Behavior Analysis for Effective Teaching

Vargas, Julie S.

doi:10.4324/9780203879801

Cited by 50 publications

(28 citation statements)

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“…The authors suggested that part of the efficacy of self-monitoring was that the participant received positive reinforcement through meeting daily goals. The authors' statement coincides with previous research that suggests self-monitoring may create positive reinforcement for participants to continue the targeted behavior because being aware of one's success is considered a reinforcer (Vargas, 2013).…”

Section: Benefits Of Self-monitoring To Increase Behavior-specific Praisesupporting

confidence: 85%

Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise

Markelz

Taylor

Kitchen

et al. 2019

Exceptional Children

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Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers’ use of behavior-specific praise while sustaining intervention long enough until teachers contacted natural maintaining contingencies. We created electronic tactile awareness prompting with self-monitoring (eTAPS) by combining two applications on an Apple Watch. Using a multiple-baseline-across-participants design, this study primarily investigated the effects of eTAPS on special education teachers’ use of behavior-specific praise. Secondarily, this study investigated the impact that behavior-specific praise would have on the on-task behaviors of targeted students with disabilities demonstrating frequent off-task behaviors. Results indicated that eTAPS was effective in increasing and maintaining behavior-specific praise rates. Furthermore, significant increases in student on-task behavior occurred. Implications of results and future research are discussed.

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Section: Benefits Of Self-monitoring To Increase Behavior-specific Praisesupporting

confidence: 85%

Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise

Markelz

Taylor

Kitchen

et al. 2019

Exceptional Children

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“…Researchers of previous studies that have used self-monitoring to increase praise rates (e.g., Markelz et al, 2019) suggest part of the efficacy of self-monitoring is that teachers are not only aware of their progress but receive positive reinforcement by meeting daily goals. Vargas (2013) contends being aware of one's success is a reinforcer. Self-monitoring allows teachers to be aware of their success in meeting a daily BSP goal.…”

Section: Component Analysismentioning

confidence: 99%

Component Analysis of Training and Goal Setting, Self-Monitoring, and Tactile Prompting on Early Childhood Educators’ Behavior-Specific Praise

Markelz

Riden

Hooks

2020

Journal of Early Intervention

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Multicomponent interventions have successfully increased early childhood teachers’ rates of behavior-specific praise (BSP); however, package interventions do not allow for nuanced examinations of intervention components. We examined the effects of an intervention package with training, goal setting, self-monitoring, and tactile prompting on early childhood teachers’ BSP rates using an add-in, multiple probe, component analysis. In addition, we measured child on-task behaviors to assess the relation between increased BSP rates and children behavior. We used visual analysis and found that each component increased teachers’ BSP rates; two out of three teacher participants needed the most intense intervention (tactile prompting) to reach mastery criterion. Variable generalized BSP statements to other children in the class occurred between baseline and intervention components. The percentage of child on-task behaviors systematically increased in relation to higher BSP rates.

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“…Verbalinis elgesys dažniausiai yra kontroliuojamas daugiau nei vieno kontrolės šaltinio (Sidener, 2006;Cooper ir kt., 2007;Vargas, 2013). Daugybinė stimulų kontrolė atsiranda, kai vieną atsaką kontroliuoja daugiau nei vienas kintamasis arba vienas kintamasis kontroliuoja keletą atsakų.…”

Section: įVadasunclassified

The application of the joint stimulus control model in teaching complex receptive language to children with autism spectrum disorder

Raudeliūnaitė

Steponėnienė²

2018

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Lithuanian educators are still not adequately well prepared to teach children with autism spectrum disorder (further in text ASD). There is a lack of research, the access to evidence-based methods is limited, and traditional educational methodological approaches are usually ineffective (Diržytė, Mikulėnaitė & Kalvaitis, 2016; Buivydaitė, Newman & Prasauskienė, 2017).One of the earliest signs of ASD is failure to develop language and social communication (Mody & Bellieveau, 2013; Arunachalam & Luyster 2016; etc.). Meta-analyses conducted by foreign researchers show that B.F. Skinner’s (1957) verbal behaviour analysis is one of the evidence-based effective methods used for developing language in children with ASD (McPherson et al., 1984; Dymond et al. 2006; Sautter & LeBlanc, 2006; Devine & Petursdottir, 2017). A rapid increase in the prevalence of ASD brings the researchers’ attention to the possibilities of applying this method, however, there are still some areas in verbal behaviour approach remaining, which lack research. Scientific studies in these areas would likely open effective ways for developing language in children with ASD (Devine & Petursdottir, 2017). The researchers (Buivydaitė, Newman & Prasauskienė, 2017) have conducted a review of scientific articles on ASD in the Baltic states (including Lithuania), and the findings of it confirm the lack of such research. In this study, a single-subject educational experiment was used, during which a joint stimulus control model was applied for developing language in children with ASD, with the main focus being on receptive language acquisition. The object of joint stimulus control is the development of a symmetrical (bi-directional) word-object relation and independent, verbally maintained generalisation with unlearned stimuli. The results of the experiment show that a joint stimulus control model can be applied as an effective mechanism to develop language in children with ASD. In the presence of non-verbal stimuli and rehearsing the names of the stimuli overtly or covertly, the joint stimulus control emerges and, in this way, the complex receptive language perception in children with ASD is developed within the context of social interaction. The participants of this experiment were able to emit correct responses with the novel sets of stimuli and were able to apply this mechanism without prompts not only in teaching sessions, but also in other social situations. Lietuvos pedagogai vis dar nepasiruošę ugdyti autizmo spektro sutrikimų (toliau ASS) turinčius vaikus, trūksta tyrimų, moksliškai pagrįstų metodikų prieinamumas yra ribotas, o tradicinės metodinės prieigos dažnai būna neveiksmingos (Diržytė, Mikulėnaitė ir Kalvaitis, 2016; Buivydaitė, Newman ir Prasauskienė, 2017).Vienas pagrindinių ASS požymių yra kalbos ir socialinės komunikacijos sutrikimas (Mody ir Bellieveau, 2013; Arunachalam ir Luyster 2016 ir kt.). Kaip rodo užsienio mokslininkų atliktos meta- analizės (McPherson et al., 1984; Dymond et a. 2006; Sautter ir LeBlanc, 2006; Devine ir Petursdottir, 2017), B.F. Skinerio verbalinio elgesio analizė (1957) yra viena iš empiriniais tyrimais pagrįstų veiksmingų ASS turinčių vaikų kalbos ugdymo metodikų. Didėjant ASS turinčių vaikų skaičiui, sparčiai auga mokslininkų susidomėjimas šios metodikos pritaikymo galimybėmis, tačiau vis dar lieka verbalinio elgesio analizės sričių, kurių ištirtumas atvertų efektyvius kelius į ASS turinčių vaikų kalbos ugdymą (Devine ir Petursdottir, 2017). Mokslininkų (Buivydaitė, Newman ir Prasauskienė, 2017) atlikta mokslinių straipsnių ASS tematika analizė Baltijos šalyse, tame tarpe ir Lietuvoje, patvirtina tyrimų stokos problemą. Šiame straipsnyje aprašomas ugdomasis individualusis eksperimentas, kurio metu taikytas jungtinės stimulų kontrolės modelis ugdant ASS turinčių vaikų kalbą, pagrindinį dėmesį sutelkiant į kalbos suvokimo ugdymą. Jungtinės stimulų kontrolės objektas yra simetrinio (abipusio) žodžio – objekto tarpusavio ryšio vystymas ir savarankiška, verbaliai palaikoma, generalizacija pritaikoma su nemokytais stimulais. Eksperimentu nustatyta, kad jungtinės stimulų kontrolės modelis, gali būti efektyvus mechanizmas ugdant ASS turinčių vaikų kalbinius gebėjimus. Matant neverbalinių stimulų vaizdus ir kartojant jų pavadinimus balsu arba sau mintyse pasireiškia jungtinė stimulų kontrolė, ir tokiu būdu ugdomas ASS vaikų kompleksinis receptyvusis suvokimas socialinio bendravimo kontekste. Naudodamiesi šiuo įrankiu, eksperimento dalyviai gebėjo teisingai atlikti užduotį su naujais stimulų rinkiniais ir išmoko savarankiškai taikyti šio modelio mechanizmą ne tik mokymo(si), bet ir kitose socialinėse situacijose.

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Behavior Analysis for Effective Teaching

Cited by 50 publications

References 0 publications

Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise

Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise

Component Analysis of Training and Goal Setting, Self-Monitoring, and Tactile Prompting on Early Childhood Educators’ Behavior-Specific Praise

The application of the joint stimulus control model in teaching complex receptive language to children with autism spectrum disorder

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