Theses/Dissertations - Educational Psychology
Permanent URI for this collectionhttps://hdl.handle.net/2104/4807
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Browsing Theses/Dissertations - Educational Psychology by Subject "Autism."
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Item Evaluation of resurgence after functional communication training of two communication responses.(2014-09-05) Zoch, Tamara L.; Davis, Tonya Nichole, 1979-; Educational Psychology.; Baylor University. Dept. of Educational Psychology.The current study examined the effects of multiple evaluations of resurgence of challenging behavior. A functional analysis identified the function of participants' challenging behavior. Participants were taught two alternative communication behaviors that served the same function as the challenging behavior. After the participants were taught the first communication behavior, a test for resurgence was implemented, in which reinforcement was withdrawn for using the alternative communication device. Then, a second alternative communication was taught to the participants and reinforced. Next, reinforcement was available for both alternative communication devices. In the final test for resurgence, neither alternative communication behavior was reinforced. This study used an A-B-C-D-B'-C design to evaluate participant responses.Item Examination of the effect of professional development on the attitudes of pre-service teachers regarding inclusion of students with autism.(2012-11-29) Ward, Angela Kristine.; Ivey-Hatz, Julie K., 1971-; Educational Psychology.; Baylor University. Dept. of Educational Psychology.An experimental design was conducted to examine the change in mean scores of pre-service teachers after targeted professional development. A two-factor repeated measures design was used with professional development as the independent variable and raw scores on The Teacher Attitudes Toward Inclusion Scale (TATIS) as the dependent variable. A total of 65 participants responded to four administrations of the TATIS. Professional development targeting the characteristics of autism spectrum disorders and teaching strategies demonstrated to be effective in the literature was provided to a random sample of the participants. Results demonstrate a change in raw scores of participants in the experimental group following professional development. The scores of the participants in the control group remained constant across administrations of the TATIS. Significant differences were noted when comparing groups of participants specifically between participants majoring in secondary education and those majoring in special education.