Comparison of most‐to‐least to error correction for teaching receptive labelling for two children diagnosed with autism

Prompting systems are guidelines of when to provide learners with prompts and when to fade prompts. Today, there are several prompting systems implemented to teach receptive labeling to individuals diagnosed with autism spectrum disorders and other disabilities. This study compared most‐to‐least prompting to an error correction procedure involving feedback and remedial trials for teaching two children with autism a variety of receptive labels. All teaching was implemented in a one‐to‐one instructional setting. Researchers taught each participant how to receptively identify 18 pictures; nine were taught using error correction and nine were taught using most‐to‐least. The researchers utilized an adapted alternating treatment design nested into a multiple probe design to evaluate the two procedures. Results indicated that participants were able to reach mastery criterion on 100% of skills taught using the error correction and were able to reach mastery criterion on 88.9% of skills taught using most‐to‐least. Additionally, error correction tended to require fewer trials for participants to reach mastery criterion.     

“Kind,Sensitive, and Above All,Honest”: Long-Term Cancer Survivors’ Quality of Life and Self-Advocacy

ABSTRACT

Long-term survivors of cancer (LTS) are a growing population whose needs differ significantly from patients undergoing cancer treatment. Many LTS suffer from late effects of cancer treatments or symptoms that persist after treatment concludes or appear following remission. This study explored the relationship between LTS perceptions of quality of life with late effects and perceptions of patient self-advocacy through quantitative and qualitative analyses. A negative statistical relationship emerged between the variables. LTS median self-advocacy scores were quite high, reflecting their preference for health-care providers who listen actively, understand patient needs, are knowledgeable and compassionate, and utilize joint decision making.     

Articulation Visibility at Two-Year Colleges

Articulation between two-year colleges and universities provides a critical opportunity for potential students. Most institutions declare their support of articulation; however, the visibility of this support to potential students is inconsistent at best. Articulation agreements that are visible and easily understood by potential students serve as a motivation to the pursuit of higher education. Conversely, the lack of a complete, visible path to a baccalaureate degree is a powerful deterrent to enrollment. For this study, articulation is a coordinated effort and process to support efficient transfer between institutions of higher education. (DeMott, 1999 DeMott , J. ( 1999 ). Seven steps to articulation success . High School Magazine , 6 , 22 – 24 . [Google Scholar]). The purpose of this study is to explore the general visibility of existing articulation opportunities at two-year colleges. The visibility of articulation agreements is a critical practical factor in their potential positive impact on student behavior and success.     

Anthropometric dimensions of male powerlifters of varying body mass

Abstract

The aim of the study was to determine whether vibration applied directly to a muscle-tendon could enhance neuromuscular output during and 1.5 and 10 min after a bout of ballistic resistance training. Fourteen participants were exposed to two training conditions in random order: exercise with vibration and exercise with sham vibration. The exercise comprised three sets of ballistic knee extensions with a load of 60–70% of one-repetition maximum. Vibration (1.2 mm amplitude, 65 Hz frequency) was applied with a portable vibrator strapped over the distal tendon of the quadriceps. Knee joint angular velocity, moment, and power, and rectus femoris and vastus lateralis electromyography root-mean-squared were measured during knee extension. During and after training, the vibration did not induce significant changes in peak angular velocity, time to peak angular velocity, peak moment, time to peak moment, peak power, time to peak power, or average EMG of the rectus femoris and vastus lateralis. We conclude that direct vibration, at the selected amplitude and frequency, does not enhance these neuromuscular variables in ballistic knee extensions during or immediately after training.     

Preparing International Counselor Educators Through Online Distance Learning

Online learning has emerged as a significant teaching medium, influencing how higher education is conducted in the U.S. and globally. While widely accepted in select disciplines, distance learning as the method for counselor preparation is often met with skepticism or resistance in the counseling profession. The purpose of this paper is to argue for the confluence of distance and global training in counselor education and training, and to illustrate that confluence through examining the teaching and learning process of doctoral students in a distance PhD program accredited by the U.S. Council for Accreditation of Counseling and Related Educational Programs.     

Exploring the syntactic skills of struggling adult readers

This study investigated the syntactic ability of 82 struggling adult readers who recognize words between the third and fifth grade levels. Analysis of the adults?? performance on the TOLD-I:3 indicated that they were deficient on the syntactic task. Correlations found the struggling adult readers?? oral language skills, written language skills, and reading comprehension skills to be related. A regression analyses indicated that the adults?? syntactic knowledge did not individually predict reading comprehension, however their other oral language skills did. The findings of this study suggest that the adults performed similar to children who are either learning to read or considered poor readers. This study also contributes to the adult literacy field by providing exploratory information on an area (syntax and struggling adult readers) that is lacking.     

Effectiveness of a Short,Intense Bridging Course for Scaffolding Students Commencing University-level Study of Chemistry

Bridging courses designed to support students commencing tertiary education are widespread, and some evidence for the value of semester-length courses has been reported; however, little attention has been paid to short-but-intense bridging courses, and empirical evidence of their effectiveness is particularly sparse. The current study followed the academic performance of a cohort of students enrolled in a first-year chemistry unit of study designed for those with little or no background knowledge of chemistry. The aims of this study are two-fold: first to determine the strength of the linkage between prior knowledge in chemistry and performance on the end of semester exam, and secondly, to explore the reasons for any differences observed. In particular, the value of the week-long intensive-mode bridging course offered by the University of Sydney was analysed. Quantitative and qualitative data were collected. The research has shown that participation in the chemistry bridging course is associated with ‘bridging the gap’ in academic performance between students with No Prior Chemistry background and those with a Strong Background. While the content of the bridging course is a significant contributor to academic success, so too is the confidence in their own learning that the course engenders among participants.