RESUMEN
The purpose of the study was to conduct a randomized controlled trial (RCT) to demonstrate efficacy of the Classwide Function-Related Intervention Teams (CW-FIT) program. The study was designed to replicate an initial RCT conducted by the CW-FIT developers in 1 site, with 2 additional research groups not involved in its development. The study was conducted across 3 states, in 21 culturally diverse schools, and with 83 teachers (classrooms) assigned to CW-FIT and 74 teachers (classrooms) assigned to the comparison group. The CW-FIT intervention included teaching prosocial skills and use of differential attention (teacher praise and points) for appropriate behaviors using a group contingency, class teams, goal setting, points, and rewards. Class-wide student on-task behavior improved, teacher praise and attention to appropriate behaviors increased, and reprimands decreased in the CWFIT classes with significantly fewer changes over time for the comparison group.
RESUMEN
This patient-centered case vignette offers insight into how best to choose among additional oral agents, basal insulin, or the newer GLP-1 receptor agonists.
Asunto(s)
Diabetes Mellitus Tipo 2 , Hipoglucemiantes , Metformina/farmacología , Diabetes Mellitus Tipo 2/diagnóstico , Diabetes Mellitus Tipo 2/tratamiento farmacológico , Hemoglobina Glucada/análisis , Humanos , Hipoglucemiantes/clasificación , Hipoglucemiantes/farmacología , Administración del Tratamiento Farmacológico , Guías de Práctica Clínica como AsuntoRESUMEN
Students with ASD are often taught in individual instructional arrangements, even when they receive educational services in inclusive settings. Providing intervention in small group arrangements may increase opportunities for social interactions, particularly when these opportunities are systematically planned. In this study, academic instruction was conducted in small groups consisting of one student with ASD and peers who were socially competent but at risk for academic failure. All students learned targeted academic behaviors and increased their use of targeted social behaviors during instructional sessions. Generalization of social behaviors to a less-structured context was variable. Results suggest that small group instruction may be a feasible and preferred alternative to individual instruction for students with ASD.
Asunto(s)
Trastorno Autístico/psicología , Aprendizaje , Conducta Social , Estudiantes/psicología , Enseñanza/métodos , Adolescente , Niño , Femenino , Humanos , Relaciones Interpersonales , Masculino , Grupo ParitarioRESUMEN
Previous studies of response classes in individuals with developmental disabilities (DD) and problem behavior have shown that mild problem behavior, precursor behavior, and mands or requests can occur as functionally equivalent to severe problem behavior in some individuals. Furthermore, participants in some studies chose to use functionally equivalent alternatives over severe problem behavior to produce the maintaining reinforcer. The present study added to this literature by having parents reinforce spontaneous requests functionally equivalent to problem behavior in their children with autism at home. First, parent-implemented functional analyses identified conditions associated with increased problem behavior and requests in two children with autism. Then, parents provided the maintaining reinforcer contingent on problem behavior alone or both problem behavior and requests in a withdrawal design. The treatment analysis indicated that the same reinforcer maintained child requests and problem behavior. In addition, when parents reinforced both requests and problem behavior, child participants demonstrated a preference for requests, thereby decreasing problem behavior. Implications of this relation for function-based treatment of problem behavior in children with autism are discussed.
Asunto(s)
Terapia Conductista/métodos , Trastornos de la Conducta Infantil/terapia , Trastornos Generalizados del Desarrollo Infantil/complicaciones , Responsabilidad Parental , Refuerzo en Psicología , Adulto , Trastornos de la Conducta Infantil/etiología , Preescolar , Femenino , Humanos , Masculino , Resultado del TratamientoRESUMEN
Students' inattention is predictive of reading problems and of non-response to effective reading intervention. In this randomized study, 58 first-grade classrooms located in 30 schools were assigned to a control condition or to one of two intervention conditions. In these last two conditions, peer-tutoring activities were conducted to improve classroom reading instruction. In one of the intervention conditions, the Good Behavior Game was also implemented to maximize students' attention during reading lessons. Both interventions were effective: peer-tutoring activities helped students improve their reading skills and attention was generally higher when the Good Behavior Game was implemented. Contrary to expectations however, students identified as inattentive at pretest did not become better readers when the two interventions were implemented.