Relevant bibliographies by topics / TEACCH Model

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'TEACCH Model'

Author: Grafiati
Published: 8 September 2021
Last updated: 8 February 2022

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Journal articles on the topic "TEACCH Model"

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Abou-Hatab, M. F., M. H. Zahran, and Z. M. Abbas. "2122 – Autistic preschoolers: a teacch based model for early behavioral intervention in school setting." European Psychiatry 28 (January 2013): 1. http://dx.doi.org/10.1016/s0924-9338(13)77012-3.

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Gleckel, Linda K. "The TEACCH Model: Developing Communication Skills of Students With Autism and Similar Developmental Disabilities." Contemporary Psychology: A Journal of Reviews 37, no. 2 (February 1992): 135–36. http://dx.doi.org/10.1037/031888.

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Boyd, Brian A., Kara Hume, Matthew T. McBee, Michael Alessandri, Anibal Gutierrez, LeAnne Johnson, Laurie Sperry, and Samuel L. Odom. "Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders." Journal of Autism and Developmental Disorders 44, no. 2 (June 28, 2013): 366–80. http://dx.doi.org/10.1007/s10803-013-1877-9.

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Jabarin, Ziad, Juli Crocombe, Ernest Gralton, and Steve Carter. "Service innovations: Maple House – an autistic-friendly NHS facility." Psychiatric Bulletin 25, no. 3 (March 2001): 109–11. http://dx.doi.org/10.1192/pb.25.3.109.

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Maple House, a unique in-patient facility for learning-disabled adults with autism, has recently been developed in Exeter. The design of this facility has been based on the principles of Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH), a well researched and validated educational programme developed for autistic children in North Carolina, USA. The design tenet of Maple House was that the environment should reflect these principles, facilitating communication and, therefore, allowing the comprehensive assessment of autistic individuals. Overall, the service provision for this group in the UK is deficient. Maple House may be a model for future NHS facilities for people with autism.
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Fortea, María del Sol, María Olga Escandell, and José Juan Castro. "Assessment of the efficacy of a program to improve the social communication and behavior of young children with autism spectrum disorders." Revista de Investigación en Logopedia 5, no. 2 (October 5, 2015): 167–85. http://dx.doi.org/10.5209/rlog.58624.

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Numerous studies reveal the benefits of early intervention for the adequate development of children with autism spectrum disorders (ASD). Most of the interventions designed for people with ASD focus exclusively on a sole methodology. This study proposes a Combined Early Intervention Program (hereafter CEIP) using different methodologies with scientific evidence: Early Intensive Behavioral Interventions (EIBI), Early Start Denver Model (DENVER), spatial-temporal organization (TEACCH), augmentative communication systems (the Picture Exchange Communication System—PECS—, Total Communication Program, Picture Communication Symbols—PCS), behavioral strategies, and training of the parents. This CEIP contemplates intervention in areas that are typically affected in ASD: socialization, communication, symbolization, and behavioral flexibility, producing considerable improvement in the children's behavior, decreasing problem behaviors and improving social communication.
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Rybchenko, Larysa, and Ihor Ostrovskii. "Peculiarities of inclusive education of ASD children in Ukraine." Journal of Education Culture and Society 6, no. 2 (January 2, 2020): 229–39. http://dx.doi.org/10.15503/jecs20152.229.239.

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Despite the fact that special education in Ukraine is quite extensive and eveloped, education itself and social psychological development remain unavailable for children with ASD. The article aim is to show a model of autistic children inclusion in the educational system of Ukraine taking into account the experience of success. The investigated group consists of 20 children with ASD and 20 children with mental retardation from a boarding school aged from 8 to 9 years. The children indices were investigated according to Binet-Simon Scale for intelligence level determination, method of neuropsychological research according to Alexander Luria for psychophysical development level determination and Childhood Autism Rating Scale for autism level determination. The analysis of inclusive education implementation in the educational system of Ukraine has been conducted. The results of studies have shown that children with ASD have substantially lower indices of speech development, capacity for imitation as well as concentration of attention than children with mental retardation. Conductance of social intervention based of TEACCH therapy elements for group of children with ASD has shown their progress in indices of social interaction, emotional reaction and communication. The results obtained allow us to build a model of inclusion of children with ASD in the educational system of Ukraine. The main components of the model are considered.
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Burri, Michael, Honglin Chen, and Amanda Baker. "Joint Development of Teacher Cognition and Identity Through Learning to Teach L2 Pronunciation." Modern Language Journal 101, no. 1 (March 2017): 128–42. http://dx.doi.org/10.1111/modl.12388.

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Sternberg, Robert J., and Aakash Chowkase. "When We Teach for Positive Creativity, What Exactly Do We Teach For?" Education Sciences 11, no. 5 (May 14, 2021): 237. http://dx.doi.org/10.3390/educsci11050237.

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Positive creativity is creativity that makes the world a better place—that makes a positive, meaningful, and potentially enduring difference to the world. Positive creativity can be a bit of a slippery concept in that, what is positive to one person or one group may be neutral or even negative to another group. Much of teaching young people for positive creativity, therefore, involves providing the tools to decide what positive creativity means to them, and teaching them how to defend their decision. This essay focuses especially on alternative conceptions of what positive creativity means. It considers a variety of approaches, such as definitional models—objective and subjective betterment; ratings, including from layperson and experts; philosophical models—utilitarian and categorical-imperative models; decision-theory models—minimax, maximin, and maximax models; psychologically based models—a Four-C model and a model based on wise creativity. The essay also discusses steps toward teaching explicitly for positive creativity.
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Wojtczak, Jacek A. "Models to teach lung sonopathology and ultrasound-guided thoracentesis." Journal of Ultrasonography 14, no. 59 (December 17, 2014): 367–70. http://dx.doi.org/10.15557/jou.2014.0038.

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Murdin, Paul. "Why Teach Astronomy? The Business Model." Astronomy Education Review 3, no. 1 (March 2004): 178–79. http://dx.doi.org/10.3847/aer2004014.

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Dissertations / Theses on the topic "TEACCH Model"

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Duarte, Vera Regina Rodrigues. "A perceção dos profissionais das Clínicas Pedagógicas da Universidade Fernando Pessoa e dos familiares dos indivíduos com Perturbações do Espetro do Autismo (PEA) sobre o modelo TEACCH como estratégia de inclusão." Master's thesis, [s.n.], 2013. http://hdl.handle.net/10284/4001.

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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor
Com o presente estudo pretende-se analisar a perceção de eficácia do modelo Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) como estratégia de inclusão para indivíduos com Perturbações do Espetro do Autismo (PEA). Deste modo, realizou-se uma revisão bibliográfica, para enquadrar teoricamente a temática, procedendo-se à apresentação do estudo empírico. Esta investigação, de natureza quantitativa, foi desenvolvida com os profissionais das Clínicas Pedagógicas de Psicologia, de Reabilitação Psicomotora e de Terapêutica da Fala da Universidade Fernando Pessoa do Porto, assim como com os familiares dos indivíduos com Perturbações do Espectro do Autismo (PEA) acompanhados nas referidas clínicas. Para a recolha de dados utilizou-se a técnica de inquérito por questionário, através da aplicação de dois questionários distintos, um aos profissionais e outro aos familiares anteriormente mencionados. Embora tenha existido um número significativo de abstenções às questões sobre o modelo TEACCH, pode-se verificar que este modelo pode oferecer benefícios aos indivíduos com PEA, tais como o desenvolvimento das noções de vida em sociedade, maior aproveitamento académico e o desenvolvimento de valores pessoais.
The present study aims to analyze the perception of efficacy of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) and inclusion strategy for individuals with Autism Spectrum Disorders (ASD). Thus, we carried out a literature review to frame the issue theoretically, proceeding to the presentation of the empirical study. This research, quantitative, was developed with the Clinical Professional Pedagogical Psychology, Psychomotor Rehabilitation and Speech Therapy at the Fernando Pessoa University in Oporto, as well as family members of individuals with Autism Spectrum Disorders (ASD) accompanied in these clinics. For data collection, we used the technique of questionnaire survey, through the application of two different questionnaires, one for professionals and other family members mentioned above. Although there have been a significant number of abstentions questions about the TEACCH model, it can be verified that this model can provide benefits to individuals with ASD, such as the development of notions of life in society, higher academic achievement and the development of personal values.
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Sears, Kacie M. "Using the Prevent-Teach-Reinforce Model With Families of Children With Autism." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3593.

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This study involved families of young children with autism spectrum disorders to examine the feasibility of implementing an adapted version of the school-based Prevent-Teach- Reinforce (PTR) model. This research included two families who developed and implemented the intervention for their children in collaboration with the researcher. The PTR manual was modified for use in a family context. The PTR intervention was tested using a multiple baseline design across routines. Procedural fidelity was assessed during training and coaching, as well as family implementation fidelity and social validity. To examine the potential efficacy of the adapted PTR intervention, the children’s target problem behavior and functionally equivalent alternative behavior were measured using video observation across experimental conditions including a generalization probe. Results indicated that the adapted PTR model is associated with reduction in child problem behavior and increases in alternative behavior. This study expanded the current research on the PTR model and extended its use to a novel setting and population so that a standardized model for positive behavior support implementation can be developed in the family context.
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Risko, Georgene Rawding. "Using the cognitive apprenticeship model to teach action research to preservice teachers /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486401895206993.

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Verkuylen, Leah J. "THE USE OF RIVAL-MODEL OBSERVATIONAL LEARNING TO TEACH CHILDREN WITH AUTISM SHADES OF COLOR." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2159.

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This study evaluated the effectiveness of a rival- model learning procedure on the acquisition of variations of color tacts and assessment of generalized tacting with children with autism. The participants IQs ranged from 49 to 63 and all were eleven years of age or younger. A multiple baseline across participants with embedded multiple probe was used. The child’s typical therapist functioned as an observational model but participants never received programmed consequences for responding related to the target behavior. The results of this study indicated that using a rival-model procedure produced accurate responding on trained stimuli tacting shades of color as well as generalized shades of color. This study adds to the limited amount of research published on the rival-model observational learning method with children with autism and related disabilities. Keywords: Autism, generalization, PEAK Relational Training System, rival-model,
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Kulikowski, Laura L. "An Evaluation of the Prevent-Teach-Reinforce (PTR) Model in a Community Preschool Setting." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3643.

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This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model with two four-year-old children in a community preschool classroom. A multiple baseline design across activities was used to assess the teacher implementation of the behavior intervention strategies developed during the PTR team process and the changes in child problem behavior and engagement. Additional measures associated with the outcomes, such as researcher procedural integrity and social validity were assessed. The results suggest that the team of teachers were able to implement the PTR intervention with fidelity, which resulted in a decrease in the children’s problem behavior and an increase in their engagement. The PTR process was deemed feasible and acceptable by the teaching staff, and that the child behavioral outcomes were evaluated as acceptable by naïve observers.
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Barnes, Sara Amanda. "An Evaluation of the Prevent-Teach-Reinforce Model within a Multi-Tierred Intervention System." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5455.

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This study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of three children who are typically developing with behavioral challenges in a high-need elementary school setting. Specifically, this study evaluated the use of the PTR model as an intensive individualized Tier 3 intervention within a multi-tiered intervention system. In addition, the study examined the validity and usability of the Individualized Behavior Rating Scale Tool (IBRST), which was developed as a feasible daily progress monitoring tool in conjunction with the PTR model. Social validity and fidelity of intervention implementation were also assessed. A multiple baseline across participants was employed to evaluate the impact of implementation of the model on the children's behaviors. The results of the study indicated that the PTR model was effective in reducing problem behaviors and increasing the use of replacement behaviors for all three participants. In addition, the IBRST completed by the teachers was found to have a substantial correlation to data collected during direct observations.
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Nivens, Ryan Andrew. "Moving from Student Teaching to a Residency Model: Tennessee's Ready 2 Teach Initiative in Action." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/232.

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Tennessee’s Ready2Teach initiative, a statewide teacher education reform, will be discussed with a description of its enactment at one regional university. Discussion will focus on how to utilize 300 hours of co-teaching in addition to student teaching.
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Collier, Douglas. "A comparison of two models designed to teach autistic children a motor task /." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63342.

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McClain, Madison P. "Supporting Teacher Candidates to Teach in Classrooms with Students Who Experience Trauma." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1616175945861235.

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Lange, Alissa A., Hebbah El-Moslimany, and Kwanghee Jung. "Design and Evaluation of an Early Childhood Professional Development Model to Teach STEM to Dual Language Learners." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4190.

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Books on the topic "TEACCH Model"

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Patricia, Wynne, ed. The Amazing earth model book: Easy-to-make, hands-on models that teach. New York: Scholastic Professional Books, 1997.

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Reinhartz, Judy. Teach-practice-apply: The TPA instruction model, K-8. Washington, D.C: National Education Association, 1986.

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Reinhartz, Judy. Teach-practice-apply: The TPA instruction model, 7-12. Washington, D.C: National Education Association, 1988.

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Ebenezer, Jazlin V. Learning to teach science: A model for the 21st century. Scarborough, ON: Prentice Hall Allyn & Bacon Canada, 1999.

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Sylvia, Connor, ed. Learning to teach science: A model for the 21st century. Upper Saddle River, N.J: Merrill, 1998.

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Teach yourself algebra for electric circuits. New York: McGraw-Hill, 2002.

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Buchanan, Mark. Forecast: What extreme weather can teach us about economics. New York: Bloomsbury, 2013.

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Ramirez, Silvia del Carmen. How shall we teach English to non-English-speaking children: A case study of Dennis Parker's strategic schooling model. Lewiston NY: Edwin Mellen Press, 2010.

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Ramirez, Silvia del Carmen. How shall we teach English to non-English-speaking children: A case study of Dennis Parker's strategic schooling model. Lewiston NY: Edwin Mellen Press, 2010.

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McNaughton, Elizabeth Gordon. How do we start to teach singing?: A critical self-reflection on a teaching model and the literature on vocal pedagogy. London: University of Surrey Roehampton, 2001.

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Book chapters on the topic "TEACCH Model"

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Horwitz, Paul. "Designing Computer Models That Teach." In Modeling and Simulation in Science and Mathematics Education, 179–96. New York, NY: Springer New York, 1999. http://dx.doi.org/10.1007/978-1-4612-1414-4_8.

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Henderson, Leysa. "Using Poetry to Teach Grammar, Sentence Structure and Figurative Language." In Model Writing for Ages 7–12, 153. Abingdon, Oxon : New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315144962-19.

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Valanides, Nicos, and Charoula Angeli. "Teaching Pre-service Elementary Teachers to Teach Science with Computer Models." In Models and Modeling, 263–79. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0449-7_12.

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Lee, Tammy, and Gail Jones. "Instructional Representations as Tools to Teach Systems Thinking." In Models and Modeling in Science Education, 133–53. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89945-9_7.

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Oliveira, Alandeom W., and Molly H. Weinburgh. "Using Communication Models to Teach ELLs Science." In Teaching the Content Areas to English Language Learners in Secondary Schools, 247–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02245-7_16.

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Horwitz, Paul. "Evolution Is a Model, Why Not Teach It That Way?" In Models and Modeling in Science Education, 129–45. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4192-8_8.

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Keiser, Tracy L., and Georgiana E. Purdy. "Killing Mycobacterium tuberculosis In Vitro: What Model Systems Can Teach Us." In Tuberculosis and the Tubercle Bacillus, 541–56. Washington, DC, USA: ASM Press, 2017. http://dx.doi.org/10.1128/9781555819569.ch25.

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Baile, Walter F. "How to Train Teachers of Communication Skills: The Oncotalk Teach Model." In New Challenges in Communication with Cancer Patients, 275–90. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3369-9_24.

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O’Neil, Harold F., Anat Jacoby, and Terence G. Craig. "An instructional strategy to teach a cognitive strategy via intelligent computer-assisted instruction: A design." In Instructional Models in Computer-Based Learning Environments, 195–212. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-662-02840-7_12.

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Ibarra, Beatriz A., and Radhika Atit. "What Do Animal Models Teach Us About Congenital Craniofacial Defects?" In Advances in Experimental Medicine and Biology, 137–55. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2389-2_6.

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Conference papers on the topic "TEACCH Model"

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Ciccozzi, Federico, Michalis Famelis, Gerti Kappel, Leen Lambers, Sebastien Mosser, Richard F. Paige, Alfonso Pierantonio, et al. "How do we teach modelling and model-driven engineering?" In MODELS '18: ACM/IEEE 21th International Conference on Model Driven Engineering Languages and Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3270112.3270129.

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Balamurugan, S., N. Janarthanan, and K. R. M. Vijaya Chandrakala. "Laboratory model to teach Surge Impedance Loading." In 2016 Biennial International Conference on Power and Energy Systems: Towards Sustainable Energy (PESTSE). IEEE, 2016. http://dx.doi.org/10.1109/pestse.2016.7516501.

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Balamurugan, S., T. N. P. Nambiar, N. Janarthanan, and K. R. M. Vijaya Chandrakala. "Laboratory model to teach power system stability." In 2014 IEEE International Conference on MOOC, Innovation and Technology in Education (MITE). IEEE, 2014. http://dx.doi.org/10.1109/mite.2014.7020240.

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Fenrich, Peter. "An Instructional Model for Teaching Troubleshooting Skills." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2478.

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It is typically difficult or impractical to teach troubleshooting skills in a classroom or lab setting. A computer-based training software package was designed and developed to teach students the problematic skill of how to troubleshoot malfunctions in hydronic heating systems. A summative evaluation was needed to ascertain whether the skills learned on the computer would transfer to the real world. The results of this study show that the instructional model used in teaching learners how to troubleshoot hydronic heating systems was effective (p < 0.001). Learners were able to transfer what they learned on the computer to real systems. Students can effectively learn these troubleshooting skills through CD-ROM delivery without instructor intervention. It is hypothesized that this unique instructional model can be used to teach other troubleshooting skills. This paper describes the initial project and discusses the summative evaluation results.
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Machado, Fernanda Almeida, Paula Pontes Mota, Lorena Claudia de Souza Moreira, and Regina Coeli Ruschel. "Template class to teach clash detection." In ENCONTRO NACIONAL SOBRE O ENSINO DE BIM. Antac, 2021. http://dx.doi.org/10.46421/enebim.v3i00.315.

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BIM uses are complex specific processes in architecture, engineering, construction, and operation mediated by Building Information Modeling technologies. Several initiatives are dedicated to detailing these uses in a standardized way, enumerating and describing them in terms of scope, benefits, process maps, required competencies, associated technology, and theoretical framework. Examples of these efforts are Penn State's Computer Integrated Construction Research Program (MESSNER et al., 2019), buildingSMART (2021), and BIM Excellence Organization (SUCCAR; SALEEB; SHER, 2016). This study presents the approach to educate, evaluate and assist Model Uses using templates (Model Use Templates - MUT) of the BIM Excellence Initiative (BIMe). The BIM use is called Model Use in BIMe terminology. In three years, starting in 2021, the initiative intends to detail all the domain model uses listed by the organization (BIMe, 2020). The domain model uses are organized in the series of capture and representation, planning and design, simulation and quantification, operation and maintenance, monitoring and control of buildings and infrastructures. In terms of domain model uses, there is the linking and extending series of BIM integrated to Facility Management, interfaced with the Internet of Things, linked to Enterprise Resource Planning, etc. The initiative developed a Construction Domain Model Use Template (MUT) and applied it as a demonstration for Clash Detection or MUT 4040. This summary will describe the template, its application to Clash Detection, and guidance on how to transform it into a template class to teach Clash Detection with BIM. The MUT consists of an extended description, software list, activity flow, and bibliography. This content is available in the BIM Dictionary associated with the equivalent term (https://bimdictionary.com/en/clash-detection/1). The extended description includes the corresponding term's definition, the detailed description, purpose, and an available online media-list. The detailed description presents the different types of use (e.g., hard, soft, time-based) and benefits. The software list lists platforms and environments used in the model use development. For each platform or environment, there is a list of the vendor or developer, the corresponding technical functionality, the applicable discipline, the software description, the availability of the software in the cloud or location, differentiation of versions, the link to the official website, the model use code that the software can support, specific functionalities associated with the use and availability of a plugin or extension. The activity flow is described using a process map and details in up to 3 hierarchical levels for each macro activity. All the terminology adopted in the MUT is semantically aligned to the various projects and initiatives of BIM Excellence, bringing consistency to the meaning. In the case of MUT 4040, that is, the application of the template for the model use of Clash Detection, the short description is a “Use of the Model representing the use of 3D Models to coordinate different disciplines (e.g., structures and air-conditioning) and to identify/resolve possible conflicts between virtual elements prior to actual construction or fabrication”. The extended description presents the Clash Detection as automated or semi-automated procedures to identify design errors in 3D models, where objects occupy the same space or are too close to violating spatial restrictions. Time-based interferences are conflicts involving temporary objects that compete for the same space at the same time. The benefits are listed, for example, like better project coordination and quality; conflict reduction in the workplace; acceleration of design and delivery processes; and cost reduction through productivity increase. The available online media does not represent the entire process involved in Clash Detection and are generally restricted to confronting models on specific platforms. We advocate that the activity flow should structure the class of model uses in BIM education. In this way, there is a holistic and representative approach to practice. Thus, we advise escaping this model's understanding in a restricted and instrumental way, as it already occurs in most of the online media found. We propose to organize the class program by the macro stages of the activity flow, covering: (i) creation of the strategy for the clash detection in the project in question; (ii) preparation of specific models for federation; (iii) identification of federation environments or model integration; (iv) federation or integration of models; (v) checks for interference in the federated or integrated model; (vi) analysis of the conflicts identified; and (vii) referral to conflict resolution. The details of each of these activities in the template can guide the teacher on how to proceed or prepare educational content. The bibliography listed in the template covers the theoretical framework to support the class in terms of books, scientific articles, and BIM guides. One can develop the class at the level of graduation, extension, or continuing education. Being an undergraduate class, it can be mandatory or elective. Items (i) to (iii) make up the theoretical part of the class, and the rest are essentially practical content. Thus, two types of competency assessment are possible: knowledge and skills. Knowledge can be developed through discussions and seminars. Skills covered are associated with execution or domain skills, according to Succar, Scher, and Willams (2013). Execution skills are associated with learning model verification platforms and collaboration environments. The execution competence generates an instrumental skill that can be provided through individual online training with tutorials. Domain skills are essentially technical (analysis and simulation) and functional (collaboration). These skills must be instigated in a participatory and collaborative way in practical exercises involving cycles of verification of the federated model and adjustments of complementary projects' models. As a suggestion for support material, the teacher should prepare a dataset including models with errors in file naming disobeying conventions, errors in the control elements impacting the overlapping of models, errors of omission or duplication of elements in the models, and errors of data schema in terms of categorization of elements and classification of content. The models must also include issues of all types (hard, soft, and temporal interferences). Errors must be plausible to be identified by different types of verification: visual or script. YouTube presentation: https://youtu.be/cMPaw_kOZtQ
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Balamurugan, S., and N. Janarthanan. "Laboratory Model to Teach Operation of Power Systems." In 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2016. http://dx.doi.org/10.1109/mite.2016.034.

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Pehlivan, F. "Simple Analog Models to Teach Electrophysiological Concepts." In 2005 IEEE Engineering in Medicine and Biology 27th Annual Conference. IEEE, 2005. http://dx.doi.org/10.1109/iembs.2005.1616552.

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Yao, Hong-Lei, Yu-Wei Zhan, Zhen-Duo Chen, Xin Luo, and Xin-Shun Xu. "TEACH: Attention-Aware Deep Cross-Modal Hashing." In ICMR '21: International Conference on Multimedia Retrieval. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3460426.3463625.

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Ribeiro, Tiago, Dulce Lima, Rosely Imbernon, Conceição Pereira, and Clara Vasconcelos. "MODEL-BASED LEARNING: AN INQUIRY APPROACH TO TEACH SCIENCE." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end029.

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McCormick, John W. "Using a model railroad to teach digital process control." In the nineteenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1988. http://dx.doi.org/10.1145/52964.53039.

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