Publication Date
In 2024 | 0 |
Since 2023 | 24 |
Since 2020 (last 5 years) | 180 |
Since 2015 (last 10 years) | 367 |
Since 2005 (last 20 years) | 1047 |
Descriptor
Behavior Modification | 593 |
Autism | 474 |
Behavior Problems | 431 |
Reinforcement | 424 |
Intervention | 413 |
Children | 332 |
Teaching Methods | 273 |
Program Effectiveness | 236 |
Generalization | 221 |
Behavior Change | 218 |
Stimuli | 201 |
More ▼ |
Source
Journal of Applied Behavior… | 1973 |
Author
Publication Type
Education Level
Audience
Researchers | 191 |
Practitioners | 90 |
Teachers | 22 |
Administrators | 6 |
Parents | 2 |
Policymakers | 2 |
Community | 1 |
Location
Illinois | 9 |
Florida | 7 |
United States | 7 |
New Zealand | 5 |
Brazil | 4 |
China | 3 |
Ireland | 3 |
Maryland | 3 |
Iceland | 2 |
Iowa | 2 |
Louisiana | 2 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
Peabody Picture Vocabulary… | 3 |
Vineland Adaptive Behavior… | 3 |
Childhood Autism Rating Scale | 2 |
Dynamic Indicators of Basic… | 1 |
Expressive One Word Picture… | 1 |
Raven Progressive Matrices | 1 |
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 3 |
Meets WWC Standards with or without Reservations | 8 |
Does not meet standards | 6 |
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
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
Contreras, Bethany P.; Cooper, Alison J.; Kahng, SungWoo – Journal of Applied Behavior Analysis, 2020
The traditional recommendation for sequencing speaker and listener instruction has been to teach listener skills prior to teaching speaker skills. In a review of the research literature prior to 2011, Petursdottir and Carr (2011) concluded that research did not support this recommendation. We reviewed the most recent research on the efficiency of…
Descriptors: Efficiency, Listening Skills, Speech Skills, Skill Development
Cortez, Mariéle Diniz; dos Santos, Letícia; Quintal, Ana Elisa; Silveira, Marcelo V.; de Rose, Julio C. – Journal of Applied Behavior Analysis, 2020
We evaluated the effects of tact and listener instruction on the emergence of bidirectional intraverbal relations with 6 typically developing Brazilian children, using an adapted alternating treatment design with pretest and posttest probes. In listener instruction, participants selected pictures that corresponded to spoken foreign-language words.…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Pretests Posttests
Senn, Laura Perry; Bayles, Makenzie W.; Bruzek, Jennifer L. – Journal of Applied Behavior Analysis, 2020
Behavior analysts and educators often recommend using praise, particularly descriptive praise, despite mixed empirical findings to support this recommendation. We evaluated the effectiveness of praise as a reinforcer during a reinforcer assessment using known tasks with preschoolers in Experiment 1. Praise functioned as a reinforcer for 2 of 6…
Descriptors: Positive Reinforcement, Preschool Children, Child Behavior, Instructional Effectiveness
Cihon, Joseph H.; Ferguson, Julia L.; Leaf, Justin B.; Milne, Christine M.; Leaf, Ron; McEachin, John – Journal of Applied Behavior Analysis, 2020
Prompts are commonly used during discrete trial teaching for individuals diagnosed with autism spectrum disorder (ASD). Three commonly used prompting systems include constant time delay, most-to-least prompting, and flexible prompt fading. Most of the research demonstrating the effectiveness of these three prompting strategies have been completed…
Descriptors: Cues, Prompting, Autism, Pervasive Developmental Disorders
Ezzeddine, Essma W.; DeBar, Ruth M.; Reeve, Sharon A.; Townsend, Dawn Buffington – Journal of Applied Behavior Analysis, 2020
Individuals with autism spectrum disorder (ASD) often display deficits in social and conversational skills. One method used to improve social deficits includes video modeling. When targeting conversational skills, few studies have included individuals with ASD as conversational partners. We evaluated the effects of video modeling on commenting…
Descriptors: Video Technology, Modeling (Psychology), Play, Autism
Gunning, Ciara; Holloway, Jennifer; Grealish, Leanne – Journal of Applied Behavior Analysis, 2020
Parental involvement in intervention can support intervention efficacy, improve generalization, and increase accessibility. The Preschool Life Skills (PLS) program is designed to teach 13 preschool life skills and prevent problem behavior. The current study explores the utility of the PLS program as delivered by parents. In Experiment 1, 6 parents…
Descriptors: Parent Participation, Change Agents, Parent Child Relationship, Intervention
Frampton, Sarah E.; Shillingsburg, M. Alice – Journal of Applied Behavior Analysis, 2020
Shillingsburg, Frampton, Cleveland, and Cariveau (2018) taught listener and tact by feature, name-feature intraverbal, and feature-name intraverbal responses across sets and reported emergence of responses that were not directly trained for 6 individuals diagnosed with autism spectrum disorder (ASD). The current study was a systematic replication…
Descriptors: Feedback (Response), Verbal Communication, Responses, Children
Schnell, Lauren K.; Vladescu, Jason C.; Kisamore, April N.; DeBar, Ruth M.; Kahng, SungWoo; Marano, Kathleen – Journal of Applied Behavior Analysis, 2020
Few studies have evaluated the use of assessment to identify the most efficient instructional practices for individuals with autism spectrum disorder. This is problematic as these individuals often have difficulty acquiring skills, and the procedures that may be efficient with one individual may not be for others. The experimenters conducted…
Descriptors: Cues, Prompting, Children, Autism
Normand, Matthew P.; Burji, Carla – Journal of Applied Behavior Analysis, 2020
The Step it UP! Game is an interdependent group reinforcement contingency based on the Good Behavior Game. We evaluated the effects of the Step it UP! Game on the number of steps taken by 3rd-grade students during physical-education (PE) classes at a local public elementary school. We divided the class into 2 teams and awarded a "Step it UP!…
Descriptors: Physical Education, Games, Game Based Learning, Physical Activity Level
Suberman, Rachel; Cividini-Motta, Catia – Journal of Applied Behavior Analysis, 2020
Individuals with developmental disabilities often do not develop vocal repertoires, thus requiring the use of augmentative devices. Teaching caregivers to conduct communication training with their children may be one way to foster communication with their device in the natural environment. This study replicates Rosales, Stone and Rehfeldt (2009),…
Descriptors: Developmental Disabilities, Augmentative and Alternative Communication, Caregivers, Caregiver Role
Lin, Fan Yu; Zhu, Jing – Journal of Applied Behavior Analysis, 2020
In teaching conditional discriminations to children with autism spectrum disorder (ASD), practitioners may progress from simple to conditional discriminations or may teach conditional discriminations from the onset of instruction. Some research indicates that teaching simple discriminations first may be unnecessary and that teaching may more…
Descriptors: Autism, Pervasive Developmental Disorders, Preschool Children, Teaching Methods
Campanaro, Alexandra M.; Vladescu, Jason C.; Kodak, Tiffany; DeBar, Ruth M.; Nippes, Kasey C. – Journal of Applied Behavior Analysis, 2020
The purpose of the current study was to evaluate the effect of implementing differential reinforcement at different times relative to the onset of teaching new skills to learners with autism spectrum disorder. Specifically, we first determined the most efficient differential reinforcement arrangement for each participant. Using the most efficient…
Descriptors: Reinforcement, Skill Development, Teaching Methods, Autism
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