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Differential effects of assessment report type on special educators' recommendations regarding identification of goals and choice of intervention
Title
Differential effects of assessment report type on special educators' recommendations regarding identification of goals and choice of intervention.
Creator
Zinkil, Susan S., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description
There has been a substantial amount of research supporting the use of functional behavioral assessment (FBA) for students with severe to profound disabilities. Many of the studies with these populations have shown to greatly impact the behavior of students when FBA-generated interventions, which match the function of the targeted behavior, are used to improve behavior. This research was the basis for the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), which...
Show moreThere has been a substantial amount of research supporting the use of functional behavioral assessment (FBA) for students with severe to profound disabilities. Many of the studies with these populations have shown to greatly impact the behavior of students when FBA-generated interventions, which match the function of the targeted behavior, are used to improve behavior. This research was the basis for the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), which specifically requires the use of the FBA to generate educative, positively-based interventions. Since IDEA '97, research has shown the effective use of the FBA to create interventions matching the function of the problem behavior for students with milder disabilities. This is promising as research has been lacking in what assessment data teachers use to select behavioral interventions. Furthermore, school personnel have been ineffective in dealing with the problem behavior of students with disabilities as evidenced by high suspension rates for students with disabilities. There is also very limited research in the area of what assessment data is used in the development of individualized education programs (IEP) for students with emotional disabilities. The psychological evaluation is used to determine eligibility for special education, yet there is no research indicating that the information contained within a psychological evaluation is used for either goal development or intervention selection. This is problematic in that IEPs developed for students with emotional disabilities are lacking in quality and effectiveness. This study examined the effect that types of assessment report played on teachers' selection of interventions and IEP goal development for a student with an emotional disability. After reviewing an FBA or psychological evaluation, participants were to develop a behavioral goal. These goals were rated for the presence or absence of five quality indicators that should be present in a well-developed goal. No significant differences were found in the frequencies of these goal indicators. Participants were then asked to indicate preference of use of three interventions to increase appropriate behavior and three interventions to decrease inappropriate behavior and then to rank order their potential use of the interventions. No significant differences were found in the indication of use on either measure. Participants did consistently indicate preferred use of the three positively-based interventions.
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Date Issued
2004
PURL
http://purl.flvc.org/fcla/dt/12116
Subject Headings
Behavior modification, Problem children--Education, Children with disabilities--Education, Individualized instruction, Behavioral assessment of children
Format
Document (PDF)
DIgital assist
Title
DIgital assist: comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders.
Creator
Rody, Carlotta A., College of Education, Department of Exceptional Student Education
Abstract/Description
High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for...
Show moreHigh school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. ... However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.
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Date Issued
2013
PURL
http://purl.flvc.org/fcla/dt/3362580
Subject Headings
Study skills, Technological innovations, Note-taking, Technological innovations, Educational psychology, Problem children, Education, Behavior disorders in children, Behavioral assessment of children, Emotional problems of children
Format
Document (PDF)
Infant Jealousy Responses: Temperament and EEG
Title
Infant Jealousy Responses: Temperament and EEG.
Creator
Mize, Krystal D., Florida Atlantic University, Jones, Nancy Aaron, Bjorklund, David F., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Jealousy results from the fear of loss of an important relationship partner or his/her exclusive attention (Neu, 1980; Tov-Ruach, 1980). Infants are dependant on their caregivers for basic needs and emotional support. Therefore, if an infant perceives that a rival threatens the parent-child dyad relationship, it is possible that the infant will respond in a jealous manner just as adults do when their important relationships are threatened . Although infants have limited emotional...
Show moreJealousy results from the fear of loss of an important relationship partner or his/her exclusive attention (Neu, 1980; Tov-Ruach, 1980). Infants are dependant on their caregivers for basic needs and emotional support. Therefore, if an infant perceives that a rival threatens the parent-child dyad relationship, it is possible that the infant will respond in a jealous manner just as adults do when their important relationships are threatened . Although infants have limited emotional understanding, Palmer and Palmer (2002) suggest that jealousy evolved out of other resource-protecting drives. Because parental care is a valuable resource, supporting survival, infants may have at least precursory jealousy capabilities. Research on infant jealousy is minimal however, Hart and Carrington (2002) characterized approach responses to the loss of maternal attention to a life-like doll as jealousy. The purpose ofthe current repeated-measures research design is to provide a conceptual replication of previous infant jealousy research. Whether infant jealousy responses are moderated by individuals approach or withdrawal tendencies, is still to be determined and is another focus of the current research. Temperamental characteristics may influence emotional responses and asymmetrical frontal brain activity is associated with individual differences in emotional responding (see Coan & Allen, 2004 for a review). Therefore baseline electroencephalography (EEG) is collected in the current research followed by subjecting 15 infants (mean age = 12.87 months) to two maternal ignoring conditions, one involving the mother attending to a social object (lifelike doll) and a control condition in which the mother attends to a non-social object (book). Results show that infants respond differentially to the two conditions with increased approach behaviors, arousal, and negative affect in the doll condition. The infants' responses in the social-object condition are identified as jealousy, suggesting that infants are capable of at least some complex emotional experiences. v
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Date Issued
2008
PURL
http://purl.flvc.org/fau/fd/FA00000870
Subject Headings
Parent and infant, Social perception in children, Child psychology, Behavioral assessment of infants
Format
Document (PDF)
development of jealousy
Title
The development of jealousy.
Creator
Blau, Alexis K., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Jealousy is a response to a situation in which a person feels a combination of different emotions, such as love, anger, sadness and fear when an affectionate interaction is happening between a loved one and someone else. This paper discusses the definition and onset of infant jealousy, the physiological basis of jealousy, whether maternal factors play a role, as well as studies on jealousy and EEG patterns. It has been argued that infants, as young as six-months-old display jealous-like...
Show moreJealousy is a response to a situation in which a person feels a combination of different emotions, such as love, anger, sadness and fear when an affectionate interaction is happening between a loved one and someone else. This paper discusses the definition and onset of infant jealousy, the physiological basis of jealousy, whether maternal factors play a role, as well as studies on jealousy and EEG patterns. It has been argued that infants, as young as six-months-old display jealous-like behaviors. During jealousy evocation conditions, infants demonstrate negative emotions such as protesting or crying, diminished distancing, and heightened gaze toward their mother during maternal inattention. Approach/withdrawal behaviors and electroencephalography (EEG) activation were studied in the context of an infant jealousy paradigm. In this investigation, 45 mother-infants dyads were exposed to a social versus non-social condition during maternal inattention. During the social condition, infants demonstrated increased approach-style gaze and reach and negative affect. EEG was collected during all conditions on a subsample of 15 infants and in agreement with adult jealousy literature (Harmon-Jones, Peterson, & Harris, 2009), infants displayed left midfrontal EEG asymmetry, and displayed more approach motivations during the social doll condition indicative of jealousy approach motivations.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/2953203
Subject Headings
Jealousy, Psychological aspects, Emotions and cognition, Parent and infant, Behavioral assessment of infants, Social perception in children
Format
Document (PDF)