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Periódicos indexados 28 fonte(s) com registros ativos
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Acta Comportamentalia
Abrir fonte oficialBehavior Analysis in Practice
Abrir fonte oficialBehavior Analysis: Research and Practice
Abrir fonte oficialBehavior and Social Issues
Abrir fonte oficialBehavioral Development Bulletin
Abrir fonte oficialBehavioral Interventions
Abrir fonte oficialEducation and Treatment of Children
Abrir fonte oficialEuropean Journal of Behavior Analysis
Abrir fonte oficialInternational Journal of Behavioral Consultation and Therapy
Abrir fonte oficialJapanese Journal of Behavior Analysis
Abrir fonte oficialJournal of Applied Behavior Analysis
Abrir fonte oficialJournal of Applied Radical Behavior Analysis
Abrir fonte oficialJournal of Behavior Analysis and Support
Abrir fonte oficialJournal of Behavioral Education
Abrir fonte oficialJournal of Contextual Behavioral Science
Abrir fonte oficialJournal of Organizational Behavior Management
Abrir fonte oficialJournal of Positive Behavior Interventions
Abrir fonte oficialJournal of the Experimental Analysis of Behavior
Abrir fonte oficialNorsk Tidsskrift for Atferdsanalyse / Norwegian Journal of Behavior Analysis
Abrir fonte oficialPerspectivas em Análise do Comportamento
Abrir fonte oficialPerspectives on Behavior Science
Abrir fonte oficialRevista Brasileira de Análise do Comportamento
Abrir fonte oficialRevista Mexicana de Análisis de la Conducta / Mexican Journal of Behavior Analysis
Abrir fonte oficialThe Analysis of Verbal Behavior
Abrir fonte oficialThe Behavior Analyst
Abrir fonte oficialThe Behavior Analyst Today
Abrir fonte oficialThe Journal of Speech and Language Pathology – Applied Behavior Analysis
Abrir fonte oficialThe Psychological Record
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28372 registros encontrados.
AbstractThe Good Inclusion Game (GIG) is a class‐wide education intervention employing interdependent group contingencies to increase inclusive behaviors between pupils with and without special educational needs (SEN). While previous research provided evidence of effectiveness when the class of children was split into two groups, it did not assess the effects of the GIG for one whole‐class group or in the long term. The present study addresses both of these issues. Using an ABAB design, results show a one‐team version of the GIG to be effective in increasing inclusive behaviors between pupils with and without SEN. Gains were maintained across time. Implications for inclusive education interventions and teacher training are discussed.
Promoting positive relationships with peers is an important support for children who exhibit social withdrawal. Children who show extreme shyness or are identified as self-isolating are at risk for developing internalizing conditions, which can also lead to poor social and academic outcomes. These children may benefit from targeted support to develop relationships with peers. Identifying effective social interventions that support children who exhibit internalizing behaviors such as social withdrawal in preschool classrooms is a critical need. A nonconcurrent multiple baseline across three focal U.S. children design was used to test the effects of an adapted version of Stay, Play, Talk (SPT) that included peer choice on the estimated duration of social play for young children who were socially withdrawn. A functional relation was found between the implementation of SPT with peer choice and focal children’s social play. This study demonstrates that SPT with peer choice may be an effective and socially valid intervention for increasing the social play of preschoolers who are socially withdrawn in classrooms. More research is needed to better understand to what extent this adapted SPT intervention impacts children’s social networks, broader social-emotional development, and specific internalizing behaviors when implemented over a longer period.
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