ethanporcaro/eric-fulltext-meta huggingface dataset:
CTE Credentialing Certifies Success
Author: Reese, Susan
Date: 2011-00-00
Type: Journal Articles
Subjects: Credentials,Technical Institutes,Community Colleges,Adult Education,Credits,Vocational Education,Success,Accreditation (Institutions),Institutional Characteristics,Certification

According to "Webster's Dictionary", a credential is something that gives a title to credit or confidence. The certificates and diplomas earned in career and technical education (CTE) are providing students with both the credits to help them find success in the workplace or in further education, as well as the confidence of knowing they have the skills that are needed. There are a number of ways that CTE students are earning these credentials. This article looks at the many credentialing organizations and community and technical colleges that are integral in giving students the skills, training and certifications they need to compete in a competitive workplace.
The Career Readiness Certificate: The Foundation for Stackable Credentials
Author: Bolin, Barbara
Date: 2011-00-00
Type: Journal Articles
Subjects: Credentials,Adult Education,Job Training,Consortia,Career Development,Career Education,Transitional Programs,Readiness,Certification,Skill Analysis,Skill Development,Job Skills,Prior Learning,State Programs

This article features the Career Readiness Certificate (CRC) which serves as the founding credential in the six states and one locality in the Career Readiness Certificate Consortium (Tennessee, West Virginia, Kentucky, Maryland, North Carolina, Virginia and Washington, D.C.). The Career Readiness Certificate was developed by the small consortium of states to certify that holders of the CRC are ready for job training, further education and work. All states are now in the consortium, and the number of CRCs being issued continues to rise. (Contains 1 figure.)
Illinois WorkNet System, NOCTI Partner for Real-World Credentials
Author: Telger, Natasha
Date: 2011-00-00
Type: Journal Articles
Subjects: Credentials,Labor Force Development,Education Work Relationship,Program Descriptions,College Readiness,Readiness,Developmental Studies Programs,Skill Analysis,Job Skills,Employment Programs,Employment Services,Online Systems,Partnerships in Education,State Programs,Skill Development

This article describes one assessment that provides a college- and career-ready individual for employers. In Illinois, workNet is the state's primary online workforce development Web site and resource for Workforce Investment Act services. With help from NOCTI, workNet offers assessments that identify the skills and interests of participants, prepares them with work-readiness knowledge, and connects them with employers in the state. (Contains 3 figures.)
Manufacturing Careers, Skilled Workers and the Economy
Author: Martino, Lisa
Date: 2011-00-00
Type: Journal Articles
Subjects: Manufacturing Industry,School Business Relationship,Skilled Workers,Partnerships in Education,Federal Programs,Manufacturing,Education Work Relationship,Career Education,Demand Occupations,Job Development,Economic Impact,Skill Development

In order to jumpstart the economy, "Made in the U.S.A." needs to be synonymous with in-demand, high-quality products sold throughout the world. Recognizing the importance of the manufacturing industry and its connection to a healthy economy, President Obama addressed Carnegie Mellon University and launched the Advanced Manufacturing Partnership (AMP) earlier this summer. Though the manufacturing field has taken a battering in the dour economy, initiatives like President Obama's Advanced Manufacturing Partnership may help revive a field that has in the past been integral to the nation's prosperity.
Using Media to Broaden Students' Knowledge about Career Choices
Author: Chandler, Chantal
Date: 2011-00-00
Type: Journal Articles
Subjects: Media Literacy,Vocational Education,Mass Media Role,Mass Media Use,Adolescent Attitudes,Work Attitudes,Career Education,Career Guidance,Vocational Interests,Stereotypes,Misconceptions,Mass Media Effects,Attitude Change,Change Strategies,Knowledge Level,Familiarity,Career Choice

Today's media have great influence on young people. Television programs, for instance, play a big role in the stereotyping of many occupations, and this affects the way the youth view these careers. This article highlights some of the stereotypes and what can be done to foster media literacy. The authors stress that CTE instructors should make it a priority to combat the negative connotations that young people may gather and internalize about many valid career fields. They must eliminate those biases that become barriers to pursuing rewarding and satisfying careers in the "trades" and other falsely portrayed industries; in order to do so, the authors suggest that they use the resources frequented by young people.
Hydroponic Garden Promotes Hands-on Learning, Healthy Eating
Author: Anderson, Melinda
Date: 2011-00-00
Type: Journal Articles
Subjects: Curriculum Development,Obesity,Consumer Science,Course Content,Gardening,Vocational Education,Experiential Learning,Nutrition,Integrated Curriculum,Child Health,High Schools,Rural Schools,Food,Problem Solving,Team Teaching,Body Composition,Adolescents

The Carl D. Perkins Career Technical Improvement Act of 2006 encourages integration of academic instruction to improve student learning, impact employment skills of students, and enhance problem-solving skills by using authentic real-world situations. Academic integration is accomplished by integrating concepts of English, math, science, technology, etc., into career and technical education (CTE) course content, or by two teachers from different content areas collaborating to align and team-teach course standards. This article describes a project that provided an opportunity for educators in Greenhouse Management, Nutrition and Foods, and Family and Consumer Sciences (FACS) to align course standards and curriculum while collaborating on plans to address the problem of obesity in the local school and community. With the help of a hydroponic garden, university researchers collaborated with CTE teachers and students attending a rural, southern high school to highlight obesity, cultivate an appreciation for fruits and vegetables, and align the project with curriculum standards.
An Evaluation and Comparison of Time-Out Procedures with and without Release Contingencies
Author: Donaldson, Jeanne M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Problems,Timeout,Comparative Analysis,Young Children,Predictor Variables,Preschool Education,Attention,Classroom Environment,Autism,Developmental Disabilities,Control Groups,Behavior Modification

A common recommendation for implementing time-out procedures is to include a release contingency such that the individual is not allowed to leave time-out until no problem behavior has occurred for a specific amount of time (e.g, 30 s). We compared a fixed duration time-out procedure to a release contingency time-out procedure with 4 young children (3- and 4-year-olds) using a reversal and multielement design. Results demonstrated that both time-out procedures were effective at reducing problem behavior outside time-out, problem behavior occurred in time-out during both procedures, and problem behavior in time out was not predictive of problem behavior outside time-out. (Contains 3 figures.)
The Influence of Presession Factors in the Assessment of Deviant Arousal
Author: Reyes, Jorge R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Developmental Disabilities,Adults,Males,Antisocial Behavior,Measures (Individuals),Stimuli,Arousal Patterns,Equipment,Outcomes of Treatment,Allied Health Personnel,Behavior Modification,Predictor Variables

Three adult male sex offenders with developmental disabilities participated in an evaluation of presession factors that may influence levels of sexual arousal measured with a penile plethysmograph. We evaluated the effects of presession masturbation (1 participant) and arousal-suppression strategies (2 participants). Results showed that presession masturbation lowered arousal levels and both participants suppressed arousal to varying degrees. These outcomes suggest the potential for consideration and manipulation of presession factors as treatment components for sex offenders with developmental disabilities. (Contains 4 figures.)
Escape as Reinforcement and Escape Extinction in the Treatment of Feeding Problems
Author: LaRue, Robert H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Modification,Etiology,Negative Reinforcement,Eating Habits,Disabilities,Allied Health Personnel,Developmental Disabilities,Diseases,Learning Processes,Research,Children,Outcomes of Treatment

Given the effectiveness of putative escape extinction as treatment for feeding problems, it is surprising that little is known about the effects of escape as reinforcement for appropriate eating during treatment. In the current investigation, we examined the effectiveness of escape as reinforcement for mouth clean (a product measure of swallowing), escape as reinforcement for mouth clean plus escape extinction (EE), and EE alone as treatment for the food refusal of 5 children. Results were similar to those of previous studies, in that reinforcement alone did not result in increases in mouth clean or decreases in inappropriate behavior (e.g., Piazza, Patel, Gulotta, Sevin, & Layer, 2003). Increases in mouth clean and decreases in inappropriate behavior occurred when the therapist implemented EE independent of the presence or absence of reinforcement. Results are discussed in terms of the role of negative reinforcement in the etiology and treatment of feeding problems. (Contains 8 figures.)
False-Positive Tangible Outcomes of Functional Analyses
Author: Rooker, Griffin W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Problems,Reinforcement,Identification,Research Methodology,Data Analysis,Case Studies,Special Education,Adult Education,Functional Behavioral Assessment,Environment,Children,Developmental Disabilities,Outcomes of Treatment,Allied Health Personnel

Functional analysis (FA) methodology is the most precise method for identifying variables that maintain problem behavior. Occasionally, however, results of an FA may be influenced by idiosyncratic sensitivity to aspects of the assessment conditions. For example, data from several studies suggest that inclusion of a tangible condition during an FA may be prone to a false-positive outcome, although the extent to which tangible reinforcement routinely produces such outcomes is unknown. We examined susceptibility to tangible reinforcement by determining whether a new response was acquired more readily when exposed to a tangible contingency relative to others commonly used in an FA (Study 1), and whether problem behavior known not to have a social function nevertheless emerged when exposed to tangible reinforcement (Study 2). Results indicated that inclusion of items in the tangible condition should be done with care and that selection should be based on those items typically found in the individual's environment. (Contains 1 table and 2 figures.)
Data-Based Decision Making: The Impact of Data Variability, Training, and Context
Author: Vanselow, Nicholas R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Inspection,Regression (Statistics),Data Analysis,Decision Making,Student Behavior,Training,Visual Stimuli,Context Effect,Feedback (Response),Doctoral Degrees,Novices,Expertise,Mental Retardation,Behavior

The current study examines agreement among individuals with varying expertise in behavior analysis about the length of baseline when data were presented point by point. Participants were asked to respond to baseline data and to indicate when to terminate the baseline phase. When only minimal information was provided about the data set, experts and Board Certified Behavior Analyst participants generated baselines of similar lengths, whereas novices did not. Agreement was similar across participants when variability was low but deteriorated as variability in the data set increased. Participants generated shorter baselines when provided with information regarding the independent or dependent variable. Implications for training and the use of visual inspection are discussed. (Contains 2 tables and 5 figures.)
A Comparison of Two Flash-Card Methods for Improving Sight-Word Reading
Author: Kupzyk, Sara
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary School Students,Instructional Effectiveness,Teaching Methods,Reading Instruction,Comparative Analysis,Manipulative Materials,Visual Stimuli,Elementary School Teachers,Word Recognition,Grade 1,Grade 2,Vocabulary Development,Task Analysis,Student Behavior,Behavior Modification

Flash cards have been shown to be useful for teaching sight-word reading. To date, the most effective flash-card instruction method is incremental rehearsal (IR). This method involves the instructor interspersing unknown stimulus items into the presentation of known stimulus items. In this study, we compared IR to a modified IR procedure--strategic incremental rehearsal (SIR)--to determine whether the effects of IR might be improved by incorporating variables likely to increase word acquisition. These included increased opportunities to respond to unknown stimuli, using learner responding as a basis for changing instructional items, and systematic prompting methods. An A-B-A-B design was used to compare the effects of IR and SIR for increasing sight-word reading with 4 elementary school students. Results indicated that students read more words correctly with SIR than with IR. In addition, similar patterns of responding were seen at a 2-week follow-up. (Contains 1 figure.)
An Assessment of the Efficiency of and Child Preference for Forward and Backward Chaining
Author: Slocum, Sarah K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Teaching Methods,Task Analysis,Learning Processes,Preferences,Mastery Learning,Mental Retardation,Attention Deficit Hyperactivity Disorder,Evaluation Methods,Severe Mental Retardation,Behavior Modification,Experiments,Children

Comparative studies of forward and backward chaining have led some to suggest that sensitivity to each teaching procedure may be idiosyncratic across learners and tasks. The purposes of the current study were threefold. First, we assessed differential sensitivity to each chaining procedure within children when presented with multiple learning tasks of similar content but different complexity. Second, we evaluated whether differential sensitivity to a chaining procedure during a brief task predicted differential sensitivity during the teaching of longer tasks. Third, we directly assessed children's preferences for each teaching procedure via a concurrent-chains preference assessment. Learners acquired all target skills introduced under both chaining conditions, but individual children did not consistently learn more efficiently with either procedure. Short-duration tasks were not predictive of performance in tasks of longer duration. Both chaining procedures were preferred over a baseline condition without prompting, but participants did not demonstrate a preference for either procedure. (Contains 2 tables and 2 figures.)
Functional Analysis in Public Schools: A Summary of 90 Functional Analyses
Author: Mueller, Michael M.
Date: 2011-00-00
Type: Information Analyses
Subjects: Public Schools,Behavior Problems,Topography,Functional Behavioral Assessment,Research,Gender Differences,Age Differences,Race,Outcomes of Treatment,Allied Health Personnel,Educational Environment,Severe Disabilities,Elementary Secondary Education,Positive Reinforcement,Negative Reinforcement

Several review and epidemiological studies have been conducted over recent years to inform behavior analysts of functional analysis outcomes. None to date have closely examined demographic and clinical data for functional analyses conducted exclusively in public school settings. The current paper presents a data-based summary of 90 functional analyses conducted in public school settings from 2006 through 2009 for 69 students. Specifically, we present data on gender, age, race, diagnosis, topography of target behaviors, number of conditions, duration of sessions, duration of analysis, functional outcomes, setting, and person serving the role of therapist. Results suggest that functional analyses in schools are possible, practical, and produce results that are comparable to those in past research. (Contains 5 tables.)
Comparison of a Stimulus Equivalence Protocol and Traditional Lecture for Teaching Single-Subject Designs
Author: Lovett, Sadie
Date: 2011-00-00
Type: Journal Articles
Subjects: Counseling Techniques,Undergraduate Students,Research Design,Topography,Graphs,Generalization,Lecture Method,Comparative Analysis,Tests,Computer Uses in Education,Feedback (Response),Training,Research Methodology,Experiments,Visual Stimuli,Teaching Methods,Validity,Surveys,Disabilities

This study compared the effects of a computer-based stimulus equivalence protocol to a traditional lecture format in teaching single-subject experimental design concepts to undergraduate students. Participants were assigned to either an equivalence or a lecture group, and performance on a paper-and-pencil test that targeted relations among the names of experimental designs, design definitions, design graphs, and clinical vignettes was compared. Generalization of responding to novel graphs and novel clinical vignettes, as well as the emergence of a topography-based tact response after selection-based training, were evaluated for the equivalence group. Performance on the paper-and-pencil test following teaching was comparable for participants in the equivalence and lecture groups. All participants in the equivalence group showed generalization to novel graphs, and 6 participants showed generalization to novel clinical vignettes. Three of the 4 participants demonstrated the emergence of a topography-based tact response following training on the stimulus equivalence protocol. (Contains 3 tables and 4 figures.)
Evaluation of the Rate of Problem Behavior Maintained by Different Reinforcers across Preference Assessments
Author: Kang, Soyeon
Date: 2011-00-00
Type: Journal Articles
Subjects: Behavior Problems,Developmental Disabilities,Children,Attention,Interaction,Measures (Individuals),Evaluation Methods,Autism,Preferences,Behavioral Science Research,Functional Behavioral Assessment

The rates of problem behavior maintained by different reinforcers were evaluated across 3 preference assessment formats (i.e., paired stimulus, multiple-stimulus without replacement, and free operant). The experimenter administered each assessment format 5 times in a random order for 7 children with developmental disabilities whose problem behavior was maintained by attention, tangible items, or escape. Results demonstrated different effects related to the occurrence of problem behavior, suggesting an interaction between function of problem behavior and assessment format. Implications for practitioners are discussed with respect to assessing preferences of individuals with developmental disabilities who exhibit problem behavior. (Contains 3 figures.)
Preference for Fluent versus Disfluent Work Schedules
Author: Fienup, Daniel M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Positive Reinforcement,Student Attitudes,Neurological Impairments,Feedback (Response),Evaluation Methods,Preferences,Stimuli,Work Attitudes,Private Schools,Student Behavior,Females,Adolescents,Disabilities

Two studies were conducted that examined the preference of a student diagnosed with a brain injury. In Study 1, a preference assessment was followed by a three-choice concurrent operants reinforcer assessment. Two choices resulted in access to preferred activities for completing work, and a third choice resulted in access to nothing (i.e., no activity). Unpredictably, the participant consistently chose the no-activity option. Study 2 examined why this student preferred work associated with no activity over preferred activities. Through a variety of concurrent-operants procedures, it was determined that she preferred fluent work followed by reinforcers rather than work that was broken up by access to preferred activities. Implications for research on preference are discussed. (Contains 1 table and 3 figures.)
A Review of Recommendations for Sequencing Receptive and Expressive Language Instruction
Author: Petursdottir, Anna Ingeborg
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Direct Instruction,Autism,Expressive Language,Intervention,Teaching Methods,Language Acquisition,Sequential Learning,Disabilities,Models,Mastery Learning,Training,Mental Retardation,Sign Language,Children,Young Adults,Behavior Modification

We review recommendations for sequencing instruction in receptive and expressive language objectives in early and intensive behavioral intervention (EIBI) programs. Several books recommend completing receptive protocols before introducing corresponding expressive protocols. However, this recommendation has little empirical support, and some evidence exists that the reverse sequence may be more efficient. Alternative recommendations include teaching receptive and expressive skills simultaneously (M. L. Sundberg & Partington, 1998) and building learning histories that lead to acquisition of receptive and expressive skills without direct instruction (Greer & Ross, 2008). Empirical support for these recommendations also is limited. Future research should assess the relative efficiency of receptive-before expressive, expressive-before-receptive, and simultaneous training with children who have diagnoses of autism spectrum disorders. In addition, further evaluation is needed of the potential benefits of multiple-exemplar training and other variables that may influence the efficiency of receptive and expressive instruction. (Contains 1 table.)
Behavioral Momentum Theory: Equations and Applications
Author: Nevin, John A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Autism,Developmental Disabilities,Children,Behavior Modification,Reinforcement,Behavior Problems,Theories,Models,Intervention,Behavior,Resistance to Change,Prediction,Equations (Mathematics),Graphs,Experiments,Psychology,Educational Psychology,Clinical Psychology

Behavioral momentum theory provides a quantitative account of how reinforcers experienced within a discriminative stimulus context govern the persistence of behavior that occurs in that context. The theory suggests that all reinforcers obtained in the presence of a discriminative stimulus increase resistance to change, regardless of whether those reinforcers are contingent on the target behavior, are noncontingent, or are even contingent on an alternative behavior. In this paper, we describe the equations that constitute the theory and address their application to issues of particular importance in applied settings. The theory provides a framework within which to consider the effects of interventions such as extinction, noncontingent reinforcement, differential reinforcement of alternative behavior, and other phenomena (e.g., resurgence). Finally, the theory predicts some counterintuitive and potentially counterproductive effects of alternative reinforcement, and can serve as an integrative guide for intervention when its terms are identified with the relevant conditions of applied settings. (Contains 3 footnotes and 13 figures.)
Studying as Fun and Games: Effects on College Students' Quiz Performance
Author: Neef, Nancy A.
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Simulation,Tests,Instructional Effectiveness,Games

We examined college students' participation in a game activity for studying course material on  their subsequent quiz performance. Game conditions were alternated with another activity  counterbalanced across two groups of students in a multielement design. Overall, the mean  percentage correct on quizzes was higher during the game condition than in the no-game  condition. (Contains 1 figure.)