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.

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.

Acceptance and Commitment Therapy as a Transdiagnostic Approach to Treatment of Behavioral Health Concerns: A Concurrent Multiple Baseline Design Across Participants

2020 ◽  
Vol 19 (3) ◽  
pp. 163-179
Author(s):  
Samuel D. Spencer ◽  
Akihiko Masuda
Keyword(s):  
Behavioral Health ◽  
Acceptance And Commitment Therapy ◽  
Self Report ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Health Concerns ◽  
Target Behaviors ◽  
Commitment Therapy ◽  
Acceptance And Commitment

The current study examined the effects of an individual acceptance and commitment therapy (ACT) protocol in three young adults with topographically different, but functionally similar, behavioral health concerns. Using a concurrent multiple baseline design across participants ( N = 3), clinically relevant target behaviors were collected daily as primary outcome measures. In addition, weekly self-report assessment of potential process variables and an assessment package at pretreatment, midpoint, posttreatment, and 3-month follow-up were used to evaluate process and outcomes of treatment. Results provided tentative support for ACT’s efficacy, with effects being most pronounced in Participants 2 and 3 with slight improvements in clinically relevant target behaviors. This study adds to the literature concerning process-based approaches to treatment by highlighting how ACT can be tailored to the needs of individuals with diverse behavioral health concerns.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Multiple baseline design

TVZ ◽  
2021 ◽  
Vol 131 (1) ◽  
pp. 52-53
Author(s):  
Katrien Cuyvers
Keyword(s):  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design

The Multiple Baseline Design for Evaluating Population-Based Research

2007 ◽  
Vol 33 (2) ◽  
pp. 162-168 ◽  
Author(s):  
Nathan G. Hawkins ◽  
Robert W. Sanson-Fisher ◽  
Anthony Shakeshaft ◽  
Catherine D’Este ◽  
Lawrence W. Green
Keyword(s):  
Population Based ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design

Generalized Effects of Enhanced Milieu Teaching

1994 ◽  
Vol 37 (6) ◽  
pp. 1320-1340 ◽  
Author(s):  
Ann P. Kaiser ◽  
Peggy P. Hester
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Language Delays ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Preschool Classrooms ◽  
Milieu Teaching ◽  
Enhanced Milieu Teaching

The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined with untrained teachers, peers, and parents. Some generalization to untrained partners was observed for all children. Correlational analyses indicated that greater numbers of child utterances and greater diversity in vocabulary were associated with increased talking and mands for verbalization presented by partners.

The Effects of Community Training Using a Videodisc-Based Simulation

1992 ◽  
Vol 11 (4) ◽  
pp. 207-222 ◽  
Author(s):  
Cheryl A. Wissick ◽  
John W. Lloyd ◽  
Mable B. Kinzie
Keyword(s):  
Multiple Baseline ◽  
Interactive Videodisc ◽  
Convenience Store ◽  
Multiple Baseline Design ◽  
Community Based ◽  
Baseline Design ◽  
Training Package ◽  
Natural Settings ◽  
Purchasing Skills

The purpose of this study was to determine the suitability of using interactive videodisc for developing community based simulations for students with moderate disabilities. A multiple baseline design across students was used to assess the effects of the training package, that made use of an interactive videodisc-based simulation, on the students' skills to locate and purchase an item in simulated and natural convenience store settings. Three adolescents with moderate disabilities were taught how to access the equipment, discriminate items, and shop for snack items in a convenience store. During baseline and intervention phases, purchasing skills were assessed daily in simulated settings and weekly in natural settings. Measures included the number of extra actions to locate an item, percentage of assistance from the teacher, and number of purchasing steps completed correctly. All students learned how to access the equipment, to discriminate visuals of shopping items, and to interact in the simulated store setting. In addition for the simulated settings, students demonstrated a decrease in the number of extra actions needed to locate an item and an increase in the number of purchasing steps performed correctly.

Learning to Recruit Assistance to Attain Transition Goals

1995 ◽  
Vol 16 (4) ◽  
pp. 237-246 ◽  
Author(s):  
FABRICIO E. BALCAZAR ◽  
CHRISTOPHER B. KEYS ◽  
JUANA GARATE-SERAFINI
Keyword(s):  
Social Support ◽  
At Risk ◽  
Data Collection ◽  
Role Play ◽  
Support Network ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Social Support Network ◽  
Social Competencies ◽  
Baseline Design

This study evaluated a program to develop help-recruiting competencies as a strategy to facilitate the transition of adjudicated male youths with disabilities residing in a segregated institution. six adjudicated male youths with disabilities participated in the study. a multiple baseline design across behaviors was used to evaluate the youths' acquisition of help-recruiting skills. self-reported measures of the actions taken by the youths in the process of pursuing transition goals were also collected. youths' performance in role-play situations and generalization probes indicated consistent improvements in help-recruiting skills following training. the youths established a total of 17 transition goals at the beginning of the study, of which 11 were attained as planned, 4 were still in progress at the end of data collection, and 2 were dropped. participants also increased the size of their social support network and reported improved satisfaction with their social competencies. the limitations and benefits of developing help-recruiting competencies to facilitate attainment of transition goals among at-risk youths with disabilities are discussed.

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