Effects of Spoken and Written Rules in a Multiple-Schedule Arrangement in Special Education Classes

Autor/inn/en	Kraljic, Elizabeth A.; Sidener, Tina M.; Reeve, Sharon A.; Reeve, Kenneth F.; Mastrogiacomo, Lori Bechner; Callahan, Ashley
Titel	Effects of Spoken and Written Rules in a Multiple-Schedule Arrangement in Special Education Classes
Quelle	In: Education and Treatment of Children, 46 (2023) 2, S.135-144 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sidener, Tina M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
DOI	10.1007/s43494-023-00103-y
Schlagwörter	Special Education; Standards; Adolescents; Written Language; Speech Communication; School Schedules; Special Education Teachers; Social Behavior + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Standard; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschriebene Sprache; Schulzeiteinteilung; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Social behaviour; Soziales Verhalten
Abstract	Studies employing multiple-schedule arrangements to bring social approaches (e.g., requesting attention, raising hand) under stimulus control have commonly used correlated contrived, continuous stimuli with at least one condition (e.g., displaying a green stimulus when attention is available and a red stimulus when it is not). Although imposing these correlates may have advantages for teaching, it may be impractical or stigmatizing to use them indefinitely in a learner's natural environment. The purpose of the current study was to extend previous research by using rules as naturalistic schedule correlates in a multiple-schedule arrangement. We evaluated the effects of multiple schedules with spoken rules (naturalistic, noncontinuous correlates) and a written rule (contrived, continuous correlate) on social approaches in three classrooms with adolescents with a variety of special education classifications. Social approaches decreased quickly during independent work periods and remained below criterion for all participants, with a novel teacher, when the written rule was removed, and during maintenance probes. Social validity assessments with the participants and special education teachers indicated high acceptability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01