Martin Agran

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The authors investigated the effects of an intervention package to support five high school students with extensive support-needs to initiate and engage in recreational activities with general-education peers in their physical education classes. The intervention components were (a) assessing participants' recreational activity goals, (b) teaching(More)
We used a multiple-baseline-across-participants design (Kazdin, 1982) to examine the effects of self-monitoring on selected social and academic behaviors of high school students with mental retardation who were enrolled in general education classes. Target behaviors and self-monitoring strategies were individualized for participants based on input from(More)
  • Betsy Vinson, Stacy K. Dymond, Daniel E. Steere, Heather Garrison, Martin Agran, Fred Spooner +7 others
  • 2016
Description: This book summarizes information on adaptive behavior and skills as well as general issues in adaptive behavior assessment with the goal of promoting sound assessment practice during uses, interpretations, and applications of the Adaptive Behavior Assessment System-II. Adaptive behavior and skills refer to personal qualities associated with the(More)
The effects of selected student-directed learning strategies on the classroom behavior of six students with varying disabilities in general education were examined using a multiple baseline design across groups. Target behaviors included academic, study, and social skills. Results indicated increases in student target performance for all participants,(More)
Peers with mild intellectual disabilities taught first aid skills to 4 students with moderate intellectual disabilities. A multiple probe design across participants was used to examine the effects of the peer teaching program during an acquisition and a partial sequential withdrawal phase. Generalization assessments were conducted in the participants' homes(More)
For nearly 40 years, the TASH Conference has impacted the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders in the disability movement, and helping attendees reignite their passion for the full inclusion of people with disabilities in all aspects of life. Join TASH in Washington,(More)
OBJECTIVE This article discusses how self-determination is central to positive behavior support, provides recommendations on how to promote it, and identifies future areas of research. BACKGROUND The value of incorporating self-determination strategies in positive behavior support plans is receiving increased attention. Rather than continue to rely on an(More)
A problem-solving strategy was used to teach three groups of 3 individuals in supported employment how to prevent work-related injuries. The problem-solving strategy was taught in two training phases. The first training phase involved the use of cue cards, and the second involved the withdrawal of the cue cards. Interviews and staged generalization(More)
The purpose of this study was to teach two mentally retarded employees to perform tasks associated with their jobs. Typically, they served meals during lunch and dinner hours; however, they failed to wipe counters, and check and restock supplies. A self-instructional package, similar to the package introduced by Bornstein and Quevillon (1976), was(More)