Relevant bibliographies by topics / Education|Special education|Behavioral sciences

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  2. Dissertations / Theses
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  5. Conference papers

Academic literature on the topic 'Education|Special education|Behavioral sciences'

Author: Grafiati
Published: 9 July 2021
Last updated: 29 July 2025

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Journal articles on the topic "Education|Special education|Behavioral sciences"

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Melling, Richard. "Single case research methodology: applications in Special Education and Behavioral Sciences (second edition)." Educational Psychology in Practice 31, no. 1 (2014): 106–7. http://dx.doi.org/10.1080/02667363.2014.993822.

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KAYA, Dilek. "CLASSROOM MANAGEMENT QUALIFICATION OF SPECIAL EDUCATION TEACHERS WORKING IN SPECIAL EDUCATION SCHOOLS." SOCIAL SCIENCE DEVELOPMENT JOURNAL 8, no. 39 (2023): 50–67. http://dx.doi.org/10.31567/ssd.982.

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This research was conducted to determine the classroom management competencies of special education teachers working in special education schools. The study group of the research consists of 25 special education teachers working in three different types of special education schools in Üsküdar district of Istanbul. The participants of the study were determined by the maximum diversity method. The data were obtained with a semi-structured interview form developed by the researcher by taking expert opinion. The following questions were asked to the teachers: “As a teacher working in special educa
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Meerangani, Khairomisah, Mohd Yusof Abdullah, and Khairul Azhar Meerangani. "The Influence of the Implementation of Reinforcement Methods on the Behavior of Students with Special Educational Needs." International Journal of Research and Innovation in Social Science IX, no. I (2025): 362–71. https://doi.org/10.47772/ijriss.2025.9010033.

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This study analyzes the issues and challenges in the field of education, focusing specifically on problems related to the implementation of reinforcement methods by Special Education teachers and their effects on the behavioral problems of Special Education Needs Students (MBPK) in Negeri Sembilan. The study was conducted using a survey design with a questionnaire as the instrument. A total of 251 Special Education teachers from primary schools across Negeri Sembilan were selected as the study sample. The data collected was analyzed using the Statistical Package for Social Sciences (SPSS) for
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Stormont, Melissa, Wendy Reinke, and Keith Herman. "Teachers’ Characteristics and Ratings for Evidence-Based Behavioral Interventions." Behavioral Disorders 37, no. 1 (2011): 19–29. http://dx.doi.org/10.1177/019874291103700103.

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The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers’ agreement ratings for evidence-based and nonevidence-based behavior management practices for children with emotional and behavior needs, and whether specific teacher characteristics (educational level, amount of education and training using behavioral interventions, and position as a special or general educator) yielded differences in ratings. A surve
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Hameed, Maria, Muhammad Dilshad, and Tajammal Rasool. "Use of Differentiated Instruction at Special Education Schools: Teachers’ Perspective." Pakistan Journal of Humanities and Social Sciences 12, no. 2 (2024): 2206–17. http://dx.doi.org/10.52131/pjhss.2024.v12i2.2401.

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The study was designed to explore teachers’ perceptions about implementation of differentiated instruction for special students by adopting quantitative approach. A questionnaire was used to collect data from the teachers of special education schools. The survey design involved the administration of questionnaire to special education teachers in selected schools within the target population. The target population for this study comprised special education teachers working in specific schools within the designated divisions of South Punjab. By adopting convenient sampling method, 346 teachers f
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O'Reilly, Mark F., Adelle Renzaglia, Meg Hutchins, et al. "Teaching Systematic Instruction Competencies to Special Education Student Teachers: An Applied Behavioral Supervision Model." Journal of the Association for Persons with Severe Handicaps 17, no. 2 (1992): 104–11. http://dx.doi.org/10.1177/154079699201700205.

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This study compared the effectiveness of immediate and delayed feedback supervision procedures on the acquisition of systematic instruction skills by three pre-service teachers who were receiving practicum experience in classrooms for students with severe disabilities. Behaviors targeted for intervention were: (a) the appropriate use of positive consequences, and (b) the appropriate use of systems of instructional prompts. All supervision procedures were administered by university supervisors. Results indicated that immediate feedback was more effective with two student teachers and delayed fe
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Bulvinska, Oksana. "SYSTEM OF EDUCATIONAL SCIENCES: EXPIRIENCE OF EUROPEAN UNIVERSITIES." Continuing Professional Education: Theory and Practice, no. 1 (2020): 68–73. http://dx.doi.org/10.28925/1609-8595.2020.1.10.

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The article is devoted to the system of science of education in the European Universities. For analyzes were provided 16 European Universities from Finland, Belgium, Netherlands, Norway, which are in top 50 in QA World Rankings 2019, and also Humboldt-Universitat zu Berlin and Alma Mater Studiorum – University of Bologna. The main study is the analysis of the study programs about the education in the universities that are listed above. The conclusion, that in most European Universities offered educational programs «Educational studies», which are mainly not for professional, but academic level
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Fifield, Marvin, and Glendon Casto. "Utah State University Developmental Center for Handicapped Persons." Journal of the Association for Persons with Severe Handicaps 11, no. 4 (1986): 271–75. http://dx.doi.org/10.1177/154079698601100407.

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Historically, the Utah State University Affiliated Facility, administered through a college of education, has had an emphasis on behavioral science rather than medical science research. Projects and activities of the Developmental Center for Handicapped Persons are described, including (a) use of applied technology in preschool, academic, and social curricula for persons with severe disabilities; (b) the use of artificial intelligence “expert systems” for consultation and decision making in the field of special education; (c) study of the efficacy and cost-effectiveness of early intervention,
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Katsunori Furui. "PRESENT SITUATION AND TASKS OF SPECIAL SCHOOLS ON HIGH SCHOOL SECTION FOR STUDENTS WITH INTELLECTUAL DISABILITIES IN JAPAN." Journal of Science Educational Science 66, no. 4AB (2021): 18–26. http://dx.doi.org/10.18173/2354-1075.2021-0056.

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This study aims to discuss the current situation and the tasks of special schools for high school students with intellectual disabilities in Japan. This study analyzed previous studies. Throughout the curriculum of special schools in relation to high schools, educational practices were conducted for transition to social life\occupational life after graduation. Citizenship education is conducted through lessons of “instruction of domestic and community living skills” and “lifestyle unit-based learning” at some schools. ICT was used in “subjective learning.” Education programs about emotional an
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Kang, Youngmo, DONGSHAN PANG, and Seung Hyun Son. "Parents of Children with Developmental Disabilities in Special Schools: Focusing on the Daily Living Skills." Korean Association For Persons With Autism 22, no. 2 (2022): 1–36. http://dx.doi.org/10.33729/kapa.2022.2.1.

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This study involves a focus group interview(FGI) conducted to explore the experiences and support needs of parents of children with developmental disabilities(DD) in a special school, with particular emphasis on daily living skills(DLS). Eight parents participated in the interviews using Zoom, a live online video conferencing program. We transcribed the content from the two interviews into a 36-page Hancom Hanword(hwp) document and analyzed them using thematic analysis. The analysis results derived 3 domains, 11 subordinate domains, and 34 meaning units. First, the difficulties of raising a ch
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Dissertations / Theses on the topic "Education|Special education|Behavioral sciences"

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Rodgers, Sarah. ""Do I Have to Do It This Way?"| A Look at How Expert-Led Trainings Can Affect Paraeducators' Job Performance and Job Satisfaction." Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811685.

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<p> The project will consider how paraprofessionals are trained for their jobs and how this can affect how they feel about their place of employment. Paraprofessionals are called upon to provide service and care to individuals who need extra assistance. However, in order to properly perform specific parts of their jobs, they need to have proper trainings that explain how to execute these responsibilities. This project will examine how paraprofessionals are trained for their job by comparing the checklist of training required by one school&rsquo;s HR department along with what is actually occur
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Ryan, Taylor Elden. "The Effects of a Token Economy on Tootling and Prosocial Behavior of Kindergarten Students in Three General Education Classrooms." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429608669.

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Willke, Carolyn. "The Effects of Differential Observing Responses on the Acquisition of Observational Learning." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429737046.

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Amadi, Chelsea Jean. "Effects of a Student and Peer-Focused Intervention on Social Skills, Interactions and Play for Students with Autism and Significant Cognitive Impairment at Recess." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586512067273871.

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Pellack, Kaylee. "Bouncing Toward Concentration| Using Alternative Seating When Completing a Given Task For Students with Attention Deficit Hyperactivity Disorder." Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813971.

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<p> This research study was done to evaluate the effectiveness of alternative seating for a student with attention deficit hyperactivity disorder when completing a given task. The aim of this study was to note the difference in task completion duration when given the alternative form of seating. Research was done through observation and data collection over a four-week timeframe at a public school in Olympia Fields, Illinois. This elementary school serves a population of both general education students and special education students. The study looks at a special education kindergarten student
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Karhoff, Leticia. "The Impact of a Self-Regulation Program on Problem Behaviors of One Elementary Student." Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284147.

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<p> The purpose of this study was to determine the impact of a self-regulation curriculum, the Zones of Regulation (Kuypers &amp; Winner, 2011), on the problem behaviors of an elementary male student in a rural public school setting. This single subject study used an ABAB design in which baseline data was collected during Phase 1 (one week), the Zones of Regulation Curriculum was implemented during Phase 2 (two weeks), the Zones of Regulation Curriculum was withdrawn during Phase 3 (one week), and then re-implemented during Phase 4 (two weeks). The data collected were the number of problem beh
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Tarr, Christopher W. "The Effects of Physical Exercise on Stereotypic Behaviors in Autism| A Meta-Analysis." Thesis, Slippery Rock University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10984780.

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<p> The prevalence rate of children with autism has been on the rise for the past 20 years. A hallmark characteristic of this disorder is the presence of stereotypic behaviors. Children who engage in stereotypic behaviors experience difficulties in effectively interacting with their surrounding environment. Both consequence-based and antecedent based interventions have been successful in decreasing these interfering behaviors. The performance of physical exercise has shown positive results as both a consequence based and antecedent based intervention in reducing stereotypic behaviors. The curr
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Garner, Joshua. "Resurgence of Phonetic Responding." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437733053.

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Downey, Claudia. "School Psychologists' Reports: Special Educators' Preferences." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2265.

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Special educators were surveyed in order to determine which of two distinct styles of school psychologists' reports, (psychological vs. psychoeducational) was perceived to be most useful. The sample population consisted of 39 special educators employed by the Bowling Green (Ky.) Independent School District and the Warren County (Ky.) Board of Education. Teachers' rankings of the ten report sections (five per style of report) were compared by an analysis of variance. Results of the 2 (report style: psychological vs. psychoeducational) by 5 (report sections: referral vs. background and observati
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Ivy, Jonathan. "Manipulating Motivating Operations Within and Across Classes of Reinforcers: Are There Differential Effects?" The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1311431966.

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Books on the topic "Education|Special education|Behavioral sciences"

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Gast, David. Single Case Research Methodology: Applications in Special Education and Behavioral Sciences. Taylor & Francis Group, 2024.

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Single Case Research Methodology: Applications in Special Education and Behavioral Sciences. Taylor & Francis Group, 2014.

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Gast, David L., and Jennifer Ledford. Single Case Research Methodology: Applications in Special Education and Behavioral Sciences. Taylor & Francis Group, 2014.

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Gast, David L., and Jennifer R. Ledford. Single Case Research Methodology: Applications in Special Education and Behavioral Sciences. Taylor & Francis Group, 2014.

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Gast, David L., and Jennifer R. Ledford. Single Case Research Methodology: Applications in Special Education and Behavioral Sciences. Taylor & Francis Group, 2018.

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Gast, David L., and Jennifer R. Ledford. Single Case Research Methodology: Applications in Special Education and Behavioral Sciences. Taylor & Francis Group, 2014.

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Gast, David L., and Jennifer R. Ledford. Single Case Research Methodology: Applications in Special Education and Behavioral Sciences. Taylor & Francis Group, 2018.

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Gast, David L., and Jennifer R. Ledford. Single Case Research Methodology: Applications in Special Education and Behavioral Sciences. Taylor & Francis Group, 2018.

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Gast, David. Single Case Research Methodology: Applications in Special Education and Behavioral Sciences. Taylor & Francis Group, 2024.

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Single Case Research Methodology: Applications in Special Education and Behavioral Sciences. Routledge, 2014.

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Book chapters on the topic "Education|Special education|Behavioral sciences"

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Molteni, John D., Jule McCombes-Tolis, and Melissa Root. "Special Education." In International Encyclopedia of the Social & Behavioral Sciences. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-08-097086-8.92095-6.

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Keller, Marilyn, and Ambra E. Sherrod. "Disability Studies and Behavioral Science in Teacher Education." In Autism, Neurodiversity, and Equity in Professional Preparation Programs. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-0163-0.ch006.

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This chapter positions inclusive education as an important site for teacher education reform. The need to prepare all teachers for a role in educating students with autism spectrum disorder and other disabilities is evident by the growing population of students receiving special education services in general education classrooms. In the chapter the authors explore integration of disability studies and applied behavioral analysis into teacher education programs. Integrating disability studies into teacher preparation coursework can work to shift attitudes about disability and student learning.
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Smith, J. D. "Special Education in the United States: Legal History." In International Encyclopedia of the Social & Behavioral Sciences. Elsevier, 2001. http://dx.doi.org/10.1016/b0-08-043076-7/02406-2.

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Yell, Mitchell L. "Special Education in the United States: Legal History." In International Encyclopedia of the Social & Behavioral Sciences. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-08-097086-8.86113-9.

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Virgina, A., and F. Kurniawati. "Successful implementation of inclusive education on primary school: Roles of teachers’ attitudes and their emotional support for students with special educational needs." In Diversity in Unity: Perspectives from Psychology and Behavioral Sciences. Routledge, 2017. http://dx.doi.org/10.1201/9781315225302-42.

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Pantic, Maja. "Face for Interface." In Encyclopedia of Multimedia Technology and Networking, Second Edition. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch075.

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The human face is involved in an impressive variety of different activities. It houses the majority of our sensory apparatus: eyes, ears, mouth, and nose, allowing the bearer to see, hear, taste, and smell. Apart from these biological functions, the human face provides a number of signals essential for interpersonal communication in our social life. The face houses the speech production apparatus and is used to identify other members of the species, to regulate the conversation by gazing or nodding, and to interpret what has been said by lip reading. It is our direct and naturally preeminent m
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"Outside those who have tried it, few appreciate the difficulties of behav-ioral scientists attempting to teach in medical settings. The problem for those who are primarily engaged in and who identify themselves with research is not as great. It seems that however antagonizing the research results some-times turn out to be for mainstream medical care and the health professions, behavioral science researchers are of substantial value in medical centers if only because of their comparative superiority and leadership in research design and methodology. The problems of those who primarily teach, how-ever, are enormous, and stem from several sources: from the demands in-herent in the educational context of the medical center (usually a tertiary care base striving to prepare technical specialists), and from the three most relevent groups involved-the medical faculty, students, and often from their own colleagues. Explorations of these difficulties together with a reexamina-tion of the role of behavioral science in medical education have become popular subjects. Useful discussions can be found in the December 1973 Special Issue of Social Science and Medicine, Hunt, 1974; Williams et al., 1974; Sluzki, 1974; Volpe, 1974; Routh & Clarke, 1976; Cohen & Kelner, 1976; and Wexler, 1976. A most penetrating analysis from a sociologist's viewpoint is provided by Jeffries, 1974. The presence of increasing numbers of behavioral scientists in care delivery settings such as kidney dialysis units, pediatric hospitals, primary care clinics, and family practice centers is beginning to contribute examples of how services and teaching can work hand in hand. From these experiences, especial-ly those in family practice programs (e.g., Johnson et al., 1977), a number of observations are beginning to provide the basis for consensus on several issues. These are the subject of another paper in preparation. In closing this discussion, I shall suggest only that the clinical behavioral scientist model advocated here provides a hopeful response to increasing pressure from a major prevailing issue: what and how to teach in order to make behavioral science "clinically relevent," i.e., to help health providers achieve immediate goals and to "actually demonstrate in concrete situatons that (our) knowl-edge and skills can improve the quality of health care" (Cohen & Kelner, 1976, p. 27).* This approach to teaching is admittedly labor intensive and deliberately clinically biased. It also requires that "student" and "teacher" work closely together to construct the ground rules for their relationships, two by two and." In Family Medicine. Routledge, 2014. http://dx.doi.org/10.4324/9781315060781-13.

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Conference papers on the topic "Education|Special education|Behavioral sciences"

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Minchenkova, Aleksandra, Vera Vodyanova, Nikolay Zaichkin, Lidia Minchenkova, and Olga Minchenkova. "Formation of the necessary conditions to ensure the quality of training specialists in the field of humanitarian science." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005399.

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Purpose – The article is devoted to the problem of training specialists in the field of humanitarian science, especially aggravated in the context of educational reforms and digital transition. The excessive digitalization of social spheres, in particular, education, without a clear understanding of the possible consequences will lead to the fact that the specialists' training quality will be lower than the demands dictated by the economy. Design/methodology – The article has been built a model of the educational process, which includes three stages: school, university, and the stage of profes
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