The Effects of Audio-Cueing on Selected Teaching Behaviors of an Experienced Elementary Physical Education Specialist

1988 ◽  
Vol 8 (1) ◽  
pp. 64-72 ◽  
Author(s):  
Hans van der Mars
Keyword(s):  
Statistical Analysis ◽  
Visual Analysis ◽  
Positive Behavior ◽  
Multiple Baseline ◽  
Test Results ◽  
Teaching Behaviors ◽  
Baseline Design ◽  
Target Behaviors ◽  
Elementary Physical Education ◽  
Experienced Male

Audio-cueing was used as the intervention to increase an experienced male physical educator’s use of verbal positive behavior feedback and specific positive skill feedback. The intervention was introduced by using a multiple baseline design across behaviors, with percent of management time as a concurrent baseline. Visual analysis of graphs showed the effectiveness of the intervention. Across both target behaviors, audio-cueing produced immediate and substantial changes as evidenced by changes in level and the absence of data overlap. Subsequent statistical analysis was possible in light of the absence of serial dependency in the data. T-test results supported the findings established through visual analysis. For both target behaviors, differences between baseline and intervention data were statistically significant (p<.01).

Computer-Assisted Video Instruction for Training Paraprofessionals in Rural Special Education

1986 ◽  
Vol 8 (1) ◽  
pp. 27-34 ◽  
Author(s):  
George Singer ◽  
Jo-Ann Sowers ◽  
Larry K. Irvin
Keyword(s):  
Special Education ◽  
Direct Observation ◽  
Multiple Baseline ◽  
Computer Assisted ◽  
Teaching Skills ◽  
Teaching Behaviors ◽  
Video Instruction ◽  
Baseline Design ◽  
Target Behaviors ◽  
The Impact

Computer assisted video instruction (CAVI) was tested as a way to improve the teaching skills of a paraprofessional who was responsible for the instruction of a deaf-blind student in a rural school. A multiple baseline design was used to examine the impact of CAVI on four teaching behaviors. Direct observation revealed that CAVI was effective in modifying three of the four target behaviors. The potential of CAVI in staff improvement efforts is discussed.

The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism

2019 ◽  
Vol 34 (4) ◽  
pp. 215-225
Author(s):  
Karen D. Ward ◽  
Smita Shukla Mehta
Keyword(s):  
Stimulus Control ◽  
Visual Analysis ◽  
Children With Autism ◽  
Motivating Operations ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Natural Environments ◽  
Baseline Design ◽  
Mand Training ◽  
Control Transfer

Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine if mand training, using a stimulus control transfer procedure would promote acquisition and generalization of mands for specific activities or objects evoked by motivating operations. Measurement variables included the frequency of motivation controlled (MO) versus multiply controlled mands during discrete trial training on a variety of verbal operants. Using a concurrent multiple baseline design across participants, visual analysis indicated that MO mands for out-of-view items increased substantially with generalization across targets, staff, and environments for three of the four participants. One participant did not respond to intervention to the same extent as others.

Differential Effects of Peer-Mediated Accountability on Task Accomplishment in Elementary Physical Education

1998 ◽  
Vol 17 (4) ◽  
pp. 442-452 ◽  
Author(s):  
Phillip Ward ◽  
Shannon L. Smith ◽  
Kemal Makasci ◽  
Darrell W. Crouch
Keyword(s):  
Elementary School Students ◽  
Female Students ◽  
Multiple Baseline ◽  
Effective Strategy ◽  
School Students ◽  
Male And Female ◽  
Baseline Design ◽  
Opportunities To Respond ◽  
Elementary Physical Education ◽  
Task Accomplishment

The purpose of this study was to examine the effects of peer-mediated accountability (PMA) on average male and female students and low skilled female students during the performance of the lay-up in basketball. A multiple baseline design was used to assess the effects of PMA on the number of trials performed and the percentage of correct trials. Participants were 9 elementary school students in Grades 4 and 5. Peer-mediated accountability was effective in increasing the opportunities to respond for both average and low skilled students but did not change the percentage of correct performances by the students. These results support previous findings that suggest that, though PMA is an effective strategy to promote opportunities to respond, it is an inappropriate strategy to use when students cannot perform the skill. An analysis of the data also revealed that the lower skilled students performed a similar number of trials as their counterparts.

scholarly journals Effects of Intervention on Differential Treatment of Boys and Girls in Elementary Physical Education Lessons

1986 ◽  
Vol 5 (3) ◽  
pp. 166-175 ◽  
Author(s):  
Raymond R. Dunbar ◽  
Mary M. O’Sullivan
Keyword(s):  
Physical Education ◽  
Elementary Teachers ◽  
Corrective Feedback ◽  
Multiple Baseline ◽  
Interaction Patterns ◽  
Teacher Interaction ◽  
Intervention Package ◽  
Baseline Design ◽  
Elementary Physical Education

This study examined the effects of verbal and graphic feedback on the distribution of teacher verbal behaviors (positive and corrective feedback, praise, desist, and questioning) and the teacher’s use of student demonstrators during elementary coeducation physical education lessons. Data were collected over a 3-month period on two female nonphysical education specialist elementary teachers. A multiple baseline design was used to show the efficacy of the treatment. The results indicated that in baseline both teachers interacted with boys and girls inequitably on all variables. The intervention package and daily follow-up were influential in establishing more equitable teacher interaction patterns with boys and girls. The teachers’ use of demonstrators was also distributed more equitably between boys and girls following the intervention.

Comparing Visual and Statistical Analysis of Multiple Baseline Design Graphs

2018 ◽  
Vol 43 (3) ◽  
pp. 361-388 ◽  
Author(s):  
Katie Wolfe ◽  
Tammiee S. Dickenson ◽  
Bridget Miller ◽  
Kathleen V. McGrath
Keyword(s):  
Statistical Analysis ◽  
Visual Analysis ◽  
Single Case ◽  
Functional Relation ◽  
Statistical Analyses ◽  
Improvement Rate ◽  
Baseline Design ◽  
Case Research ◽  
Single Case Research ◽  
Strong Agreement

A growing number of statistical analyses are being developed for single-case research. One important factor in evaluating these methods is the extent to which each corresponds to visual analysis. Few studies have compared statistical and visual analysis, and information about more recently developed statistics is scarce. Therefore, our purpose was to evaluate the agreement between visual analysis and four statistical analyses: improvement rate difference (IRD); Tau-U; Hedges, Pustejovsky, Shadish (HPS) effect size; and between-case standardized mean difference (BC-SMD). Results indicate that IRD and BC-SMD had the strongest overall agreement with visual analysis. Although Tau-U had strong agreement with visual analysis on raw values, it had poorer agreement when those values were dichotomized to represent the presence or absence of a functional relation. Overall, visual analysis appeared to be more conservative than statistical analysis, but further research is needed to evaluate the nature of these disagreements.

The Use of Email to Coach Early Childhood Teachers

2018 ◽  
Vol 40 (3) ◽  
pp. 212-228 ◽  
Author(s):  
Erin E. Barton ◽  
Elizabeth A. Pokorski ◽  
Stephanie Gossett ◽  
Erin Sweeney ◽  
Jia Qiu ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Target Behaviors ◽  
Sustained Use ◽  
Recommended Practices ◽  
Inclusive Early Childhood ◽  
Over Time

The purpose of this study was to evaluate the use of performance-based feedback (PF) delivered via email on early childhood teachers’ sustained use of recommended practices within inclusive early childhood classrooms. A multiple baseline design across behaviors was replicated across three teachers to examine the relation between PF delivered via email and teachers’ use of target recommended practices across settings, over time, and during covert observations. Results indicated PF delivered via email was an effective method for increasing teachers’ use of target behaviors; however, generalization and maintenance varied across teachers.

Effects of Embedding Decontextualized Language Through Book-Sharing Delivered by Mothers and Fathers in Coparenting Environments

2020 ◽  
Vol 63 (12) ◽  
pp. 4062-4081
Author(s):  
Yagmur Seven ◽  
John Ferron ◽  
Howard Goldstein
Keyword(s):  
Visual Analysis ◽  
Social Validity ◽  
Parental Satisfaction ◽  
Mixed Effects ◽  
Mixed Effects Model ◽  
Multiple Baseline ◽  
Book Reading ◽  
Baseline Design ◽  
Mothers And Fathers ◽  
Book Sharing

Purpose This experiment investigated the effects of a book-sharing intervention implemented in coparenting homes on the conversations of preschoolers with their parents. Method A multiple baseline design across behaviors was used to evaluate the effects of embedding decontextualized language utterances during book-sharing delivered by four families. A visual analysis, a two-level mixed-effects model, and a social validity evaluation were used to examine the varying effects of the program on mothers and fathers' storybook conversations. Results Embedding decontextualized language prompts in books not only increased parental decontextualized language utterances, but most parents were able to maintain use of strategies without prompts in the books. The intervention effects were consistently higher for parents than for their children. Social validity results demonstrated parental satisfaction with program delivery and content. Conclusion This study adds to the limited literature on father–child and mother–child decontextualized conversations during book-sharing and illustrates a feasible and adaptable way of promoting language experiences in the home that yield engaging decontextualized conversations in meaningful book-reading contexts. Supplemental Material https://doi.org/10.23641/asha.13210799

Self-Reinforcement by Under-Achieving, Under-Controlled Girls

1980 ◽  
Vol 47 (2) ◽  
pp. 671-678 ◽  
Author(s):  
Sheryl A. Noland ◽  
Jonathan Arnold ◽  
Paul W. Clement
Keyword(s):  
Sixth Grade ◽  
Multiple Baseline ◽  
Classroom Behaviors ◽  
Academic Underachievement ◽  
Physical Force ◽  
Independent Observer ◽  
Baseline Design ◽  
Target Behaviors ◽  
Single Person ◽  
School Rules

Two black sixth-grade girls served as subjects in studies, each of which utilized a single person and combined a reversal and a multiple-baseline design. The problems leading to referral included frequent breaking of school rules, academic underachievement, and use of physical force and the threat of violence to get other children to comply with the subjects' requests. An “employer” paid the girls to work for him, to record their own behavior, and to reinforce themselves for movement in the contracted direction. An independent observer tracked three classroom behaviors approximately every other day during each phase for each girl. The first subject increased Attention by 107% and Positive Talk by 333% but failed to reduce Inappropriate Locale when applying self-reinforcement to the indicated target behaviors. The second subject increased Attention by 20% and Positive Talk by 700% but failed to change Inappropriate Locale significantly.

The Modification of the Quality and Quantity of Behavior Categories in a Swimming Coach

1979 ◽  
Vol 1 (2) ◽  
pp. 138-150 ◽  
Author(s):  
Brent S. Rnshall ◽  
Kenneth C. Smith
Keyword(s):  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Swimming Training ◽  
Competitive Swimming ◽  
Discriminative Stimuli ◽  
Baseline Design ◽  
Target Behaviors ◽  
Recording Techniques

Experimental procedures were implemented in a competitive swimming training situation in order to change the repertoire, quality, and quantity of several behavior categories in a coach. A multiple baseline design was used for scientific verification. Self-recording techniques were instituted for rewarding, providing feedback, and providing feedback after first having rewarded a swimmer. The repertoire of behaviors in these categories was increased through the provision of discriminative stimuli on self-recording sheets. Fading schedules were successfully used to reduce the subject's reliance on the prompt sheets. Rates of occurrence of the target behaviors served as a reinforcing procedure for increasing the emission frequencies. A leaning of reinforcement produced a persistent change in the scope and quantity of the behaviors. Pre- and postexperimental behavior analyses using the Coach Observation Schedule indicated that the affected changes also produced concomitant changes in other behavioral categories.

Effects of Holding Students Accountable for Social Behaviors during Volleyball Games in Elementary Physical Education

1998 ◽  
Vol 17 (2) ◽  
pp. 143-156 ◽  
Author(s):  
Craig A. Patrick ◽  
Phillip Ward ◽  
Darrell W. Crouch
Keyword(s):  
Physical Education ◽  
Unit Activity ◽  
Social Behaviors ◽  
Multiple Baseline ◽  
Good Behavior Game ◽  
Baseline Design ◽  
Public Posting ◽  
Elementary Physical Education ◽  
Task Systems ◽  
Appropriate Social Behaviors

This study investigated the effects of a semiformal accountability intervention (a modified version of the good behavior game) on the occurrence of appropriate and inappropriate social behaviors, and appropriate skill attempts during a 20-lesson volleyball unit. Participants were 67 students in Grades 4, 5, and 6. Following the collection of baseline data, students received intervention consisting of (a) differential awarding and removing of points for appropriate and inappropriate behavior, (b) public posting of team points, (c) the establishment of daily criteria, (d) a special activity for teams that met the criteria, and (e) an end-of-unit activity for teams that consistently met the criteria. A multiple baseline design across students showed that the intervention was effective in reducing inappropriate social behaviors and increasing appropriate social behaviors, but did not affect the number of correct volleyball skills performed. Results are discussed relative to task systems and social skills.

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