HPT Models: An overview of the major models in the field     

Frank S. Wilmoth  Christine Prigmore  Marty Bray 《Performance Improvement》2002,41(8):16-24

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A packaged intervention to reduce disruptive behaviors in general education students     

Diane De Martini‐Scully  Melissa A. Bray  Thomas J. Kehle 《Psychology in the schools》2000,37(2):149-156

This investigation employed a combination multiple baseline/reversal design across individuals to examine the effects of a packaged intervention designed to reduce disruptive behaviors in two 8‐year‐old female students, with a third 8‐year‐old female student serving as a control. The intervention was delivered through a contingency contract and was comprised of precision requests, antecedent strategies (i.e., public posting of classroom rules, and teacher movement), positive reinforcement (i.e., mystery motivators, token economy), and the reductive technique of response cost.During baseline, the percentage of intervals that the students evidenced disruptive behaviors averaged 41%. This was reduced to an average of 20% during treatment. In the withdrawal phase, disruptive intervals increased to an average of 25%. Reinstatement of the intervention resulted in a further reduction of disruptive intervals of 20%. © 2000 John Wiley & Sons, Inc.  相似文献   

Researching shadow education: methodological challenges and directions     

Mark Bray 《Asia Pacific Education Review》2010,11(1):3-13

Research on shadow education has considerably increased in volume and has helped to improve understanding of the scale, nature, and implications of the phenomenon. However, the field is still in its infancy. Literature on shadow education reflects confusion over terms and parameters, and data suffer from challenges in securing evidence from actors who may be unwilling or unable to respond to enquiries in a clear manner. Particular care is needed in cross-national and cross-cultural comparisons. Nevertheless, the trajectory of improvement in both conceptualisation and instrumentation gives ground for confidence that shadow education will be progressively better documented and better understood.  相似文献   

Robert Cowen and Andreas Kazamias (eds.): International handbook of comparative education     

Mark Bray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):223-225

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Introductory Biology Students’ Conceptual Models and Explanations of the Origin of Variation     

Elena Bray Speth  Neil Shaw  Jennifer Momsen  Adam Reinagel  Paul Le  Ranya Taqieddin  Tammy Long 《CBE life sciences education》2014,13(3):529-539

Mutation is the key molecular mechanism generating phenotypic variation, which is the basis for evolution. In an introductory biology course, we used a model-based pedagogy that enabled students to integrate their understanding of genetics and evolution within multiple case studies. We used student-generated conceptual models to assess understanding of the origin of variation. By midterm, only a small percentage of students articulated complete and accurate representations of the origin of variation in their models. Targeted feedback was offered through activities requiring students to critically evaluate peers’ models. At semester''s end, a substantial proportion of students significantly improved their representation of how variation arises (though one-third still did not include mutation in their models). Students’ written explanations of the origin of variation were mostly consistent with their models, although less effective than models in conveying mechanistic reasoning. This study contributes evidence that articulating the genetic origin of variation is particularly challenging for learners and may require multiple cycles of instruction, assessment, and feedback. To support meaningful learning of the origin of variation, we advocate instruction that explicitly integrates multiple scales of biological organization, assessment that promotes and reveals mechanistic and causal reasoning, and practice with explanatory models with formative feedback.  相似文献   

Best practices and emerging trends in assessment of trauma in students with autism spectrum disorder     

George A. Michna  Sierra M. Trudel  Melissa A. Bray  Jessica Reinhardt  Jessica Dirsmith  Lea Theodore  Zheng Zhou  Ishani Patel  Paul Jones  Matthew L. Gilbert 《Psychology in the schools》2023,60(2):479-494

Children and adolescents with autism have a higher likelihood of being exposed to bullying, abuse, and sexual assault which, through repeated exposure, has been demonstrated to impede academic, social, and physical functioning among this population. However, the complexity of unpacking the characteristics of autism and trauma can pose a challenge for school psychologists in using the most appropriate clinical method of intervention. This paper summarizes the co-occurrence of autism and trauma in an effort to better inform practitioners and recommends the need for valid and reliable assessments that measure adverse experiences for children with autism. A practitioner assessment guide of childhood trauma and autism spectrum disorder is also provided to facilitate a comprehensive assessment process. We conclude that there is a pressing need for more research examining the relationship between autism and trauma by better understanding the relationship of these constructs, and for the development of more effective assessments to provide more evidence-based interventions.  相似文献   

Integration of physical health and sensory processing assessment for children with autism spectrum disorder in schools     

Sierra M. Trudel  Emily L. Winter  Brenna Fitzmaurice  Gina Norman  Clark R. Bray 《Psychology in the schools》2023,60(2):378-400

Individuals with autism spectrum disorder (ASD) often undergo various assessments and evaluations as part of the diagnostic process, identification and classification for special education eligibility, and continued progress monitoring for skill growth. Such evaluations may include cognitive, social and emotional, behavioral, and speech evaluations, among other skill and ability assessments. One other area for assessment that clinicians may consider examining when working on evaluations for individuals with ASD includes the integration of assessments capturing physical and sensory needs. Physical health identifiers that may be included in such evaluations cover physical exercise, sleep, diet and food sensitivities, and elimination. Additionally, sensory evaluations may consider auditory, olfactory, taste, tactile, vestibular, and proprioceptive sensory abilities and needs. This practitioner-focused chapter includes a brief review of each of the aforementioned physical and sensory abilities and their connection to ASD. Further, implications for practitioners in their assessment of ASD are explored with practical tips and recommendations for providers to use for their future assessments for ASD.  相似文献   

Integrating evaluation data to enhance treatment planning for students with ASD     

Melissa A. Bray  Brittany A. Dale 《Psychology in the schools》2023,60(2):279-281

Accurate assessment across the various characteristics of autism spectrum disorder (ASD) and its comorbidities can help guide intervention planning. This introduction to the second issue of a double special issue on ASD assessment highlights assessment of various characteristics of and comorbidities with ASD to assist with treatment planning. For instance, anxiety and attention deficit hyperactivity disorder are two of the most common comorbidities with ASD. Educational, clinical, and medical interventions for individuals with ASD can vary based on the unique cognitive and additional mental health needs of the individual.  相似文献   

Computers in the delivery of special education and related services: Developing collaborative and individualized learning environments     

Nate Jones  Thomas J. Kehle  Melissa A. Bray 《Psychology in the schools》2004,41(2):275-277

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Financing Education in Transitional Societies: Lessons from Russia and China     

Mark Bray  Nina Borevskaya 《比较教育学》2001,37(3):345-365

Recent years have brought emerging theoretical propositions about the nature of educational change in societies undergoing transition from socialism to market economies. Focusing particularly on the financing of education, this article examines patterns in Russia and China in the light of this literature. It shows that although transitions in the two countries have displayed major differences, they have also displayed significant similarities. These similarities have been evident despite the fact that changes in Russia and China have been made independently of each other. This has largely been because of the impact of market forces, though it has also reflected broader forces of globalisation.  相似文献