Zobrazeno 1 - 10
of 63
pro vyhledávání: '"Nancy A. Neef"'
Publikováno v:
Journal of Effective Teaching in Higher Education, Vol 2, Iss 1 (2019)
The use of competitive games to increase classroom engagement has become common practice among many teachers. However, it is unclear if using games as an assessment tool is a viable way to increase student performance. This study examined the effects
Externí odkaz:
https://doaj.org/article/7d1761a48279401db9c6dd25adcb3bce
Publikováno v:
Journal of Behavioral Education.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5d7b2a14d32a303bde299a4990b19751
https://doi.org/10.1007/s10864-022-09488-z
https://doi.org/10.1007/s10864-022-09488-z
Publikováno v:
Behavior Modification. 46:128-146
The use of extinction procedures when treating escape-maintained problem behavior can be undesirable and impractical for practitioners to use. To mitigate the risks associated with escape extinction, we explored the effectiveness of a delayed reinfor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::45bd734be6aef237a778a53a13156314
https://doi.org/10.1177/0145445520966762
https://doi.org/10.1177/0145445520966762
Publikováno v:
Behavior Analysis: Research and Practice. 19:247-260
Graphing single-subject data is a crucial skill for behavior analysts. We used a multiple probe design across behaviors to evaluate the effects of behavioral skills training (BST) on three graduate students’ graphing skills. We found that BST is a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::76c88577793c562a91046a72a6ae38c3
https://doi.org/10.1037/bar0000131
https://doi.org/10.1037/bar0000131
Publikováno v:
Behavior Analysis: Research and Practice. 19:261-272
Repetitive or stereotyped patterns of responding are a defining characteristic of autism. These repetitive patterns of responding often extend to leisure or free time during which an individual may engage in a limited range of activities, resulting i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ab577407c870f06455cc0f0fd8cf8c14
https://doi.org/10.1037/bar0000132
https://doi.org/10.1037/bar0000132
Publikováno v:
Journal of Effective Teaching in Higher Education, Vol 2, Iss 1 (2019)
The use of competitive games to increase classroom engagement has become common practice among many teachers. However, it is unclear if using games as an assessment tool is a viable way to increase student performance. This study examined the effects
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4c31e263b1749afb856cee3ca4eaaf61
https://doi.org/10.36021/jethe.v2i1.11
https://doi.org/10.36021/jethe.v2i1.11
Autor:
Holly L. Bihler, Connor A. Burrows, Adrienne K. Chong, Jaime G. Crowley, Prudence Cuper, Jeffrey S. Danforth, Danielle R. Davis, Robert Didden, James W. Diller, Mark R. Dixon, Erica Doran, Matthew J. Dwyer, Simon Dymond, Hallie M. Ertel, Jane E. Fisher, Patrick C. Friman, Ata Ghaderi, Sarah D. Haney, Sarah H. Heil, Stephen T. Higgins, Michael B. Himle, Jessica M. Hinman, Ansley C. Hodges, Derek R. Hopko, Vivian F. Ibañez, Marianne L. Jackson, Taylor E. Johnson, Craig H. Kennedy, Caitlin A. Kirkwood, Carl W. Lejuez, Thomas Lynch, Jessica F. Magidson, Michael E. May, Kibby McMahon, Rhonda Merwin, Raymond G. Miltenberger, Ali M. Molaie, Jessica A. Nastasi, Nancy A. Neef, John Northup, Christopher J. Perrin, Nienke Peters-Scheffer, Cathleen C. Piazza, Joseph J. Plaud, Sharlet D. Rafacz, Bethany R. Raiff, Catalina N. Rey, Alexandra L. Rose, Jordan T. Stiede, Peter Sturmey, Caitlyn R. Upton, John Ward-Horner, David A. Wilder, W. Larry Williams, Stephen E. Wong, Douglas W. Woods
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bcd12b1f9a8d4b5e54ac6e50f388760e
https://doi.org/10.1016/b978-0-12-805469-7.01002-0
https://doi.org/10.1016/b978-0-12-805469-7.01002-0
Publikováno v:
Journal of the Experimental Analysis of Behavior. 109:422-432
This study compared the effectiveness of two procedures to reduce behavior evoked by a reflexive conditioned motivating operation (CMO-R). Task demands were shown to evoke escape-maintained problem behavior for 4 students with disabilities. Alternati
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::03113515a7de5e1f55b1d330adbfcafb
https://doi.org/10.1002/jeab.321
https://doi.org/10.1002/jeab.321