Teaching children with autism to tact private events based on public accompaniments

Rajagopal, Sandhya; Nicholson, Katie; Putri, Tiara Rahadian; Addington, Joshua; Felde, Ashley

doi:10.1002/jaba.785

Cited by 10 publications

(3 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Such research should be undertaken carefully considering that many clients with problem behavior have experienced trauma (Bethell et al, 2014;Rajaraman et al, 2022). In addition, researchers should clearly articulate conditions under which procedures should be discontinued, whether based on direct communication from the client or signs of distress observed by experimenters (e.g., Mesches, 2017;Rajagopal et al, 2021). Ultimately, our students' preference for practice in the ECM is encouraging, particularly considering the vulnerable status of children of color with EBD.…”

Section: Discussionmentioning

confidence: 99%

Effects of an enhanced choice model of skill‐based treatment for students with emotional/behavioral disorders

Staubitz

Pollack

et al. 2022

J of App Behav Analysis

View full text Add to dashboard Cite

The enhanced choice model of skill‐based treatment (ECM‐SBT; Rajaraman et al., 2021) is a package of behavioral treatment procedures with modifications designed to reduce risks associated with extinction of problem behavior. The skill‐based treatment component of this package (Hanley et al., 2014) has been investigated thoroughly in clinical settings, though fewer studies have been conducted in public schools. In this investigation, we systematically replicated Rajaraman et al.’s (2021) demonstration of the ECM‐SBT with 3 children enrolled in a public special day school for students with emotional and behavioral disorders. Intervention procedures were associated with increases in targeted alternative responses (i.e., communicative response, tolerance response, and cooperation with instructions) and decreased precursor behavior relative to baseline. Severe problem behavior was rare in both assessment and treatment. Participants chose to spend most appointment time participating in ECM‐SBT, indicating preference for treatment procedures over alternative contexts (i.e., free access to a break area with preferred activities; regular classroom instruction). These outcomes suggest ECM‐SBT has promise for safely teaching alternatives to problem behavior to children with emotional and behavioral disorders in school settings.

show abstract

Section: Discussionmentioning

confidence: 99%

Effects of an enhanced choice model of skill‐based treatment for students with emotional/behavioral disorders

Staubitz

Pollack

et al. 2022

J of App Behav Analysis

View full text Add to dashboard Cite

show abstract

“…Međutim, osim ispoljavanja sopstvenih potreba, odnosno zahtevanja željenih predmeta, defektolozi su istakli kako deca sa PSA često imaju probleme u domenima imenovanja slika. Prema istraživanjima, kako bi dete uspešno imenovalo slike određenih predmeta, neophodno je da se ova veština takođe sistematično podučava, kroz primenu procedure ukidanja podsticaja, kao i postojanje plana generalizacije (Byrne et al, 2014;Delfs et al, 2014;Frampton & Alice-Shillingsburg, 2018;Marchese et al, 2012;Partington et al, 1994;Rajagopal et al, 2021), što se još jednom ističe kao neophodnost u radu defektologa. Ukoliko se detetu daje vokalni podsticaj, preporučljivo je da mu se u inicijalnim fazama podučavanja daje potpuni vokalni podsticaj nekoliko dana, nakon čega bi mu se zatim davao delimični vokalni podsticaj takođe unapred određeni broj dana, nakon čega bi očekivali od deteta da samostalno imenuje fotografije predmeta, bez ikakvog podsticanja (Bouret et al, 2004;Cengher et al, 2020;Plavnick & Vitale, 2016;Thomas et al, 2010).…”

Section: Diskusijaunclassified

The presence of teaching barriers in children with autism spectrum disorders

Arsić¹,

Lukić²,

Gajić³

2022

Norma

View full text Add to dashboard Cite

The aim of this research was to examine the frequency of different barriers faced by special education teachers in working with children with autism spectrum disorders (ASD). The sample included 53 participants of both genders and of different ages who were diagnosed with ASD. The instrument used to assess the presence of barriers in teaching refers to the Assessment of Barriers in Teaching (VB-Mapp Barriers Assessment -Sundberg, 2008). In our sample, it was found that all respondents have a pronounced presence of teaching barriers, while the most frequent barriers are prompt dependence, generalization difficulties, socialization problems, escape or avoidance of given tasks and the absence of the tact ability. Having in mind the obtained results, it is highlighted as a necessity to develop an approach that would lead to elimination of the mentioned barriers, as well as to develop a treatment plan to address those teaching barriers in working with children with PSA and consequently enable a higher degree of adoption of new knowledge and skills by children with ASD.

show abstract

“…Many scholars believe that teaching tact is the necessary practical wisdom of teachers and the professional pursuit of teachers' development. [8][9][10] Teaching is not a series of technical, fixed and well-designed activities, but a process of skills. Moreover, it is an intuitive, creative and impromptu activity, and a moral cause requiring critical thinking.…”

Section: Research Backgroundmentioning

confidence: 99%

A study on the influencing factors of classroom teaching tact of primary school students

Liu

2021

International Journal of Electrical Engineering & Education

View full text Add to dashboard Cite

Classroom teaching tact is a kind of sensitive, rapid and accurate judgment and response ability of teachers in the face of complex classroom teaching situations. The implementation of the new curriculum reform requires teachers to have a higher level of teaching tact. Based on the self-designed questionnaire, this study investigated 200 primary school students in Hunan Normal University, explored the main influencing factors of their classroom teaching tact, and verified the rationality, reliability and validity of the questionnaire structure. It is found that the differences of gender and major have no influence on the level of classroom teaching tact of primary school students on post internship, while the differences of professional identity, personality, teaching class size, teaching reflection and post job training will bring the differences of classroom teaching tact level of primary school students on post internship. The primary school students who have high degree of professional identity, outgoing personality, small class size, good teaching reflection and more job-related classroom teaching and training have higher level of classroom teaching wit. But at the same time, we should also consider the interaction of various factors and do a holistic and dialectical thinking on the analysis of the factors that affect the level of classroom teaching tact of primary school students.

show abstract

Teaching children with autism to tact private events based on public accompaniments

Cited by 10 publications

References 29 publications

Effects of an enhanced choice model of skill‐based treatment for students with emotional/behavioral disorders

Effects of an enhanced choice model of skill‐based treatment for students with emotional/behavioral disorders

The presence of teaching barriers in children with autism spectrum disorders

A study on the influencing factors of classroom teaching tact of primary school students

Contact Info

Product

Resources

About