ethanporcaro/eric-fulltext-meta huggingface dataset:
Differential Reinforcement with and without Blocking as Treatment for Elopement
Author: Call, Nathan A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Modification,Reinforcement,Behavior Problems,Autism,Mental Retardation,Observation,Functional Behavioral Assessment,Outcomes of Treatment,Caregivers,Supervision,Children,Therapy

Blocking is a frequent component of treatments for elopement. Unfortunately, blocking may not always be feasible because elopement often occurs when supervision is low or the behavior cannot be prevented. The present study evaluated the use of blocking in the treatment of elopement by using differential reinforcement of other behavior with and without blocking. In this case, results suggested that blocking may be an essential component for differential reinforcement-based treatments of elopement. (Contains 1 figure.)
Using Conditional Discrimination Training to Produce Emergent Relations between Coins and Their Values in Children with Autism
Author: Keintz, Krista S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Autism,Stimuli,Preschool Education,Young Children,Teaching Methods,Training Methods,Curriculum Development,Instructional Materials,Mathematics Education

The current study evaluated the effects of conditional discrimination (listener) training with coins on the emergence of novel stimulus relations, textual behavior, tacts, and intraverbals. Two preschoolers with autism were taught 3 relations among coins, their names, and values. After initial training, 4 relations emerged for the first participant and 7 for the second participant, suggesting that this technology can be incorporated into educational curricula for teaching prerequisite money skills to children with autism. (Contains 1 table and 1 figure.)
Using Negative Reinforcement to Increase Self-Feeding in a Child with Food Selectivity
Author: Vaz, Petula C. M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Positive Reinforcement,Negative Reinforcement,Children,Behavior Modification,Intervention,Exceptional Child Research,Food,Outcomes of Treatment,Allied Health Personnel,Developmental Disabilities

We examined the effects of a negative reinforcement-based treatment on the self-feeding of 1 child with food selectivity by type and texture. Self-feeding increased when the child could choose to either self-feed 1 bite of a target food or be fed 1 bite of the target food and 5 bites of another food. Possible mechanisms that underlie the effectiveness of the intervention and implications for future research are discussed. (Contains 1 figure.)
Using Words Instead of Jumbled Characters as Stimuli in Keyboard Training Facilitates Fluent Performance
Author: DeFulio, Anthony
Date: 2011-00-00
Type: Journal Articles
Subjects: Stimuli,Adult Education,Program Effectiveness,Keyboarding (Data Entry),Job Skills,Labor Force Development,Word Recognition,Word Processing,Reading Fluency,Office Occupations,Training

Keyboarding skill is an important target for adult education programs due to the ubiquity of computers in modern work environments. A previous study showed that novice typists learned key locations quickly but that fluency took a relatively long time to develop. In the present study, novice typists achieved fluent performance in nearly half the time when words rather than jumbled characters were used as stimuli. This suggests that using real words in the keyboarding program can enhance the efficiency of training. (Contains 1 figure.)
Evaluation of Response Blocking and Re-Presentation in a Competing Stimulus Assessment
Author: Jennett, Heather
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Problems,Stimuli,Competition,Reinforcement,Self Destructive Behavior,Feedback (Response),Outcomes of Treatment,Evaluation Methods,Responses,Young Children,Functional Behavioral Assessment,Identification

Competing stimulus assessments (CSA) have been used to identify stimuli that are associated with reduced levels of problem behavior, presumably as a function of reinforcer competition. Following a standard CSA in which stimuli simply were made available, 2 more CSAs were conducted with additional components designed to enhance reinforcer competition: representation of stimuli and response blocking for self-injury. The results obtained from each CSA were validated in an extended treatment analysis. The study illustrates how the effects of additional components designed to enhance reinforcer competition can be evaluated efficiently in the context of a CSA. (Contains 2 figures.)
Effects of Preference on Verification of Discriminated Mands
Author: Boelter, Eric W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Severe Mental Retardation,Mental Retardation,Attention Deficit Hyperactivity Disorder,Functional Behavioral Assessment,Behavior Modification,Nonverbal Communication,Behavior Problems,Communication Strategies,Training,Exceptional Child Research,Outcomes of Treatment,Allied Health Personnel

Previous research suggests that motivating operation (MO) manipulations may assist in assessing discriminated manding (Gutierrez et al., 2007). The current study partially replicated and extended previous research by varying access to concurrently available reinforcers with different preference values (i.e., MO manipulations). Manding did not occur (a) for reinforcers that were freely available and (b) for lower preference items when relatively higher preference reinforcers were freely available. Results further demonstrated the utility of manipulating MOs to verify discriminated mands but suggest that relative preference of alternative reinforcers should be controlled during these assessments. (Contains 1 figure.)
Manipulation of Motivating Operations and Use of a Script-Fading Procedure to Teach Mands for Location to Children with Language Delays
Author: Howlett, Melissa A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Delayed Speech,Language Impairments,Nonverbal Communication,Communication Skills,Training,Intervention,Behavior Modification,Developmental Disabilities,Autism,Outcomes of Treatment,Motivation,Learning Strategies,Teaching Methods

The effects of contriving motivating operations (MOs) and script fading on the acquisition of the mand "Where's [object]?" were evaluated in 2 boys with language delays. During each session, trials were alternated in which high-preference items were present (abolishing operation [AO] trials) or missing (establishing operation [EO] trials) from their typical locations. Both participants learned to mand during EO trials and not to mand during AO trials during training. Generalization of manding was demonstrated across novel instructors, stimuli, and settings and maintained 3 to 4 weeks following the intervention. (Contains 1 figure.)
Spoon-to-Cup Fading as Treatment for Cup Drinking in a Child with Intestinal Failure
Author: Groff, Rebecca A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Modification,Eating Habits,Disabilities,Human Body,Skill Development,Developmental Disabilities,Observation,Functional Behavioral Assessment,Males,Young Children,Evaluation Methods,Early Childhood Education,Outcomes of Treatment,Drinking

We treated a child with intestinal failure who consumed solids on a spoon but not liquids from a cup. We used spoon-to-cup fading, which consisted of taping a spoon to a cup and then gradually moving the bowl of the spoon closer to the edge of the cup. Spoon-to-cup fading was effective for increasing consumption of liquids from a cup. (Contains 2 figures.)
Direct and Distal Effects of Noncontingent Juice on Rumination Exhibited by a Child with Autism
Author: Kliebert, Megan L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Autism,Mental Retardation,Severe Disabilities,Allied Health Personnel,Caregivers,Behavior Modification,Food,Functional Behavioral Assessment,Outcomes of Treatment

Previous research has demonstrated the efficacy of the noncontingent delivery of foods and liquids at suppressing rumination, the repeated regurgitation and rechewing of partially digested food. However, it is unclear how long this reduction is maintained after caregivers terminate this procedure. The current study examined the direct and distal effects of noncontingent juice on rumination by measuring the duration of rumination during juice delivery and immediately following the termination of juice delivery. Noncontingent juice suppressed rumination, but this suppression was not maintained after delivery termination. (Contains 1 figure.)
A Flipped Spoon and Chin Prompt to Increase Mouth Clean
Author: Dempsey, Jack
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Modification,Infant Behavior,Drinking,Females,Skill Development,Outcomes of Treatment,Functional Behavioral Assessment,Young Children,Behavioral Science Research,Object Manipulation

We treated the liquid refusal of a 15-month-old girl using 2 antecedent manipulations: flipped spoon and chin prompt. Use of the chin prompt in the absence of the flipped spoon failed to produce increases in mouth clean (a product measure of swallowing). By contrast, modest increases in mouth clean resulted from the implementation of the flipped spoon alone. The greatest increases in mouth clean resulted from the combination of the 2 manipulations. (Contains 1 figure.)
Adherence with Universal Precautions after Immediate, Personalized Performance Feedback
Author: Luke, Molli M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Mental Retardation,Hygiene,Behavior Modification,Health Services,Nurses,Allied Health Personnel,Hospitals,Occupational Safety and Health,Observation,Intervention,Human Body,Adult Education,Patients

We evaluated the effects of immediate, personalized performance feedback on adherence with hand hygiene by health-care staff in the context of a multiple baseline design across participants. Target behaviors reached mastery levels and were maintained near 100% throughout 2 months of maintenance probes. (Contains 1 table and 1 figure.)
Can an Understanding of Basic Research Facilitate the Effectiveness of Practitioners? Reflections and Personal Perspectives
Author: Sidman, Murray
Date: 2011-00-00
Type: Journal Articles
Subjects: Research Problems,Behavioral Science Research,Scientists,Experiments,Therapy,Allied Health Personnel

I have written before about the importance of applied behavior analysis to basic researchers. That relationship is, however, reciprocal; it is also critical for practitioners to understand and even to participate in basic research. Although applied problems are rarely the same as those investigated in the laboratory, practitioners who understand their basic research background are often able to place their particular problem in a more general context and thereby deal with it successfully. Also the procedures of applied behavior analysis are often the same as those that characterize basic research; the scientist-practitioner will appreciate the relation between what he or she is doing and what basic experimenters do, and as a consequence, will be able to apply therapeutic techniques more creatively and effectively.
Topographical and Functional Properties of Precursors to Severe Problem Behavior
Author: Fahmie, Tara A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Positive Reinforcement,Negative Reinforcement,Behavior Problems,Identification,Aggression,Males,Functional Behavioral Assessment,Literature Reviews,Predictor Variables,Behavior Modification

A literature search identified 17 articles reporting data on 34 subjects who engaged in precursors to severe problem behavior, which we examined to identify topographical and functional characteristics. Unintelligible vocalization was the most common precursor to aggression (27%) and property destruction (29%), whereas self- or nondirected movement was the most common precursor to SIB (32%). Unintelligible vocalization and object-directed movement were the most common precursors to behavior maintained by social-positive reinforcement (27% each), and unintelligible vocalization was the most common precursor to behavior maintained by social-negative reinforcement (29%). Only one precursor was reported for behavior maintained by automatic reinforcement. (Contains 1 table and 2 figures.)
Review of Sports Performance Research with Youth, Collegiate, and Elite Athletes
Author: Luiselli, James K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Athletes,Intervention,Youth,College Students,Research,Functional Behavioral Assessment,Athletics,High School Students

This brief review summarizes translational and intervention research in the area of sports performance. We describe studies with youth, collegiate, and elite athletes; identify recent trends; and propose recommendations for future research.
The Utilization of Web-Based Technology as Predictor of Faculty Insights of Support for the Implementation of ELearning
Author: Ghaemi, Hamed
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,Internet,Curriculum Implementation,Adoption (Ideas),Web Based Instruction,College Instruction,College Faculty,Teacher Attitudes,Teacher Surveys,Predictor Variables,Questionnaires,Statistical Analysis

This study investigates the level of implementation of web-based instructional technology (WBIT) by the in-teaching faculties of English Language departments as factor related to faculty perception of institutional mechanisms and its partial significance as condition supporting the implementation of e-learning in university education. Using a sample of 160 in-teaching faculties at selected Islamic Azad Universities (IAU) across Iran, faculty perceptions of support mechanisms were examined. The findings of the present study reveal that factors such as stages of apprehension about using WBIT and levels of use offer a justification of the perception variations. Making a profile of faculty WBIT utilization is predicted to provide insight for the development of strategies and administrative practices vital for eLearning to succeed in university education. (Contains 1 table.)
Guiding Students to Answers: Query Recommendation
Author: Yilmazel, Ozgur
Date: 2011-01-00
Type: Journal Articles
Subjects: Distance Education,Search Engines,Language Processing,Information Retrieval,Faculty,Navigation (Information Systems),Online Searching,Usability,Computer System Design,Performance Technology,Programming,Programming Languages,Metadata,Indexing,Program Descriptions,Program Effectiveness,Information Seeking,Search Strategies

This paper reports on a guided navigation system built on the textbook search engine developed at Anadolu University to support distance education students. The search engine uses Turkish Language specific language processing modules to enable searches over course material presented in Open Education Faculty textbooks. We implemented a guided navigation engine by using query log mining to our application. It makes use of previous users' sessions to help students find information they are looking for by using fewer queries. We used item-based similarity to do query recommendation. This paper describes the search application, query expansion and evaluation of the system over existing query logs. We show that our system suggested relevant queries with a success rate of 85%. (Contains 5 figures and 3 tables.)
Blogs in Distance Education: An Analysis of Physical Educators' Perceptions of Learning
Author: Maheridou, Maria
Date: 2011-01-00
Type: Journal Articles
Subjects: Web Sites,Teacher Effectiveness,Electronic Publishing,Distance Education,Computer Mediated Communication,Physical Education Teachers,Teacher Attitudes,Foreign Countries,Questionnaires,Computer Uses in Education,Faculty Development,Teaching Methods,Cooperative Learning

The flexibility of open and on line learning in meeting different kinds of needs in a variety of ways and the need for planners to make appropriate choices, taking a number of factors into account indicates the need to find out more about the evaluation of teacher training through on line distance education. In recent years web 2.0 technologies such as blogs enable sharing and collaboration between geographically remote users and offer the opportunity for new forms of student-centered pedagogic practices. The purpose of this study was to examine the physical educators' perception of learning toward three blog courses, carrying on during an eight week period, in order to enhance their professional development and their skills in effective teaching. In each blog a different cooperative teaching method was applied (STAND, COOP and ICL). Participants were fifty four (n=54) physical educators who teach in elementary and secondary schools of different Greek regions, with an experience of 1.67 to 21.75 years. Data was collected using an online questionnaire after the education programme was completed. Overall, participants' responses in the perceived learning questions supported the benefits of use asynchronous web 2 tools in distance education programmes. Their perception of learning using blogs appears to be positively increased regarding the regulation of the applied cooperative procedure. (Contains 1 figure and 2 tables.)
Predictor of E-Learning Development and Use Practices in Higher Education Institutions (HEIs) of NWFP, Pakistan
Author: Kundi, Ghulam Muhammad
Date: 2011-01-00
Type: Journal Articles
Subjects: Electronic Learning,Foreign Countries,Educational Technology,Predictor Variables,Predictive Measurement,Predictive Validity,Higher Education,Educational Development,Technology Uses in Education,Use Studies,Performance Factors,Barriers,Educational Practices,Educational Theories,Hypothesis Testing,Educational Planning,Technology Integration,Distance Education

One cannot predict the details of future but one can surely prepare for it. Researchers in eLearning are capitalizing on the user-perceptions as possible predictor of the user-attitudes towards the development, use, problems and prospects of eLearning in their institutions. This application is founded on the psychological fact that a human's attitude depends on his/her &quot;belief&quot; or &quot;perceptions: meaning given by the individual&quot; about the thing used. That is, if eLearning users perceive educational technologies favorably, they are more likely to speedily adopt digital tools than those who misperceive or under-perceive them. This research reveals that perceptions about educational technologies are very significantly related with and predict the criterion variable of &quot;Problems of eLearning&quot; but surprisingly, the &quot;prospects of eLearning&quot; are very nominally associated with and predicted by the predictor. (Contains 4 figures and 8 tables.)
Some Structural Changes on the Way towards eUniversity
Author: Laaser, Wolfram
Date: 2011-01-00
Type: Journal Articles
Subjects: Management Systems,Universities,Educational Technology,Electronic Learning,Open Universities,Delivery Systems,Needs Assessment,Organizational Change,Database Management Systems,Strategic Planning,Vignettes,Design Requirements,Organizational Theories,Computer System Design,Distance Education,Institutional Characteristics,Foreign Countries,Change Strategies

In the past eLearning has been introduced by many public universities however a concise IT-strategy was not followed during implementation. Different learning platforms were acquired by different departments and no systematic approach was set up to give support for course development, eTutoring or upgrading and archiving of electronic files. Although contemporary learning management systems had some administrative functions incorporated these data were not integrated with the rest of the universities administrative system. The need to work on integrated solutions offering most of the universities services with &quot;one face to the customer&quot; became obvious. The paper will discuss scenarios to explain the services needed and report on the present discussion about reforming organizational structures and adjusting IT infrastructure to create the future eUniversity. (Contains 9 figures.)
Pre-Service Students' Class Standings and Their Perceptions of Distance Education
Author: Young, Allan E.
Date: 2011-01-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Student Teachers,Distance Education,Peer Acceptance,Delivery Systems,Teacher Education Programs,Participant Satisfaction,Student Teacher Attitudes,Academic Achievement,Course Organization,Teacher Student Relationship,Peer Relationship,Student Surveys,Likert Scales,Aptitude Treatment Interaction

The efficacy of distance education programs has been in the minds of those who do not view distance learning as being as good as face-to-face (FTF) instruction. Questions abound regarding this type of delivery, however, this method is growing in popularity especially among individuals who are much older and those who would like to leverage technology. School districts and traditional universities are now embracing this method in one form or the other. Although there is increasing popularity, there is still one unexplored area of distance education. One such area is the relationship between students' academic standing and their perception, specifically in the area of teacher education. The study revealed that pre-service teachers at the beginning stage of their program were significantly more satisfied, overall, with distance courses and programs, than those at the end of their program. Students near the beginning and middle of their program rated grading and timely return of assignments, a sense of accomplishment, and willingness to take additional distance courses, significantly higher than those who were at the end of their program. However, the opportunity to know others in the distance class, although rated low, was higher for students at the end of their program. The study revealed that those in education should plan programs that will address the idiosyncrasies at all levels, thereby resulting in satisfaction on the part of student teachers. (Contains 5 tables.)
Students' Decision Steps in Meta-Cognitive Learning in Free Online Groups (MetaL-FrOG): A Case Study
Author: Sen Fa, Kinsley Ng
Date: 2011-01-00
Type: Journal Articles
Subjects: Graduate Students,Computer Mediated Communication,Foreign Countries,Metacognition,Phenomenology,Educational Psychology,Performance Factors,Motivation,Cognitive Processes,Achievement Need,Discussion,Social Networks,Models,Cognitive Style,Group Dynamics

What prompts the students to respond in online dialogic discussion? Why some students chose to fall out? This case study through the lens of phenomenography observation attempts to explain the five decision steps of students to respond in Meta-cognitive Learning in Free Online Groups (MetaL-FrOG) discussion. It presents a part of a research project by the name of Triarchy Perspective on Meta-cognitive Learning in Free Online Groups. The research setting was online learner community on the platform of Free Online Group web intended for post-graduate students enrolled for the paper Psychology of Learning in Faculty of Education, University Malaya, Malaysia. Preliminary study revealed three factors contributed to MetaL-FrOG success: Motivation, Cognitive Resources and Pro-learning Behaviors. This paper only presents a part of the findings under the Pro-Learning Behaviors Sub-theory. We found striking similarities between the model proposed by Latane &amp; Darley (1971), Five Essential Steps to a Pro-social Response in an Emergency, and our research subject. The model which explains the course of a pro-social decision was borrowed and modified as surrogate theory to explain the online discussion response of the students. The insights help educators to better understand what holds students back from fruitful online peer diologic discussion. (Contains 3 figures.)