home-image
Mitt seminar
Ukjent bruker
Filter og utvalg
Angi dag:
Onsdag 16:00 - Torsdag 13:00
Forseminar (Veslefjellhall 2 og 3)
How to investigate different research questions within behavior analysis
Erik Arntzen OsloMet - storbyuniversitetet
 

Sammendrag:

The seminar is focusing on how different research questions are investigated. Such an examination involves a systematic and comprehensive process. The seminar will discuss the following topics: identification of the research question, reviewing the existing literature, asking the research questions (developing hypotheses), research methods, selecting participants, data collection, data analysis, interpretation of results, conclusions and interpretation, recommendations for further research, dissemination, and ethical considerations.
Onsdag 16:00 - 16:15
Presentasjon #1
Introduction
Erik Arntzen Oslo Metropolitan University
Onsdag 16:15 - 17:15
Presentasjon #2
Teaching the History of Behavior Analysis
Edward K. Morris University of Kansas
 

Sammendrag:

Teaching the history of behavior analysis can be approached in many ways. One is to embed history in courses on the field’s discipline and subdisciplines and practice. Another is to teach courses on the histories of the discipline and subdisciplines and practice. Still another is to teach a stand-alone course that includes these approaches and more (e.g., their integration, relations with other sciences, the influence of history and culture). The purpose of this presentation is to foster teaching a stand-alone course. It has four sections. The first addresses structural considerations: course titles, catalog descriptions, curricula, certification, and accreditation. The second addresses contextual considerations: purposes of teaching history; distinctions between history and historiography; and starting points in selecting textbooks. The third and main section addresses functional considerations: course content organized by topics and their required and recommended readings. The fourth discusses how the course might be revised by eliminating topics, expanding topics and subtopics (e.g., the behaviorisms, philosophy of science) and adding topics and subtopics (e.g., institutional history; diversity, inclusion, and equity). Given the field’s continuing development as a science, system, and practice and the rapid growth in its number and variety of its members, its history is becoming its common core and a means of teaching it. The course elucidates the field’s integrity; incorporates the entirety of its community of students, scientists, scholars, and practitioners; and advances in its coherence as a cultural practice.
Onsdag 17:30 - 18:00
Presentasjon #3
Issues concerning estimating count from interval-based observation
Marie R. Aunemo Oslo Metropolitan University
 

Sammendrag:

The PAX Good Behavior Game (PAX GBG) is an evidence-based behavior management program for classrooms that has demonstrated positive effects on students’ classroom behavior and academic achievement. To investigate the effect of the PAX GBG in Norwegian primary schools, we will use direct observation, namely partial interval recording and momentary time sampling, on students' motor and vocal disruptive behaviors, on-task behaviors, and teachers’ corrective or affirmative feedback to the students. This presentation discusses over- and underestimating occurrences of behaviors of long and short duration in interval-based data collection and a possible way to correct for the estimated occurrences.
Onsdag 18:00 - 18:30
Presentasjon #4
Exploring the possibilities of remote caregiver training for children with fragile X syndrome
Katerina Monlux Oslo Metropolitan University
 

Sammendrag:

Children with fragile X syndrome (FXS) are at a higher likelihood of displaying aggression, self-injury, and property destruction than children with other developmental disabilities such as autism spectrum disorder (ASD). The most frequent interventions for behavior of this type in this population are pharmacological treatments, whereas behavioral approaches, such as functional communication training (FCT), are rarely implemented. Concurrently, caregiver-mediated interventions delivered via telehealth have become increasingly utilized to expand the reach of behavioral approaches to children with developmental disabilities. This set of studies was designed to evaluate whether caregivers of children with FXS can be successfully coached to implement FCT via telehealth in their own homes and whether this intervention can decrease aggression and self-injury in boys with FXS. These studies provide compelling evidence for the feasibility of telehealth-provided caregiver FCT to decrease aggression and self-injury in boys with FXS using single-subject and group design methods. They will be described from the initial hypothesis to conclusion with an emphasis on ethical considerations.