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Biomedical subjects

J J Carta

Publications and source records attributed to J J Carta.

5 recordsLinked to original sources
PubMed1993

Programming generalization of in-class transition skills: teaching preschoolers with developmental delays to self-assess and recruit contingent teacher praise.

We investigated a self-management intervention package that taught preschoolers with developmental delays to self-assess performance of targeted skills and to recruit teacher praise. Self-assessment alone resulted in increases in active engagement across all participants during the training sessions, but generalization to classrooms was sporadic and short-lived. When recruitment of contingent praise was added to the training package, treatment effects generalized to the participants' classrooms and teachers' rates of contingent praise increased. The implications of combining self-assessment and recruitment of contingent teacher praise are discussed.

Awareness↗
PubMed1992

Out of the laboratory and into the community. 26 years of applied behavior analysis at the Juniper Gardens Children's Project.

Application of Skinner's principles to socially significant human behavior had been well articulated by 1968 (Baer, Wolf, & Risley, 1968). Applications of these principles by Baer, Wolf, Risley, Hall, Hart, Christophersen, and their colleagues were in evidence as early as 1964 in the homes, schools, and clinics of inner-city Kansas City, Kansas, at the Juniper Gardens Housing Project. The work continues relatively uninterrupted, having contributed extensively to the literature of applied behavior analysis and the lives of community residents. This article describes the project and illustrates how applied behavioral research was initiated and extended, how the work addressed general concerns in psychology, and how it continues to address contemporary concerns within the community.

Behavior Therapy↗
PubMed1987

Field replication of classwide peer tutoring.

We conducted a large-scale field replication study of classwide peer tutoring applied to spelling instruction (Greenwood, Delquadri, & Hall, 1984). Two hundred and eleven inner-city students in four schools participated during their first- and second-grade school years. The effects of classwide peer tutoring were compared to teacher instructional procedures and pretest probes using a group replication design (Barlow, Hayes, & Nelson, 1984). Analysis of group and individual results indicated that (a) both teacher instructional procedures and classwide peer tutoring were effective in increasing spelling performance above pretest levels, (b) peer tutoring produced statistically greater gains relative to the teachers' procedures for both low and high student groups formed on pretest levels, (c) these outcomes were representative of groups, classes, individuals, and years during the project, and (d) participant satisfaction with the program was generally high. A separate analysis of the social importance of treatment outcome revealed differential findings for low and high groups related to pretest levels. Implications of these findings are discussed.

Achievement↗
PubMedDate not supplied

Examining the instructional contexts of students with learning disabilities.

This review of the literature examines how instructional contexts for elementary and secondary level students with learning disabilities have been studied in the past 10 years through a variety of methodological approaches and observation instruments. These studies employed some direct measure of classroom ecology, as well as some measure of the teacher or students' classroom behavior. Information included the time that students were engaged in different activities in different settings, interactions between teachers and students, and students' classroom behavior.

Adolescent↗