Zobrazeno 1 - 10
of 38
pro vyhledávání: '"John Umbreit"'
Publikováno v:
Behavioral Disorders. 47:236-244
This study examined the effects of adjusting the difficulty level of instructional materials on the on-task time and comprehension of four students with emotional and behavioral disorders. All participants previously exhibited low rates of on-task be
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::66b50bad572b22699315957ae7aa2a62
https://doi.org/10.1177/01987429211050014
https://doi.org/10.1177/01987429211050014
Autor:
John Umbreit, Jolenea B. Ferro
Publikováno v:
Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities ISBN: 9781802627381
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b1aec5e91170ad23454d98016911b553
https://doi.org/10.1108/s0735-004x20220000032005
https://doi.org/10.1108/s0735-004x20220000032005
Publikováno v:
Education and Treatment of Children. 43:237-250
This study examined the effectiveness of an intervention package consisting of individualized lessons, adult-directed prompting, and peer support, in the acquisition and generalization of social skills by three elementary participants with emotional
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f3913efd148ba16fc9b0b92bac478216
https://doi.org/10.1007/s43494-020-00023-1
https://doi.org/10.1007/s43494-020-00023-1
From noted authorities, this book presents a comprehensive approach to designing and implementing evidence-based Tier 3 behavior interventions for K–12 students. The authors'functional assessment-based intervention (FABI) process has been supported
Autor:
John Umbreit, Candace J. Gann
Publikováno v:
Evidence-Based Communication Assessment and Intervention. 11:135-140
Buggey, T., Crawford, C., & Rogers, C. L. (2016). Self-modeling to promote social initiations with young children with developmental disabilities. Focus on Autism and Other Developmental Disabiliti...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0a30bbced175c345ffcf086cd35e5017
https://doi.org/10.1080/17489539.2017.1365446
https://doi.org/10.1080/17489539.2017.1365446
Publikováno v:
Journal of Deaf Studies and Deaf Education. 20:252-265
This study examined the effectiveness of function-based interventions with students who are deaf or hard of hearing (D/HH). The participants were 3 elementary-aged males attending a center school for the deaf who exhibited chronic off-task behaviors
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c1f74fa64081ec3b207345f96f64e0f2
https://doi.org/10.1093/deafed/env011
https://doi.org/10.1093/deafed/env011
Autor:
John Umbreit, Jolenea B. Ferro
Publikováno v:
Remedial and Special Education. 36:89-93
The field of function-based intervention has changed the way behavioral support is provided to students with challenging behavior. Our goal is to identify and describe some key findings and practices that have facilitated this progress. We also pinpo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f6accd9f08fb22031f2017916865f0e
https://doi.org/10.1177/0741932514555024
https://doi.org/10.1177/0741932514555024
Publikováno v:
Remedial and Special Education. 35:50-60
This study examined the feasibility and effectiveness of a comprehensive function-based intervention applied across multiple inclusive classroom settings. The participant was a middle school student diagnosed with Asperger Syndrome who exhibited chro
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::62740e7ffbc5fb1e9e38265446647507
https://doi.org/10.1177/0741932513501088
https://doi.org/10.1177/0741932513501088
Publikováno v:
Education and Treatment of Children. 36:147-167
A comprehensive function-based intervention was developed to address the chronic, high levels of off-task behavior by a 15-year-old ninth grade Caucasian male with learning disabilities and ADHD. A descriptive FBA identified that the student’s off-
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::38df7c15ea55c8aed69d7712a360aa7e
https://doi.org/10.1353/etc.2013.0036
https://doi.org/10.1353/etc.2013.0036
Publikováno v:
Journal of Disability Policy Studies. 24:218-226
The continuum of educational environments exists to ensure the most appropriate and least restrictive educational setting for students with disabilities. One setting schools use to provide services to students with an emotional disturbance (ED) is an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a25799960a6b34a8e9199443904940ec
https://doi.org/10.1177/1044207312461672
https://doi.org/10.1177/1044207312461672