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Using R and SPSS, various forms of split-half and parallel reliabilities were calculated. Robust split-half and parallel reliability coefficients for the Purdue Pharmacist Directive Guidance Scale are presented with coefficients greater than .84. 相似文献
179.
Matthew W. LeGray Brad A. Dufrene Heather Sterling-Turner D. Joe Olmi Katherine Bellone 《Journal of Behavioral Education》2010,19(3):185-204
This study provides a direct comparison of differential reinforcement of other behavior (DRO) and differential reinforcement
of alternative behavior (DRA). Participants included three children in center-based classrooms referred for functional assessments
due to disruptive classroom behavior. Functional assessments included interviews and brief functional analyses. An alternating
treatments design was used to evaluate the relative effectiveness of function-based DRO and DRA interventions. Results indicated
that both intervention procedures effectively reduced disruptive behavior, but the DRA procedure consistently resulted in
greater reductions in disruptive behavior across all participants. Results are discussed in terms of directions for future
functional assessment and intervention research as well as implications for applied practice. 相似文献
180.
Brad A. Dufrene Carmen D. Reisener D. Joe Olmi Kimberly Zoder-Martell Marlena R. McNutt Dana R. Horn 《Journal of Behavioral Education》2010,19(3):239-256
Peer tutoring is an evidence-based procedure for improving academic performance for a variety of skill areas. The current
study evaluated the feasibility and impact of a peer tutoring package for reading fluency with 4 middle school students receiving
Tier II remedial supports. This study used a multiple baseline design across participants to evaluate impact of the peer tutoring
procedure on students’ oral reading rate on instructional passages. Results indicated that students’ oral reading rate on
instructional probes increased following implementation of the peer tutoring procedure. Moreover, peer tutors implemented
most steps of the procedure with a high degree of integrity. Results are discussed in terms of contributions to the peer tutoring
and Response to Intervention literatures, as well as application to applied practice. 相似文献