Peer-mediated discrete trial training within a school setting

Radley, Keith C.; Dart, Evan H.; Furlow, Christopher M.; Ness, Emily J.

doi:10.1016/j.rasd.2014.10.001

Cited by 19 publications

(22 citation statements)

References 41 publications

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“…The decrease in disruptive behavior observed in the current study may have been because the intervention provided differential reinforcement for a behavior that was incompatible with disruptive behavior (i.e., attending to the teacher). Previous research investigating group contingencies targeting AEB has achieved similar results when utilizing differential reinforcement for incompatible behavior procedures (e.g., Radley et al, 2015 and the current findings add to this base of literature; however, it is interesting to note that the off-task and inattentive behavior of students was largely unchanged across classrooms once the Classroom Password intervention was implemented.…”

Section: Discussionsupporting

confidence: 72%

“…Tau‐U evaluates the nonoverlap data between phases while considering the trend in data, which allows for a more conservative estimate of intervention effects (Parker et al., ). Previous researchers have used guidelines for interpretation of NAP for interpretation of Tau‐U (e.g., Radley, Dart, Furlow, & Ness, ). Although no guidelines have been published for interpreting Tau‐U, use of NAP guidelines may be considered appropriate as both effect sizes are derived through a Mann–Whitney U test (Vannest, Parker, & Gonen, ).…”

Section: Methodsmentioning

confidence: 99%

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The Classroom Password: A Class-Wide Intervention to Increase Academic Engagement

et al. 2016

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The present study investigated the effectiveness of a novel class-wide intervention, the Classroom Password, for increasing the academic engaged behavior of middle school students. The effectiveness of an independent group contingency was evaluated using a concurrent multiple baseline design across three seventh-and eighth-grade classrooms. Results indicated that the intervention was effective across all three classrooms in increasing students' academic engagement, or on-task behavior, as evidenced by visual analysis and moderate to large effect sizes. Decreases in disruptive behavior were also observed across all three classrooms. Off-task behavior was not substantially affected in any of the three classrooms. The intervention received mixed ratings by the classroom teachers regarding its social validity. Results of the present study suggest that the Classroom Password may be an effective class-wide intervention for increasing the academically engaged behavior and decreasing the disruptive behavior of middle school students during instructional time. C 2016

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Section: Discussionsupporting

confidence: 72%

Section: Methodsmentioning

confidence: 99%

The Classroom Password: A Class-Wide Intervention to Increase Academic Engagement

et al. 2016

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“…One systematic strategy derived from ABA is Discrete Trial Training (DTT). This intervention includes instruction from the therapist, response by the learner, and a punishment or reinforcement facilitated by the therapist (Radley, Dart, Furlow, & Ness, 2015). For example, a therapist may break a desired skill into smaller components for the client until they can effectively master the entire skill.…”

Section: Applied Behavioral Analysismentioning

confidence: 99%

Families With Children Diagnosed With Autism

Kurz

2018

The Family Journal

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This article explores struggles faced by parents with children diagnosed with autism (ASD). Experiences of parents are examined through identification of stressors, maladaptive coping, and negative emotions. Current counselor education research is presented on how counselors may work to help this population, including topics in supervision, multicultural and ethical competency, and need for integrative health care. Behavioral and supportive interventions used in working with children with ASD and their families are discussed.

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“…Tau-U involves pairwise comparison of all data points in baseline and treatment conditions, creating a statistic between 0.00 and 1.00 that represents the percentage of improvement between conditions . While standard guidelines for interpreting Tau-U have not been established, because Tau-U is similar to but more conservative than Nonoverlap of All Pairs (Parker & Vannest, 2009), researchers have considered guidelines for the latter statistic to be sufficient (e.g., O'Handley, Radley, & Whipple, 2015;Radley, Dart, Furlow, & Ness, 2015). I used those guidelines for interpreting Tau-U, so I considered effect sizes between 0.00 and 0.65 to be weak effects, between 0.66 and 0.91 to be moderate effects, and between 0.92 and 1.00 to be strong effects (Parker & Vannest, 2009).…”

Section: Discussionmentioning

confidence: 99%

The effects of real-time visual performance feedback on teacher feedback.

Sweigart¹

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who are special gifts in my life.iv ACKNOWLEDGMENTS Completing this dissertation is the fulfillment of a long-time personal dream and a goal I was not sure I would have the opportunity to accomplish. Many people offered support and played important roles in my life before and during-and hopefully afterthis process. Thank you to my family, friends, colleagues, and mentors from past and present who have given me so much to help me get here and to shape me not just into a better doctoral student but a better person.First thanks go to my wife, Gina, who made many sacrifices to go down this path with me. You make my life shine with meaning, and through you in so many ways God has made me a better person, husband, father than I believed possible. Thank you for sharing life with me and for being family, someone to whom and through whom I will always belong. Thank you for raising Noah and Alvin together with me. And I'm so thankful for Noah, how you give me reasons to laugh and smile and to work harder and better and more efficiently; in so many ways, having you during this time made life-and even my dissertation-better and more meaningful.I would also like to thank our family for all of their support. Thank you to my parents for instilling in me a love of reading and learning and for encouraging me to pursue my doctorate despite the risks and challenges. And thank you to Glenda for being such a loving grandmother and mom and for pouring into our lives; even now as I finish writing, you are helping Gina care for Noah, loving them both and me so well.v Thank you to Terry Scott and Amy Lingo for taking me on board and investing in me. You have taught me so much about education, research, academia, and even life outside the ivory towers. Thank you also to Patrick Pössel for participating on my dissertation committee and for being so encouraging and supportive in our meetings together; I especially enjoyed brainstorming studies using biofeedback devices with you.And Rob Pennington, thank you so much for spending so much time encouraging, mentoring, and teaching me and for shaping me up to be a stronger researcher-you have been one of my strongest guides throughout this whole process. Finally, I do not have sufficient words of gratitude for this, but I will try. Tim and Kim Landrum, you both have given so, so much kindness, support, wisdom, and friendship to me and my family. You've just embraced us, and you're family. I don't even know how to describe it, but I think you understand. I've had to blink back a few tears just now, as a matter of fact, as I think about the gift that you have been to us. Researchers have identified a number of instructional strategies as evidence-based for improving the academic and behavioral outcomes of students. However, teachers often do not employ these practices or rarely implement them at recommended rates, perpetuating a research-to-practice gap. Further, research has demonstrated that traditional professional development is often insufficient to change teacher practice; therefore, resear...

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Peer-mediated discrete trial training within a school setting

Cited by 19 publications

References 41 publications

The Classroom Password: A Class-Wide Intervention to Increase Academic Engagement

The Classroom Password: A Class-Wide Intervention to Increase Academic Engagement

Families With Children Diagnosed With Autism

The effects of real-time visual performance feedback on teacher feedback.

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