A comparison of methods for collecting data on performance during discrete trial teaching [0.03%]
离散课堂教学中收集行为数据的方法比较
Dorothea C Lerman,Laura Harper Dittlinger,Genevieve Fentress et al.
Dorothea C Lerman et al.
Therapists of children with autism use a variety of methods for collecting data during discrete-trial teaching. Methods that provide greater precision (e.g., recording the prompt level needed on each instructional trial) are less practical ...
Automated measurement of noise violations in the therapeutic workplace [0.03%]
治疗性工作场所的噪声违章的自动化测量方法研究
Sigurdur Oli Sigurdsson,William Aklin,Brandon M Ring et al.
Sigurdur Oli Sigurdsson et al.
The present analysis was conducted to validate an automated measurement system of noise violations by participants in the therapeutic workplace, which is a model workplace that offers paid employment and vocational training programs to illi...
Self-monitoring during spelling practice: effects on spelling accuracy and on-task behavior of three students diagnosed with attention deficit hyperactivity disorder [0.03%]
拼写练习中的自我监控：对三个多动症学生的正字法准确性及注意力行为的影响
Lisa A Rafferty,Jenna Arroyo,Shaunna Ginnane et al.
Lisa A Rafferty et al.
We used a multiple baseline across subjects design to investigate the effects of self-monitoring on the on-task behavior and spelling accuracy of three fifth-grade students diagnosed with attention deficit hyperactivity disorder (ADHD) duri...
Teaching teamwork to adolescents with autism: the cooperative use of activity schedules [0.03%]
自闭症青少年团队合作能力的教学：活动安排的协同作用
Erin Richard White,Barbara Hoffmann,Hannah Hoch et al.
Erin Richard White et al.
We used a multiple baseline design to assess the effects of prompting and reinforcement to teach three pairs of adolescents with autism to use photographic activity schedules to cooperatively complete a multistep vocational task (e.g., clea...
An approach to identifying the conditions under which response interruption will reduce automatically reinforced problem behavior [0.03%]
一种识别响应中断可减少自动强化问题行为条件的方法
Megan L Kliebert,Jeffrey H Tiger,Karen A Toussaint
Megan L Kliebert
Response interruption is a common intervention for problem behavior maintained by automatic reinforcement, but this intervention is challenging for caregivers to implement with consistent fidelity. In the current study, we challenged the in...
Reinforcement schedule thinning following functional communication training: review and recommendations [0.03%]
功能沟通训练后的强化时间表简并：回顾与建议
Louis P Hagopian,Eric W Boelter,David P Jarmolowicz
Louis P Hagopian
This paper extends the Tiger, Hanley, and Bruzek (2008) review of functional communication training (FCT) by reviewing the published literature on reinforcement schedule thinning following FCT. As noted by Tiger et al. and others, schedule ...
Three important things to consider when starting intervention for a child diagnosed with autism [0.03%]
自闭症儿童开始干预前需要考虑的三件事
Mary Jane Weiss,Thomas Zane
Mary Jane Weiss
Three important things to consider when starting intervention for a child diagnosed with autism [0.03%]
为自闭症儿童开展干预前需要考虑的三个重要事项
Tony L Vets,Gina Green
Tony L Vets
Three important things to consider when starting intervention for a child diagnosed with autism [0.03%]
自闭症儿童开始干预前需要考虑的三件重要事情
Shahla Ala&#x;i-Rosales,Nicole Zeug
Shahla Ala&#x;i-Rosales
Three important things to consider when starting intervention for a child diagnosed with autism [0.03%]
为自闭症儿童开展干预前需要考虑的三个重要问题
Bridget A Taylor,Julie Fisher
Bridget A Taylor