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Joslyn, P. Raymond; Vollmer, Timothy R. – Journal of Applied Behavior Analysis, 2020
The Good Behavior Game (GBG) is a well-documented group contingency designed to reduce disruptive behavior in classroom settings. However, few studies have evaluated the GBG with students who engage in severe problem behavior in alternative schools, and there are few demonstrations of training teachers in those settings to implement the GBG. In…
Descriptors: Classroom Techniques, Student Behavior, Nontraditional Education, Behavior Disorders
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Clay, Casey J.; Bloom, Sarah E.; Slocum, Timothy A.; Samaha, Andrew L.; Callard, Chase H. – Journal of Applied Behavior Analysis, 2020
We conducted a stimulus preference assessment to identify preference for praise delivered in English versus Spanish for bilingual students. Next, a concurrent-operant reinforcer assessment was used to evaluate the reinforcer efficacy of praise in each language. Participants showed limited to no preference for one language over another. One…
Descriptors: Students with Disabilities, Children, Bilingual Students, Positive Reinforcement
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LaFrance, Danielle L.; Tarbox, Jonathan – Journal of Applied Behavior Analysis, 2020
According to traditional linguistic accounts language, and its generative nature, cannot be taught. From a behavior analytic perspective, language is like any other behavior; it is learned and amenable to change. Based upon Skinner's radical behavioral analysis of verbal behavior, specific procedures have been designed to promote novel verbal…
Descriptors: Verbal Communication, Behavior Patterns, Behavior Change, Teaching Methods
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Erath, Tyler G.; DiGennaro Reed, Florence D.; Sundermeyer, Hunter W.; Brand, Denys; Novak, Matthew D.; Harbison, Matt J.; Shears, Rick – Journal of Applied Behavior Analysis, 2020
This experiment used a pyramidal training model to evaluate the effects of behavioral skills training (BST), delivered in a 1-time group-training format, on the extent to which 25 human service staff implemented BST when training others how to implement behavioral procedures. Results indicated that (a) the training workshop increased BST integrity…
Descriptors: Behavior Modification, Training, Workshops, Integrity
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Kay, Jessica C.; Kisamore, April N.; Vladescu, Jason C.; Sidener, Tina M.; Reeve, Kenneth F.; Taylor-Santa, Catherine; Pantano, Nicole A. – Journal of Applied Behavior Analysis, 2020
The current experiment is a systematic replication of previous studies that evaluated the efficiency of echoic and tact prompts on the acquisition of intraverbals (i.e., French-to-English translations) following exposure to each prompt type. We extended these studies by (a) evaluating participants' language skills on standardized assessments, (b)…
Descriptors: Prompting, Verbal Communication, Children, Autism
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Robison, Melinda A.; Mann, Tracie B.; Ingvarsson, Einar T. – Journal of Applied Behavior Analysis, 2020
The Preschool Life Skills program is an intervention package designed to teach functional skills to prevent problem behavior in typically developing children. The purpose of the current study was to evaluate the effects of the instructional package (renamed "Life Skills") with children with developmental disabilities. The program…
Descriptors: Preschool Children, Daily Living Skills, Developmental Disabilities, Friendship
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Mann, Charlotte C.; Karsten, Amanda M. – Journal of Applied Behavior Analysis, 2020
Better conversational skills correspond to a higher quality of life for adults diagnosed with autism spectrum disorder (ASD). In this study, we taught vocal--verbal responses discriminated by compound arrangements of concealed conversation partner mands to two college students with ASD. Participants learned to engage in self-questioning about…
Descriptors: College Students, Autism, Quality of Life, Pervasive Developmental Disorders
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Lora, Cindy C.; Kisamore, April N.; Reeve, Kenneth F.; Townsend, Dawn B. – Journal of Applied Behavior Analysis, 2020
Individuals with autism spectrum disorder (ASD) often have few employment opportunities and a lower job quality than individuals of typical development. Social deficits and lack of independence may contribute to underemployment and unemployment of individuals with ASD. The ability to solve problems might ameliorate some of these barriers. We…
Descriptors: Problem Solving, Autism, Pervasive Developmental Disorders, Barriers
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Quintero, Laura M.; Moore, James W.; Yeager, M. Garrett; Rowsey, Kyle; Olmi, D. Joe; Britton-Slater, Joshua; Harper, Michaela L.; Zezenski, Lauren E. – Journal of Applied Behavior Analysis, 2020
Recently, concerns regarding sport-related concussions have increased within the research literature, the media, and popular culture. One potential source of soccer-related concussions involves the purposeful striking of the ball with one's head (i.e., heading). There is currently limited research on an effective teaching method to improve safe…
Descriptors: Risk Management, Head Injuries, Neurological Impairments, Youth
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Kodak, Tiffany; Halbur, Mary; Bergmann, Samantha; Costello, Dayna R.; Benitez, Brittany; Olsen, Miranda; Gorgan, Ella; Cliett, Terra – Journal of Applied Behavior Analysis, 2020
Previous studies on skill acquisition have taught targets in stimulus sets composed of different numbers of stimuli. Although the rationale for selection of a stimulus set size is not clear, the number of target stimuli trained within a set is a treatment decision for which there is limited empirical support. The current investigation compared the…
Descriptors: Skill Development, Stimuli, Training, Children
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Sauter, Jessica A.; Stocco, Corey S.; Luczynski, Kevin C.; Moline, Adam D. – Journal of Applied Behavior Analysis, 2020
Lying during childhood is a common concern for caregivers. Lee et al. (2014) showed that a moral story and instruction implying reinforcers for honesty produced statistically significant improvements in children admitting a transgression. We evaluated the influence of this moral story and instruction on the consistency of honest reports when…
Descriptors: Ethical Instruction, Positive Reinforcement, Deception, Child Behavior
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Hill, Kelli E.; Griffith, Kristin R.; Miguel, Caio F. – Journal of Applied Behavior Analysis, 2020
The purpose of the current study was to evaluate the effects of equivalence-based instruction (EBI) on learning to play individual notes and simple songs on the piano. Participants were 4 typically developing children and 4 children with a diagnosis of autism spectrum disorder (ASD). They were exposed to a series of auditory-visual…
Descriptors: Music Education, Teaching Methods, Evidence Based Practice, Musical Instruments
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Bloom, Lorraine B.; Kettering, Tracy L.; Walker, Diana – Journal of Applied Behavior Analysis, 2020
We compared the effects of the effects of self-instructions in the form of prose or song lyrics in the acquisition of gross motor tasks in 4 third-grade children. We taught participants 4 pairs of gross motor tasks, with one task in each pair taught with prose self-instructions and the other taught with song lyric self-instructions. Both…
Descriptors: Grade 4, Elementary School Students, Singing, Motor Development
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Ennett, Talia M.; Zonneveld, Kimberley L. M.; Thomson, Kendra M.; Vause, Tricia; Ditor, David – Journal of Applied Behavior Analysis, 2020
Teaching with acoustical guidance involves auditory feedback (e.g., a click sound when a desired behavior occurs) as part of a multicomponent intervention known as TAGteach. TAGteach has been found to improve performance in sport, dance, surgical technique, and walking. We compared the efficacy and efficiency of the standard TAGteach…
Descriptors: Error Correction, Instructional Effectiveness, Adults, Auditory Stimuli
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Matter, Ashley L.; Wiskow, Katie M.; Donaldson, Jeanne M. – Journal of Applied Behavior Analysis, 2020
Using instructional strategies based on derived relational responding (DRR) to teach foreign-language targets may result in emergent, untrained foreign-language relations. One benefit of using DRR instructional strategies is the efficiency with which an individual acquires additional stimulus relations as a result of emergent responding following…
Descriptors: Second Language Learning, Second Language Instruction, Comparative Analysis, Instructional Effectiveness
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