Preference and reinforcer efficacy of high- and low-tech items: A comparison of item type and duration of access

2017 ◽  
Vol 50 (2) ◽  
pp. 222-237 ◽  
Author(s):  
Audrey N. Hoffmann ◽  
Andrew L. Samaha ◽  
Sarah E. Bloom ◽  
Megan A. Boyle
1998 ◽  
Vol 69 (1) ◽  
pp. 77-85 ◽  
Author(s):  
Richard Weavers ◽  
T. Mary Foster ◽  
William Temple

1996 ◽  
Vol 63 (1) ◽  
pp. 59-74 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri

Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type. Overall, we found that about two thirds of general classroom teachers supported the concept of mainstreaming/inclusion. A smaller majority were willing to include students with disabilities in their own classes, but responses appeared to vary according to disabling condition and implicit obligations on the teacher. Although about half or more of the teachers felt that mainstreaming/inclusion could provide some benefits, only one third or less of teachers believed they had sufficient time, skills, training or resources necessary for mainstreaming/inclusion. Reported attitudes did not appear to covary with either geographical region or time of publication. Implications for policy and practice are provided.


Author(s):  
Magdalen Beiting-Parrish ◽  
Jay Verkuilen ◽  
Sydne McCluskey ◽  
Howard Everson ◽  
Claire Wladis

2016 ◽  
Vol 11 (1) ◽  
pp. 1-42 ◽  
Author(s):  
Sarah R. Cohodes

Recent work has shown that Boston charter schools raise standardized test scores more than their traditional school counterparts. Critics of charter schools argue that charter schools create those achievement gains by focusing exclusively on test preparation, at the expense of deeper learning. In this paper, I test that critique by estimating the impact of charter school attendance on subscales of the Massachusetts Comprehensive Assessment System and examining them for evidence of score inflation. If charter schools are teaching to the test to a greater extent than their counterparts, one would expect to see higher scores on commonly tested standards, higher-stakes subjects, and frequently tested topics. Despite incentives to reallocate effort away from less frequently tested content to highly tested content, and to coach to item type, I find no evidence of this type of test preparation. Boston charter middle schools perform consistently across all standardized test subscales.


2006 ◽  
Vol 72 (12) ◽  
pp. 7687-7693 ◽  
Author(s):  
P. Lemieux ◽  
R. Sieber ◽  
A. Osborne ◽  
A. Woodard

ABSTRACT The U.S. Environmental Protection Agency conducted an experiment to evaluate the effectiveness of a commercial autoclave for treating simulated building decontamination residue (BDR). The BDR was intended to simulate porous materials removed from a building deliberately contaminated with biological agents such as Bacillus anthracis (anthrax) in a terrorist attack. The purpose of the tests was to assess whether the standard operating procedure for a commercial autoclave provided sufficiently robust conditions to adequately destroy bacterial spores bound to the BDR. In this study we investigated the effects of several variables related to autoclaving BDR, including time, temperature, pressure, item type, moisture content, packing density, packing orientation, autoclave bag integrity, and autoclave process sequence. The test team created simulated BDR from wallboard, ceiling tiles, carpet, and upholstered furniture, and embedded in the BDR were Geobacillus stearothermophilus biological indicator (BI) strips containing 106 spores and thermocouples to obtain time and temperature profile data associated with each BI strip. The results indicated that a single standard autoclave cycle did not effectively decontaminate the BDR. Autoclave cycles consisting of 120 min at 31.5 lb/in2 and 275°F and 75 min at 45 lb/in2 and 292°F effectively decontaminated the BDR material. Two sequential standard autoclave cycles consisting of 40 min at 31.5 lb/in2 and 275°F proved to be particularly effective, probably because the second cycle's evacuation step pulled the condensed water out of the pores of the materials, allowing better steam penetration. The results also indicated that the packing density and material type of the BDR in the autoclave could have a significant impact on the effectiveness of the decontamination process.


2009 ◽  
Vol 12 (3) ◽  
pp. 164-169 ◽  
Author(s):  
Derek D. Reed ◽  
James K. Luiselli ◽  
Jennifer D. Magnuson ◽  
Stefanie Fillers ◽  
Shawn Vieira ◽  
...  

1981 ◽  
Vol 4 (3) ◽  
pp. 377-390
Author(s):  
Ralph R. Turner

The results of research investigating differences in matrix completion abilities between low-SES and middle-SES children have been inconsistent. This study provided a framework in which several unresolved issues could be examined. Item type, order of presentation, training modes, and developmental level were varied in two SES groups in an attempt to clarify previous research findings. The subjects were 288 individually tested children. SES level was determined by the Hollingshead and Redlich (1958) scale while developmental level was represented by first, third, and fifth grade levels. Training consisted of maximal prompt, correctness-of-response feedback, and a no-training-control condition. Subject responded to double classification and enclosure matrix completion item types until a criterion performance was obtained, and were then shown 11 transfer items of each type. The results revealed significant SES, grade, and training main effects. Generally, middle-SES and older subjects were able to learn more efficiently and transfer more effectively than their counterparts. SES and training interacted with item type and order of presentation which indicated differential facilitative effects across SES levels. A major finding was the absence of a significant SES X grade interaction. This result supports a developmental lag as opposed to Level I Level II interpretation.


2000 ◽  
Vol 17 (4) ◽  
pp. 423-447 ◽  
Author(s):  
C.J. Alderson ◽  
R. Percsich ◽  
G. Szabo
Keyword(s):  

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