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Showing 1 to 15 of 27 results Save | Export
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Caballero, Gabriela; Carroll, Lucien; Mach, Kevin – Language Documentation & Conservation, 2019
This paper introduces "Kwaras" and "Namuti," two new tools for building, managing, accessing, and mobilizing ELAN-based language documentation corpora. Kwaras integrates WAV files, ELAN annotations, and document metadata into a web-based corpus, allowing immediate access to annotations and recordings. Namuti builds from Kwaras…
Descriptors: Computational Linguistics, Documentation, Language Research, Users (Information)
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Reichle, Joe; Ganz, J. B.; Pierson, Lauren; Rodriguez, Daira – Research and Practice for Persons with Severe Disabilities, 2021
Treatment intensity is an aspect of communication intervention that has received limited empirical attention. In this article, we discuss key parameters of treatment intensity related to individuals with complex communication needs who use augmentative and alternative communication. We advocate for an examination of treatment intensity along with…
Descriptors: Autism, Pervasive Developmental Disorders, Communication Skills, Incidence
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Northup, Jane – Adult Higher Education Alliance, 2018
Baldwin and Ford's (1988) Model of the Transfer Process highlights training input and output factors as affecting conditions of training. Training inputs, such as trainee characteristics (personality and motivation), training design (principles of learning and training content), and work environment (support and opportunity to use skill) effect…
Descriptors: Transfer of Training, Adult Learning, Adult Students, Adult Educators
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Stack, Alexia; Lucyshyn, Joseph – Journal of Autism and Developmental Disorders, 2019
Children with autism incur trauma and have increased vulnerabilities for experiencing trauma. This paper summarizes the current literature in the study of trauma in typically developing children and those with autism. A treatment model for children with autism, drawing on components from cognitive behavior therapy (CBT), trauma-focused CBT, and…
Descriptors: Autism, At Risk Persons, Children, Trauma
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Freeman, Stephanny F. N.; Hayashida, Kristen; Paparella, Tanya; Azad, Gazi; Flowers, Cyndi D.; Glamore, Allease – Beyond Behavior, 2019
Many teachers struggle with implementing self-help eating goals for children with autism spectrum disorder (ASD). No group programs exist to target this important problem. We used findings from applied behavior analysis research and adapted single-subject interventions into a group-based eating program. In describing the program using two…
Descriptors: Eating Habits, Teacher Role, Autism, Pervasive Developmental Disorders
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Fishley, Katelyn M.; Konrad, Moira; Hessler, Terri – Intervention in School and Clinic, 2017
Vocabulary knowledge is an important foundation skill for reading across all subject areas. Because students with disabilities lag behind their peers in reading skills, there is a need for efficient and effective vocabulary interventions. Focusing on morpheme knowledge is one efficient approach to building vocabulary. This article describes an…
Descriptors: Morphemes, Language Fluency, Disabilities, Reading Skills
Bedesem, Peña L.; Dieker, Lisa A. – Journal of Positive Behavior Interventions, 2014
Self-monitoring is regarded throughout the literature as an effective classroom intervention. Researchers have used self-monitoring interventions to improve school-related behavior of students with varying disabilities across a variety of settings. Although research supports the use of self-monitoring, traditional self-monitoring techniques may be…
Descriptors: Self Management, Telecommunications, Asynchronous Communication, Intervention
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TEACHING Exceptional Children, 2017
In fall 2014, the Council for Exceptional Children's (CEC) Board of Directors approved a proposal from the Professional Standards and Practice Committee (PSPC) to develop a set of high-leverage practices (HLPs) for special education teachers. The CEEDAR Center at the University of Florida, which is funded by the U.S. Department of Education's…
Descriptors: Special Education Teachers, Preservice Teachers, Best Practices, Teacher Effectiveness
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Weng, Pei-Lin; Savage, Melissa N.; Bouck, Emily C. – TEACHING Exceptional Children, 2014
Video-based instruction is technology-based instruction delivered through video clips in which a human model demonstrates target behaviors (Rayner, Denholm, & Sigafoos, 2009). It can be used to teach a variety of skills, including social communication and behavioral and functional skills (Cihak & Schrader, 2008). Despite the advantages,…
Descriptors: Educational Technology, Technology Uses in Education, Video Technology, Handheld Devices
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Wolery, Mark; Hemmeter, Mary Louise – Journal of Early Intervention, 2011
In this article, the authors focus on issues of instruction in classrooms. Initially, a brief definitional and historic section is presented. This is followed by a discussion of four assumptions about the current state of affairs: (a) evidence-based practices should be identified and used, (b) children's phase of performance should dictate…
Descriptors: Evidence, Student Evaluation, Educational Technology, Teaching Methods
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Mancil, G. Richmond; Boman, Marty – Preventing School Failure, 2010
Researchers have consistently shown the effectiveness of functional communication training (FCT) to address both the communication and behavioral needs of children on the autism spectrum. The three steps of FCT include completing a functional behavior assessment, identifying a communication response, and developing a treatment plan. In addition,…
Descriptors: Autism, Quality of Life, Functional Behavioral Assessment, Interpersonal Communication
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Collins, Belva C.; Karl, Jennifer; Riggs, Leah; Galloway, Carey C.; Hager, Karen D. – TEACHING Exceptional Children, 2010
Many students identified as having moderate and severe disabilities (MSD) benefit from a curriculum that includes instruction on the functional skills that they will need to successfully transition to adulthood. In particular, this includes students with cognitive disabilities who are most likely to qualify in the 1% who are eligible for the…
Descriptors: Core Curriculum, Individualized Education Programs, Federal Legislation, Disabilities
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McIntyre, Susan B.; And Others – Learning Disability Quarterly, 1991
The "count-by" technique of multiplication was taught to a fourth grade student with learning disabilities. The student learned to count by numbers not typically taught (e.g., fours, sevens, and eights). The method resulted in substantial increases in correct multiplications performed per minute, which were maintained and generalized to…
Descriptors: Arithmetic, Case Studies, Computation, Elementary Education
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Irwin, Kathryn C. – Education and Treatment of Children, 1991
Eight students with Down's syndrome, aged 11 through 13, were taught to add by counting-on in a 5-day teaching program. Teaching included instruction in component skills and use of precision teaching techniques. All students continued to use the technique six months later and generalized the technique to other materials. (Author/DB)
Descriptors: Addition, Computation, Downs Syndrome, Elementary Education
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Sisson, Lori A.; And Others – Research in Developmental Disabilities, 1988
The effectiveness of a graduated guidance procedure for increasing independence in dressing was examined in a multiple baseline analysis across behaviors with two multihandicapped children (ages nine and five). Results showed both children learned dressing skills with generalization of training to similar garments and maintenance of skills and 18…
Descriptors: Blindness, Case Studies, Generalization, Maintenance
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