Evaluation of stimulus preference assessment methods with general education students

2008 ◽  
Vol 46 (2) ◽  
pp. 89-99 ◽  
Author(s):  
G. Thomas Schanding ◽  
Daniel H. Tingstrom ◽  
Heather E. Sterling-Turner
Keyword(s):  
General Education ◽  
Preference Assessment ◽  
Assessment Methods ◽  
Education Students ◽  
Stimulus Preference ◽  
General Education Students ◽  
Stimulus Preference Assessment

A comparison of stimulus preference assessment methods in adults with schizophrenia

2003 ◽  
Vol 18 (2) ◽  
pp. 151-160 ◽  
Author(s):  
David A. Wilder ◽  
Carrie Ellsworth ◽  
Holly White ◽  
Keven Schock
Keyword(s):  
Preference Assessment ◽  
Assessment Methods ◽  
Stimulus Preference ◽  
Stimulus Preference Assessment

A comparison of verbal and tangible stimulus preference assessment methods in adults with schizophrenia

2003 ◽  
Vol 18 (3) ◽  
pp. 191-198 ◽  
Author(s):  
David A. Wilder ◽  
Paige Wilson ◽  
Carrie Ellsworth ◽  
Paul W. Heering
Keyword(s):  
Preference Assessment ◽  
Assessment Methods ◽  
Stimulus Preference ◽  
Stimulus Preference Assessment

From Enrollment to Membership: “Belonging” in Middle and High School Classes

1997 ◽  
Vol 22 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Roberta F. Schnorr
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
General Class ◽  
Secondary Level ◽  
Severe Disabilities ◽  
Education Students ◽  
General Education Students ◽  
Class Participation

This study examined the meaning of “belonging” or membership in four secondary level general education classes. One or two students with moderate or severe disabilities were enrolled in each of these classes. Participant observations and interviews were used to gain an understanding of participation and membership from the perspectives of students without disabilities who attended these classes. Findings indicated that student membership depends on affiliation with a subgroup of peers within the class. General class participation and interactions influenced an individual's status within the group, but were not enough to create member status. General education students also reported taking active steps when they joined a class to get connected with a subgroup. In these classes, only two students with disabilities connected with subgroups and were, therefore, viewed as members. Considerations are offered for promoting classroom membership for students with moderate or severe disabilities.

scholarly journals Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

2018 ◽  
Vol 41 (3) ◽  
pp. 217-241 ◽  
Author(s):  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
General Education ◽  
First Year ◽  
Integrative Learning ◽  
Education Students ◽  
First Year Students ◽  
General Education Students ◽  
Honors College ◽  
Faculty Interaction ◽  
College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

Comparing Instructional Contexts of Students with and without Severe Disabilities in General Education Classrooms

1998 ◽  
Vol 64 (3) ◽  
pp. 343-358 ◽  
Author(s):  
Kent R. Logan ◽  
D. Michael Malone
Keyword(s):  
Special Education ◽  
General Education ◽  
Elementary Classrooms ◽  
Severe Disabilities ◽  
Group Instruction ◽  
Education Students ◽  
General Education Students ◽  
Instructional Supports ◽  
Instructional Contexts ◽  
Students With Severe Disabilities

This study compared the instructional contexts of 15 students with severe disabilities who were educated in general education elementary classrooms, and 15 general education students in those same classrooms. Results suggest that (a) different instructional contexts existed for students with severe disabilities; (b) more individualized instructional supports were provided for the students with severe disabilities, including one-to-one instruction, small group instruction provided by special education staff, physical and gestural prompting, and teacher focus on the student with severe disabilities; (c) most of the more individualized supports were provided by special education staff. Implications for supporting students with severe disabilities in general education elementary classrooms are discussed.

A quarter-long exercise that introduces general education students to neurophysiology and scientific writing.

1997 ◽  
Vol 272 (6) ◽  
pp. S19 ◽  
Author(s):  
B I Krilowicz ◽  
H Henter ◽  
L Kamhi-Stein
Keyword(s):  
General Education ◽  
Literacy Skills ◽  
Scientific Writing ◽  
Bibliographic Databases ◽  
Education Students ◽  
General Education Students ◽  
Large Numbers ◽  
Writing Assignment ◽  
On Line ◽  
Introductory Biology Course

Providing large numbers of general education students with an introduction to science is a challenge. To meet this challenge, a quarter-long neurophysiology project was developed for use in an introductory biology course. The primary goals of this multistep project were to introduce students to the scientific method, scientific writing, on-line scientific bibliographic databases, and the scientific literature, while improving their academic literacy skills. Students began by collecting data on their own circadian rhythms in autonomic, motor, and cognitive function, reliably demonstrating the predicted circadian changes in heart rate, eye-hand coordination, and adding speed. Students wrote a journal-style article using pooled class data. Students were prepared to write the paper by several methods that were designed to improve academic language skills, including a library training exercise, "modeling" of the writing assignment, and drafting of subsections of the paper. This multistep neurophysiology project represents a significant commitment of time by both students and instructors, but produces a valuable finished product and ideally gives introductory students a positive first experience with science.

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