1 |
Charlie Chaplin and gesture training in severe aphasia: A controlled double-blind single-case experimental design
|
|
|
|
In: ISSN: 1877-0657 ; Annals of Physical and Rehabilitation Medicine ; https://hal.archives-ouvertes.fr/hal-03652710 ; Annals of Physical and Rehabilitation Medicine, Elsevier Masson, 2021, 64 (1), pp.101356. ⟨10.1016/j.rehab.2019.12.010⟩ (2021)
|
|
BASE
|
|
Show details
|
|
2 |
Effectiveness of an Early Literacy Intervention for Increasing Teen Parents' Child-Directed Speech and Conversational Turns
|
|
|
|
In: Graduate Theses and Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
3 |
Providing Performance Feedback to Paraeducators Implementing PALS
|
|
Jones, Brian. - : eScholarship, University of California, 2020
|
|
BASE
|
|
Show details
|
|
4 |
AN EVALUATION OF DEFERRED TIME-OUT TO TREAT NONCOMPLIANCE IN THE CLASSROOM SETTING
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Measuring the Concurrent Effects of One Listening Comprehension Intervention on the Comprehension and Communication of Students with ASD and ID
|
|
|
|
In: Georgia Educational Research Association Conference (2018)
|
|
BASE
|
|
Show details
|
|
6 |
A functional analysis of two transdiagnostic, emotion-focused interventions on nonsuicidal self-injury
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Environmental influences on communication development: Implications for children with neurodevelopmental communication impairments
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Targeting collaborative referencing in aphasia: evidence from a mixed methods treatment study
|
|
|
|
BASE
|
|
Show details
|
|
10 |
The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 Statement
|
|
|
|
BASE
|
|
Show details
|
|
11 |
The Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016 statement
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Scaffolding Emergent Academic Language with ELL Children: Multi-Touch Tables in Preschool
|
|
|
|
In: Miller, Catherine Anne. (2015). Scaffolding Emergent Academic Language with ELL Children: Multi-Touch Tables in Preschool. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/5wm6555h (2015)
|
|
BASE
|
|
Show details
|
|
13 |
Performance Feedback to Improve Classroom Management Practices
|
|
|
|
In: Garcia, Melissa. (2015). Performance Feedback to Improve Classroom Management Practices. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/4vk9m5p5 (2015)
|
|
Abstract:
Performance feedback has been beneficial at enhancing the treatment integrity of behavioral intervention outcomes. However, few researchers have attempted to use performance feedback to increase teachers' use of classroom management practices. The purpose of this study was to determine if there is a functional relationship between performance feedback and treatment integrity of targeted classroom management practices. In addition, the extent to which performance feedback can enhance student behavioral outcomes was examined. Direct observation data were used to report teacher use of targeted classroom management practices, student engagement, and student disruptive behavior. The functional relationship between performance feedback and teacher implementation fidelity of classroom management practices and student behavioral outcomes was examined using a single-case multiple baseline design. Participants included five teachers from an urban school district in Southern California. Once a week, for 10-weeks, teachers met for performance feedback sessions of classroom management practices and student engagement with the consultant. Effect size analyses were used in conjunction with visual analyses. Results showed that a functional relationship between performance feedback and improved fidelity of two classroom management practices was obtained (specific praise and error correction), as well as increased engagement and decreased disruptive behavior. This study provides evidence that performance feedback can be useful in improving student engagement and reducing disruptive behavior at a classwide level. Additionally, teachers found performance feedback to be socially valid. Implications and suggestions for future research are also discussed.
|
|
Keyword:
classroom management; disruptive student behavior; Education; performance feedback; Psychology; single-case design; student engagement; treatment integrity
|
|
URL: http://n2t.net/ark:/13030/m5933dr5 http://www.escholarship.org/uc/item/4vk9m5p5
|
|
BASE
|
|
Hide details
|
|
14 |
EFFECTIVENESS OF PROLOQUO2GO TM IN ENHANCING COMMUNICATION IN CHILDREN WITH AUTISM DURING ABA THERAPY
|
|
|
|
In: Doctoral Dissertations (2015)
|
|
BASE
|
|
Show details
|
|
15 |
Morphological Analysis Training for English Language Learners With Reading Difficulties
|
|
|
|
In: Davidson, Sean Jeremy. (2014). Morphological Analysis Training for English Language Learners With Reading Difficulties. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/70c919st (2014)
|
|
BASE
|
|
Show details
|
|
16 |
Morphological Analysis Training for English Language Learners With Reading Difficulties
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Morphological Analysis Training for English Language Learners With Reading Difficulties
|
|
|
|
BASE
|
|
Show details
|
|
18 |
The effectiveness of milieu language strategies on the English language growth of Head Start children learning English as a second lnaguage
|
|
|
|
In: Graduate Theses and Dissertations (2011)
|
|
BASE
|
|
Show details
|
|
19 |
Distance Education and Community Learning Networks linked by a Library of Culture
|
|
|
|
In: Student Affairs Digital Community Development (2011)
|
|
BASE
|
|
Show details
|
|
|
|