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Two experiments tested the proposition that recall in an imagery task would be facilitated when the processes instigated during original input and during a rehearsal interval were similar to (compatible with) processes assumed to be initiated by two retrieval formats. In both experiments the subjects listened to tape-recorded messages which described the placements of numbers in an imaginary mental matrix. Experiment 1 used four modes of presenting the original information about the placement of the numbers. Two of the input modes were expected to foster the use of imagery: listening to the tape-recorded messages (L), and listening while shadowing (vocalizing) the messages (LV). The other modes of presentation were expected to encourage verbalized rather than imaginal encoding: listening plus silent reading (LR), and listening plus reading aloud (LRV). Two types of recall tasks were used, one which emphasized imaginal coding (matrix recall) and one which emphasized verbal coding (direction recall). Recall was highest when the input and output tasks were assumed to involve similar types of processing. Thus, Groups L and LV showed higher recall than Groups LR and LRV on the matrix task, but the converse was true for the direction task. In addition, rotation of the information yielded different characteristics for the input-output conditions. Experiment 2 introduced rehearsal instructions. Visualizing rehearsal was more beneficial to matrix recall than verbalizing rehearsal or no explicit rehearsal instructions, and verbalizing rehearsal aided direction recall more than visualizing rehearsal. Various models were discussed.The two experiments presented in this paper studied the relationships between the characteristics of the original input material, assumed encoding processes, and final output in an imagery task. The basic task instructed students to enter numbers in an imaginary matrix in a manner described by tape-recorded messages. To study the relationships between input and output recall in this task, the basic paradigm was modified for some groups by (1) increasing the number of redundant modes of input (e .g., listening to the messages, reading the messages while listening to them), (2) assessing output recall in two different ways (entering numbers in a printed matrix or recalling the directions of placement of the numbers), (3) varying the extent of mental rotation required before recall, and (4) instructing the subjects to employ different types of rehearsal strategies (visualizing or verbalizing the information during a rehearsal interval).This type of task is ideal for studying visual imagery when the basic information about what is to be imaged is presented in a form that requires transformation into an image and when different recall methods are used. In our opinion, one promising theoretical approach to this type of visual imagery task is a model which emphasizes processing, such as a modified levels of processing view. Our conceptualization of such a framework isThe authors wish to thank Jerry Sinsa...

Behavior skills training (BST) with ongoing coaching is an effective form of professional development that creates sustained educator practice change and improves student outcomes. We provide a model for how BST can be used to improve the implementation of evidence-based practices with both teachers and paraprofessionals, the latter of whom often do not receive professional development opportunities or coaching. We propose a model for BST with digital tools that can be used in face-to-face, hybrid, and virtual formats, which is timely given the pandemic. A vignette with a dyad of educators is used to illustrate the model and examples of fidelity and coaching forms are included. A figure of the BST process with visual supports provided to the educators is included.

The primary purpose of conducting a structured interview as part of a functional behavior assessment (FBA) is to assist teams in generating a hypothesis about the reason for a student’s problem behavior based on specific information. Although the use of an interview can be beneficial in identifying the function of a student’s behavior, it often only includes information provided by teachers, support staff, and family members and overlooks the student’s involvement. In this article, we discuss some of the barriers educators may encounter during the structured interview process and describe in detail possible solutions and adaptations educators can use to assist in planning and successfully conducting a student-involved structured interview as part of the FBA process.