ethanporcaro/eric-fulltext-meta huggingface dataset:
Treating Seriously Emotionally Disturbed Adolescents: The Views and Working Practice of School Psychologists
Author: Topping, Keith J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Adolescents,Emotional Disturbances,School Psychologists,Counselor Attitudes,Questionnaires,Counseling Techniques,Special Education,Intervention,Counselor Characteristics,Likert Scales,Symptoms (Individual Disorders),Behavior Modification

Over three hundred school psychologists were surveyed about their working practice and their views with regard to treating seriously emotionally disturbed adolescents. The survey questionnaire sought the following details: 1) Demographic information; 2) Professional opinions about serious emotional disturbance; 3) Personal working practice with seriously emotionally disturbed students; and 4) Recommendations.
Contingency Management and Stuttering in Children
Author: Ryan, Bruce P.
Date: 2004-00-00
Type: Journal Articles
Subjects: Contingency Management,Stuttering,Speech Therapy,Outcomes of Treatment,Children,Speech Language Pathology,Operant Conditioning,Validity,Program Descriptions,Literature Reviews

This is a review of the contingency management literature and current related treatment programs for stuttering in childhood: the Lidcombe Program, Gradual Increase in Length and Complexity of Utterance (GILCU), and Prolongation (PS). Treatment efficacy research has shown these treatments to be effective and efficient for children, but there should be control for the estimated 80% spontaneous recovery in children under eight. Unfortunately, these procedures are not generally well accepted or used by the profession of speech-language pathology. It is hoped that the recent interest in evidence-based practice will motivate speech-language pathologists to use these validated procedures.
Verbal Understanding and Pavlovian Processes
Author: Tonneau, François
Date: 2004-00-00
Type: Journal Articles
Subjects: Behavior,Verbal Communication,Classical Conditioning,Operant Conditioning,Responses,Reinforcement

The behavioral processes through which people react appropriately to verbal descriptions remain poorly understood. I argue here that these processes are Pavlovian. Common objections to a Pavlovian account of symbolic behavior evidence a lack of familiarity with the relevant data or misunderstandings of operant theory. Although much remains to be done to explore the relation between verbal understanding and simpler forms of Pavlovian conditioning, the similarity of these two sets of phenomena has received increasing support in recent years. The difficulties of operant principles in accounting for symbolic behavior have a more general implication: Operant models, which focus on the maintenance of responding, must incorporate principles of behavioral induction that explain the origins of novel environment-behavior relations. Pavlovian processes are likely to contribute.
Inclusion and Challenging Behaviors: Greek General Educators' Perspectives
Author: Ntinas, K. M.
Date: 2006-00-00
Type: Journal Articles
Subjects: Behavior Problems,Student Behavior,Well Being,Peer Acceptance,Developmental Disabilities,Inclusion,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Self Management,Foreign Countries,Questionnaires,Metacognition,Peer Relationship,Intervention,Outcomes of Treatment,Scores

Research evidence from several educational systems indicates that students with developmental disabilities who exhibit challenging behaviors are in the bottom of the agenda as candidates for inclusion. The present investigation of the perspectives of 85 Greek teachers in primary education indicates that they are in need of training that it will enable them to deal with the presence of a student with challenging behaviors in their classroom and that it will assist them to overcome their concerns about the impact of inclusion of students with challenging behaviors on their time and emotional well-being, the routine of the class, the peer acceptance and the educational progress of the student with challenging behaviors. The implications for training are briefly discussed.
Scholarly Productivity in Behavior Analysis: The Most Prolific Authors and Institutions from 1992 to 2001
Author: Shabani, Daniel B.
Date: 2004-00-00
Type: Journal Articles
Subjects: Scholarship,Productivity,Behavioral Science Research,Authors,Periodicals,Bibliometrics

Behavior analysis has matured as a discipline such that there are now over a dozen peer-reviewed journals devoted exclusively to its subject matter. In recent years, researchers have published with increasing frequency a number of bibliometric analyses in which journal content has been quantified and used as an index of research and publication practices in the field. The purpose of the current article was to identify the most prolific authors and institutions in behavior analysis from 1992 to 2001 by reviewing 10 journals that well represented its basic, applied, and conceptual/theoretical areas. The authors and affiliations of each of the articles included in our database were recorded, summed, and ranked. Results identified leading researchers and institutions in the discipline and demonstrated the breadth of journal outlets in which behavior analysts publish.
When Complexity Theory Meets Critical Realism: A Platform for Research on Initial Teacher Education
Author: Cochran-Smith, Marilyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Educational Research,Program Descriptions,Educational Theories,Educational Philosophy,Data Collection,Data Analysis,Research Needs,Inquiry,Epistemology,Educational Practices,Critical Theory,Foreign Countries

Many scholars have concluded that teacher education research needs to take a complex view, resist simplification, and account more fully for teacher education's contexts and processes as well as its impact on teacher candidates' and school students' learning (Cochran-Smith &amp; Zeichner, 2005; Grossman &amp; McDonald, 2008; Opfer &amp; Pedder, 2011). In this article, we describe a research platform for initial teacher education, developed by the Project RITE (Rethinking Initial Teacher Education) research team, which combines key ideas from complexity theory and critical realism (CT-CR) and applies these to teacher education. Our intention in referring to CT-CR as a research &quot;platform&quot; is to suggest that the integration of complexity theory and critical realism offers a potentially powerful framework for exploring how initial teacher education programs and pathways function as complex systems and why their outcomes are so uncertain and variable. In this article, we suggest that as a research platform, CT-CR has the capacity to open up new questions, point to new places to look for explanations, and offer new ways of understanding the initial conditions, system interactions, and underlying causal mechanisms involved in initial teacher education. In particular, we suggest that the CT-CR platform may support studies of the extent to which teacher candidates learn to engage in patterns of practice that support the learning of students who have been historically marginalized on the basis of race, culture, language, class and gender. The primary purpose of this article is conceptual in that it is intended to describe CT-CR as a research platform for initial teacher education. To achieve this purpose, the article includes multiple examples of the questions, research methods, and analyses researchers have developed, guided by complexity theory and/or critical realism. In addition, we use our own emerging program of research in Project RITE as a concrete in-progress example that elaborates the CT-CR framework and illustrates some of its applications to initial teacher education research.
Shifting from Stories to Live by to Stories to Leave By: Early Career Teacher Attrition
Author: Schaefer, Lee
Date: 2014-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Teacher Persistence,Teacher Burnout,Beginning Teachers,Teaching Experience,Personal Narratives,Comparative Education,Foreign Countries

We began this research by asking questions about the high number of teachers who leave teaching in their first five years of teaching. The literature on early career teacher attrition (Borman &amp; Dowling, 2008; Guarino, Santibanez &amp; Daly, 2006; Macdonald, 1999; Smith &amp; Ingersoll, 2004) left us with wonders around the experiences of teachers who leave. The storied experiences of those who leave appear absent, for the most part, in the literature. In order to hear the stories of the experiences of early career teacher leavers we engaged in a narrative inquiry with four teachers who left teaching in their first five years. We are researchers, who are also teachers who have left classrooms. The stories of these early career leavers resonated strongly with us. As we engaged in the study, we awakened to how the early career teacher leavers' stories shifted and changed with each conversation, as the research conversations allowed them to make sense of their experiences with leaving.
The Final Piece to a Complete Science of Behavior Behavior Development and Behavioral Cusps
Author: Bosch, Sébastien
Date: 2004-00-00
Type: Journal Articles
Subjects: Behavioral Sciences,Behavior Development,Behavioral Science Research,Learning,Behavior Modification,Instruction

In order to understand the complex behavior of an individual, what that individual has learned must be understood. Unfortunately, behavior analysis and psychology in general have not studied the cumulative effects of the learning principles. However, there are concepts in behavior analysis that, although not well researched, address this area. These concepts are basic behavioral repertoires, cumulative hierarchical learning, behavioral cusps, generative instruction, and pivotal areas of functioning. The importance of these concepts for assessment, the selection of target behaviors, and curriculum design is described.
Before They Teach: How Pre-Service Teachers Plan for Linguistically Diverse Students
Author: Salerno, April S.
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Second Language Learning,Student Attitudes,Language Minorities,English Language Learners,Student Placement,Empathy,Teacher Student Relationship,Equal Education,Educational Opportunities,Case Studies,Student Teaching,Student Projects,Teaching Methods,Knowledge Base for Teaching,Teacher Education Programs,State Universities,Profiles,Sampling,Researchers,Role,Student Characteristics,Educational Practices

Today's new teachers, with growing frequency, are assigned to teach linguistically diverse students, often referred to as English Language Learners (ELLs) (de Jong &amp; Harper, 2005; Pappamihiel, 2007). Many novice teachers, however, express feeling ill-prepared to work across languages and cultures, and researchers have found that new teachers need better training in this field (Fillmore &amp; Snow, 2000; Hooks, 2008; Jones, 2002; Short &amp; Echevarria, 2004). Pre-service teachers (PSTs) sometimes base their beliefs about teaching language-minority students on experiences they had as students (Busch, 2010). Often, however, PSTs' personal experiences do not match those of linguistically diverse students (Jones, 2002). Compounding this mis-match is that teachers increasingly look less like students they teach, with student populations diversifying while the teaching force remains predominantly White and middle class (Hooks, 2008; Verma, 2009). All these issues can result in linguistically diverse students' placement in classrooms where success is far from guaranteed. Monolingual teachers specifically might have little empathy for how students experience learning second languages (Pray &amp; Marx, 2010). Teachers with little training in linguistic issues or second language acquisition (SLA) might not think about language until it becomes a &quot;problem&quot; (Valdés, Bunch, Snow, Lee, &amp; Matos, 2005). Given the grave consequences of not providing students equal opportunities, understanding how novice teachers conceptualize linguistically diverse learners becomes imperative. This study considers how PSTs describe linguistically diverse students and make recommendations for improving their own teaching of these students in case-study projects, written during the semester after student-teaching, just prior to graduation from a teacher preparation program at a public, university in a South-Atlantic state.
Brief Report: An Experimental Analogue of Consultee &quot;Resistance&quot; Effects on the Consultant's Therapeutic Behavior--A Preliminary Investigation
Author: Cautilli, Joseph
Date: 2006-00-00
Type: Journal Articles
Subjects: Resistance (Psychology),Consultation Programs,Behavior Modification,Teacher Behavior,Graduate Students,Masters Programs

This study presents an experimental analogue of resistance in the consultation process. Using an ABAB reversal design, the experimenter measured the ecological effects of teacher resistant behaviors on consultant therapeutic behavior. The study defined therapeutic behaviors as teaching, confronting and problem identification, analysis, and evaluation statements as outlined by Bergan and Kratochwill (1990). In this study, the author instructed one student from a masters program in behavior analysis that this was a study of resistance in the consultation process with teachers. The experimenter instructed the subjects that analysis of the sessions would determine if any resistance occurred and how they managed it. The teacher was a double agent, in the sense that she was working with the experimenter. The study measured subjects' behavior on therapeutic statements made to the teacher during varying levels of resistant statements made by teachers. The experimenter met with teacher on weekly basis. The experimenter instructed the teacher on the type of session that they were supposed to provide. The experimenter instructed the teachers on when to be resistant and when to be nonresistant in the program. When a stable baseline occurred, the experimenter instructed the teachers to become resistant. The resistance continued for four active sessions. After this phase, the experimenter instructed the teacher to become compliant again for several sessions. When the experimenter observed stability in the data, the experimenter instructed the teacher to become resistant until the end of the study.
The Functional Assessment of School Refusal Behavior
Author: Kearney, Christopher A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Functional Behavioral Assessment,Resistance (Psychology),Attendance,School Phobia,Anxiety,Truancy,Student Behavior,Behavior Problems,Measures (Individuals)

School refusal behavior refers to child-motivated refusal to attend school and/or difficulty attending classes for an entire day (Kearney &amp; Silverman, 1996). As such, the term represents an umbrella construct for many historical ones that have been used to describe youths with problematic absenteeism, including truancy, psychoneurotic truancy, school phobia, separation anxiety, and anxiety-based school refusal. School refusal behavior refers to a spectrum of problematic, illegitimate absenteeism that includes youths who miss school for extended periods of time, youths who miss school sporadically, youths who skip certain classes or who are tardy to school, youths with severe morning misbehaviors to attempt to miss school, and youths who attend school with great anxiety and somatic complaints that precipitate ongoing pleas to miss school in the future (Kearney, 2003).
Comprehensive ABA Programs: Integrating and Evaluating the Implementation of Varied Instructional Approaches
Author: Weiss, Mary Jane
Date: 2005-00-00
Type: Journal Articles
Subjects: Behavior Modification,Autism,Pervasive Developmental Disorders,Teaching Methods,Skill Development

There are a number of instructional approaches available within ABA, each of which is uniquely suited to address specific deficits in learners with Autism Spectrum Disorders. Clinicians can utilize a combination of Discrete Trial Instruction (DTT), naturalistic strategies, and rate-building procedures to maximize the acquisition, generalization, and availability of skills. Treatment integrity protocols are essential in training staff, in providing ongoing feedback to staff, and in ensuring high quality instruction for this diversity of instructional techniques.
Post-Training Discrete-Trial Teaching Performance by Instructors of Young Children with Autism in Early Intensive Behavioral Intervention
Author: Ryan, Carolyn S.
Date: 2005-00-00
Type: Journal Articles
Subjects: Teaching Methods,Behavior Modification,Autism,Pervasive Developmental Disorders,Special Education Teachers,Early Childhood Education,Teacher Effectiveness,Young Children,Training,Accuracy,Early Intervention,Instructional Effectiveness

The current study examined instructors' discrete-trial teaching responses after a performance-based training procedure in which instructors were required to demonstrate criterion-level performance on written and oral quizzes and on performance demonstrations. Twelve discrete-trial teaching responses were labeled and operationally defined. Post-training measures of the target responses were obtained during home-based early intervention teaching sessions with young children with autism. The director provided discrete-trial performance feedback to the instructor after each session. Mean accuracy of performance for the instructors was 92% or above across 10 sessions. These data were contrasted with the substantially lower levels of accuracy from normative data of instructors conducting sessions in a comparable setting. These data suggest the importance of requiring criterion-level performance during training.
Communication Repair and Response Classes
Author: Meadan, Hedda
Date: 2004-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),Child Language,Communication Problems,Communication Strategies,Behavior Change,Responses,Behavior Problems,Case Studies,Toddlers,Males,Delayed Speech,Observation,Video Technology,Mothers,Story Reading,Parent Child Relationship

A communicative repair has been defined as the ability to persist in communication and to modify, repeat, or revise a signal when the initial communication attempt failed. From an operant perspective, initial communicative acts and communicative repairs can be considered members of a response class in which each response produces the same outcome. The purpose of this paper is to integrate concepts in the child language literature with those in behavior analysis by examining communicative repair in the context of response classes. Communication breakdowns and repair are described and the concept of response class as it relates to communication repair is explained. To illustrate the relationship between communication repair and response classes, data from a larger study that examined communicative repair are presented.
Using Experimental Analysis to Identify Reading Fluency Interventions: Connecting the Dots
Author: Daly, Edward J., III.
Date: 2006-00-00
Type: Journal Articles
Subjects: Reading Fluency,Oral Reading,Intervention,Experiments,Evaluation Methods,Reading Difficulties,Curriculum Based Assessment,Screening Tests

This article reviews the conceptualization, measurement, and design of brief experimental analysis for oral reading fluency problems. It presents examples from the literature of how brief experimental analysis results have been used to generate effective treatments for a variety of different applications (e.g., parent tutoring, small group, self-managed interventions). It also describes three different approaches investigators have taken to conducting brief experimental analyses. Finally, the article describes a method for conducting a single trial brief experimental analysis that will allow practitioners to quickly and efficiently identify potential interventions designed to address skill and performance based oral reading fluency deficits. Limitations and areas where future research is needed are discussed.
Practice of an Alternative Behavior as Intervention for Object Stereotypy: Comparison of Contingent and Noncontingent Implementation across Evoking Stimuli
Author: Luiselli, James K.
Date: 2004-00-00
Type: Journal Articles
Subjects: Behavior Problems,Repetition,Autism,Pervasive Developmental Disorders,Intervention,Behavior Modification,Comparative Analysis,Contingency Management,Play,Young Children,Males,Outcomes of Treatment,Motor Reactions

We evaluated contingent and noncontingent practice of an alternative behavior (appropriate play) as intervention for stereotypy that occurred with two play objects in a 5-year old boy with autism. Contingent practice was implemented as a consequence for stereotypy, and the rate of noncontingent practice was matched (yoked) to that schedule. On average, stereotypy with one object (blocks) was less frequent during implementation of both contingent and noncontingent practice, but neither procedure had a sustained positive effect with the second play object (figures). Appropriate play did not improve consistently with intervention. Issues related to treating object stereotypy are discussed.
&quot;I Want to Listen to My Students' Lives&quot;: Developing an Ecological Perspective in Learning to Teach
Author: Cook-Sather, Alison
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Student Relationship,Ecology,Preservice Teachers,Student Participation,Methods Courses,High School Students,Discussion (Teaching Technique),Secondary School Teachers,Observation,Home Visits,Classroom Environment,Teaching Methods,Role,Learner Engagement

Preparing teachers who want to &quot;listen to their students' lives&quot;requires creating opportunities for prospective teachers to perceive and learn about their students' lives and how those unfold within and as part of complex systems. That means supporting prospective teachers not only in understanding students as complex beings who have to navigate different contexts (e.g., home, school, community) but actually seeing students in those contexts and understanding the contexts as multiple and intersecting ecologies. An ecological perspective challenges the separation of theory from practice, the university classroom from the secondary classroom, and the world of schooling from the home and community worlds among which secondary students move. Such a challenge, the authors argue, prepares teachers who are attentive and responsive to students as complex beings situated in multiple structures and sets of relationships. This article provides a theoretical framework that outlines the notion of ecology with which they are working and a description of a project called Teaching and Learning Together (TLT) that supports the development of an ecological perspective. Taking a collaborative approach to teacher education, this nearly 20-year-old project positions secondary students enrolled in urban and suburban public schools as partners to prospective teachers, offering glimpses into students' lived realities and advice about creating classrooms that support diverse learners.