1,720,991 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Maintaining Reductions in Challenging Behavior Following Reinforcement-Based Intervention with Schedule Thinning and Delay-to-Reinforcement
No full textIndividuals with developmental disabilities often engage in challenging behavior. Reinforcement-based behavioral interventions are the most common treatment for such behaviors. During the initial stages of implementation, reinforcement is delivered at a high intensity, to weaken the relation between challenging behavior and reinforcement. Although this is a critical component in the reduction of challenging behavior, these dense schedules of reinforcement are not feasible in most applied settings. To address these issues, schedule thinning and delay-to-reinforcement are often added post-treatment as a systematic method to reduce the intensity of reinforcement while maintaining low levels of challenging behavior.Despite professional recommendations to incorporate schedule thinning and delay-toreinforcement post-treatment, limited research has examined the efficacy of these procedures. Thus, the current dissertation conducted two evaluations of schedule thinning and delay-toreinforcement following reinforcement-based intervention. Study 1 synthesized the existing literature on the use of schedule thinning following reinforcement-based intervention and evaluated the effects of schedule thinning using a new set of evidence standards. Study 2 evaluated a novel method for preventing the resurgence of challenging behavior following reinforcement-based intervention that involved incorporating activity choice into a delay-toreinforcement procedure.Results of study 1 showed that schedule thinning is an effective method for maintaining reductions in challenging behavior following a variety of reinforcement-based interventions. Study 2 demonstrated positive effects for embedding activity choice into delays-to-reinforcement. Across all participants, levels of challenging behavior remained low during the activity choice condition. Taken together, these findings provide additional support for the efficacy of schedule thinning and delay-to-reinforcement. Major findings, limitations, and implications for practice for each study are discussed
The Utility of Motivation and Communication Intervention in Children with Autism
No full textThe utility of motivation and communication intervention in children with autism. (May 2014)
This study compares the use of highly preferred items and low preferred items as targets during a receptive identification intervention designed for children on the autism spectrum. The child���s motivation for a specific item was evaluated prior to the intervention using a picture-exchange requesting session. This helped determined if motivation had any involvement with the speed of learning receptive identification. After intervention data was taken on the participants ability to generalize the taught words to other items. Two of the three participants recognized the generalized items and the third participant gained no new receptive identification skills during the study
Examination of Early Childhood Coaching in Paths to Quality Rating System in Indiana
No full textIn 2008, Indiana launched a statewide child care quality rating and improvement system, called the Paths to Quality. To assist providers in improving the quality of their programs, professional development, coaching, and teacher support are provided. Yet the approach, format, and quality of coaching vary. This represents a potential disconnect between high-quality coaching, high-quality child care services, and positive child outcomes. The purpose of this study was to investigate stakeholder views on the strengths and needs of the early childhood coaches with respect to the current coaching system. To meet this goal, the focus group and dyadic interview data were collected with technical assistance administrators, early childhood coaches, and early childhood providers. Data were collected through audio recording and transcription of each data collection session. Results were analyzed by thematic analysis using the long-table approach. Five steps of familiarization, identifying, categorizing, labeling, and summarizing were used for interpretation of the results. The results showed that coaches have a passion for their profession and are very dedicated to helping support early childhood providers and teachers in their growth. On the other hand, the results also show the serious need for change in the coaching approaches and coaching model that is offered across the agency. There is a need for new complex formal training on coaching practices for both early childhood coaches and specialists and technical assistance administrators. Support for coaches needs to be established with an emphasis on an ongoing system of supports and follow up. Additionally, more specific areas of supports and its structure are presented in this study
Coaching Co-Teachers Using a Multi-tiered System of Supports (MTSS)
No full textCo-teaching is a practice in which “two professionals co-plan, co-instruct and co-assess a diverse group of students. Both teachers provide substantive instruction to all students on a daily, consistent basis. Neither is considered the main teacher of the class; they are equals” (Murawski, 2008, p. 29). Unfortunately, co-teaching in practice is often characterized by one teacher handling most of the instruction and the other operating in an assistant role (Murawski & Lochner, 2009, 2010; Volonio & Zigmund, 2007). Co-teaching should also be characterized by the use of multiple models that facilitate small group instruction, which should increase student to teacher interaction and student engagement (Friend, 2014).A way to address these gaps is to provide co-teachers with ongoing coaching support (CEC, 2012). The goal of this study was to increase the quality of co-teaching through different levels of coaching to facilitate small group instruction through parallel teaching and increase student engagement. This study used a MTSS model with a multi-probe design to respond to the level of support co-teachers need, starting with peer coaching, then traditional coaching, and finally bug in ear (BIE) coaching.There were three sets of co-teaching pairs who participated. There was an intervention effect for all three pairs of teachers with peer coaching, the first tier of the intervention. Therefore, the other two levels of support were not needed as all participants met criteria in peer coaching. Additionally, there was an effect in increasing student engagement with peer coaching. These procedures can be used and adapted for future research in coaching co-teachers to improve their practices
Development, Psychometric Evaluation, and Validation of an Instrument to Measure Implementation and Accessibility of Preschool Arts Education
No full textArts learning is a necessary part of childhood and essential to child development in the preschool years. However, little is known about how preschool teachers teach the arts including dance, drama, media arts, music, and visual arts. There is a lack of research on access (opportunities) and accessibility (quality of access) of arts education at the preschool level (Anderson et al., 2017; Bresler, 1993; Koralek, 2005; Phillips, Gorton, Pinciotti, & Sachdev, 2010). Most studies examining the availability and quality of arts education investigate the K-12 setting from the perspective of administrators (e.g., superintendents, school principals; Burt et al., 2009; Parsad & Spiegelman, 2012; Seidel et al., 2009; Wan et al., 2018). Hence, little is known about the status of arts education at the preschool level in the United States. The level of access to arts education and the accessibility of arts education for students with disabilities is a virtually unexplored area at the preschool level (Anderson et al., 2017). There is a need for valid instruments that can be used to gather information about the availability and quality of arts education for preschoolers with and without disabilities.The Survey of Preschool Teachers and Arts Education (SPTAE) was developed explicitly to fill this assessment void. The SPTAE, a new instrument, was developed, evaluated, and validated to examine the arts opportunities teachers provide in preschool and the accessibility of those arts activities. A rigorous methodological procedure based on the McCoach et al. (2013) model was utilized for the development of the SPTAE. Exploratory and confirmatory factor analysis (EFA; CFA) procedures were employed to provide evidence of content validity, construct validity, and internal consistency reliability of the SPTAE. EFA and CFA results are presented to demonstrate sound measurement properties of the instrument. The SPTAE is presented as the end of this study as a credible and valid instrument designed to measure access and accessibility of arts education in preschool. Data gathered with the SPTAE can help to establish a baseline understanding of arts education experienced in preschool. State-level SPTAE results can be used to impact advocacy and policy efforts in preschool arts education for all students. Recommendations for future research are discussed including applications of the SPTAE in other preschool populations.As part of the instrument development process the SPTAE was pilot tested with preschool teachers (n = 157) in Indiana. Demographic data was collected on job title, school location, program location (elementary school or early childhood center), number of students with disabilities served, years of experience, level of education, and mode of instruction. Results from this pilot study provide a snapshot of the state of arts education in Indiana preschools for students with and without disabilities. Preliminary data from this study indicate that most preschool teachers are providing daily arts education in Indiana preschools, with music and dance instruction provided the most frequently. Media arts was the least likely to be included in the preschool curriculum in Indiana. When considering the accessibility of arts opportunities in preschool, about half of the teachers reported using a Universal Design for Learning (UDL) framework for planning arts activities, which eliminates barriers to access and ensures full participation in arts education for students with disabilities. About 85% of preschool teachers reported having accessible arts equipment and instruments such as adaptive arts tools, adaptive musical instruments, or assistive technology that make arts learning accessible for all students
Restricted and Repetitive Behavior Ii Autism Spectrum Disorder: An Examination of Functional Subtypes and Neurophysiological Features
No full textRestricted and repetitive behavior (RRB) is a core feature of autism spectrum disorder (ASD). Research suggests that the severity of RRB may be influenced by both environmental variables (e.g., absence of sensory stimulation input) and neurophysiological activity within the body (e.g., atypical regulatory capacity of the autonomic nervous system). Substantial research efforts have been devoted to the assessment of factors that influence the occurrence of RRB in individuals with ASD, which have led to the development of assessment methodologies, such as functional analysis, to identify specific contexts in which RRB occurs, and measures of heart rate variability (HRV) to index the level of neurophysiological activity for individuals with ASD.However, despite the increasing consensus that the assessment and treatment of RRB require a more comprehensive approach due to the complexity and heterogeneity of the neurodevelopmental disorder, there exists a paucity in research that addresses both the functional behavioral and neurophysiological dimensions of RRB. This study aimed to address this gap by (a) designing and evaluating the effects of an integrated function-based assessment on identification of the functional subtypes of RRB and (b) examining the relationship between RRB and HRV as an indicator of neurophysiological functioning. The study included six participants, ages four to seven, with ASD. A single-case alternating treatments design, with two conditions simulating low- and high-stimulation environments, was used for the assessment of functional subtypes within each participant. Dependent variables included the duration of RRB and HRV. RRB was measured using MOOSES, a multi-option observation system for experimental studies. HRV was measured using wearable technology that collects blood volume pulse. Visual analysis of time series data as well as nonparametric analyses of the dependent variables were conducted to determine the functional subtypes of RRB and the association between HRV and RRB across participants.Study results suggest that (a) the integrated assessment is effective in identifying specific functional subtypes of RRB and (b) HRV is positively correlated with the rate of RRB. The findings of this study offer new insights on the understanding of how underlying environmental and neurophysiological mechanisms may influence the occurrence of RRB in ASD. Furthermore, the study provides an integrated assessment model that can be feasibly implemented in applied settings
The use of Technology to Teach Reading Skills to Individuals with Autism Spectrum Disorder: Systematic Quality Review, Meta-Analysis, and Single-Case Research Evaluation
No full textAlthough technology has been commonly used to teach reading skills to students with autism spectrum disorder (ASD), the overall quality and evidence base of research supporting this practice has not yet been fully investigated. The purpose of this dissertation was to examine the effects of technology-based reading interventions for students with ASD through a systematic quality review, meta-analysis, and single-case experimental study.In Study 1, articles that incorporated technology into reading interventions for students with ASD were systematically aggregated (N = 31), and the methodological rigor of both group design (n = 4) and single-case design studies (n = 27) were evaluated based on the What Works Clearinghouse (WWC) quality indicators. A total of 16 studies (52%) met the WWC standards without or with reservations. Study characteristics related to participant, setting, interventionist, technology usage, intervention components, and targeted reading or nonreading outcomes were coded and synthesized for these 16 studies with high-quality research evidence. Results indicated that two types of technology (i.e., computer, tablet) were used for developing materials, supporting interventionist-directed reading instruction, and delivering reading instruction without interventionist-directed reading instruction.The purpose of Study 2 was to quantify the magnitude of effect of technology-based reading interventions for students with ASD and determine if participant and intervention characteristics moderate intervention effects. A total of 13 single-case studies that met the WWC quality indicators were included in the meta-analysis, and these studies yielded 50 separate effect sizes with 13 participants. The Tau-U effect size without baseline control was calculated to quantify the effects of technology-based reading interventions, and statistically significant tests were conducted to analyze categorical variables. Results of this meta-analysis found a medium overall effect of .89 (95% CI [.83, .96]) for technology-based reading interventions and variables associated with the use of time delay moderated reading outcomes.In Study 3, the effects of adapted science eBooks within shared reading on reading comprehension and task engagement of high school students with ASD were investigated using a single-case multiple-probe design. For the reading materials, one grade-level science textbook was selected based on its alignment with secondary science standards and participants’ interests and daily living activities. The selected textbook was converted to an eBook format that included various auditory and visual features (e.g., text-to-speech, highlighted keywords, summarized sentences, pictures) using Microsoft PowerPoint and Google Cloud Text-to-Speech and was presented on an iPad screen. The shared reading intervention included before, during, and after reading strategies (i.e., pre-teaching a key vocabulary word, reading and sharing information, retelling). The results of this study indicated that all three participants demonstrated noticeable improvements in reading comprehension. Despite the longer duration of intervention sessions, participants exhibited similar or better task engagement with intervention as compared to baseline sessions.Taken together, these findings provide additional support for the efficacy of technology to teach reading skills to students with ASD. Major findings, implications for research and practice, limitations, and directions for future research are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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