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Effectiveness of the Online Inclusive Teachers' Professional Development Program on Problem Behavior
Peer reviewed
Direct linkGezer-Demirdagli, Serife; Cavkaytar, Atilla – Education and Training in Autism and Developmental Disabilities, 2022
To cope with students' problem behaviors, which is a frequently encountered problem within inclusive education implementations, classroom teachers often require some form of in-service training. In considering this issue, the current study aimed to determine the effectiveness of an online problem behavior professional development program…
Descriptors: Program Effectiveness, Online Courses, Inclusion, Faculty Development
Kranak, Michael P.; Alber-Morgan, Shiela R.; Sawyer, Mary R. – Education and Training in Autism and Developmental Disabilities, 2017
Using contingent praise is a proactive strategy for increasing on-task behaviors in special education classrooms. Although there is large body of literature supporting the use of praise to decrease challenging behaviors and increase desirable behaviors, a consensus on how much praise is needed has yet to be reached. In an effort to identify…
Descriptors: Positive Reinforcement, Special Education, Autism, Elementary School Students
Yakubova, Gulnoza; Bouck, Emily C. – Education and Training in Autism and Developmental Disabilities, 2014
Calculators are widely used in mathematics education, yet limited research examines the effects of calculators for students with mild intellectual disability. An alternating treatments design was used to study the effects of calculator types (i.e., scientific and graphing) on the mathematical performance (i.e., computation and word problems) of…
Descriptors: Mild Mental Retardation, Calculators, Educational Technology, Grade 5
Mancil, G. Richmond; Lorah, Elizabeth R.; Whitby, Peggy Schaefer – Education and Training in Autism and Developmental Disabilities, 2016
The purpose of the study was to evaluate the use of the iPod Touch™ as a Speech Generated Device (SGD) for Functional Communication Training (FCT). The evaluation of the effects on problem behavior, the effects on generalization and maintenance of the acquired communication repertoire, and the social initiations of peers between the new SGD (iPod…
Descriptors: Handheld Devices, Information Technology, Validity, Generalization
Download full textFrey, Andy J.; Small, Jason W.; Feil, Edward G.; Seeley, John R.; Walker, Hill M.; Forness, Steven – Education and Training in Autism and Developmental Disabilities, 2015
Preschool children with Autism Spectrum Disorder (ASD) may not always be recognized as such during their early years, but some of their behavioral problems may nonetheless prompt a referral for behavioral intervention. Whether such an intervention brings any benefit has not been well studied. We identified a subsample of 34 preschool children at…
Descriptors: Preschool Children, Autism, Pervasive Developmental Disorders, Randomized Controlled Trials
Seo, Hyojeong – Education and Training in Autism and Developmental Disabilities, 2014
This paper reports findings from a survey of Korean special and general education teachers (n = 328) regarding the extent to which they value and deliver instruction to promote the self-determination of students with disabilities in their classrooms. The findings include (a) descriptive statistics summarizing the outcomes of questionnaire items,…
Descriptors: Foreign Countries, Teacher Surveys, Special Education Teachers, General Education
Lang, Russell; O'Reilly, Mark F.; Sigafoos, Jeff; Machalicek, Wendy; Rispoli, Mandy; Shogren, Karrie; Chan, Jeffrey M.; Davis, Tonya; Lancioni, Giulio; Hopkins, Shannon – Education and Training in Autism and Developmental Disabilities, 2010
This review examined the involvement of teachers in the intervention research for children with autism spectrum disorders (ASD) from 1996 through February 2008. Forty-nine studies involving teachers of children with ASD were coded for different types of involvement. Findings are discussed in regards to three issues: (a) the manner in which…
Descriptors: Intervention, Autism, Pervasive Developmental Disorders, Educational History
