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Direct linkAlexander, Jennifer L.; Smith, Katie A.; Mataras, Theologia; Shepley, Sally B.; Ayres, Kevin M. – Journal of Special Education, 2015
The two most frequently used methods for assessing performance on chained tasks are single opportunity probes (SOPs) and multiple opportunity probes (MOPs). Of the two, SOPs may be easier and less time-consuming but can suppress actual performance. In comparison, MOPs can provide more information but present the risk of participants acquiring…
Descriptors: Meta Analysis, Literature Reviews, Evaluation Methods, Teaching Methods
Ramon, Duong; Yu, C. T.; Martin, Garry L.; Martin, Toby – Journal of Behavioral Education, 2015
We evaluated a self-instructional training manual for conducting multiple-stimulus without replacement stimulus preference assessment. The manual was compared to a method description, adapted from the method sections of previous published research articles, in an unbalanced crossover design with 18 undergraduate university students, randomly…
Descriptors: Guides, Stimuli, Preferences, Undergraduate Students
Käser, Tanja; Busetto, Alberto Giovanni; Solenthaler, Barbara; Baschera, Gian-Marco; Kohn, Juliane; Kucian, Karin; von Aster, Michael; Gross, Markus – International Journal of Artificial Intelligence in Education, 2013
This study introduces a student model and control algorithm, optimizing mathematics learning in children. The adaptive system is integrated into a computer-based training system for enhancing numerical cognition aimed at children with developmental dyscalculia or difficulties in learning mathematics. The student model consists of a dynamic…
Descriptors: Mathematics Instruction, Children, Computer Assisted Instruction, Educational Technology
Flores, Margaret M.; Hinton, Vanessa M.; Strozier, Shaunita D. – Education and Training in Autism and Developmental Disabilities, 2014
There is a need for further investigation of evidence-based practices for students with autism spectrum disorders and developmental disabilities leading to students' success within the general education curriculum (Cihak & Foust, 2008; Rockwell, Griffin, & Jones, 2011; Schaefer-Whitby, Travers, & Harnik, 2009). The purpose of this…
Descriptors: Computation, Autism, Pervasive Developmental Disorders, Developmental Disabilities
Flores, Margaret M.; Ganz, Jennifer B. – Exceptionality, 2014
There is limited research demonstrating direct instruction (DI) as an effective language intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Existing research has shown that instruction using partial implementation of DI programs resulted in student learning (Ganz, 2007) and instruction using whole…
Descriptors: Direct Instruction, Teaching Methods, Intervention, Language Skills
Montgomery, Angela; Mirenda, Pat – Exceptionality Education International, 2014
This study examined relationships between three factors related to teacher self-efficacy (use of inclusive instruction, collaboration with others, and managing disruptive behaviour) and practicing teachers' sentiments, attitudes, and concerns about inclusive education of students with developmental disabilities. We calculated Pearson…
Descriptors: Teacher Effectiveness, Self Efficacy, Inclusion, Teaching Methods
