Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Jared, Yaw"'
Autor:
Jared Yaw, David F. Cihak, Kristin Maurer, Joshua Booher, Christopher H. Skinner, Amy L. Skinner, Jean Delisle, Brian E. Wilhoit
Publikováno v:
Journal of Applied Behavior Analysis. 47:360-379
Working with elementary students with disabilities, we used alternating treatment designs to evaluate and compare the effects of 2 computer-based flash card sight-word reading interventions, 1 with 1-s response intervals and another with 5-s response
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c9ba615f2d399d35593460c41e8c3265
https://doi.org/10.1002/jaba.126
https://doi.org/10.1002/jaba.126
Autor:
Christopher H. Skinner, Jean Delisle, Joshua Booher, Jared Yaw, Bethany E. Forbes, Michelle P. Black
Publikováno v:
Journal of Applied Behavior Analysis. 46:832-837
Using alternating treatments designs, we compared learning rates across 2 computer-based flash-card interventions (3 min each): a traditional drill intervention with 15 unknown words and an interspersal intervention with 12 known words and 3 unknown
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3d9c8b64c1302f2f7e914d5d2ee9c89c
https://doi.org/10.1002/jaba.74
https://doi.org/10.1002/jaba.74
Autor:
John Parkhurst, Christopher H. Skinner, Michael C. Orsega, Jared Yaw, Joshua Booher, Karen Chambers
Publikováno v:
Journal of Applied School Psychology. 28:354-366
The authors used a multiple-baseline-across-behaviors (i.e., word lists) design to evaluate a computer-based flashcard intervention on automatic sight-word reading in a 4th-grade student with moderate to severe intellectual disabilities. Immediately
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7653bd04edd45b08fe79759db68c8a19
https://doi.org/10.1080/15377903.2012.722181
https://doi.org/10.1080/15377903.2012.722181
Publikováno v:
Social Psychology of Education. 15:233-249
This study examined the relationship of academic self-efficacy to engagement in class discussion and performance on major course exams among students (N = 165) in an undergraduate human development course. Cluster analysis was used to identify three
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b67263ef3ceda344a5bf903ecef95b95
https://doi.org/10.1007/s11218-011-9175-x
https://doi.org/10.1007/s11218-011-9175-x
Balancing Participation Across Students in Large College Classes via Randomized Participation Credit
Autor:
Jared Yaw, Charles E. Gaylon, Robert L. Williams, Kathleen B. Aspiranti, Carolyn A. Blondin, Lisa N. Foster, Bethany N. Forbes, Daniel F. McCleary
Publikováno v:
The Journal of General Education. 60:194-214
The study examines the effects of randomized credit on the percentage of students participating at four predefined levels. Students recorded their comments on specially designed record cards, and days were randomly selected for participation credit.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0e87becbfef14f28f4bfb4a6ff9dbd0a
https://doi.org/10.5325/jgeneeduc.60.3.0194
https://doi.org/10.5325/jgeneeduc.60.3.0194
Autor:
John Parkhurst, Joshua Booher, Karen Chambers, Jared Yaw, Christopher H. Skinner, Cora Taylor
Publikováno v:
Journal of Behavioral Education. 20:44-54
A multiple-baseline design across tasks (i.e., word lists) was used to evaluate the effects of a computer-based sight-word reading intervention (CBSWRI) on the sight-word reading of a sixth-grade student with Autism. Across 3 lists of primer and firs
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7d0de6c77d22c3ffd2385bd1aa8923e6
https://doi.org/10.1007/s10864-010-9118-1
https://doi.org/10.1007/s10864-010-9118-1
Autor:
Brian C. Poncy, Westley Adcock, Jared Yaw, John Parkhurst, Christopher H. Skinner, Elisa Luna
Publikováno v:
International Journal of Behavioral Consultation and Therapy. 6:111-123
Researchers have found evidence that many students do not master basic mathematics skills and in 2009, for the first time in two decades, national U.S. math scores at a fourth-grade level did not improve (National Center for Educational Statistics, 2
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::44bcd2333ebc45516bfbe48e8ef07e0b
https://doi.org/10.1037/h0100905
https://doi.org/10.1037/h0100905
Autor:
Jared, Yaw, Christopher H, Skinner, Jean, Delisle, Amy L, Skinner, Kristin, Maurer, David, Cihak, Brian, Wilhoit, Joshua, Booher
Publikováno v:
Journal of applied behavior analysis. 47(2)
Working with elementary students with disabilities, we used alternating treatment designs to evaluate and compare the effects of 2 computer-based flash card sight-word reading interventions, 1 with 1-s response intervals and another with 5-s response
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=pmid________::234bdd0de1eb5a4370e9d3101e33d193
https://pubmed.ncbi.nlm.nih.gov/24763971
https://pubmed.ncbi.nlm.nih.gov/24763971
Autor:
Bethany E, Forbes, Christopher H, Skinner, Michelle P, Black, Jared, Yaw, Joshua, Booher, Jean, Delisle
Publikováno v:
Journal of applied behavior analysis. 46(4)
Using alternating treatments designs, we compared learning rates across 2 computer-based flash-card interventions (3 min each): a traditional drill intervention with 15 unknown words and an interspersal intervention with 12 known words and 3 unknown
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=pmid________::f62e080274482e3e6cd78089566a841b
https://pubmed.ncbi.nlm.nih.gov/24114395
https://pubmed.ncbi.nlm.nih.gov/24114395