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Gortmaker VJ Daly EJ McCurdy M Persampieri MJ Hergenrader M 《Journal of applied behavior analysis》2007,40(2):203-221
The present study assessed the effects of summer parent tutoring on 3 children with learning disabilities using empirically derived reading interventions. Brief experimental analyses were used to identify customized reading fluency interventions. Parents were trained to use the intervention strategies with their children. Parents implemented the procedures during parent-tutoring sessions at home and results were measured continuously in high-word-overlap and low-word-overlap passages to determine whether generalization occurred. Parent and child satisfaction with the procedures was assessed. Results demonstrated generalized increases in reading fluency in both high-word-overlap and low-word-overlap passages as a function of parent tutoring. Also, acceptability ratings by children and their parents indicated that they viewed the interventions as acceptable and effective. Results are discussed in terms of structuring reading fluency interventions that promote generalization and maintenance of treatment effects. 相似文献
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Michael Persampieri Valerie Gortmaker Edward J. Daly Susan M. Sheridan Merilee McCurdy 《Behavioral Interventions》2006,21(1):31-57
Two experimental investigations of the effects of parent delivered reading interventions were conducted. Tutoring packages consisting of empirically supported intervention components were delivered by parents for at least several weeks after initial parent training. Both experiments used single‐case experimental designs and measured participants' oral reading fluency in passages. Experiment 1 used a multiple‐probe design across tasks (passages) to evaluate tutoring effects for two students with learning disabilities. Results indicate that both students increased their reading fluency and maintained those increases over time. Experiment 2 used a brief experimental analysis that included both experimenter and parent delivered instructional trials to validate the treatment package. Next, the treatment package was evaluated using an alternating treatments design. Results were uniformly positive. An interesting but not surprising correlation was also found between treatment integrity and student outcomes. Results are discussed in terms of the framework and skills that behavior analysts have for working with parents and schools to improve their children's academic responding. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
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Use of Brief Instructional Trials to Identify Small Group Reading Strategies: A Two Experiment Study 总被引:2,自引:2,他引:0
Merilee McCurdy Edward Daly Valerie Gortmaker Christine Bonfiglio Michael Persampieri 《Journal of Behavioral Education》2007,16(1):7-26
The Instructional Hierarchy (IH) has proven useful for understanding the functional properties of empirically valid instructional
strategies. Investigators have relied heavily on the IH as a heuristic in conceptualizing instructional components used in
brief experimental analyses. To date, only one investigation has applied brief experimental analysis results to small group
reading interventions. The purpose of this paper is to describe two studies which used single session instructional trials
to identify interventions that were subsequently applied to small group reading instruction. In both studies, individualized
instructional trials that probed for skill and performance deficits were carried out and results suggested that all students
benefited from the instructional intervention. Next, the intervention was implemented in a small group format. In Experiment
2, however, validation of the instructional package was carried out by the classroom teacher who delivered the instructional
package to the small group. In both cases, extended experimental analyses suggested that the intervention was effective at
improving all participants’ generalized reading fluency. Results of both studies are discussed in terms of how future studies
can refine procedures for validating instructional and motivational components before classroom applications. 相似文献
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Measuring Sexual Relationship Power in HIV/STD Research 总被引:17,自引:0,他引:17
This article introduces a theoretically based and validated measure of relationship power dynamics: the Sexual Relationship Power Scale (SRPS). Focus groups were conducted to generate items for Spanish- and English-language scales. The SRPS was administered to a census of women (N = 388) at a community health clinic. All respondents had a primary male partner; they were mostly Latina (89%), with mean age 27 years. The 23-item SRPS possesses good internal reliability (coefficient alpha = .84 for English version, .88 for Spanish version) and predictive and construct validity. Factor analyses support two subscales: Relationship Control and Decision-Making Dominance. As hypothesized, the SRPS was inversely associated with physical violence and directly associated with education and consistent condom use (p < .05). 相似文献
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