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Education and Treatment of Children
Journal Prestige (SJR): 0.68
Citation Impact (citeScore): 1
Number of Followers: 3  
 
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ISSN (Print) 0748-8491 - ISSN (Online) 1934-8924
Published by Project MUSE Homepage  [295 journals]
  • Using Noncontingent Reinforcement to Reduce Perseverative Speech and
           Increase Engagement during Social Skills Instruction
    • Abstract: Noncontingent reinforcement (NCR) is the process of delivering a reinforcer independent of any response (Hagopian, Fisher, & Legacy, 1994; Vollmer, Iwata, Zarcone, Smith, & Mazaleski, 1993). Non-contingent reinforcement has been used to decrease a number of problem behaviors, such as self-injurious behavior (Vollmer et al., 1993), aggression (Wallace, Iwata, Hanley, Thompson, & Roscoe, 2012), and property destruction (Hanley, Piazza, & Fisher, 1997); additionally, NCR, when combined with extinction, meets the American Psychological Association's criteria as a well-established treatment to reduce problem behavior in individuals with developmental disabilities, including autism spectrum disorders (ASD; Carr ... Read More
      Keywords: Social skills in children; Children with autism spectrum disorders; Children with disabilities; Teachers; Behavior disorders in children; Social skills; Education
      PubDate: 2018-06-05T00:00:00-05:00
       
  • Increasing the Engagement and Complexity of Block Play in Young Children
    • Abstract: The benefits of play for young children are well documented and empirically supported (Ginsburg, 2007; Lifter, Mason, & Barton, 2011b). Children with disabilities, however, play less often and use fewer different play behaviors than children with typical development (Barton, 2010; Barton & Wolery, 2010). Children with disabilities are more likely to use objects or materials inappropriately, engage in repetitive behaviors, and use fewer complex behaviors. This occurs across a variety of play contexts even when children are provided with developmentally appropriate materials and unstructured time to engage in play (Kasari, Chang, & Patterson, 2013; Malone & Stoneman, 1995). Decreased variation and complexity of play ... Read More
      Keywords: Social skills in children; Children with autism spectrum disorders; Children with disabilities; Teachers; Behavior disorders in children; Social skills; Education
      PubDate: 2018-06-05T00:00:00-05:00
       
  • Training Educators to Collect Accurate Descriptive-Assessment Data
    • Abstract: Descriptive analysis refers to the collection of data on behavior occurring in the natural environment, along with the antecedents and consequences that are associated with the behavior. Although descriptive analyses only allow for conclusions on correlations between antecedent and consequent events and behavior, and may not identify the same functions as experimental analyses (those that involve manipulation of the events preceding and following behavior; Lerman & Iwata, 1993; Pence, Roscoe, Bourret, & Ahearn, 2009; Thompson & Iwata, 2007), descriptive assessments have several advantages. Descriptive analyses allow assessment of the extent to which the environment is therapeutic (e.g., if a teacher is reliably ... Read More
      Keywords: Social skills in children; Children with autism spectrum disorders; Children with disabilities; Teachers; Behavior disorders in children; Social skills; Education
      PubDate: 2018-06-05T00:00:00-05:00
       
  • Evaluation of Behavior Skills Training for Teaching Work Skills to a
           Student with Autism Spectrum Disorder
    • Abstract: Obtaining employment after secondary education is an important aspect of development for many individuals both with and without disabilities. However, emerging data suggest that many young adults diagnosed with autism spectrum disorder (ASD) have great difficulty finding employment (Roux, Shattuck, Rast, Rava, & Anderson, 2015). These data raise concerns given that the Individuals with Disabilities Education Improvement Act specifically requires educators to provide transition training beginning no later than age 16 to teach skills required for post-school life (Szidon, Ruppar, & Smith, 2015).The specific cause of underemployment found in individuals diagnosed with ASD appears unknown. Possible contributing factors ... Read More
      Keywords: Social skills in children; Children with autism spectrum disorders; Children with disabilities; Teachers; Behavior disorders in children; Social skills; Education
      PubDate: 2018-06-05T00:00:00-05:00
       
  • Prevent-Teach-Reinforce for Young Children: A Program Description and
           Demonstration of Implementation in an Early Childhood Setting
    • Abstract: Case background: Chris is a 4-year-old boy who has been attending a public-school pre-kindergarten classroom for ten months. He is diagnosed with Autism and has notable delays in communication. He produces a few words but his articulation is poor and limits understanding. Instead, he engages in problem behavior in order to have his needs met. Mrs. Fritz, Chris's teacher, has concerns about his aggressive behavior towards adults and peers, his noncompliance, and poor communication skills. Chris's problem behaviors include physical aggression, off-task behavior, and lengthy transition time. Throughout the time that Chris has been in her classroom, Mrs. Fritz has implemented differing developmentally appropriate ... Read More
      Keywords: Social skills in children; Children with autism spectrum disorders; Children with disabilities; Teachers; Behavior disorders in children; Social skills; Education
      PubDate: 2018-06-05T00:00:00-05:00
       
  • Guilford Parent Academy: A Collaborative Effort to Engage Parents in
           Children's Education
    • Abstract: Promoting parent engagement in children's education is an essential priority for all school systems in the United States. As foundational as learning to read, school-family partnerships are described as essential for promoting children's early academic success (Pianta, Cox, & Snow, 2007). Parent engagement is defined in a variety of ways; however, contemporary views suggest that engagement is multidimensional. For example, the majority of definitions in the research literature suggest that parent engagement in their children's education occurs in multiple contexts, such as the home, school, and community (Fantuzzo, Tighe, & Childs, 2000; Kohl, Lengua, & McMahan, 2000). A current gap in the literature is clear ... Read More
      Keywords: Social skills in children; Children with autism spectrum disorders; Children with disabilities; Teachers; Behavior disorders in children; Social skills; Education
      PubDate: 2018-06-05T00:00:00-05:00
       
 
 
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