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Journal articles on the topic 'TEACCH Model'

Author: Grafiati

Published: 8 September 2021

Last updated: 8 February 2022

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1

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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2

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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3

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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4

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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8

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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10

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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11

Ivashkevych, Ernest, and Nataliia Antyukhova. "THE PROBLEM OF USING FAIRY-TAILES TO TEACH PUPILS ENGLISH AT PRIMARY SCHOOL." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 215–19. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-215-219.

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In this article it was shown that studying a foreign language was not possible without the formation of pupils’ socio-cultural competence. Foreign-language socio-cultural competence is the knowledge of the cultural features of native speakers, their habits, traditions, norms of behavior, etiquette, and the ability to understand and adequately use them in intercultural communication, while remaining a model of behavior of a person of another culture. Socio-cultural competence is formed on the materials of fairy-tales determined the success of communication with representatives of foreign language culture, allowing pupils from primary school to feel confident and convenient in a foreign-language environment. It was shown that various kinds of fairy-tales, each of which revealed a particular aspect of the culture of a foreign-language country, became to a teacher a method in helping him/her to form socio-cultural competence of pupils. Choosing a fairy-tale a teacher should take into account the educational objectives of the lesson, so that it becomes a successful means of learning a foreign language. The linguistic material of fairy-tales is based on principles of easy and creative learning. Here the thematic approach is combined with grammatical and semantic ones, and language models and speech patterns are gradually becoming more complex. One and the same sentence scheme can be used in different situations, since talking with a child uses fabulous scenes that do not prevent the emergence of a large number of analogous expressions.

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12

Apenyo, Kofi. "Using the entity-relationship model to teach the relational model." ACM SIGCSE Bulletin 31, no. 2 (June 1999): 78–80. http://dx.doi.org/10.1145/571535.571576.

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13

Hodhod, Rania, Daniel Kudenko, and Paul Cairns. "Adaptive Interactive Narrative Model to Teach Ethics." International Journal of Gaming and Computer-Mediated Simulations 2, no. 4 (October 2010): 1–15. http://dx.doi.org/10.4018/jgcms.2010100101.

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Promoting ethical, responsible, and caring young people is a perennial aim of education. Efforts have been made to find ways of teaching other than traditional ones like games and role play. Narrative-based computer games are engaging learning platforms that allow collaboration of humans and computers in the creation of innovative experiences. In this paper, the authors examine the design of an adaptive, interactive narrative model that uses a student model to provide an individualized story-path and an individualized learning process. In this regard, the authors comprise strong learning objectives underpinned by effective story telling. The adaptive narrative model has been deployed in the educational game environment, AEINS, along with the use of the Socratic Method and pedagogical agents to support teaching in the ethics domain. Evaluation results indicate the usefulness of the design and provide evidence on the development of moral reasoning and the transfer of moral virtues to its users.

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14

Johnson, Brenda K. "Model What You Teach: Science Methods Video." School Science and Mathematics 88, no. 6 (October 1988): 476–79. http://dx.doi.org/10.1111/j.1949-8594.1988.tb11840.x.

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15

Keskin, Feride, and Aylin Çam. "Using a Model to Teach Crossing Over." American Biology Teacher 79, no. 4 (April 1, 2017): 305–8. http://dx.doi.org/10.1525/abt.2017.79.4.305.

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The purpose of this activity is to model the formation of homologous chromosomes and the crossing over realized in meiosis I cell division. The model established through the activities conducted will allow students to visualize homologous chromosomes and the formation of crossing over among them. The model will help students to understand how homologous chromosomes occur and how crossing over is realized between homologous chromosomes whose chromatids are not sisters. The developed model is found to be an effective tool in teaching crossing over.

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16

Oberman, Michael S. "DoesThe Apprentice teach a new mediation model?" Alternatives to the High Cost of Litigation 22, no. 5 (2004): 79–80. http://dx.doi.org/10.1002/alt.20013.

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17

Cyrus, Vivian, and Ben V. Flora. "Don't Teach Technology, Teach with Technology." Mathematics Teacher 93, no. 7 (October 2000): 564–67. http://dx.doi.org/10.5951/mt.93.7.0564.

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Graphing calculators and computers give students marvelous opportunities to explore and discover relationships more efficiently than they can by using nontechnological methods. However, lessons whose only objective is to learn about the technological tool are often not especially interesting and may not serve the best interests of the learner. In particular, we think that learning about the technology can occur better in the context of concept development. We believe that such learning not only encourages the use of the technology by supplying a real-world example but also enhances students' learning of the concept that is presented. The technology often furnishes opportunities for extending the original content of the lesson to include insights that could not have been addressed otherwise. An example is the following recent experience that we had with a model lesson presented to a group of high school teachers.

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18

Usadi, Ni Wayan Oktavia. "Models of Teaching Reading Comprehension Applied by English Teacher of J-2 School In Academic Year 2016/2017." Journal of Psychology and Instructions 1, no. 3 (November 21, 2017): 128. http://dx.doi.org/10.23887/jpai.v1i3.12574.

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This research aimed to analyze the models that applied by the English teacher on J-2 SCHOOl. The subject was the English teachers and the students of J-2 in academic year of 2016/2017. This research was designed as descriptive research design. The researcher instruments are observation and interviewThe result of this study is the used of bottom-up and top models in teaching reading comprehension based on Grabe theory. The frequency of directive in first and second meeting the teacher taught with bottom-up model. The teacher used bottom-up model to teach the students with word meaning and the small particle part in reading comprehension. The third until five meeting was top-down model. The teacher would teach the students with a specific aspect, like teach the students about the specific of descriptive text. It could make students more critical about the text. The underlying reasons of English teacher apply models in teaching reading comprehension are to make the process of teaching English can run appropriately with the students level and the students can join the learning process efficiently. Bottom-up and top down model could make the students active and comfortable in the classroom.

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19

Kendall, John L., and Jeffrey P. Faragher. "Ultrasound-guided central venous access: a homemade phantom for simulation." CJEM 9, no. 05 (September 2007): 371–73. http://dx.doi.org/10.1017/s1481803500015335.

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Various medical specialty organizations and the Agency for Healthcare Research and Quality (AHRQ) have advocated using ultrasonography to guide central venous cannulation. It is surprising then, that very few instructional models have been described to teach this technique. Consequently, we developed a model to teach ultrasound-guided central venous access. This paper presents a recipe for an ultrasonographic model or “phantom” that is easily made, inexpensive and simulates vessel cannulation extremely well.

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20

Troncho, C. Escuin, A. Miranda Burgos, C. García Aguilera, M. Cerrolaza Pascual, V. Navarro Aznar, A. Campos Bonel, J. Lao, and R. Ibañez Carreras. "PH-0524: “TEACHH” model. Our experience in handling." Radiotherapy and Oncology 152 (November 2020): S287. http://dx.doi.org/10.1016/s0167-8140(21)00546-6.

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21

Sezerer, Erhan, and Selma Tekir. "Incorporating Concreteness in Multi-Modal Language Models with Curriculum Learning." Applied Sciences 11, no. 17 (September 6, 2021): 8241. http://dx.doi.org/10.3390/app11178241.

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Over the last few years, there has been an increase in the studies that consider experiential (visual) information by building multi-modal language models and representations. It is shown by several studies that language acquisition in humans starts with learning concrete concepts through images and then continues with learning abstract ideas through the text. In this work, the curriculum learning method is used to teach the model concrete/abstract concepts through images and their corresponding captions to accomplish multi-modal language modeling/representation. We use the BERT and Resnet-152 models on each modality and combine them using attentive pooling to perform pre-training on the newly constructed dataset, which is collected from the Wikimedia Commons based on concrete/abstract words. To show the performance of the proposed model, downstream tasks and ablation studies are performed. The contribution of this work is two-fold: A new dataset is constructed from Wikimedia Commons based on concrete/abstract words, and a new multi-modal pre-training approach based on curriculum learning is proposed. The results show that the proposed multi-modal pre-training approach contributes to the success of the model.

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22

Alsharif, Naser Z., Kimberly A. Galt, Ahmed Mehanna, Robert Chapman, and Alaba M. Ogunbadeniyi. "Instructional Model to Teach Clinically Relevant Medicinal Chemistry." American Journal of Pharmaceutical Education 70, no. 4 (September 2006): 91. http://dx.doi.org/10.5688/aj700491.

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23

Woods, Peter. "Opportunities to learn and teach: An interdisciplinary model." International Journal of Educational Research 13, no. 6 (January 1989): 597–606. http://dx.doi.org/10.1016/0883-0355(89)90043-8.

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24

Koons, Theresa L. "A Model for Solving Time-Lapse Problems." Academic Therapy 20, no. 5 (May 1985): 525–31. http://dx.doi.org/10.1177/105345128502000502.

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25

Kool, Eric T., and Marcey L. Waters. "The model student: what chemical model systems can teach us about biology." Nature Chemical Biology 3, no. 2 (February 2007): 70–73. http://dx.doi.org/10.1038/nchembio0207-70.

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Glotova, Olga Nikolaevna, and Peter Andrew Hastie. "Learning to teach Sport Education in Russia: factors affecting model understanding and intentions to teach." Sport, Education and Society 19, no. 8 (October 18, 2012): 1072–88. http://dx.doi.org/10.1080/13573322.2012.732567.

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27

Angeli, Charoula, Nicos Valanides, and Maria Papageorgiou. "An Instructional Design Model for Teaching Pre-Service Elementary Teachers to Teach Science with Computer Models." Advanced Science Letters 4, no. 11 (November 1, 2011): 3324–31. http://dx.doi.org/10.1166/asl.2011.2042.

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28

Nosek, John T., and Robert M. Aiken. "Creating customized anchoring models to teach programming." Education and Computing 2, no. 4 (January 1986): 259–64. http://dx.doi.org/10.1016/s0167-9287(86)91409-3.

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29

Aldridge, Michael D. "Using Models to Teach Congenital Heart Defects." Dimensions of Critical Care Nursing 28, no. 3 (May 2009): 116–22. http://dx.doi.org/10.1097/dcc.0b013e31819aef15.

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Dharmadhikari, Ashwin S., and Edward A. Nardell. "What Animal Models Teach Humans about Tuberculosis." American Journal of Respiratory Cell and Molecular Biology 39, no. 5 (November 2008): 503–8. http://dx.doi.org/10.1165/rcmb.2008-0154tr.

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Besson, Ugo, Lidia Borghi, Anna De Ambrosis, and Paolo Mascheretti. "How to teach friction: Experiments and models." American Journal of Physics 75, no. 12 (December 2007): 1106–13. http://dx.doi.org/10.1119/1.2779881.

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32

Berridge, C., M. Kailavasan, M. Logan, J. Johnson, C. Biyani, and J. Taylor. "A training model to teach early management of priapism." European Urology Supplements 18, no. 2 (May 2019): e2371-e2372. http://dx.doi.org/10.1016/s1569-9056(19)32070-6.

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33

Hill, David A. "A model to teach trauma care to medical students." Medical Teacher 15, no. 2-3 (January 1993): 179–86. http://dx.doi.org/10.3109/01421599309006712.

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34

Lawton, Anne. "USING A MANAGEMENT DRIVEN MODEL TO TEACH BUSINESS LAW." Journal of Legal Studies Education 15, no. 2 (June 1997): 211–35. http://dx.doi.org/10.1111/j.1744-1722.1997.tb00072.x.

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35

Zhang, Shaoan, and Qiang Cheng. "Learning to Teach Through a Practicum-Based Microteaching Model." Action in Teacher Education 33, no. 4 (December 2011): 343–58. http://dx.doi.org/10.1080/01626620.2011.620523.

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36

Piryani, Rano Mal, Suneel Piryani, and Shital Bhandary. "Training teachers to teach bioethics: evaluation using Kirkpatrick model." Journal of Patan Academy of Health Sciences 5, no. 2 (December 30, 2018): 103–6. http://dx.doi.org/10.3126/jpahs.v5i2.24024.

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Bioethics helps define the values and guidelines governing decision making in health profession practice. Teaching ethics to medical students demand teachers trained in bioethics. With this aim, “Teachers Training Workshop on Bioethics” was arranged with the objective to get feedback from the participants on effectiveness of bioethics teaching. Twelve faculty members participated in four days Teachers Training Workshop on Bioethics during Dec 27-30, 2016, at Patan Academy of Health Sciences, Nepal. Sixteen thematic topics were chosen from UNESCO Bioethics Core Curriculum. There were four rounds of presentations, and each round had four topics. Small group discussions, presentations and case scenarios were main methods used in the training. Written feedback was taken on semi-structured questionnaire with items- four closed ended and three open ended. Descriptive analysis was done. The level of confidence of the participants after participation in training workshop enhanced for teaching Bioethics, taking ethical decision and resolving ethical dilemma. As per participants open ended responses, “Active participation of the participants” and “Interactive sessions” were good points whereas “More references required, not only of UNESCO curriculum” was the area for improvement. The training enhanced overall confidence level of the participants.

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37

Neubert, Gloria A., and James B. Binko. "Teach‐probe‐revise: A model for initiating classroom research." Teacher Educator 22, no. 1 (June 1986): 9–17. http://dx.doi.org/10.1080/08878738609554887.

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Mereu, Liliana, Giada Carri, Edmundo Daniel Albis Florez, Vito Cofelice, Alessandro Pontis, Armando Romeo, and Luca Mencaglia. "Three-Step Model Course to Teach Intracorporeal Laparoscopic Suturing." Journal of Laparoendoscopic & Advanced Surgical Techniques 23, no. 1 (January 2013): 26–32. http://dx.doi.org/10.1089/lap.2012.0131.

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39

McCormick, John W. "Using a model railroad to teach digital process control." ACM SIGCSE Bulletin 20, no. 1 (February 1988): 304–8. http://dx.doi.org/10.1145/52965.53039.

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Kuebler, Wolfgang M., Michael Mertens, and Axel R. Pries. "A two-component simulation model to teach respiratory mechanics." Advances in Physiology Education 31, no. 2 (June 2007): 218–22. http://dx.doi.org/10.1152/advan.00001.2007.

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Interactive learning has been proven instrumental for the understanding of complex systems where the interaction of interdependent components is hard to envision. Due to the mechanical properties and mutual coupling of the lung and thorax, respiratory mechanics represent such a complex system, yet their understanding is essential for the diagnosis, prognosis, and treatment of various respiratory disorders. Here, we present a new mechanical model that allows for the simulation of respiratory pressure and volume changes in different ventilation modes. A bellow reflecting the “lung” is positioned within the inverted glass cylinder of a bell spirometer, which is sealed by a water lock and reflects the “thorax.” A counterweight attached to springs representing the elastic properties of the chest wall lifts the glass cylinder, thus creating negative “pleural” pressure inside the cylinder and inflating the bellow. Lung volume changes as well as pleural and intrapulmonary pressures are monitored during simulations of spontaneous ventilation, forced expiration, and mechanical ventilation, allowing for construction of respiratory pressure-volume curves. The mechanical model allows for simulation of respiratory pressure changes during different ventilation modes. Individual relaxation curves constructed for the lung and thorax reflect the basic physiological characteristics of the respiratory system. In self-assessment, 232 medical students passing the physiology laboratory course rated that interactive teaching at the simulation model increased their understanding of respiratory mechanics by 70% despite extensive prior didactic teaching. Hence, the newly developed simulation model fosters students' comprehension of complex mechanical interactions and may advance the understanding of respiratory physiology.

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Cheung, Lawrence. "Using an Instructional Design Model to Teach Medical Procedures." Medical Science Educator 26, no. 1 (January 19, 2016): 175–80. http://dx.doi.org/10.1007/s40670-016-0228-9.

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Iruretagoyena, J. Igor, Katharina Stewart, Barbara Trampe, Dinesh Shah, and Sabine Droste. "718: A model to teach transcervical chorionic villus sampling." American Journal of Obstetrics and Gynecology 204, no. 1 (January 2011): S283. http://dx.doi.org/10.1016/j.ajog.2010.10.740.

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Berridge, C. T., M. Kailavasan, M. Logan, J. Johnson, C. S. Biyani, and J. Taylor. "A training model to teach early management of priapism." Actas Urológicas Españolas (English Edition) 45, no. 3 (April 2021): 220–24. http://dx.doi.org/10.1016/j.acuroe.2020.05.011.

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Leech, Nancy L., Kara Mitchell Viesca, and Carolyn A. Haug. "Motivation to teach." International Journal of Comparative Education and Development 21, no. 3 (August 12, 2019): 190–203. http://dx.doi.org/10.1108/ijced-01-2019-0012.

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Purpose The purpose of this paper is to investigate higher education faculty’s motivation to teach and to validate the Factors Influencing Teaching Choice (FIT-Choice) survey with this population. Design/methodology/approach Confirmatory factor analysis and t-tests on data from 101 higher education faculty and data from K-12 teachers show that the two samples fit the model similarly. Findings Results show that the similarities between the two groups are important to note as it suggests both the value of the FIT-Choice instrument as a research tool in higher education as well as the similarities in motivating factors between higher education faculty and in-service K-12 teachers. Originality/value This is one of the first studies to use the FIT-Choice scale with university education faculty.

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45

Webb, Sherry, and Leslie McKeon. "A Model for Preparing Faculty to Teach Model C Clinical Nurse Leader Students." Journal of Nursing Education 53, no. 7 (June 17, 2014): 421–25. http://dx.doi.org/10.3928/01484834-20140617-05.

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46

Brown, Diane K., Sue Fosnight, Maureen Whitford, Susan Hazelett, Colleen Mcquown, Jenifer C. Drost, Denise J. Kropp, et al. "Interprofessional education model for geriatric falls risk assessment and prevention." BMJ Open Quality 7, no. 4 (November 2018): e000417. http://dx.doi.org/10.1136/bmjoq-2018-000417.

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BackgroundOne in three people over the age of 65 fall every year, with 1/3 sustaining at least moderate injury. Falls risk reduction requires an interprofessional health team approach. The literature is lacking in effective models to teach students how to work collaboratively in interprofessional teams for geriatric falls prevention. The purpose of this paper is to describe the development, administration and outcome measures of an education programme to teach principles of interprofessional care for older adults in the context of falls prevention.MethodsStudents from three academic institutions representing 12 health disciplines took part in the education programme over 18 months (n=237). A mixed method one-group pretest and post-test experimental design was implemented to measure the impact of a multistep education model on progression in interprofessional collaboration competencies and satisfaction.ResultsPaired t-tests of pre-education to posteducation measures of Interprofessional Socialization and Valuing Scale scores (n=136) demonstrated statistically significant increase in subscales and total scores (p<0.001). Qualitative satisfaction results were strongly positive.DiscussionResults of this study indicate that active interprofessional education can result in positive student attitude regarding interprofessional team-based care, and satisfaction with learning. Lessons learnt in a rapid cycle plan-do-study-act approach are shared to guide replication efforts for other educators.ConclusionEffective models to teach falls prevention interventions and interprofessional practice are not yet established. This education model is easily replicable and can be used to teach interprofessional teamwork competency skills in falls and other geriatric syndromes.

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Collier, Doug, and Greg Reid. "A Comparison of Two Models Designed to Teach Autistic Children a Motor Task." Adapted Physical Activity Quarterly 4, no. 3 (July 1987): 226–36. http://dx.doi.org/10.1123/apaq.4.3.226.

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The purpose of this investigation was to compare two instructional models designed to teach autistic children a bowling task. One strategy (referred to as the extra-stimulus prompt model) used extensive physical, visual, and verbal prompts while the second (referred to as the within-stimulus prompt model) minimized such prompts. With the theory of overselectivity, it was predicted that the within-stimulus prompt model would be the more effective. Both instructional models included a 14-level task analysis of bowling. Subjects were 6 autistic boys between the ages of 7 and 10 years. Group and time series designs were utilized; 3 subjects in each condition performed 332 trials of the task. The dependent variable was improvement on the bowling task as demonstrated by the task analytic level achieved by each subject. The student-teacher interaction was videotaped and assessed for number and types of prompts, reinforcement, and punishment. Nonparametric and visual analyses revealed that the extra-stimulus prompt group performed significantly better in bowling than did the within-stimulus prompt group. No differences occurred in reinforcement or punishment received.

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Balcar, Jiří, and Milan Šimek. "Are Teachers Competent to Teach?" Lifelong Learning 1, no. 2 (2011): 14–37. http://dx.doi.org/10.11118/lifele2011010214.

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The aim of this paper is not to disparage the competence of Czech teachers, as some readers might assume from the basis of the title, but to present the results of an expert survey of 30 highly qualified educators who shared their opinions on requirements based on the nature and content of their occupation. The generic competency model of Czech teachers presented in the paper describes the competencies and the levels of competencies that are required for high-quality work performance from teachers. This tool of human resource management enables a comparison of an individual with the competency model and a subsequent assessment of his/her current potential for high-quality work performance in this field. It can be used mainly for the hiring of new teachers or identifying further educational needs of already hired ones.

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Cason, Timothy N. "What Can Laboratory Experiments Teach Us About Emissions Permit Market Design?" Agricultural and Resource Economics Review 39, no. 2 (April 2010): 151–61. http://dx.doi.org/10.1017/s1068280500007218.

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The laboratory provides a test bed to inform many design choices for emissions permit markets. Experiments are sometimes strongly motivated and structured by specific theoretical models and predictions, but in other cases the experiment itself can be the model of the market and regulatory environment. We review specific experimental applications that address design issues for permit auction rules, permit expiration dates and banking, liability rules, and regulatory enforcement.

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Agustan, Boby, and Ahmad Roni Hidayat. "Play Teach Play: Pengaruhnya Terhadap Kemampuan Passing Futsal." Physical Activity Journal 2, no. 2 (April 30, 2021): 159. http://dx.doi.org/10.20884/1.paju.2021.2.2.3875.

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Model Play Teach Play menjadi salah satu model pembelajaran yang perlu dikembangkan pada pembelajaran permainan futsal di sekolah. Tujuan dari penelitian ini yaitu untuk mengetahui peningkatan kemampuan passing dalam permainan futsal melalui model pembelajaran play teach play. Metode penelitian yang digunakan adalah eksperimental, dengan desain penelitian yaitu pre-eksperimental one group pretest-posttest design. Sampel siswa sebanyak 18 orang dengan menggunakan teknik purposive sampling. Teknik pengumpulan data dilakukan dengan pre-test, treatment dan posttest. Instrumen penelitian mengunakan tes passing futsal yang sudah terstandar. Teknik analisis data menggunakan SPSS dengan melalui uji normalitas, uji homogenitas, dan uji hipotesis. Hasil menunjukkan bahwa terdapat pengaruh model pembelajaran play teach play terhadap kemampuan passing siswa dalam permainan futsal. Model pembelajaran play teach play efektif untuk diterapkan dalam pembelajaran penjas dengan materi olahraga permainan, khusunya futsal. Penelitian selanjutnya dapat menerapkan model pembelajaran lain dan bahkan membandingkan antar dua model berbeda untuk mengetahui peningkatkan keterampilan teknik dasar dalam permainan futsal.

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