ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Developmental Parameters in Primary Schools: Inclusive Settings' and Gender Differences on Pupils' Aggressive and Social Insecure Behaviour and Their Attitudes towards Disability
Author: Arampatzi, Athina
Date: 2011-00-00
Type: Journal Articles
Subjects: Check Lists,Security (Psychology),Adapted Physical Education,Inclusion,Gender Differences,Social Development,Elementary School Students,Mainstreaming,Aggression,Social Behavior,Antisocial Behavior,Student Attitudes,Attitudes toward Disabilities,Foreign Countries,Comparative Analysis

The aim of the present study was to examine whether gender and inclusion settings are associated with elementary school pupils' aspects of social development such as aggression, social insecurity and attitudes toward disability. The sample consisted of 658 pupils (M[subscript age]=11[plus or minus]1 years) of 15 primary schools (306 boys and 352 girls). Three hundred and fifty three of the participants attended schools with inclusive settings while the rest 305 attended typical schools. The participants of the study completed the Checklist of Aggressive Behaviour (CAB), the Checklist of Social Insecure Behaviour (CSIB), and the Children's Attitudes Towards Integrated Physical Education-Revised (CAIPE-R). Results indicated that girls showed less aggressive behaviour compared to boys, and pupils in typical schools displayed higher attitudes toward disability compared to pupils in inclusion schools. These findings imply that gender is a significant factor just for students displaying aggression but not social insecurity and/or adopting positive attitudes towards disability. Furthermore, inclusive setting is not a sufficient condition for the promotion of typical pupils' social behaviour. (Contains 2 tables.)
Let's Have Fun! Teaching Social Skills through Stories, Telecommunications, and Activities
Author: Zhang, Kaili Chen
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Cooperative Learning,Telecommunications,Skill Development,Interpersonal Competence,Teaching Methods,Story Telling,Learning Activities,Emotional Disturbances,Web Sites,Educational Technology

This article concerns social skills interventions for children with emotional/behavioral disorders. Drawing on the author's teaching experience and the findings of research on social skills training in schools, and exploring effective ways to facilitate children's social skill development, the paper describes how social skills interventions can be accomplished through the use of a story-based method that employs telecommunications, cooperative learning and gaming, and various other activities. The article concludes that as teachers explore innovative ways to enhance students' social competence; they also need to consider the complexity of learning social competence and how difficult it is for students to gain mastery. Finally, researchers in the field are encouraged to carry out both theoretical and empirical studies to explore the overall efficacy of social skills training in general, the effectiveness of particular approaches, and to identify more proven strategies that promote students' social competence.
Parents' Perspectives on Inclusion and Schooling of Students with Angelman Syndrome: Suggestions for Educators
Author: Leyser, Yona
Date: 2011-00-00
Type: Journal Articles
Subjects: Disabilities,Parent Attitudes,Inclusion,Mainstreaming,Genetic Disorders,Educational Philosophy,Teaching Skills,Knowledge Level,Rejection (Psychology),Attitudes toward Disabilities,Special Schools,Family School Relationship,Teacher Education,Surveys,Student Rights,Student Needs

This study examined perspectives on inclusion and schooling of a sample of 68 parents of children with Angelman Syndrome (a severe and complex disability), and solicited their suggestions and recommendations for educators. Participants responded to a scale titled, "Perceptions of Parents of Children with Angelman Syndrome toward School" adapted from two instruments developed previously (Leyser & Kirk, 2004; Salend, 2001). Parents also responded to several open-ended questions. Findings revealed not only a strong support of the philosophical and legal principles of inclusion, but also major concerns such as a lack of knowledge and skills by teachers and possible rejection of the child. A sizable number of parents still supported the education of their child in segregated special education settings. Most parents were satisfied with the child's schooling, but were concerned about the lack of services and difficulties of communication with the school and the district. Parents offered helpful insights about their children and families. A discussion of the study results and implications for pre-service and in-service training are provided. (Contains 1 table.)
Enhancing Preservice Teachers' Sense of Efficacy and Attitudes toward School Diversity through Preparation: A Case of One U.S. Inclusive Teacher Education Program
Author: Gao, Wei
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Negative Attitudes,Cultural Differences,Student Teacher Attitudes,Teacher Educators,Self Efficacy,Student Diversity,Inclusion,Mainstreaming,Disadvantaged Youth,Teacher Competencies,Behavior Problems,Disabilities,Practicums,Questionnaires,Gender Differences,Racial Differences

Conducted in one inclusive teacher education program in the United States, this study explored the trajectory of and the relationships between preservice teachers' sense of efficacy and attitudes toward school diversity through the course of preparation. Findings revealed that, in general, changes of preservice teachers' perceived efficacy, attitudes towards inclusion, and beliefs of socio-cultural diversity reflected the particular foci at different phases of the program. Overall, participants' perceived sense of efficacy showed significant, positive associations with their attitudes towards inclusion and beliefs about socio-cultural diversity. However, regardless of their perceived levels of efficacy, participants were negative about teaching children with behavioral disabilities. On the one hand, the study suggests the effectiveness of the program to educate preservice teachers to positively respond to school diversity. On the other hand, it also indicates that preservice teachers across the board persistently hoarded negative feelings about children with behavioral disabilities. The study recommends that teacher educators may need to devote ample resources and employ effective strategies to improve preservice teachers' attitudes towards children with behavioral challenges. (Contains 9 tables.)
Professionalism and Institutionalization of Education of Speech and Language Impaired Children in an Inclusive System in Germany
Author: Mussmann, Jorg
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Special Schools,Language Impairments,Foreign Countries,Educational Methods,Teaching Methods,Inclusion,Educational Resources,Special Education

This paper discusses the future of professionalism of the traditional exclusive and curative pedagogy for speech and language impaired children in Germany. This specialized professional domain is currently being challenged to define as a specialized educational domain of education and educational science their resources with a justifiable educational theory for the inclusive restructuring of the school system. Therefore this domain brings a variety of terminology for concepts and methods that manage to combine education and curriculum-based speech and language therapy in the classroom. In its actual redefinition it moves between linguistic provincialism and professional self-dissolution. But educational and institutional resources with evidence-based educational methods show, however useful perspectives in an inclusive system, if the subsidiarity principle would be followed Not a complete sentence. A network-based organization for these resources and methods is one way. The restructuring of the special schools for pupils without speech and language disabilities is another way. (Contains 2 figures.)
School Culture for Students with Significant Support Needs: Belonging Is Not Enough
Author: Carroll, Diane
Date: 2011-00-00
Type: Journal Articles
Subjects: School Culture,Ethnography,Disabilities,Special Needs Students,Mental Retardation,Student Needs,Observation,Interviews,Values,Family Influence,Special Education,Teaching Methods,Attitudes toward Disabilities,Delivery Systems,Inclusion,High Schools

This qualitative study examined the influence of school culture on services for students with significant support needs. Students with significant support needs are defined as those who typically have cognitive impairments, often paired with sensory and physical challenges, and who require substantial supports to receive benefit from education. Using Schein's (1988) definition of culture, ethnographic methods, including observations, interviews and artifacts, were used to collect data related to artifacts, values, and assumptions. Results of this study indicate a strong sense of family, community and belonging. However, belonging did not include critical components of instruction as described as best practice in special education literature.
Inclusive Education in Sweden: Responses, Challenges and Prospects
Author: Berhanu, Girma
Date: 2011-00-00
Type: Journal Articles
Subjects: Inclusion,Mainstreaming,Disabilities,Foreign Countries,Minority Groups,Educational Policy,Equal Education,Civil Rights,Disadvantaged Youth,Educational History,Educational Legislation,Democratic Values,Disproportionate Representation,Access to Education,Politics of Education

This paper maps out the challenges and responses to inclusive education in Sweden from a cultural/historical point of view. Core concepts that have bearing on inclusive education practices are discussed. The analysis incorporates varied materials. As the current Swedish political and educational discourses reflect contradictions and dilemmas among varied dimensions of the educational arena, the analysis has been conceptualized in terms of the assumption that policy and practice decisions involve dilemmas. Swedish social welfare/educational policy has traditionally been underpinned by a strong philosophy of universalism, equal entitlements of citizenship, comprehensiveness, and solidarity as an instrument to promote social inclusion and equality of resources. Within the past decades, however, Sweden has undergone a dramatic transformation. The changes are framed within neo-liberal philosophies such as devolution, market solutions, competition, &quot;effectivity&quot;, and standardization, coupled with a proliferation of individual/parent choices for independent schools, all of which potentially work against the valuing of diversity, equity and inclusion. Marginalization and segregation of socially disadvantaged and ethnic minority groups has increased. Result and resource differences have widened among schools and municipalities and among pupils. Swedish efforts in the past to promote equity through a variety of educational policies have been fascinating. Those early educational policies, including the macro political agenda focused on the social welfare model, have helped to diminish the effects of differential social, cultural, and economic background on outcomes. This has come under threat. There is still some hope, however, of mitigating the situation through varied social and educational measures combined with an effective monitoring system and a stronger partnership and transparent working relationship between the central and local government systems. Research and follow-up are crucial in this process. (Contains 2 tables.)
Special Education in Saudi Arabia: Challenges, Perspectives, Future Possibilities
Author: Alquraini, Turki
Date: 2011-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Foreign Countries,Special Education,Educational History,Federal Legislation,Access to Education,Equal Education,Attitudes toward Disabilities,Regular and Special Education Relationship,Attitude Change,Related Services (Special Education),Individualized Education Programs

This paper provides a brief background of the education system in Saudi Arabia and current special education services and programs for students with disabilities. Additionally, this paper presents the findings of some studies that examined teachers' perspectives regarding the inclusion of students with disabilities. As Saudi Arabia continues its dramatic period of improvement, changes in special education services will occur rapidly. To improve special education services, educators, parents, policymakers, and other professionals should consider many suggestions regarding critical components of successful inclusive education. In addition, further research is needed on changing the attitudes of stakeholders toward inclusion so they can be supportive of these students in a general education setting.
Differentiated Accountability Policy and School Improvement Plans: A Look at Professional Development and Inclusive Practices for Exceptional Students
Author: Simon, Marsha
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Federal Legislation,Metric System,Disabilities,Educational Change,Accountability,Professional Development,Inclusion,School Districts,Educational Policy,Academic Achievement,Measures (Individuals),Public Schools,Elementary Secondary Education

The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and the No Child Left Behind Act of 2002 (NCLB) require that students with disabilities have equal access to general education curricula and contexts. Florida's Differentiated Accountability Program (DAP) is designed to support educators in meeting IDEA and NCLB requirements. The authors reviewed 35 School Improvement Plans (SIP) from the seven largest districts across the state to find evidence of schools participating in the DAP for meeting the needs of students with disabilities. The findings suggest that although a level of consistency was evidenced in certain districts, a great deal of variety remains across the seven districts sampled regarding potentially effective professional development and continuous improvement strategies promoting inclusive practices. The article describes and analyzes localized responses to accountability policy approaches that are reflected globally in trends towards state supported systems that utilize high-stakes measurement metrics and supports to spur more efficient and competitive reforms for all students, including students with disabilities.
Reversing the Signaled Magnitude Effect in Delayed Matching to Sample: Delay-Specific Remembering?
Author: White, K. Geoffrey
Date: 2011-07-00
Type: Journal Articles
Subjects: Animals,Reinforcement,Accuracy,Memory,Conditioning,Stimuli,Food,Color,Light,Reaction Time,Retention (Psychology),Intervals,Selection

Pigeons performed a delayed matching-to-sample task in which large or small reinforcers for correct remembering were signaled during the retention interval. Accuracy was low when small reinforcers were signaled, and high when large reinforcers were signaled (the signaled magnitude effect). When the reinforcer-size cue was switched from small to large partway through the retention interval, accuracy accordingly changed from low to high. The opposite happened when the cue was switched from large to small. This dissociation of forgetting from the passage of time raises the possibility that remembering is delay-specific. The reversal of the signaled magnitude effect during the retention interval is consistent with an attentional account in which the stimulus control of remembering is influenced by extraneous events. (Contains 4 figures.)
The Isolation of Motivational, Motoric, and Schedule Effects on Operant Performance: A Modeling Approach
Author: Brackney, Ryan J.
Date: 2011-07-00
Type: Journal Articles
Subjects: Intervals,Reinforcement,Behavior,Operant Conditioning,Pharmacology,Animals,Goodness of Fit

Dissociating motoric and motivational effects of pharmacological manipulations on operant behavior is a substantial challenge. To address this problem, we applied a response-bout analysis to data from rats trained to lever press for sucrose on variable-interval (VI) schedules of reinforcement. Motoric, motivational, and schedule factors (effort requirement, deprivation level, and schedule requirements, respectively) were manipulated. Bout analysis found that interresponse times (IRTs) were described by a mixture of two exponential distributions, one characterizing IRTs within response bouts, another characterizing intervals between bouts. Increasing effort requirement lengthened the shortest IRT (the refractory period between responses). Adding a ratio requirement increased the length and density of response bouts. Both manipulations also decreased the bout-initiation rate. In contrast, food deprivation only increased the bout-initiation rate. Changes in the distribution of IRTs over time showed that responses during extinction were also emitted in bouts, and that the decrease in response rate was primarily due to progressively longer intervals between bouts. Taken together, these results suggest that changes in the refractory period indicate motoric effects, whereas selective alterations in bout initiation rate indicate incentive-motivational effects. These findings support the use of response-bout analyses to identify the influence of pharmacological manipulations on processes underlying operant performance. (Contains 2 footnotes, 9 tables, and 6 figures.)
Contingent Stimuli Signal Subsequent Reinforcer Ratios
Author: Boutros, Nathalie
Date: 2011-07-00
Type: Journal Articles
Subjects: Conditioning,Stimuli,Reinforcement,Animals,Food,Research Design,Color,Light,Reaction Time

Conditioned reinforcer effects may be due to the stimulus' discriminative rather than its strengthening properties. While this was demonstrated in a frequently-changing choice procedure, a single attempt to replicate in a relatively static choice environment failed. We contend that this was because the information provided by the stimuli was nonredundant in the frequently-changing preparation, and redundant in the steady-state arrangement. In the present experiments, 6 pigeons worked in a steady-state concurrent schedule procedure with nonredundant informative stimuli (red keylight illuminations). When a response-contingent red keylight signaled that the next food delivery was more likely on one of the two alternatives, postkeylight choice responding was reliably for that alternative. This effect was enhanced after a history of extended informative red keylight presentation (Experiment 2). These results lend support to recent characterizations of conditioned reinforcer effects as reflective of a discriminative, rather than a reinforcing, property of the stimulus. (Contains 1 table and 8 figures.)
Reinforcement: Food Signals the Time and Location of Future Food
Author: Cowie, Sarah
Date: 2011-07-00
Type: Journal Articles
Subjects: Conditioning,Stimuli,Reinforcement,Animals,Food,Research Design,Color,Light,Reaction Time,Intervals

It has long been understood that food deliveries may act as signals of future food location, and not only as strengtheners of prefood responding as the law of effect suggests. Recent research has taken this idea further--the main effect of food deliveries, or other "reinforcers", may be signaling rather than strengthening. The present experiment investigated the ability of food deliveries to signal food contingencies across time after food. In Phase 1, the next food delivery was always equally likely to be arranged for a left- or a right-key response. Conditions were arranged such that the next food delivery was likely to occur either sooner on the left (or right) key, or sooner on the just-productive (or not-just-productive) key. In Phase 2, similar contingencies were arranged, but the last-food location was signaled by a red keylight. Preference, measured in 2-s bins across interfood intervals, was jointly controlled by the likely time and location of the next food delivery. In Phase 1, when any food delivery signaled a likely sooner next food delivery on a particular key, postfood preference was strongly toward that key, and moved toward the other key across the interreinforcer interval. In other conditions in which food delivery on the two keys signaled different subsequent contingencies, postfood preference was less extreme, and quickly moved toward indifference. In Phase 2, in all three conditions, initial preference was strongly toward the likely-sooner food key, and moved to the other key across the interfood interval. In both phases, at a more extended level of analysis, sequences of same-key food deliveries caused a small increase in preference for the just-productive key, suggesting the presence of a "reinforcement effect", albeit one that was very small. (Contains 1 table and 19 figures.)
Reinforcement Delay Fading during Differential Reinforcement of Communication: The Effects of Signals on Response Maintenance
Author: Kelley, Michael E.
Date: 2011-07-00
Type: Journal Articles
Subjects: Developmental Disabilities,Stimuli,Reinforcement,Responses,Maintenance,Experiments

Signals during delays to reinforcement may lessen reductions in responding that typically occur when there is a delay between a response and its reinforcer. Sparse applied research has been devoted to understanding the conditions under which responding may be maintained when delays to reinforcement are introduced. We evaluated the extent to which providing signals during delay fading affected responding in the context of differential reinforcement of communication responses. Three individuals were exposed to gradually increasing signaled and unsignaled reinforcement delays in multiple-schedule and/or withdrawal designs. Results for 2 of 3 participants suggested that (a) the presence of signals facilitated response maintenance under delayed reinforcement and (b) coordinated basic and applied research may advance both conceptual understanding and clinical outcomes of delayed reinforcement. (Contains 1 table and 6 figures.)
Behavior-Based Assessment of the Auditory Abilities of Brushtail Possums
Author: Osugi, Mizuho
Date: 2011-07-00
Type: Journal Articles
Subjects: Animals,Training,Auditory Stimuli,Food,Physiology,Auditory Perception

Brushtail possums ("Trichosurus vulpecula") were trained to press a right lever when a tone was presented (a tone-on trial) and a left lever when a tone was not presented (a tone-off trial) to gain access to food. During training the tone was set at 80 dB(A), with a frequency of 0.88 kH for 3 possums and of 4 kH for the other 2. Once accuracy was over 90% correct across five consecutive sessions, a test session was conducted where the intensity of the tone was reduced by 8 dB(A) over blocks of 20 trials until accuracy over a block fell below 60%. After each test session, training sessions were reintroduced and continued until accuracy was again over 90%, when another test session was conducted. This process continued until there were at least five test sessions at that tone frequency. The same procedure was then used with frequencies of 0.20, 0.88, 2, 4, 10, 12.5, 15, 20, 30, and 35 kHz. Percentage correct and d9 decreased approximately linearly for all possums as tone intensity reduced. Both sets of lines were shallowest at the higher frequencies and steepest at the lower frequencies. Hit and false alarm rates mirrored each other at high frequencies but were asymmetric at lower frequencies. Equal d9 contours showed that sensitivity increased from 2 to 15 kHz and continued to be high over 20 to 35 kHz. The possums remained sensitive to the 20 to 35 kHz tones even at low intensities. The present study is the first to report the abilities of possum to detect tones over this range of frequencies and its results support the findings of a microelectrode mapping survey of possums' auditory cortex. (Contains 1 footnote, 2 tables, and 7 figures.)