DOCSLIB.ORG

A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Po

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Po UNLV Theses, Dissertations, Professional Papers, and Capstones 5-1-2017 A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities Maryssa Kucskar University of Nevada, Las Vegas, [email protected] Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, and the Special Education and Teaching Commons Repository Citation Kucskar, Maryssa, "A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities" (2017). UNLV Theses, Dissertations, Professional Papers, and Capstones. 3002. https://digitalscholarship.unlv.edu/thesesdissertations/3002 This Dissertation is brought to you for free and open access by Digital Scholarship@UNLV. It has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. A COMPARISON OF THE EFFECTS OF VIDEO MODELING OTHER AND PEER- IMPLEMENTED PIVOTAL RESPONSE TRAINING TO VIDEO MODELING OTHER ON POSITIVE SOCIAL INTERACTIONS OF YOUNG CHILDREN WITH DEVELOPMENTAL DISABILITIES By Maryssa Kucskar Bachelor of Arts – Elementary Education University of South Carolina 2009 Master of Education – Early Childhood Special Education University of Nevada, Las Vegas 2011 A dissertation submitted in partial fulfillment of the requirements for the Doctor of Philosophy – Special Education Department of Educational and Clinical Studies College of Education The Graduate College University of Nevada, Las Vegas May 2017 Copyright by Maryssa Kucskar, 2017 All Rights Reserved Dissertation Approval The Graduate College The University of Nevada, Las Vegas April 3, 2017 This dissertation prepared by Maryssa Kucskar entitled A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy – Special Education Department of Educational and Clinical Studies John Filler, Ph.D. Kathryn Hausbeck Korgan, Ph.D. Examination Committee Chair Graduate College Interim Dean Jeffrey Gelfer, Ph.D. Examination Committee Member Jenna Weglarz-Ward, Ph.D. Examination Committee Member Scott Loe, Ph.D. Graduate College Faculty Representative ii ABSTRACT A Comparison of the Effects of Video Modeling Other and Peer-Implemented Pivotal Response Training to Video Modeling Other on Positive Social Interactions of Young Children with Developmental Disabilities By Maryssa Kucskar Dr. John Filler, Committee Chair Professor of Special Education and Early Childhood Education University of Nevada, Las Vegas Young children with developmental disabilities (DD) frequently have delays in social play skills. Students with DD may require social skills instruction in order to be successful in playing cooperatively with others. These opportunities to practice social play skills learned from specialized interventions must be available throughout the school day. Providing opportunities for positive social interactions, engagement, and play within a classroom setting allows children to make friendships, engage in higher levels of play, participate with peers in multiple social contexts, and lead to overall school success. The purpose of this study was to answer two research questions. The first question examined the relative effects of Video Modeling Other and Peer-Implemented Pivotal Response Training (VMO-PIPRT) when compared to Video Modeling Other alone (VMO) at increasing the number of social play actions in young children with DD in an inclusive setting. Secondly, the study investigated whether the positive effects of the best treatment generalized to the playground for each participant. An alternating treatments design was used to examine the iii relative effects of the comparison between the two interventions, VMO-PIPRT versus VMO alone. The VMO and VMO-PIPRT treatments were implemented in an inclusive classroom during child-directed learning centers. Data were collected daily during child-directed learning centers and on the playground. Five young children with DD were selected as research participants in the study and ten peer participants were trained on the PIPRT strategies implemented in the VMO-PIPRT treatment. Results of the study were variable between the two treatments and the participants. Visual analysis of the data suggests VMO-PIPRT was more effective for one participant with DD and the relative effect of VMO-PIPRT generalized to the playground. VMO-PIPRT was found to be minimally effective for a second participant with Autism. VMO alone was more effective for a third participant with DD and minimally effective for a fourth participant with Autism. There was no significant effect on the fifth participant with Autism. Generalization of the relative effects to the playground did not occur for the remaining four participants; however, there were increased levels of social play actions, or positive social interactions, when phases of treatment were compared. Further analysis of initiations suggests the research participants engaged in higher levels of initiations in the classroom and on the playground compared to reciprocal social play actions. iv ACKNOWLEDGEMENTS I would like to thank those individuals who have supported and inspired me on my educational journey. I would like to thank Dr. John Filler, for all of his guidance, patience, and constructive feedback throughout my entire doctoral experience. Thank you to Drs. Jeffrey Gelfer, Catherine Lyons, and Jenna Weglarz-Ward for their support and providing ongoing feedback throughout my program. Thank you to Dr. Scott Loe for your expertise on behavioral supports and strategies, along with providing a different lens to examine research. I express my gratitude to my colleagues for their endless support and service in helping with my dissertation, Jennifer Buchter, Dr. Conrad Oh-Young, and Kristin Withey. I would also like to thank Dr. Katie O’Hara and Dr. Delilah Krasch for putting my mind at ease and being mentors throughout the duration of my program. I owe a thank you to the Lynn Bennett Early Childhood Center, Dr. Claire Tredwell, Ms. Shin, Ms. Yamila, Ms. Marisol, and special education teachers and staff, for their openness, warm welcome, and brightening my day when coming into their classrooms. Thank you to my large support systems from Buffalo, the University of South Carolina, and Las Vegas. You have reminded me that although we may not be living in the same city, you are only a phone call or a plane ride away. You have all helped me smile and laugh throughout this process, vent when I have needed to, provided lifelong friendships, and have reminded me to enjoy life along the way. Thank you to the Llyod Family, especially Lisa and Little Phillip. Thank you for showing the world to me from a different perspective. Had I not had the opportunity to work with and learn from Little Phillip as an ABA therapist during my undergraduate studies, I don’t know if I would be where I am today. Little Phillip’s smile and laugh will forever be contagious. v I also would like to thank my family. I am thankful to all of my extended family that have been encouraging and understanding when I have been absent and unavailable. I have to thank my parents, Tom and Gaylynn Kucskar, for their infinite support, daily check-ins, and reminders to always “try my best.” Thank you to my brother, Jonathan, and sister-in-law, Emily, for being role models I could look up to and providing insight to what is most important in life. Thank you to my loving nieces, Caroline and Ellie, for all of their smiles, cuddles, and knock-knock jokes. I am so appreciative to watch you grow up, even from afar, and see you grow into strong, intelligent young women. Thank you to my future in-laws, Bob and Debbie Mitsch, for their support, understanding, and Sunday family dinners. I am blessed to have such a loving and caring family! Most importantly, I thank my future husband, Eric. You have been there since the very beginning and are my daily support and shoulder to cry on. You have done everything for me and then some more. Without your love, support, patience, and sacrifice, I wouldn’t have made it through my program. My success is our success, and I am so thankful to have you by my side. vi TABLE OF CONTENTS ABSTRACT …………………………………………………………………………… iii ACKNOWLEDGEMENTS …………………………………………………………...... v LIST OF TABLES ……………………………………………………………………… ix LIST OF FIGURES …………………………………………………………………….. x CHAPTER 1 INTRODUCTION ………………………………………………………. 1 Autism ………………………………………………..……………………………..... 3 Developmental Delay ……………………………………..………………………...... 4 Developmental Disabilities …………………………………..……………………..... 4 Inclusion …………………………………………………………………..………….. 5 Play ………..………..………..………..………..………..………..…………....……. 7 Social Skills ………..………..………..………..………..………..………………...... 8 Social Skills Interventions ………..………..………..………..………..……….......... 9 Statement of the Problem ………..………..………..………..………..……….......... 14 Purpose of the Study ………..………..………..………..………..……………......... 14 Research
Load more

Recommended publications
  • Video Self-Modeling Technique That Can Be Used in Improving the Abilities of Fluent Reading and Fluent Speaking
    International Education Studies; Vol. 9, No. 11; 2016 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education Video Self-Modeling Technique that Can Be Used in Improving the Abilities of Fluent Reading and Fluent Speaking Ülker ŞEN1 1 Gazi Education Faculty, Gazi University, Ankara, Turkey Correspondence: Ülker ŞEN, Department of Social Science and Turkish Education, Gazi Education Faculty, Gazi University, Ankara, Turkey. E-mail: [email protected] Received: September 1, 2016 Accepted: October 3, 2016 Online Published: October 26, 2016 doi:10.5539/ies.v9n11p66 URL: http://dx.doi.org/10.5539/ies.v9n11p66 Abstract The use of technology in the field of education makes the educational process more efficient and motivating. Technological tools are used for developing the communication skills of students and teachers in the learning process increasing the participation, supporting the peer, the realization of collaborative learning. The use of technology is increasingly widespread in the language teaching as well as in all areas of the education. The use of technology in the classroom language teaching activities allows students to be more active in the learning process than other techniques, learn at their own pace and give them a chance to repeat the activities they want to do. Computers, videos, tablets and other technological products such as mobile phones are increasingly feel the importance in language teaching and learning in recent years. In fact teaching methods and techniques built on the use of technology have been developed. Video self-modeling is one of these methods. Video self-modeling is an application with evidence basis, defined as watching and taking as a model the target behavior exhibited by the person on the videotape.
    [Show full text]
  • Video Modeling for Social Communication in Adults with ASD
    Bowling Green State University ScholarWorks@BGSU Honors Projects Honors College Winter 12-11-2016 Video Modeling for Social Communication in Adults with ASD Haley Ann Altman Bowling Green State University, [email protected] Follow this and additional works at: https://scholarworks.bgsu.edu/honorsprojects Part of the Speech Pathology and Audiology Commons Repository Citation Altman, Haley Ann, "Video Modeling for Social Communication in Adults with ASD" (2016). Honors Projects. 288. https://scholarworks.bgsu.edu/honorsprojects/288 This work is brought to you for free and open access by the Honors College at ScholarWorks@BGSU. It has been accepted for inclusion in Honors Projects by an authorized administrator of ScholarWorks@BGSU. Running head: VIDEO MODELING FOR SOCIAL COMMUNICATION IN ADULTS 1 WITH ASD Video Modeling for Social Communication in Adults with ASD Haley Altman Honors Project Submitted to the Honors College at Bowling Green State University in partial fulfillment of the requirements for graduation with University Honors December 2016 Dr. Lynne Hewitt, Department of Communication Sciences and Disorders, Associate Professor, Department Chair, Advisor Dr. Brooks Vostal, School of Intervention Services, Advisor VIDEO MODELING FOR SOCIAL COMMUNICATION IN ADULTS WITH ASD 2 Abstract Individuals with autism spectrum disorder (ASD) can experience significant difficulty and psychosocial toll as a result of their impairments in social communication. Specifically for adults, this can have a negative effect on relationships and vocational stability. However, there is a lack of effective intervention for adults with ASD to assist in learning these social conventions. Video modeling is an intervention that has potential to help these individuals learn to be successful in social problem-solving situations.
    [Show full text]
  • Autism-Video-Modeling.Pdf
    Autism Video Modeling A Visually Based Intervention for Children With Autism Spectrum Disorder Jennifer B. Ganz Theresa L. Earles-Vollrath Katherine E. Cook Visually based interventions such as moderate or severe autism, often co- Grandin described her thought proces- video modeling have been demon- occurs with developmental delays, ses as “completely visual” (Grandin & strated to be effective with students emotional and behavioral disorders, Scariano, 1986, p. 131), noting that with autism spectrum disorder. This and attention deficits (Kogan et al., she remembered information by visu - approach has wide utility, is appropri - 2009). alizing a page in a book with the ate for use with students of a range of According to current legislation (i.e., information and that she had difficulty ages and abilities, promotes indepen- No Child Left Behind Act of 2001, remembering auditory information dent functioning, and can be used to Individuals With Disabilities Education unless she was able to pair it with a . C address numerous learner objectives, Act), instructional strategies used in visual image. Likewise, Liane Holliday E C classrooms must be scientifically Willey (1999) recalled relying on visu - 1 including behavioral, self-help, commu - 1 0 2 nication, and social objectives. What research-based (Simpson, Myles, & al landmarks to find her way to col - t h g i are the components of video modeling? Ganz, 2008). Visually based instruction lege classes and finding herself drawn r y p such as video modeling, a research- to visually based subjects, such as o What’s the best way to implement C . supported intervention, may be more architecture.
    [Show full text]
  • The Impact of Video Modeling and Peer Mentoring of Social Skills for Middle School Students with Autism Spectrum Disorders in In
    University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2008 The Impact Of Video Modeling And Peer Mentoring Of Social Skills For Middle School Students With Autism Spectrum Disorders In In Christine Ogilvie University of Central Florida Part of the Education Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Ogilvie, Christine, "The Impact Of Video Modeling And Peer Mentoring Of Social Skills For Middle School Students With Autism Spectrum Disorders In In" (2008). Electronic Theses and Dissertations, 2004-2019. 3547. https://stars.library.ucf.edu/etd/3547 THE IMPACT OF VIDEO MODELING AND PEER MENTORING OF SOCIAL SKILLS FOR MIDDLE SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS IN INCLUSIVE SETTINGS by CHRISTINE ROSE OGILVIE B.S. Fitchburg State College, 1996 M.S. Fitchburg State College, 2001 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Exceptional Education in the College of Education at the University of Central Florida Orlando, Florida Summer Term 2008 Major Professor: Lisa A. Dieker © 2008 Christine R. Ogilvie ii ABSTRACT Given the behavioral expectations of students by teachers and peers in middle school inclusive classrooms and characteristics inherent to students with ASD, the purpose of this study was to explore the impact of video modeling and peer mentoring of five critical social skills for inclusion on middle school students with ASD.
    [Show full text]
  • View This Issue
    AUTISM SPECTRUM NEWS TM YOUR TRUSTED SOURCE OF SCIENCE-BASED AUTISM EDUCATION, SPRING 2014 INFORMATION, ADVOCACY, AND COMMUNITY RESOURCES VOL. 6 NO. 4 Autism in the Workplace Identifying Employment Opportunities and Providing Support By Raul Jimenez II, MST According to Unger (1999), the roles and Amy Greenberg, BA of supervisors and co-workers are in- New Frontiers in Learning strumental to the success of people with disabilities in the workplace. Support is essential in the following areas: learning etween 1997 and 2011, the un- how to complete tasks and regular job employment rate of those di- duties, how to perform infrequent duties agnosed with disabilities has associated with the position, learning how ranged from 72% to 88%. This to complete novel tasks and assignments, Bis an astounding number of persons with taking lunch and other breaks, etc. Ung- disabilities and Autism Spectrum Disor- er’s research determined that success was ders (ASD), specifically, without a job. ensued with the proper training and sup- Despite the enthusiasm, motivation, and port in place to help those with disabilities dependability so many job seekers with in the workforce. ASD have in their will to work, many workplaces are hesitant to take the risk to Examples of Supported Employment support them, or lack the knowledge on how to support them in an employment A company in Guildford, CT, called Ros- setting. Supported employment is the es for Autism, trains, hires and provides opportunity for individuals with disabil- other employment opportunities for older ities to be integrated in a working envi- students and adults on the autism spec- ronment with the necessary supports to Flatow (1997) has argued that busi- and routines, such as a co-worker assist- trum.
    [Show full text]
  • 11/14/13 Complete List Family & Community Resource Center
    11/14/13 Complete List Family & Community Resource Center Special School District of St. Louis County 12110 Clayton Road St. Louis, MO 63131 314-989-8438/989-8108/989-8194 A+ Guide to Transitions from High School to College for Special Education. (2001/video/50 minutes) (2000/DVD) A "college prep" video for parents and students. Teachers, parents and school administrators describe the transition process and offer their best advice for having a positive experience. A is for All Aboard! Paula Kluth & Victoria Kluth (2010) Grades K and up. Fun facts, vibrant art, and in-the-know slang about trains. (32 pages) A is for Autism, F is for Friend. Joanna L. Keating-Velasco (2007) Grades 3 and up. A kid's book on making friends with a child who has autism. (54 pages) The ABA Program Companion: Organizing Quality Programs for Children with Autism and PDD. J Tyler Fovel, MA. (2002) Helps the reader integrate important theories and concepts from ABA into powerful, practical and comprehensive educational programming, from assessment through program methodology and evaluation of results. Manual & CD. The ABCs of Autism. M. Davi Kathiresan (2000) Grades K and up. This book was written to educate families, children and professionals and make them aware of the skills, strengths and capacities of persons with autism. ABCs of Emotional Behavioral Disorder. (video) (2004) (35 minutes) Outlines a best practice approach to successfully integrate elementary and middle school students with Emotional or Behavioral Disorders into the educational mainstream. ABC’s of Inclusive Child Care. (video) (1993) (14 minutes) Resource to encourage child care providers to accept children with developmental disabilities and to increase public awareness of the capabilities of individuals with disabilities.
    [Show full text]
  • Autism Spectrum Disorders: Issues in Assessment & Intervention
    UNIVERSITY OF VERMONT DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS COURSE NAME: Autism Spectrum Disorders: Issues in Assessment & Intervention COURSE NUMBER: CMSI 299/EDCI 200 CRN 12403 Off campus UG & GR students (Section DL1) CRN 10872 On campus UG & GR students (Section A1) CRN 12934 Off campus ILEHP students (Section DL2) CRN 14138 Off campus SLP-A students (Section DL3) CRN 10881 On campus CE students (Section ZR1) CRN 14201 Off campus HEC students (EDCI 200, Section DL1) SEMESTER: Spring YEAR: 2011 COURSE DESCRIPTION: This course will highlight current research regarding neurodevelopmental issues in autism; recognizing early markers or red flags for ASD; the diagnostic criteria and assessment tools used to identify children with ASD; assessment and intervention considerations in communication, social interaction and play; intervention strategies with an evidence-base including relationship based (e.g., Floor Time), skill based (e.g., PECS, video modeling), parent-based (e.g., joint attention training, More Than Words), and cognitive-perspective based (e.g., social stories, peer mediation) interventions. The course will also focus on developing an understanding of the role of families in the assessment and intervention of children and adolescents with ASD in consideration of their cultural values and beliefs. Further, the course will create a framework for understanding and implementing effective interventions; and, profiling the strengths and challenges of each intervention including ways to match children’s strengths and needs, family capacity and the family’s cultural values and beliefs with the interventions selected. Students will be exposed to collaborative and interdisciplinary models of service delivery that ensure family-centered and culturally competent approaches to assessment and intervention.
    [Show full text]
  • A Macro-Environmental Analysis of Competitive Employment
    A MACRO-ENVIRONMENTAL ANALYSIS OF COMPETITIVE EMPLOYMENT FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER by Marc C.M. van Bree, B.A. A thesis submitted to the Graduate College of Texas State University in partial fulfillment of the requirements for the degree of Master of Business Administration with a Major in Business December 2019 Committee Members: Alexis Stokes, Chair Melissa S. Baucus Brian K. Miller COPYRIGHT by Marc C.M. van Bree 2019 FAIR USE AND AUTHOR’S PERMISSION STATEMENT Fair Use This work is protected by the Copyright Laws of the United States (Public Law 94-553, section 107). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of this material for financial gain without the author’s express written permission is not allowed. Duplication Permission As the copyright holder of this work I, Marc C.M. van Bree, authorize duplication of this work, in whole or in part, for educational or scholarly purposes only. DEDICATION To Willem, who outshines the morning sun. To Elizabeth, who will compel the world to include women in the sequel. To Tania, best of wives and best of women. You will come of age with our young nation We’ll bleed and fight for you, we’ll make it right for you If we lay a strong enough foundation We’ll pass it on to you, we’ll give the world to you And you’ll blow us all away Someday, someday Yeah, you’ll blow us all away Someday, someday - Lin-Manuel Miranda ACKNOWLEDGEMENTS I would like to thank the committee members—Dr.
    [Show full text]
  • Pyramid Approach
    Evidence-Based Communication Approaches for Children With Autism Andy Bondy, Ph.D. Pyramid Educational Consultants, Inc. Cambridge Center for Behavioral Studies West Coast Conference on Autism Santa Barbara, CA April 20, 2012 What does ‘evidence-based’ mean? The National Professional Development Center on Autism Spectrum Disorders A multi-university center to promote the use of evidence-based practice for children and adolescents with ASD Definition of Evidence-Based Practice: • To be considered an evidence-based practice for individuals with ASD, efficacy must be established through peer-reviewed research in scientific journals using: • Randomized or quasi-experimental design studies. Copyright, 2012 by Pyramid Educational Consultants, Inc. 2 What does ‘evidence-based’ mean? The National Professional Development Center on Autism Spectrum Disorders: • Two high quality experimental or quasi-experimental group design studies, single-subject design studies. • Three different investigators or research groups must have conducted five high quality single subject design studies, or combination of evidence. – One high quality randomized or quasi-experimental group design study and three high quality single subject design studies conducted by at least three different investigators or research groups (across the group and single subject design studies). Copyright, 2012 by Pyramid Educational Consultants, Inc. 3 List of EBP for NPDC • Antecedent-Based Interventions (ABI) • Pivotal Response Training • Computer-Aided Instruction • Prompting • Differential
    [Show full text]
  • Video Self-Modeling Interventions: Practical Implications of Age, Maintenance, and Intervention Type
    Video Self-Modeling Interventions: Practical Implications of Age, Maintenance, and Intervention Type Wendi L. Johnson, PhD., LP, LSSP Kendall Bowles, M.S. Katy Caldwell, B.A. Chris Carter, S.S.P., LSSP Texas Woman’s University Denton, TX Video Self-Modeling (VSM) • Importance and Overview of VSM • Theoretical Basis for VSM • Review of Literature in the field • Utility of VSM, Types of VSM • Social autopsy/peer modeling • Examples of Videos • Preschool/music therapy • Feedback from Parents, Teachers, and Students • Application – How to make a VSM movie • Handout • Filming and Editing Videos • Pros and Cons of VSM Intervention Movies • Maintenance of Skills and Dealing with possible resistance • Diverse Applications of VSM • Questions Importance of Intervention The need for evidence-based intervention strategies in the schools is enormous. Federal educational regulations, such as the Individual with Disabilities Education Improvement Act (2004) and No Child Left Behind (2002), require the use of evidence-based interventions to increase positive student outcomes in the schools (Collier, Fallon, Johnson, Sanetti, & DelCampo, 2012). Unfortunately, all too often intervention strategies are utilized that are lacking a strong research foundation, or confirmation that the strategy works with a specific population. What is Video Self Modeling? Definition of Video Self Modeling (VSM) “A specific application of video modeling that allows the individual to imitate targeted behaviors by viewing her or himself successfully performing behavior” ( Dowrick, 1999) “Video self modeling is a strength-based, efficient, and durable intervention that has demonstrated efficacy in treating a variety of student problem behaviors.” (Dowrick, 1999; Hitchcock, Dowrick, & Prater, 2003) Theoretical Basis for VSM Social Learning Theory Attention and motivation (Bandura, 1977, 1997) are moderating Learning and imitating is variables.
    [Show full text]
  • Autism Library List.Xlsx
    Autism Library Title Creator Location Type UPC/ISBN ID/Barcode Applied Behavior Analysis The PRT Pocket Guide: Pivotal Response Treatment for Autism Spectrum Disorders Robert Koegel Ph.D. and Lynn Koegel Ph.D. BESC Bookshelf Applied Behavior Analysis 9781598571059 5573316 The PRT Pocket Guide: Pivotal Response Treatment for Autism Spectrum Disorders Robert Koegel Ph.D. and Lynn Koegel Ph.D. BESC Bookshelf Applied Behavior Analysis 9781598571059 5573317 The PRT Pocket Guide: Pivotal Response Treatment for Autism Spectrum Disorders Robert Koegel Ph.D. and Lynn Koegel Ph.D. BESC Bookshelf Applied Behavior Analysis 9781598571059 5573318 Aubyn C. Stahmer PhD, Jessica Suhrheinrich PhD, Sarah Reed MA, Laura Schreibman PhD, Classroom Pivotal Response Teaching for Children with Autism and Cynthia Bolduc MA BESC Bookshelf Applied Behavior Analysis 9781609182410 5573319 Aubyn C. Stahmer PhD, Jessica Suhrheinrich PhD, Sarah Reed MA, Laura Schreibman PhD, Classroom Pivotal Response Teaching for Children with Autism and Cynthia Bolduc MA BESC Bookshelf Applied Behavior Analysis 9781609182410 5750251 Conducting School‐Based Functional Behavioral Assessments, Second Edition: A Practitioner's Guide (Guilford Practical Intervention in the Schools) Mark W. Steege and T. Steuart Watson BESC Bookshelf Applied Behavior Analysis 9781606230275 5750252 Conducting School‐Based Functional Behavioral Assessments, Second Edition: A Practitioner's Guide (Guilford Practical Intervention in the Schools) Mark W. Steege and T. Steuart Watson BESC Bookshelf Applied Behavior Analysis 9781606230275 5750254 Conducting School‐Based Functional Behavioral Assessments, Second Edition: A Practitioner's Guide (Guilford Practical Intervention in the Schools) Mark W. Steege and T. Steuart Watson BESC Bookshelf Applied Behavior Analysis 9781606230275 5750253 A Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 4‐7 Years: A Step‐by‐Step Treatment Manual Including ..
    [Show full text]
  • Developing and Implementing Programming for Students with ASD
    Developing and Implementing Programming for Students with Autism Spectrum Disorder Developing and Implementing Programming for Students with Autism Spectrum Disorder Website References Website references contained within this document are provided solely as a convenience and do not constitute an endorsement by the Department of Education of the content, policies, or products of the referenced website. The department does not control the referenced websites and is not responsible for the accuracy, legality, or content of the referenced websites or for that of subsequent links. Referenced website content may change without notice. School boards and educators are required under the department’s Public School Programs’ Network Access and Use Policy to preview and evaluate sites before recommending them for student use. If an outdated or inappropriate site is found, please report it to [email protected]. Developing and Implementing Programming for Students with Autism Spectrum Disorder © Crown copyright, Province of Nova Scotia, 2012 Prepared by the Department of Education The contents of this publication may be reproduced in part provided the intended use is for non-commercial purposes and full acknowledgment is given to the Nova Scotia Department of Education. Where this document indicates a specific copyright holder, permission to reproduce the material must be obtained directly from that copyright holder. Cover photographs may not be extracted or re-used. Every effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please notify the Nova Scotia Department of Education at [email protected]. Errors or omissions will be corrected in a future edition.
    [Show full text]