Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Jessica L. Paranczak"'
Autor:
Savannah A. Tate, Jessica N. Torelli, Jessica L. Paranczak, Joseph M. Lambert, Nealetta J. Houchins-Juarez
Publikováno v:
Journal of Behavioral Education. 30:260-279
Previously applied research has shown independent manding is not likely to emerge when functional communication training (FCT) is implemented in conjunction with dense schedules of noncontingent reinforcement (NCR) but does emerge when it is implemen
Autor:
Joseph M. Lambert, Amanda L. Sandstrom, Robert M. Hodapp, Bailey A. Copeland, Jessica L. Paranczak, M. Janey Macdonald, Nealetta J. Houchins‐Juarez
Publikováno v:
Journal of applied behavior analysisREFERENCES. 55(4)
This paper represents the third in a three-part series intended to challenge the social validity of the services provided by a university-based practicum for addressing the challenging behavior of individuals with disabilities. In this paper, we surv
Autor:
Joseph M. Lambert, Bailey A. Copeland, Jessica L. Paranczak, M. Janey Macdonald, Jessica N. Torelli, Nealetta J. Houchins‐Juarez
Publikováno v:
Journal of applied behavior analysisREFERENCES. 55(4)
Individualization and iterative design are essential components of the assessment and treatment of challenging behavior. Currently, there are few validated frameworks for engaging in iterative processes. Due to the nature of single-case design, empir
Autor:
Joseph M. Lambert, Jessica L. Paranczak, Bailey A. Copeland, M. Janey Macdonald, Nealetta J. Houchins‐Juarez
Publikováno v:
Journal of applied behavior analysisREFERENCES. 55(4)
In theory, the principles, processes, and concepts of applied behavior analysis are universally applicable. In practice, clinicians commit their lives to serving specific populations in specific settings for which specialization is needed. The purpos
Autor:
Cassandra M. Standish, Kathryn M. Bailey, Joseph M. Lambert, Ipshita Banerjee, Jessica L. Paranczak, Bailey A. Copeland
Publikováno v:
Journal of applied behavior analysisREFERENCES. 55(1)
Little research has highlighted how evidence-based practices (e.g., functional communication training [FCT]) might be adapted for bilingual learners with disabilities. In the current study, we served 2 children with autism spectrum disorder (ASD) and