Inclusion: Multiple perspectives

Repp, Alan C.

doi:10.1007/bf02110130

J Behav Educ

1996

DOI: 10.1007/bf02110130

|View full text |Cite

Inclusion: Multiple perspectives

Alan C. Repp

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2010

Publication Types

Select...

Article1

Relationship

Self Cite0

Independent1

Authors

Journals

Cited by 1 publication

(1 citation statement)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…T he inclusion of students with autism and other behavior disorders into the general education setting has been a controversial practice for many years (Repp, 1996;Stainback & Stainback, 1995). The arguments surrounding inclusion of students with special needs have been polarized, with some strongly opposing inclusion of any type and some in favor of inclusion for all students.…”

mentioning

confidence: 99%

Effects of a treatment package on the on task behavior of a kindergartener with autism across settings.

Greenberg¹,

Tang²,

Tsoi³

2010

Behavioral Development Bulletin

View full text Add to dashboard Cite

The inclusion of students with autism and other special needs into the general education setting has been an increasingly difficult task for schools both in and out of the United States. Although there is debate as to the appropriateness of this practice, the trend to include is increasing. Many students are observed to have behaviors that are "off task", meaning that they interfere with their own learning and in some cases, the learning of others. Off task behaviors may include stereotypy and must be reduced or replaced so that students are successful in school. Our treatment package included textual prompts, learn units, and contingent corrections to increase on task behaviors during one to one and group instruction in a general education setting. Overall, we observed educationally significant gains in on task behavior subsequent to the introduction of the treatment package in a kindergartener with autism across three school settings. A multiple baseline across settings experimental design was used in the present study. The present study represents the first educational application of a single case experimental design in the region. Maintenance of the behavior change was assessed through a probe session two weeks after the treatment package was removed. Limitations of the study are discussed.

show abstract

mentioning

confidence: 99%

Effects of a treatment package on the on task behavior of a kindergartener with autism across settings.

Greenberg¹,

Tang²,

Tsoi³

2010

Behavioral Development Bulletin

View full text Add to dashboard Cite

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Inclusion: Multiple perspectives

Cited by 1 publication

References 6 publications

Effects of a treatment package on the on task behavior of a kindergartener with autism across settings.

Effects of a treatment package on the on task behavior of a kindergartener with autism across settings.

Contact Info

Product

Resources

About