The Effects of a Programed Text of Contingency Management Procedures on the Ability of Teachers to Write Behavioral Prescriptions

An informational source where teachers and teacher-candidates could gain a functional knowledge of contingency management techniques had not been developed. A programed text was written to provide this source. Five teachers and teacher-candidates were exposed to the text for a period of three days. As a result of this exposure, learning gains, significant at the 0.01 level, were found in the students\u27 abilities (a) to write behavioral prescriptions and (b) to write the principles of contingency management when presented with open-ended questions pertaining to these principles

A Priority Lexicon for Hearing-Impaired Children: Staff Perceptions

The purpose of this study was to identify the priorities assigned to lexical items by staff members who work with hearing impaired children and to characterize those selections. Seventy-three staff members rated individual vocabulary items from two lists previously developed from staff working with hearing- impaired children to create a priority-lexicon. The resulting lexicon was then compared to developmental data from two studies of children having no impairments to determine if a lexicon based on perceived need was consistent with patterns of normal language acquisition

A Priority Lexicon for Hearing-Impaired Children: Staff Perceptions

The purpose of this study was to identify the priorities assigned to lexical items by staff members who work with hearing impaired children and to characterize those selections. Seventy-three staff members rated individual vocabulary items from two lists previously developed from staff working with hearing- impaired children to create a priority-lexicon. The resulting lexicon was then compared to developmental data from two studies of children having no impairments to determine if a lexicon based on perceived need was consistent with patterns of normal language acquisition