token economy to decrease the latency to comply with academic instructions by a 16-year-old girl with acquired brain injury. Results showed that treatment was successful in reducing academic response latencies. These results replicate previous research in which differential reinforcement was used to decrease slow responding to academic tasks. (Contains 1 figure.)
Functional Analysis and Treatment of Rumination Using Fixed-Time Delivery of a Flavor Spray
Author: Wilder, David A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Positive Reinforcement,Autism,Adults,Behavior Modification,Functional Behavioral Assessment,Behavior Problems,Mental Retardation,Stimuli,Program Effectiveness

A functional analysis suggested that rumination exhibited by an adult with autism was maintained by automatic reinforcement. Next, a preference assessment with three flavor sprays (i.e., flavored sprays used by dieters) showed that apple pie spray was most preferred. Finally, the effects of fixed-time delivery of the apple pie spray on levels of rumination were evaluated. The spray reduced rumination, and the participant was taught to self-administer the spray. (Contains 1 figure.)
The Effects of Response Interruption and Redirection and Sertraline on Vocal Stereotypy
Author: Miguel, Caio F.
Date: 2009-00-00
Type: Journal Articles
Subjects: Behavior Modification,Autism,Behavior Problems,Drug Therapy,Intervention,Outcomes of Treatment,Young Children,Males,Communication Problems

Although response interruption and redirection (RIRD) has been shown to be successful in reducing vocal stereotypy, recent reports have suggested that selective serotonin reuptake inhibitors (SSRIs) may also reduce these behaviors. The purpose of the current investigation was to examine the effects of RIRD with and without sertraline on automatically maintained vocal stereotypy of a 4-year-old boy with autism. Results suggested that vocal stereotypy decreased when RIRD was implemented and that sertraline did not affect the participant's vocal stereotypy. (Contains 1 figure.)
Enhancing the Effectiveness of a Play Intervention by Abolishing the Reinforcing Value of Stereotypy: A Pilot Study
Author: Lang, Russell
Date: 2009-00-00
Type: Journal Articles
Subjects: Play,Intervention,Autism,Antisocial Behavior,Child Behavior,Behavior Problems,Program Effectiveness,Reinforcement,Skill Development

An alternating treatments design compared one condition in which a child with autism was allowed to engage in stereotypy freely prior to the intervention (abolishing operation component) to a second condition without the free-access period. Levels of stereotypy and problem behavior were lower and levels of functional play were higher in the condition with the abolishing operation component. These data provide preliminary support for the use of abolishing operations in interventions to increase the play skills of children with autism. (Contains 1 figure.)
Choice Behavior of Nonpathological Women Playing Concurrently Available Slot Machines: Effect of Changes in Payback Percentages
Author: Weatherly, Jeffrey N.
Date: 2009-00-00
Type: Journal Articles
Subjects: Behavior Problems,Females,Games,Probability,Debt (Financial),Behavioral Science Research,Questionnaires,Evaluation

In a simulated casino environment, 6 nonpathological women played concurrently available commercial slot machines programmed to pay out at different rates. Participants did not always demonstrate preferences for the higher paying machine. The data suggest that factors other than programmed or obtained rate of reinforcement may control gambling behavior, which should encourage behavior analysts to look beyond direct, contingency-driven explanations of gambling. (Contains 1 figure.)
Targeting Social Skills Deficits in an Adolescent with Pervasive Developmental Disorder
Author: Hagopian, Louis P.
Date: 2009-00-00
Type: Journal Articles
Subjects: Feedback (Response),Social Behavior,Pervasive Developmental Disorders,Reinforcement,Interpersonal Competence,At Risk Persons,Behavior Problems,Adolescents,Antisocial Behavior,Interaction,Outcomes of Treatment,Males

Social skills deficits are a defining feature of individuals diagnosed with autism and other pervasive developmental disorders (PDD), which can impair functioning and put the individual at higher risk for developing problem behavior (e.g., self-injury, aggression). In the current study, an adolescent with PDD displayed inappropriate social behavior (inappropriate comments, social withdrawal, and touching others without their permission) during social interactions. An intervention using instructions, differential reinforcement, and corrective feedback successfully reduced inappropriate social behaviors. (Contains 1 figure.)
Altering the "Near-Miss" Effect in Slot Machine Gamblers
Author: Dixon, Mark R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Testing,Behavior Modification,Evaluation,Training,Discrimination Learning,Undergraduate Students,Outcomes of Treatment,Experiments

This study investigated the potential for recreational gamblers to respond as if certain types of losing slot machine outcomes were actually closer to a win than others (termed the "near-miss effect"). Exposure to conditional discrimination training and testing disrupted this effect for 10 of the 16 participants. These 10 participants demonstrated high percentages of conditional discrimination testing performance, and the remaining 6 participants failed the discrimination tests. The implications for a verbally based behavioral explanation of gambling are presented. (Contains 1 figure.)
Examination of Assessment Practices for Engineering Design Projects in Secondary Technology Education (First Article in 3-Part Series)
Author: Kelley, Todd R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Design,Program Effectiveness,Engineering,Engineering Education,Technology Education,Secondary Education,Educational Assessment,Student Evaluation,Secondary School Curriculum,Secondary School Teachers,Industrial Arts Teachers,Teacher Surveys,Research Needs,Curriculum Implementation,Educational Change,Educational Innovation,Teaching Methods,Problem Solving

This article presents a descriptive study designed to determine the national status of secondary technology education curriculum content and assessment practices as they relate to engineering design. The results of this study were divided into a three-part article series. Although this study focused on the larger construct of the national status of the infusion of engineering design into technology education, three separate sub-constructs emerged. The three sub-constructs were: a) status of engineering design curriculum content; b) the status of assessment practices of engineering design projects; and c) what selected challenges are identified by secondary technology educators in teaching engineering design. (Contains 1 figure and 7 tables.) [For Part 2, see EJ868621.]
Effects of the Problem Solving and Subject Matter Approaches on the Problem Solving Ability of Secondary School Agricultural Education
Author: Olowa, O. W.
Date: 2009-00-00
Type: Journal Articles
Subjects: Agricultural Education,Problem Solving,Statistical Analysis,Local Government,Teaching Methods,Secondary School Students,Pretests Posttests,Data Analysis

The approach used by teachers is very important to the success of the teaching process. This is why this study seeks to determine which teaching approaches--problem solving and subject-matter, would best improve the problem solving ability of selected secondary agricultural education students in Ikorodu Local Government Area. Ten classes and 150 students, based on Hay's (1973) cluster sampling formula for determining sample size, were selected. The classes were taught with instructional units prepared using the problem solving approach model presented in Newcomb, McCracken and Warmbrod (1993) and subject matter approach as described by Rosenshine and Steven (1986). At the conclusion of all instruction, a problem solving ability posttest and Group Embedded Figures Test (GEFT) Instruments were administered to all participants. The scores obtained from the problem solving ability posttest was analyzed using the univariate analysis of covariance and it found, among other things, problem solving approaches scored significantly higher (P = 0.046) on the posttest than scores of students assigned to classes using the subject matter approach. The implication of this figure is that the problem solving ability of secondary school students can be accelerated with instructional approaches, such as the problem solving technique. (Contains 3 tables.)