Zobrazeno 1 - 10
of 11
pro vyhledávání: '"Megan E. Carpenter"'
Autor:
Holly N. Johnson, Megan E. Carpenter
Publikováno v:
Beyond Behavior. 31:175-184
The primary purpose of conducting a structured interview as part of a functional behavior assessment (FBA) is to assist teams in generating a hypothesis about the reason for a student’s problem behavior based on specific information. Although the u
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::477a1c7bbd6dc8a26394bd5268db49c6
https://doi.org/10.1177/10742956221108365
https://doi.org/10.1177/10742956221108365
Publikováno v:
Psychology in the Schools.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d33d8e8f29485a38ef791e1009937b9c
https://doi.org/10.1002/pits.22934
https://doi.org/10.1002/pits.22934
Publikováno v:
Inclusive Practices. 1:106-113
Students with significant support needs (SSN) are often at an increased risk of demonstrating challenging behaviors compared with their peers without disabilities. As a result, students engaging in these behaviors typically experience fewer opportuni
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::df8791a059d5b3604dc37e4e1131dd53
https://doi.org/10.1177/27324745221082953
https://doi.org/10.1177/27324745221082953
Autor:
Megan E. Carpenter, Elissa Lockman Turner, Jennifer A. Kurth, Melissa C. Tapp, Virginia L. Walker, Amy Clausen
Publikováno v:
Research and Practice for Persons with Severe Disabilities. 46:278-295
Schools have continued to rely on paraeducators to assist special education teachers and other professionals in the provision of special education and related services. Although paraeducators often support students with extensive support needs (ESN)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cf67599cd1bb51f5e66861318e07a8db
https://doi.org/10.1177/15407969211055127
https://doi.org/10.1177/15407969211055127
Publikováno v:
Augmentative and Alternative Communication. 37:129-140
Paraeducators play an important role in assisting teachers and other professionals to support students with autism spectrum disorder (ASD), including delivering positive behavioral supports to those students who engage in persistent challenging behav
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4e925ccdef639ca79c3028ce3c2ba0f0
https://doi.org/10.1080/07434618.2021.1909650
https://doi.org/10.1080/07434618.2021.1909650
Publikováno v:
Research, Advocacy, and Practice for Complex and Chronic Conditions. 39:3-20
In the current study, we investigated the effects of a technology-based instructional package on accurate sentence construction of three middle school students with autism spectrum disorder and complex communication needs. The autonomous package used
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f10fa2cd964d47ade7b793763a991745
https://doi.org/10.14434/rapcc.v39i1.28644
https://doi.org/10.14434/rapcc.v39i1.28644
Publikováno v:
Journal of Positive Behavior Interventions. 23:174-184
The purpose of this study was to examine the effects of special educators’ delivery of training that included an initial training session and follow-up coaching on paraprofessional implementation of an evidence-based practice for students with auti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::149982e974fbc6a4d2bf9efe39a044f1
https://doi.org/10.1177/1098300720957995
https://doi.org/10.1177/1098300720957995
Publikováno v:
Journal of Positive Behavior Interventions. 23:68-80
Paraprofessionals report spending a substantial amount of time addressing challenging behavior in a range of school environments, yet identify behavioral intervention as a high-priority training area. The purpose of this meta-analysis was to systemat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f5d4de03fe4f72bc48b3bbc001cec5a9
https://doi.org/10.1177/1098300720911147
https://doi.org/10.1177/1098300720911147
Autor:
James R. Thompson, Jessica A. Nelson, Karrie A. Shogren, Melinda R. Snodgrass, Virginia L. Walker, Megan E. Carpenter, Mayumi Hagiwara
Publikováno v:
Inclusion. 8:27-42
For most students with intellectual disability (ID), education in the least restrictive environment has been determined to be separate special education classrooms. One means to promote greater participation in general education classrooms is for edu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::eaf882cee946cc69981733bce93510e2
https://doi.org/10.1352/2326-6988-8.1.27
https://doi.org/10.1352/2326-6988-8.1.27
Publikováno v:
Focus on Autism and Other Developmental Disabilities. :108835762211307
Functional communication training (FCT) is an evidence-based practice for individuals with autism spectrum disorder (ASD) that can be implemented by practitioners in school settings. However, few studies have explored effective and sustainable traini
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::248b1080bc6dcd445f41e4ed01fea3ec
https://doi.org/10.1177/10883576221130715
https://doi.org/10.1177/10883576221130715