ethanporcaro/eric-fulltext-meta huggingface dataset:
Increasing the Variety of Foods Consumed by a Picky Eater: Generalization of Effects across Caregivers and Settings
Author: Valdimarsdottir, Hildur
Date: 2010-00-00
Type: Journal Articles
Subjects: Reinforcement,Caregivers,Generalization,Food,Eating Disorders,Behavior Modification,Environmental Influences,Intervention,Autism,Young Children,Child Behavior

A multiple baseline across settings was used to evaluate the effects of differential reinforcement of alternative behavior, nonremoval of the fork (Hoch, Babbitt, Coe, Krell, & Hackbert, 1994), and stimulus fading on consumption of food rejected previously. The study was conducted in two separate settings, and caregivers were trained in the intervention technique to increase generalization to natural settings. Food variety increased in both settings. (Contains 1 figure.)
Teaching Abduction-Prevention Skills to Children with Autism
Author: Gunby, Kristin V.
Date: 2010-00-00
Type: Journal Articles
Subjects: Autism,Prevention,Stimulus Generalization,Child Safety,Crime Prevention,Behavior Modification,Feedback (Response),Skill Development,Generalization

Three children with autism were taught abduction-prevention skills using behavioral skills training with in situ feedback. All children acquired the skills, which were maintained at a 1-month follow-up assessment. In addition, 1 of the children demonstrated the skills during a stimulus generalization probe in a community setting. (Contains 1 figure.)
Functional Analysis and Treatment of Elopement across Two School Settings
Author: Lang, Russell
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Problems,Asperger Syndrome,Functional Behavioral Assessment,Behavior Modification,Attention,Intervention,Comparative Analysis,Mainstreaming,Resource Room Programs,Child Behavior,Classroom Environment

The elopement of a child with Asperger syndrome was assessed using functional analyses and was treated in two school settings (classroom and resource room). Functional analyses indicated that elopement was maintained by access to attention in the resource room and obtaining a preferred activity in the classroom. Attention- and tangible-based interventions were compared in an alternating treatments design in both settings. Results validated the findings of the functional analyses. Implications for the assessment and treatment of elopement are discussed. (Contains 2 figures.)
Abolishing and Establishing Operation Analyses of Social Attention as Positive Reinforcement for Problem Behavior
Author: McGinnis, Molly A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Modification,Positive Reinforcement,Behavior Problems,Attention,Aggression,Self Destructive Behavior,Autism,Attention Deficit Hyperactivity Disorder,Social Influences,Developmental Delays,Mental Disorders,Child Behavior

Three participants whose problem behavior was maintained by contingent attention were exposed to 45-min presessions in which attention was withheld, provided on a fixed-time (FT) 15-s schedule, or provided on an FT 120-s schedule. Following each presession, participants were then tested in a 15-min session similar to the social attention condition of an analogue functional analysis. The results showed establishing operation conditions increased problem behavior during tests and that abolishing operation conditions decreased problem behavior during tests. (Contains 1 figure.)
Manipulating Slot Machine Preference in Problem Gamblers through Contextual Control
Author: Nastally, Becky L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Recreational Activities,Adults,Context Effect,Selection,Equipment,Games,Responses

Pathological and nonpathological gamblers completed a task that assessed preference among 2 concurrently available slot machines. Subsequent assessments of choice were conducted after various attempts to transfer contextual functions associated with irrelevant characteristics of the slot machines. Results indicated that the nonproblem gambling group, but not the problem gambling group, increased their responding toward the slot initially trained as greater than following the initial training procedure, then decreased their responding toward that slot following the reversal phase. (Contains 1 figure.)
Using Complex Auditory-Visual Samples to Produce Emergent Relations in Children with Autism
Author: Groskreutz, Nicole C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Mental Retardation,Autism,Correlation,Auditory Stimuli,Visual Stimuli,Pictorial Stimuli,Pretests Posttests,Children,Adolescents,Program Effectiveness,Comparative Analysis

Six participants with autism learned conditional relations between complex auditory-visual sample stimuli (dictated words and pictures) and simple visual comparisons (printed words) using matching-to-sample training procedures. Pre- and posttests examined potential stimulus control by each element of the complex sample when presented individually and emergence of additional conditional relations and oral labeling. Tests revealed class-consistent performance for all participants following training. (Contains 1 figure.)
Assessment of the Relative Effects of Attention and Escape on Noncompliance
Author: Rodriguez, Nicole M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Modification,Attention,Compliance (Psychology),Preschool Children,Social Influences,Functional Behavioral Assessment,Down Syndrome,Prompting,Child Behavior,Behavior Problems

The current study presents a method for assessing the relative effects of attention and escape on noncompliance in preschoolers. Attention and escape conditions were alternated in a multielement design, and a contingency reversal procedure, in which one test condition served as a control for the other, was used to demonstrate control. For all 3 participants, noncompliance was maintained, at least in part, by social attention. Functional analyses of noncompliance such as the one described here may be valuable for developing function-based treatments. (Contains 1 figure.)
Problem Behavior during Preference Assessments: An Empirical Analysis and Practical Recommendations
Author: Kang, Soyeon
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Problems,Developmental Disabilities,Children,Evaluation Methods,Functional Behavioral Assessment,Comparative Analysis,Autism,Mental Retardation

Preferences of 2 children with developmental disabilities, whose functional analyses indicated that their problem behavior was maintained by access to tangible items, were assessed using three formats (i.e., paired stimulus [PS], multiple-stimulus without replacement [MSWO], and free operant [FO]). The experimenter administered each format five times and compared levels of problem behavior across formats in a multielement design. Both participants exhibited problem behavior in PS and MSWO formats but not in the FO format. Results are discussed in terms of recommendations for practitioners. (Contains 1 figure.)
The Effects of Fixed-Time Escape on Inappropriate and Appropriate Classroom Behavior
Author: Waller, Rachael D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Modification,Behavior Problems,Reinforcement,Time,Junior High School Students,Early Adolescents,Grade 8,Emotional Disturbances,Learning Disabilities

Few studies have explored the effects of fixed-time (FT) reinforcement on escape-maintained behavior of students in a classroom setting. We measured the effects of an FT schedule on the disruptive and appropriate academic behaviors of 2 junior high students in a public school setting. Results demonstrated that FT escape from tasks resulted in a substantial decrease in disruptive behavior and an increase in time engaged in tasks for both participants. (Contains 1 figure.)
Recent Studies on Feeding Problems in Children with Autism
Author: Volkert, Valerie M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Autism,Eating Disorders,Behavior Modification,Intervention,Literature Reviews,Children,Child Behavior

This paper reviews recent studies on behavioral interventions for children with autism and feeding problems. The applicability of interventions that have been tested with other populations of children with feeding problems is discussed, as well as directions for future research.
The Effect of Context Change on Simple Acquisition Disappears with Increased Training
Author: Leon, Samuel P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Context Effect,Transfer of Training,Learning,Training,Computers,Games,Foreign Countries

The goal of this experiment was to assess the impact that experience with a task has on the context specificity of the learning that occurs. Participants performed an instrumental task within a computer game where different responses were performed in the presence of discriminative stimuli to obtain reinforcers. The number of training trials (3, 5, or 8) with each discriminative stimulus varied between participants. A single test trial was conducted in the context where training occurred or in a different but equally familiar context. The change in context attenuated performance in participants that received 3 training trials, but not in the others, suggesting that the influence of context on performance decreases when training increases. (Contains 1 table and 2 figures.)
Bayesian Item Selection in Constrained Adaptive Testing Using Shadow Tests
Author: Veldkamp, Bernard P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Selection,Criteria,Bayesian Statistics,Computer Assisted Testing,Adaptive Testing,Simulation,Comparative Analysis,College Entrance Examinations

Application of Bayesian item selection criteria in computerized adaptive testing might result in improvement of bias and MSE of the ability estimates. The question remains how to apply Bayesian item selection criteria in the context of constrained adaptive testing, where large numbers of specifications have to be taken into account in the item selection process. The Shadow Test Approach is a general purpose algorithm for administering constrained CAT. In this paper it is shown how the approach can be slightly modified to handle Bayesian item selection criteria. No differences in performance were found between the shadow test approach and the modified approach. In a simulation study of the LSAT, the effects of Bayesian item selection criteria are illustrated. The results are compared to item selection based on Fisher Information. General recommendations about the use of Bayesian item selection criteria are provided. (Contains 4 figures.)
Three Principles of Distance Education
Author: Neubauer, Deane
Date: 2002-00-00
Type: Journal Articles
Subjects: Distance Education,Global Approach,Educational Technology,College Instruction,College Environment,Social Networks,Multicampus Colleges,Conventional Instruction,Educational Principles,Educational Trends,Educational Practices,Program Development,Guidelines,Access to Computers,Disadvantaged,Influence of Technology,Computer Mediated Communication,Computer Uses in Education

In one of the author's academic homes at the University of Hawai'i, the &quot;Globalization Research Center&quot;, educators are trying to gain a better understanding of the ways in which new technologies and ways of organizing learning across the globe have been transformed in the last five to eight years and, more importantly, they are seeking to get a sense of how they will be transforming in the next five to eight years. They are deeply concerned about the implications of the digital divide that creates social and economic inequities between those who have access to these technologies and those who do not. These issues and concerns provide a context for thinking about distance education and its role within the university as the author has come to think about it. In this article, the author describes the global context and the challenges that the university faces as its involvement in distance education projects increases. He offers three useful principles that will act as guide to action in proceeding with these developments. These include: (1) the principle of multiple modalities in which the author means not only the techniques but also the aesthetics and qualifying practices of distance education; (2) ensuring that distance education is neither independent nor in competition with traditional, campus-based classroom pedagogical techniques and orientations; and (3) seeking ways to create virtual communities of distance learners and tie them to those non-virtual communities that constitute the core of the university.
Transformations in Higher Education: Online Distance Learning
Author: Kobayashi, Victor
Date: 2002-00-00
Type: Journal Articles
Subjects: Higher Education,Distance Education,Definitions,Models,School Role,Free Enterprise System,Costs,Economics,Lecture Method,Internet,Virtual Classrooms,Technology Integration,Electronic Learning,Web Based Instruction,Online Courses,Influence of Technology,Computer Mediated Communication,College Administration,College Instruction,Faculty College Relationship,College Environment,Conventional Instruction,Educational Principles,Educational Trends,Educational Practices,Program Descriptions,Educational Policy,Policy Analysis,Administrative Principles,Proprietary Schools,Educational Finance,Administrative Organization,Educational Change,Access to Education,Social Networks,Asynchronous Communication,Student College Relationship

Higher education is undergoing radical shifts that are part of the larger wave of changes taking place in the society. The transformation affects all sectors of higher education, especially distance learning and how it relates to the University's regular offerings. In this article, the author begins with clarifying the terms commonly associated with distance learning and elaborates on two main instructional models of online distance learning. Locating the developments in distance learning within the broader transformations in higher education, he explores how the tradition-shattering changes brought about by the potential of new technologies are impacting the tradition-bound activities of bricks and mortar campuses as they give rise to new organizational structures and new management styles in higher education.
Implementing the UH Asynchronous Learning Network: Practices, Issues and Challenges
Author: Odin, Jaishree K.
Date: 2002-00-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Networks,Community Colleges,Grants,Instructional Development,Multicampus Colleges,Systems Approach,Academic Support Services,Internet,Technology Integration,Electronic Learning,Web Based Instruction,Technology Planning,Instructional Design,Influence of Technology,Program Development,Program Implementation,College Administration,Access to Education,College Instruction,College Faculty,Faculty Development,College Environment,Program Descriptions,Educational Policy,Philanthropic Foundations

In spite of ten campuses spread over four islands, access to higher education at the University of Hawai'i (UH) is unevenly distributed across the state. In an effort to address the problem of access, the Alfred P. Sloan Foundation has funded the University of Hawai'i to develop online courses and programs. In this article, the author describes the Asynchronous Learning Network (ALN) project at UH. This project, funded by the Sloan Foundation, was instrumental in creating a number of online programs at UH Manoa and UH Hilo. The author highlights some of the important issues and developments involved in creating sustainable and scalable online distance learning programs at the University of Hawai'i.
Interactive Online Distance Learning at the University of Hawai'i-West O'ahu
Author: Lee, Rebecca
Date: 2002-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Online Courses,Workshops,Faculty Development,Adult Students,Teacher Collaboration,Writing Instruction,Incentives,Technology Integration,Web Based Instruction,Instructional Design,Computer Mediated Communication,Asynchronous Communication,Program Development,College Administration,Access to Education,College Instruction,College Faculty,Faculty College Relationship,College Environment,Program Descriptions,Compensation (Remuneration),Multimedia Instruction,Integrated Learning Systems,Synchronous Communication,Discussion Groups,School Orientation

From its beginnings 25 years ago, the University of Hawai'i-West O'ahu (UH-West O'ahu) has  strived to provide its students, mostly working adults with an average age of 32 years, with easy access to classes and advising by maintaining flexible class schedules and office hours. When UH-West O'ahu initiated a distance education program in 1981, the first courses were delivered in person to students on Maui and Kaua'i, with faculty traveling to those islands on weekends. The result was a program that encouraged collaborative student work and allowed students extensive contact with faculty. In this article, the author presents an insider's view of the challenges facing faculty at West O'ahu, in their efforts to create a new online degree and new certificate programs. The perseverance of the faculty and the support of the West O'ahu administration have been central to their success. The institutional commitment has been considerable and faculty members receive three credits of release time, or the equivalent in overload pay, when they develop an online course for the first time. In addition, West O'ahu's collaborative faculty development model has resulted in an environment where faculty share their experiences with one another in special workshops on various pedagogical aspects of online learning. (Contains 1 footnote.)
University of Hawai'i Community Colleges: E-Learn
Author: Walsh, Marilyn
Date: 2002-00-00
Type: Journal Articles
Subjects: Community Colleges,Online Courses,Educational Cooperation,Associate Degrees,Educational Technology,Internet,Virtual Classrooms,Electronic Learning,Web Based Instruction,Distance Education,Program Development,Program Implementation,Program Effectiveness,Access to Education,College Instruction,Program Descriptions,Faculty Development,Educational Television

The E-Learn program is a collaboration of all seven University of Hawai'i (UH) community colleges to offer a distance-delivered Associate in Arts degree. The core mission of the UH Community Colleges is to put postsecondary education within the reach of every resident of the state. To provide that access, community colleges must be affordable, adaptable and flexible. In this article, the author describes how all seven UH community colleges are effectively working together to create the E-Learn program. In Spring semester 2000, the UH Community Colleges began &quot;E-learn&quot;--a series of distance courses that were offered across the seven campus system. E-learn was designed so that students could work towards the Associate in Arts degree without having to attend traditional classroom-based courses. The success of this collaboration is reflected in increasing enrollments in online courses offered by the community colleges.
Sneak Preview: Outreach &amp; Technology in the College of Education
Author: McKimmy, Paul B.
Date: 2002-00-00
Type: Journal Articles
Subjects: Electronic Learning,Strategic Planning,Distance Education,Outreach Programs,Online Courses,Schools of Education,Teacher Education Programs,Educational Technology,Telecommunications,Internet,Computer System Design,Technology Integration,Technology Planning,Program Development,Access to Education,Program Descriptions,Educational Policy,Blended Learning,State Departments of Education

One of the first steps in strategic planning is assessing the current environment. Developing a clear understanding of the College of Education's technology initiatives and outreach programs therefore became a priority when the author came on board in February, 2002. As Director of Outreach and Technology for the College at the University of Hawai'i-Manoa, a new position, the author has two related roles. His primary charge is to convene and coordinate efforts in offering programs to neighbor islands. His second role is to assist faculty in making use of emerging technologies. In this article, the author highlights the efforts of the College to create hybrid models of distance learning to train teachers throughout the state of Hawai'i. At the same time that these online initiatives are coming to fruition at various campuses, the Hawai'i Department of Education is also making rapid strides in making online learning accessible to students and technology training available to teachers.
Hawai'i DOE On-Line
Author: Kajioka, Vicki
Date: 2002-00-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Information Technology,Telecommunications,Professional Development,Secondary Schools,School Business Relationship,Grants,Federal Programs,Inservice Teacher Education,Vocational Education,Educational Technology,Internet,Virtual Classrooms,Technology Integration,Electronic Learning,Planning,Database Management Systems,Computer Uses in Education,Program Development,Program Implementation,Access to Education,Program Descriptions,State Departments of Education,Asynchronous Communication,Synchronous Communication,Computer Literacy

The E-School Technology Innovation Challenge Grant of 1996 was the genesis of the Department of Education's (DOE's) efforts to initiate a multi-prong approach to bring standards-based curriculum to the children of Hawai'i and use technology to upgrade professional development for its teachers. In this article, the authors describe how various projects have developed out of the E-School initiative and now form the core of the DOE's efforts in information technology and distance education. The efforts include appropriate use of synchronous and asynchronous technologies and face-to-face instruction to provide learning opportunities for teachers and students. A variety of projects support the Department's efforts to develop high-skilled employees through courses and other enhancements that prepare students as well as provide staff development opportunities for teachers. The student-oriented programs are E-School, Magnet E-Academy and Oracle Internet Academy. The professional development projects are the Technology and Telecommunications for Teachers (T3), Advanced Technology Applications, Designing an Online Course, Technology Literacy mini courses, Hawai'i Networked Learning Communities, Hawai'i iLead, and MarcoPolo.