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Förderung des Bildungsspracherwerbs bei heterogenen sprachlichen Voraussetzungen im Unterricht mit digitalen Medien ...
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Bilingualism effects on cognition in autistic children are not all-or-nothing: The role of socioeconomic status in intellectual skills in bilingual autistic children ...
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Bilingualism effects on cognition in autistic children are not all-or-nothing: The role of socioeconomic status in intellectual skills in bilingual autistic children ...
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Förderung des Bildungsspracherwerbs bei heterogenen sprachlichen Voraussetzungen im Unterricht mit digitalen Medien
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In: Haider, Michael [Hrsg.]; Schmeinck, Daniela [Hrsg.]: Digitalisierung in der Grundschule. Grundlagen, Gelingensbedingungen und didaktische Konzeptionen am Beispiel des Fachs Sachunterricht. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 124-139 (2022)
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Serving Students with Disabilities who are Culturally and Linguistically Diverse in Rural Communities: Technology Access is Essential
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In: Northwest Journal of Teacher Education (2022)
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Proceedings of the International Conference on "Minority languages spoken or signed and inclusive spaces" ...
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Effective Teaching Practices and Competences of Students with Special Educational Needs in Basic Education Classrooms in Rwanda ...
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Effective Teaching Practices and Competences of Students with Special Educational Needs in Basic Education Classrooms in Rwanda ...
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Proceedings of the International Conference on "Minority languages spoken or signed and inclusive spaces" ...
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sj-docx-1-dli-10.1177_23969415221077532 - Supplemental material for Chasing the conversation: Autistic experiences of speech perception ...
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sj-docx-1-dli-10.1177_23969415221077532 - Supplemental material for Chasing the conversation: Autistic experiences of speech perception ...
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| 12 |
Chasing the conversation: Autistic experiences of speech perception ...
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| 13 |
Chasing the conversation: Autistic experiences of speech perception ...
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| 14 |
Using Peer-models and AAC to Increase Expressive Vocabulary in Preschool Children with Developmental Delays
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In: Electronic Theses and Dissertations (2022)
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The Effect of Constant Time Delay and Sentence Frames on Correct Word Selection for Sentences Constructed Using Technology-Aided Instruction During a Story-Based Lesson
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In: Electronic Theses and Dissertations (2022)
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Falling through the Cracks: Deaf New Americans and Their Unsupported Educational Needs
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In: Education Sciences; Volume 12; Issue 1; Pages: 35 (2022)
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Analysis of the Autism Spectrum Disorder (ASD) Knowledge of Cuban Teachers in Primary Schools and Preschools
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In: Education Sciences; Volume 12; Issue 4; Pages: 284 (2022)
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Analyzing Pre-Service Teachers’ Strategies for Subtraction
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In: Georgia Southern University Research Symposium (2022)
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The Effects of Student and Behavior-Specific Praise on Students who Receive Special Education Services
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In: Georgia Southern University Research Symposium (2022)
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Abstract:
The purpose of this research was to determine the effectiveness of behavior specific praise on continuous student attention to tasks. Behavior specific praise is defined as a positive statement directed toward a student or group of students that acknowledged a desired behavior in specific, observable, and measurable terms. Past studies have shown a positive correlation between positive reinforcement and the students' engagement in the general education classroom. Current research also indicates that behavior specific praise has proven to be significantly beneficial for a wide range of students including students in the general education, special education, and gifted classroom. For this study, three different students who receive special education services in three different classroom settings by three different pre-service teachers were chosen. These students received a similar form of behavior specific praise throughout the day as a form of motivation in the classroom. It is believed by the researcher that when the focus student is given the behavior specific praise, their continued engagement in the classroom will significantly be enhanced. The three pre-service researchers carefully observed the focus students in the three different classroom settings while keeping notes on how the students responded while he or she received the behavior specific praise. The researchers monitored the number and type of the praises given, the reaction of the students, and how long the behavior-praise engagement occurred in a chart format. This study is relevant and significant due to the lack of previous research on behavior specific praise in classrooms where students receive special education services. Data collection is ongoing.
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Keyword:
Special Education and Teaching
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URL: https://digitalcommons.georgiasouthern.edu/research_symposium/2022/2022/21
https://digitalcommons.georgiasouthern.edu/context/research_symposium/article/2297/type/native/viewcontent
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The Effects of Student and Behavior-Specific Praise on Students who Receive Special Education Services
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In: Georgia Southern University Research Symposium (2022)
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