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- W2145528131 abstract "1. Gert var virknimat til að kanna ahrifaþaetti a hegðunarerfiðleikana i skolastofunni og framkvaemd einstaklingsmiðuð stuðningsaaetlun með hvatningarkerfi sem fol i ser stighaekkandi viðmið um frammistoðu til að ýta undir sjalfstaeði nemandans. Endurteknar maelingar samkvaemt AB einstaklingsrannsoknarsniði sýndu að truflunum af halfu nemandans faekkaði að meðaltali ur 43 i tvaer i 20 minutna athugunarlotum og namsastundun i kennslu hja umsjonarkennara jokst ur 69% i 95% að meðaltali. Arangurinn naðist a nokkrum vikum og varð til þess að haett var við aform um tilfaerslu nemanda i namsver. Umsagnir kennara og nemanda 6 manuðum eftir inngrip benda til langvarandi ahrifa. Anna-Lind Petursdottir er dosent i salfraeði, serkennslu og atferlisgreiningu við Menntavisindasvið Haskola Islands, Lucinda Arnadottir er MS-nemi i salfraeði við Haskola Islands og Snaefriður Drofn Bjorgvinsdottir er MA-nemi i uppeldis- og menntunarfraeði við Haskola Islands. From segregation to inclusion: Decreasing persistent behavior problems in the classroom through a function-based behavior support plan Student problem behavior probably presents the biggest obstacle to inclusion in Iceland. In this study, a functional behavioral assessment was used to determine factors contributing to the persistent behavior problems of an eight-year-old student in a general education classroom. Despite previous interventions, his behavior was so disruptive that he was spending an increasing amount of time in a segregated special education classroom and was to be placed there altogether. A function-based behavior support plan with increasingly higher performance goals was" @default.
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- W2145528131 date "2012-01-01" @default.
- W2145528131 modified "2023-09-26" @default.
- W2145528131 title "Úr sérúrræði í almenna skólastofu Virknimat og stuðningsáætlun sem verkfæri í skóla án aðgreiningar" @default.
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