Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting

This study describes the academic, social, and behavioral performance of elementary and secondary students with emotional and behavioral disorders (EBD) receiving services in a self-contained school for students with serious behavior problems, with an emphasis on how school adjustment and problem behavior patterns predict academic performance. Results revealed that elementary and secondary group scores were well below the 25th percentile on reading, math, and written expression measures. Further, a seven variable model representing academic, social, and behavioral domains was able to differentiate between age groups explaining 54% of the variance and correctly classifying 78.26% (n = 18) of the elementary students and 84.21% (n = 16) of the secondary students. Findings also suggested that behavioral variables (e.g., school adjustment, externalizing, and internalizing) were predictive of broad reading and broad written expression scores, with school adjustment (a protective factor) accounting for the most variance in the three-variable model. Limitations and recommendations for future research are addressed

What Petri Net Obliges Us to Say: Comparing Approaches for Behavior Composition

We identify and demonstrate a weakness of Petri Nets (PN) in specifying composite behavior of reactive systems. Specifically, we show how, when specifying multiple requirements in one PN model, modelers are obliged to specify mechanisms for combining these requirements. This yields, in many cases, over-specification and incorrect models. We demonstrate how some execution paths are missed, and some are generated unintentionally. To support this claim, we analyze PN models from the literature, identify the combination mechanisms, and demonstrate their effect on the correctness of the model. To address this problem, we propose to model the system behavior using behavioral programming (BP), a software development and modeling paradigm designed for seamless integration of independent requirements. Specifically, we demonstrate how the semantics of BP, which define how to interweave scenarios into a single model, allow avoiding the over-specification. Additionally, while BP maintains the same mathematical properties as PN, it provides means for changing the model dynamically, thus increasing the agility of the specification. We compare BP and PN in quantitative and qualitative measures by analyzing the models, their generated execution paths, and the specification process. Finally, while BP is supported by tools that allow for applying formal methods and reasoning techniques to the model, it lacks the legacy of PN tools and algorithms. To address this issue, we propose semantics and a tool for translating BP models to PN and vice versa.Comment: 14 pages, 10 figures, Published in IEEE Transactions on Software Engineering (IEEE TSE

The Effects of Prosocial and Aggressive Videogames on Children\u27s Donating and Helping

The purpose of this research was to investigate the effects of prosocial videogames, played both singly and cooperatively, and aggressive videogames, played both singly and competitively, on children\u27s prosocial behavior. Eighty boys and 80 girls, half third and fourth graders, and half seventh and eighth graders, were randomly assigned to one of five conditions. In a control condition, children answered questions about videogame experience and enjoyment. In two of the treatment conditions, children played a videogame with prosocial content (a human-like fantasy character rescuing another from danger); half of the children played this game singly, while the other half played cooperatively. In the other two conditions, children played an aggressive videogame (stylized boxing), with half of the children playing singly and the other half competing. Following exposure to one of these conditions, each child\u27s game score, game enjoyment rating, level of donating, and level of helping were measured. The results of a three-way analysis of variance (sex x grade x treatment) on donating yielded significant effects for age, F(1, 140) = 34.12, p = Although prosocial videogame play did not increase prosocial responding, aggressive videogame play clearly suppressed this behavior. The failure of the prosocial condition to accelerate donating and helping might be due to the relatively brief exposure used in this study (10 minutes) and/or to the particular prosocial videogame utilized. The failure of the cooperative and competitive game modes to affect prosocial behavior may have been due to the age of the children or to the possibly aversive effects of the type of cooperation required

A Prototype For Narrative-based Interactivity In Theme Parks

The purpose of this thesis is to look at the potential for interactive devices to enhance the story of future theme park attractions. The most common interactive theme park rides are about game-based interaction, competition, and scoring, rather than about story, character, and plot. Research into cognitive science, interactivity, narrative, immersion, user interface, theming and other fields of study illuminated some potentially useful guidelines for creating compelling experiences for park guests. In order to test some of these ideas, an interactive device was constructed and tested with study subjects. Each study subject watched a video recording of an existing theme park ride while using the device, and then filled out a survey concerning their experience. The results revealed how subjects view character-driven interactive devices, how a device should be blended into a ride sequence, how subjects think interactivity and responsiveness should be structured in regards to themselves and the ride, and begins to hint at their motivations for using interactive devices

A Program Evaluation of the Behavioral Intervention Component of the Virginia Tiered Systems of Support in Three Middle Schools

The Virginia Tiered Systems of Support (VTSS) represents the merger of the behavioral side Positive Behavioral Supports (PBIS) and the academic side Response to Interventions (RtI) (Mann & Leutscher, 2014). VTSS is the Commonwealth of Virginia\u27s adaptation of the federally required systemic response program schools are expected to adopt to address the behavioral and academic needs of students (Landers, Courtade, & Ryndak, 2012; Prasse et al., 2012). The development of specific implementation guidelines has been assigned to local levels of leadership. Thus, VTSS programming differences are common between both districts and schools. The purpose of this study is to assess the implementation levels of the behavioral components of three middle schools within the same school district. Three middle schools were selected for this study. The schools operate in the same school district and are separated by approximately ten miles. The study revealed that the schools varied greatly in their interpretation and facilitation of VTSS despite having access to similar resources and external supports. The degrees of behavioral programming implementation and the types of behavioral interventions varied by school location, and these differences are related a variety of different variables: from each school-based VTSS teams\u27 diverse interpretation of VTSS objectives to insufficient faculty buy-in of VTSS-recommended interventions. Additionally, the study revealed that the schools desire to correct the implementation issues and seek to have more central office-driven standardization in programming among their locations

An Analysis of the Academic Growth of Students with Disabilities Instructed in Self-Contained Schools and a Unique Therapeutic Inclusive Public School Special Education Program

This study analyzes the academic growth of students with disabilities (SWD) educated in two self-contained schools and a unique therapeutic inclusive public school program (TP) located in Piedmont County (PC). The majority of participants in this study were classified as students with an emotional disability (ED) (40%) or other health impairment (OHI) (34%). Results revealed that students in the TP group showed overall higher significant growth in mathematics as gauged by the Measures of Academic Progress (MAP) assessment, until variables of grade level, gender, and medical assistance (MA) eligibility were added to the analysis. Following an additional analysis of growth accounting for these additional variables, there were no significant differences between the two educational environments. This study suggests that variables of teacher efficacy, relationship, background, prior knowledge, professional development, lack of random assignment of students, teacher certification and content knowledge of teachers need to be studied in future research. Findings from this research should not be generalized beyond this study due to a low number of participants (48 students) and the unique nature of the TP. Additional limitations regarding generalizability and recommendations are addressed within this study

Relacionar é um operante: um sobrevôo nos 35 anos de pesquisa sobre RFT

Relational Frame Theory (RFT) is the simplest form of operant theory since it claims nothing more than a particular type of behavior, arbitrarily applicable derived relational responding, is an operant. While the theory is simple, its implications are not, and adoption has been slow until recently. RFT was first formally described in 1985 and in the 35 years since, hundreds of studies have been conducted on relational learning from an operant point of view. The present paper briefly summarizes that history and examines some of its key claims. So far, the empirical program delineated by RFT has held up remarkably well. Future directions are delineated that will enable a more comprehensive evaluation of the importance of the RFT research program, and a more thorough exploration of its profound implications

Distributed Control of Networked Nonlinear Euler-Lagrange Systems

Motivated by recent developments in formation and cooperative control of networked multi-agent systems, the main goal of this thesis is development of efficient synchronization and formation control algorithms for distributed control of networked nonlinear systems whose dynamics can be described by Euler-Lagrange (EL) equations. One of the main challenges in the design of the formation control algorithm is its optimality and robustness to parametric uncertainties, external disturbances and ability to reconfigure in presence of component, actuator, or sensor faults. Furthermore, the controller should be capable of handling switchings in the communication network topology. In this work, nonlinear optimal control techniques are studied for developing distributed controllers for networked EL systems. An individual cost function is introduced to design a controller that relies on only local information exchanges among the agents. In the development of the controller, it is assumed that the communication graph is not fixed (in other words the topology is switching). Additionally, parametric uncertainties and faults in the EL systems are considered and two approaches, namely adaptive and robust techniques are introduced to compensate for the effects of uncertainties and actuator faults. Next, a distributed H_infinity performance measure is considered to develop distributed robust controllers for uncertain networked EL systems. The developed distributed controller is obtained through rigorous analysis and by considering an individual cost function to enhance the robustness of the controllers in presence of parametric uncertainties and external bounded disturbances. Moreover, a rigorous analysis is conducted on the performance of the developed controllers in presence of actuator faults as well as fault diagnostic and identification (FDI) imperfections. Next, synchronization and set-point tracking control of networked EL systems are investigated in presence of three constraints, namely, (i) input saturation constraints, (ii) unavailability of velocity feedback, and (iii) lack of knowledge on the system parameters. It is shown that the developed distributed controllers can accomplish the desired requirements and specification under the above constraints. Finally, a quaternion-based approach is considered for the attitude synchronization and set-point tracking control problem of formation flying spacecraft. Employing the quaternion in the control law design enables handling large rotations in the spacecraft attitude and, therefore, any singularities in the control laws are avoided. Furthermore, using the quaternion also enables one to guarantee boundedness of the control signals both with and without velocity feedback