ethanporcaro/eric-fulltext-meta huggingface dataset:
Schools of Excellence and Equity? Using Equity Audits as a Tool to Expose a Flawed System of Recognition
Author: Brown, Kathleen M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Achievement,Low Income Groups,Audits (Verification),Equal Education,Scores,Achievement Gap,Data Collection,Elementary Schools,Social Justice,Disproportionate Representation,Minority Groups,White Students,Middle Class,Disadvantaged Youth,Federal Legislation

The purpose of this article is to demonstrate how equity audits can be used as a tool to expose disparate achievement in schools that, on the surface and to the public, appear quite similar. To that end, the researcher probed beyond surface-level performance composite scores into deeper, more hidden data associated with state-recognized &quot;Honor Schools of Excellence.&quot; How is &quot;excellence&quot; defined and operationalized in these schools? Are these schools &quot;excellent&quot; for &quot;all&quot; students? Can a school really be classified by the state as &quot;excellent&quot; and yet still have significant &quot;gaps&quot; and disparities? If so, is the state's formula used to identify exemplary schools too simple, dogmatic, and institutionally flawed? Through the use of equity audits, quantitative data was collected to scan for systemic patterns of equity and inequity across multiple domains of student learning and activities within 24 elementary schools. The intent was to document and distinguish between schools that are promoting and supporting both academic excellence (small gap schools; SGS) and systemic equity and schools that are not (large gap schools; LGS). Results reveal that although demographic, teacher quality, and programmatic audits all indicated a fair amount of equity between SGS and LGS, the achievement audit between both types of schools indicated great disparities. By controlling for or eliminating some of the external variables and internal factors often cited for the achievement gaps between white middle-class children and children of color or children from low-income families, the findings from this study raise more questions than answers. Results do indicate that equity audits are a practical, easy-to-apply tool that educators can use to identify inequalities objectively. (Contains 5 tables.)
Teachers, Policymakers and Project Learning: The Questionable Use of &quot;Hard&quot; and &quot;Soft&quot; Policy Instruments to Influence the Implementation of Curriculum Reform in Hong Kong
Author: Fok, Ping Kwan
Date: 2010-00-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Change,Foreign Countries,Program Implementation,Teacher Attitudes,Public Officials,Teaching Methods,Elementary Secondary Education,Student Projects,Active Learning,Educational Assessment,Surveys,Educational Policy

Following the return of Hong Kong to Chinese sovereignty in 1997, the government of the Hong Kong Special Administrative Region developed wide-ranging curriculum reforms, including project learning. A recent survey has indicated that over 80% of Hong Kong primary and secondary schools have adopted project learning as a curriculum task. Such an outcome is hard to reconcile both with the culture of Hong Kong schools and the generally bleak picture that pervades the literature on educational change. In seeking an explanation for this apparent success we focus attention on the policy instruments that were used by government agencies to facilitate the process of implementation. Our analysis revealed that teachers were caught in a pincer movement that involved voluntary activities promoting project learning and coercive measures that monitored and evaluated successful implementation. Teachers' views of these policy instruments differed markedly from those of policymakers. This confluence of mixed approaches, while apparently successful, is also shown to be problematic. Finally, the paper is located in a theoretical framework with its origins in recent policy theory that to date has not been applied to educational contexts. (Contains 2 tables.)
Mands for Information Generalize across Establishing Operations
Author: Lechago, Sarah A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Topography,Autism,Generalization,Behavior Problems,Child Behavior,Program Effectiveness,Young Children,Males,Verbal Communication

The current study extends the literature on teaching mands for information by assessing whether mands generalize across different establishing operations (EOs). Three children with autism were taught to perform multiple behavior chains, 3 of which included a common response (e.g., "Where is the spoon?") used for different purposes. An interrupted-behavior-chain procedure was used to contrive the EO for each mand. After teaching a mand for information under 1 EO, the remaining chains were interrupted to determine whether the mand had generalized to different EOs. For all participants, mands for information generalized across EOs. For 2 participants, a new mand-for-information topography emerged after training. (Contains 1 table and 4 figures.)
Examining the Generality of Children's Preference for Contingent Reinforcement via Extension to Different Responses, Reinforcers, and Schedules
Author: Luczynski, Kevin C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Reinforcement,Behavior Modification,Contingency Management,Responses,Males,Food,Preschool Children

Studies that have assessed whether children prefer contingent reinforcement (CR) or noncontingent reinforcement (NCR) have shown that they prefer CR. Preference for CR has, however, been evaluated only under continuous reinforcement (CRF) schedules. The prevalence of intermittent reinforcement (INT) warrants an evaluation of whether preference for CR persists as the schedule of reinforcement is thinned. In the current study, we evaluated 2 children's preference for contingent versus noncontingent delivery of highly preferred edible items for academic task completion under CRF and INT schedules. Children (a) preferred CR to NCR under the CRF schedule, (b) continued to prefer CR as the schedule of reinforcement became intermittent, and (c) exhibited a shift in preference from CR to NCR as the schedule became increasingly thin. These findings extend the generality of and provide one set of limits to the preference for CR. Applied implications, variables controlling preferences, and future research are discussed. (Contains 2 figures.)
The Effects of Variable-Time Delivery of Food Items and Praise on Problem Behavior Reinforced by Escape
Author: Lomas, Joanna E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Problems,Positive Reinforcement,Negative Reinforcement,Behavior Modification,Food,Time,Motivation,Males,Autism,Asperger Syndrome,Aggression,Observation,Compliance (Psychology)

Prior research indicates that reinforcement of an appropriate response (e.g., compliance) can produce concomitant reductions in problem behavior reinforced by escape when problem behavior continues to produce negative reinforcement (e.g., Lalli et al., 1999). These effects may be due to a preference for positive over negative reinforcement or to positive reinforcement acting as an abolishing operation, rendering demands less aversive and escape from demands less effective as negative reinforcement. In the current investigation, we delivered a preferred food item and praise on a variable-time 15-s schedule while providing escape for problem behavior on a fixed-ratio 1 schedule in a demand condition for 3 participants with problem behavior maintained by negative reinforcement. Results for all 3 participants showed that variable-time delivery of preferred edible items reduced problem behavior even though escape continued to be available for these responses. These findings are discussed in the context of motivating operations. (Contains 2 figures.)
Efficiently Establishing Concepts of Inferential Statistics and Hypothesis Decision Making through Contextually Controlled Equivalence Classes
Author: Fienup, Daniel M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Decision Making,Statistics,Inferences,Context Effect,Computer Assisted Instruction,Concept Formation,Skill Development,Hypothesis Testing,Stimuli,Feedback (Response),Prediction

Computerized lessons that reflect stimulus equivalence principles were used to teach college students concepts related to inferential statistics and hypothesis decision making. Lesson 1 taught participants concepts related to inferential statistics, and Lesson 2 taught them to base hypothesis decisions on a scientific hypothesis and the direction of an effect. Lesson 3 taught the conditional influence of inferential statistics over decisions regarding the scientific and null hypotheses. Participants entered the study with low scores on the targeted skills and left the study demonstrating a high level of accuracy on these skills, which involved mastering more relations than were taught formally. This study illustrates the efficiency of equivalence-based instruction in establishing academic skills in sophisticated learners. (Contains 4 tables and 7 figures.)
Behavioral Coaching to Improve Offensive Line Pass-Blocking Skills of High School Football Athletes
Author: Stokes, John V.
Date: 2010-00-00
Type: Journal Articles
Subjects: Team Sports,Intervention,Sport Psychology,Drills (Practice),Interpersonal Competence,High School Students,Athletes,Behavior Modification,Athletic Coaches,Video Technology,Feedback (Response),Program Effectiveness,Auditory Stimuli,Coaching (Performance)

We evaluated several behavioral coaching procedures for improving offensive line pass-blocking skills with 5 high school varsity football players. Pass blocking was measured during practice drills and games, and our intervention included descriptive feedback with and without video feedback and teaching with acoustical guidance (TAG). Intervention components and pass blocking were evaluated in a multiple baseline design, which showed that video feedback and TAG were the most effective procedures. For all players, improved pass blocking matched a standard derived by observing more experienced linemen and was evident in games. Additional intervention was required to maintain pass-blocking proficiency. Issues pertinent to behavioral coaching and sport psychology research are discussed. (Contains 2 tables and 1 figure.)
Predicting Preference for Items during Periods of Extended Access Based on Early Response Allocation
Author: Rapp, John T.
Date: 2010-00-00
Type: Journal Articles
Subjects: Stimuli,Children,Behavior Problems,Attention Deficit Hyperactivity Disorder,Behavior Modification,Toys,Time on Task,Intervention,Responses,Operant Conditioning

Top-ranked items were identified during 30-min free-operant preference assessments for 9 individuals. Data from each session were analyzed to identify the item (a) that was engaged with first in each session and (b) to which the most responding was allocated after 5 min, 10 min, 15 min, 20 min, and 25 min had elapsed in each session. The results indicated that the first-engaged item and the 5-min high-allocation item predicted the top-ranked item in 55% and 62% of the sessions, respectively. The results also showed that engagement with the top-ranked item from the first session decreased across subsequent sessions for 6 of the 9 participants. The implications of the results for brief versus extended stimulus preference assessments are discussed. (Contains 1 table and 3 figures.)
Internet-Based Contingency Management to Improve Adherence with Blood Glucose Testing Recommendations for Teens with Type 1 Diabetes
Author: Raiff, Bethany R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Testing,Diabetes,Contingency Management,Internet,Adolescents,Health Behavior,Compliance (Psychology),Behavior Modification,Self Management

The current study used Internet-based contingency management (CM) to increase adherence with blood glucose testing to at least 4 times daily. Four teens diagnosed with Type 1 diabetes earned vouchers for submitting blood glucose testing videos over a Web site. Participants submitted a mean of 1.7 and 3.1 blood glucose tests per day during the 2 baseline conditions, respectively, compared to 5.7 tests per day during the intervention. Participants and their guardians rated the program favorably on a number of dimensions. The results suggest that Internet-based CM is feasible, acceptable, and effective to increase self-monitoring of blood glucose in teens. (Contains 1 figure.)
Teaching Effective Hand Raising to Children with Autism during Group Instruction
Author: Charania, Shaireen M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Group Instruction,Autism,Student Behavior,Nonverbal Communication,Prompting,Role Models,Reinforcement,Skill Development,Males,Children,Inclusive Schools,Mainstreaming

We taught 3 children with autism to raise a hand or keep both hands down depending on their status (e.g., having heard a target word, possessing a specific item) using modeling, prompting, and reinforcement. All 3 children acquired accurate hand-raising skills in response to progressively more difficult discrimination tasks during group instruction. The implications for preparing children for general education settings are discussed. (Contains 1 figure.)
Determining Preschoolers' Preferences for Choice-Making Opportunities: Choice of Task Versus Choice of Consequence
Author: Fenerty, Katherine A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Decision Making,Task Analysis,Stimuli,Context Effect,Reinforcement,Preschool Children,Young Children,Evaluation Methods

Individuals may prefer contexts with the option to choose between 2 reinforcing stimuli or between 2 tasks relative to contexts in which others select the same events. We evaluated children's preferences for conditions characterized by (a) the opportunity to choose between tasks and (b) the opportunity to choose between putative reinforcers delivered following the completion of a task relative to no-choice and no-reinforcement control conditions. Three of 4 participants preferred the consequence-choice condition; the task-choice condition was no more preferred than the no-choice condition in any case. (Contains 1 figure.)
Behavioral Intervention for Teaching Tackling Skills to High School Football Athletes
Author: Stokes, John V.
Date: 2010-00-00
Type: Journal Articles
Subjects: High School Students,Team Sports,Intervention,Injuries,Athletes,Drills (Practice),Skill Development,Behavior Modification,Program Effectiveness

Between 2001 and 2005, football-related injuries accounted for 1,060,823 emergency room visits to U.S. hospitals (Mello, Myers, Christian, Palmisciano, & Linakis, 2009). Among high school football athletes, statistics reveal that for the period of 1984 to 1999, there were 63 injuries resulting in permanent disability (Mueller, 2001). Additional data suggest that having an experienced coach decreases the likelihood of severe injury to players by 50% (Knowles et al., 2009). Some applied research shows that coach-implemented behavioral teaching procedures can improve football skills of youth, high school, and college players during practice and games (Allison & Ayllon, 1980; Smith & Ward, 2006; Stokes, Luiselli, Reed, & Fleming, 2010). The purpose of the present study was to add to this small research base by evaluating a multicomponent behavioral intervention for teaching the skills necessary to execute a proper tackle by two linebackers on a high school football team. As a result of intervention, both players tackled more proficiently in practice drills and maintained proficient tackling during games. (Contains 1 table and 1 figure.)
Assessment and Treatment of Elopement Maintained by Access to Stereotypy
Author: Falcomata, Terry S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Play,Behavior Modification,Outcomes of Treatment,Behavior Problems,Functional Behavioral Assessment,Communication Skills,Skill Development,Contingency Management,Autism,Males,Young Children

We evaluated a treatment for elopement maintained by access to stereotypic door play. First, we conducted a functional analysis of elopement that produced undifferentiated results. Next, we conducted an assessment in which we evaluated the relation between elopement and door play. Results suggested a functional relation between the 2 behaviors (i.e., elopement was maintained by contingent access to door play). Finally, we implemented functional communication training as a treatment for elopement in which access to door play was made contingent on a target appropriate communication response. (Contains 1 figure.)
An Evaluation of the Value of Choice-Making Opportunities in Single-Operant Arrangements: Simple Fixed- and Progressive-Ratio Schedules
Author: Tiger, Jeffrey H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Autism,Behavior Modification,Reinforcement,Young Children,Evaluation Methods,Decision Making,Males,Food,Prompting

The current study compared the effects of choice and no-choice reinforcement conditions on the task responding of 3 children with autism across 2 single-operant paradigm reinforcer assessments. The first assessment employed simple fixed-ratio (FR) schedules; the second used progressive-ratio (PR) schedules. The latter assessment identified the differential strength of choice-making conditions in promoting task responding relative to no-choice conditions for 2 participants; no differential findings were obtained during the FR assessment. (Contains 1 figure.)
Further Examination of Discriminated Functional Communication
Author: Leon, Yanerys
Date: 2010-00-00
Type: Journal Articles
Subjects: Developmental Disabilities,Behavior Modification,Reinforcement,Behavior Problems,Stimuli,Children,Outcomes of Treatment,Intervention,Caregivers,Mental Retardation,Communication Skills,Attention,Interpersonal Communication,Interpersonal Competence,Observation,Program Effectiveness,Measures (Individuals)

One child with developmental disabilities was taught to mand for attention by saying "excuse me." Treatment effects were extended to multiple training contexts by teaching the participant to attend to naturally occurring discriminative stimuli through differential reinforcement of communication during periods of the experimenter's nonbusy activities (e.g., reading a magazine). Results are discussed in terms of future research on the generalization and maintenance of functional communication in the natural environment. (Contains 2 figures.)
The Effect of Gambling Activities on Happiness Levels of Nursing Home Residents
Author: Dixon, Mark R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Nursing Homes,Health Facilities,Psychological Patterns,Games,Leisure Time,Mental Health,Simulation,Program Effectiveness,Older Adults

The current study evaluated the effect of participating in simulated gambling activities on happiness levels of 3 nursing home residents. A 4-component analysis was used to measure objective responses associated with happiness during baseline, varying durations of engagement in simulated gambling activities, and 2 follow-up periods. Results indicated that all residents exhibited a higher percentage of happiness levels while engaged in simulated gambling activities compared with baseline. Follow-up assessment took place 10 min and 30 min following the intervention; no lasting effects were observed. (Contains 1 figure.)
A Comparison of Various Forms of Reinforcement with and without Extinction as Treatment for Escape-Maintained Problem Behavior
Author: Carter, Stacy L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Problems,Positive Reinforcement,Negative Reinforcement,Behavior Modification,Compliance (Psychology),Severe Mental Retardation,Aggression,Functional Behavioral Assessment,Males

The present investigation compared the effects of reinforcing compliance with either positive or negative reinforcement for a participant who displayed escape-maintained problem behavior. The results indicated that positive reinforcement in the form of a highly preferred edible or leisure item produced higher levels of compliance and lower levels of problem behavior when compared to negative reinforcement in the form of escape from demands. In addition, an extinction procedure was unnecessary to achieve high levels of compliance. (Contains 1 figure.)
Use of Peer-Mediated Intervention in Children with Attention Deficit Hyperactivity Disorder
Author: Grauvogel-MacAleese, Alicia N.
Date: 2010-00-00
Type: Journal Articles
Subjects: Intervention,Change Agents,Attention Deficit Hyperactivity Disorder,Reinforcement,Peer Influence,Children,Child Behavior,Behavior Problems,After School Programs,Behavior Modification

The present experiment extended and replicated the use of functional analysis and a peer-mediated intervention to decrease disruptive behavior displayed by children diagnosed with attention deficit hyperactivity disorder in an afterschool program. After determining that the participants displayed off-task behavior maintained by peer attention via a functional analysis, peer-implemented differential reinforcement of other behavior with extinction was effective in reducing participants' off-task behaviors. The use of peers as behavior-change agents is discussed, as are avenues for future research. (Contains 1 table and 2 figures.)
Assessing the Value of Choice in a Token System
Author: Sran, Sandeep K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Token Economy,Selection,Behavior Modification,Color,Worksheets,Food,Replication (Evaluation),Experiments,Preschool Children

Responding of 4 children was assessed under conditions in which (a) no programmed contingencies were arranged for target behavior, (b) responding produced tokens that could be exchanged for a single highly preferred edible item, and (c) responding produced a token that could be exchanged for a variety of preferred edible items. After assessing the effects of these contingencies, the preferences of 3 participants were assessed using a concurrent-chains schedule. Preference for the opportunity to choose from the same or qualitatively different edible items varied across participants, and findings were generally consistent with those of Tiger, Hanley, and Hernandez (2006). (Contains 2 figures.)
Influence of Assessment Setting on the Results of Functional Analyses of Problem Behavior
Author: Lang, Russell
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Problems,Developmental Disabilities,Behavior Modification,Functional Behavioral Assessment,Context Effect,Environmental Influences,Literature Reviews,Family Environment,Educational Environment

Analogue functional analyses are widely used to identify the operant function of problem behavior in individuals with developmental disabilities. Because problem behavior often occurs across multiple settings (e.g., homes, schools, outpatient clinics), it is important to determine whether the results of functional analyses vary across settings. This brief review covers 3 recent studies that examined the influence of different settings on the results of functional analyses and identifies directions for future research.
Every Day Is National Lab Day
Author: Bull, Glen
Date: 2010-08-00
Type: Journal Articles
Subjects: Hands on Science,Outreach Programs,Learning Experience,Youth Opportunities,Educational Resources,Improvement Programs,Laboratory Training,Science Course Improvement Projects,Innovation,Educational Improvement,Politics of Education

President Barack Obama recently issued a call for increased hands-on learning in U.S. schools in an address at the National Academy of Sciences. Obama concluded that the future of the United States depends on one's ability to encourage young people to "create, and build, and invent." In this article, the author discusses National Lab Day (NLD) which was established in response to the president's call to action. NLD is a grassroots effort in participatory citizenship designed to encourage young people to become makers of things. Its purpose is to inspire future innovators by pairing veteran scientists and engineers with classrooms to support hands-on projects.