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C r o s s 27 References Adams, C. D. & Drabman, R. S. (1995). Improving morning interactions: Beat-thebuzzer with a boy having multiple handicaps. Child and Family Behavior Therapy, 17(3), 13–26 Atici, B., & Polat, O. C. (2010). Influence of the online learning environments and tools on the student achievements and opinions. Educational Research and Review, 5(8), 455-464. Ayllon, T., Garber, S., & Pisor, K. (1976). Reducing time limits: A means to increase behavior of retardates. Journal of Applied Behavior Analysis, 9, 247-252. Bayrak, B. K., & Bayram, H. (2010). The effect of computer aided teaching method on the students’ academic achievement in the science and technology course. Science Direct, 9, 235-238. doi:10.1016/j.sbspro.2010.12.142 Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264-287. Cobb, A. (2010). To differentiate or not to differentiate? Using internet-based technology in the classroom. The Quarterly Review of Distance Education, 11, 37-45. Donohue, M. Casey, L. B., Bicard, D. F., & Bicard, S. E. (2012). Effects of differential reinforcement of short latencies on response latency, task completion, and accuracy of an adolescent with autism. Education and Training in Autism and Developmental Disabilities, 47, 97-108. Drabman, R. S., Kelly, J. A. & Wolfe, D.A. (1981). ‘‘Beat the buzzer’’: A method for training an abusive mother to decrease recurrent child conflicts. Journal of Clinical Child Psychology, 10(2), 114–116.
C r o s s 28 Drabman, R. S., & Wurtele, S. K. (1984). ‘‘Beat the buzzer’’ for classroom dawdling: A oneyear trial. Behavior Therapy, 15(4), 403–409. Fuchs, L. S., Fuchs, D., Hamlet, C. L., Powell, S. R., Capizzi, A. M. & Seethaler, P. M. (2006). The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of Learning Disabilities, 39(5), 467-475. Gargiulo, R., & Kilgo, J. L. (2010). An introduction to young children with special needs: Birth through age eight. Independence, KY: Cengage Learning. Kennedy, C. H. (2005). Single-case designs for educational research. Boston: Allyn & Baco/Pearson. Kemker, K., Barron, A. E. & Harmes, J. C., (2007) Laptop computers in the elementary classroom: Authentic instruction with at-risk students. Educational Media International, 44, 305-321. doi: 10.1080/09523980701680888 Murphy, K. A., Theodore, L. A., Aloiso, D., & Alric-Edwards, J. M. (2007). Interdependent group contingency and mystery motivators to reduce preschool disruptive behavior. Psychology in the Schools, 44, 53-63. Ozen, A., & Ergenekon, Y. (2011). Activity-based intervention practices in special education. Educational Sciences: Theory and Practice, 11, 359-362. Rhode, G., Jenson, W. R., & Reavis, H. K. (1993). The tough kid book. Longmont, CO: Sopris West Publishing. Robinson, K. E., Sheridan, S. M (2000). Using the mystery motivator to improve child bedtime compliance. Child and Family Behavior Therapy, 22, 22-49. Rock, A. (2012). Learning to get dressed. Retrieved February 4, 2013 from http://preschoolers.about.com/od/development/a/learning_to_get_dressed.htm
Page 1: THE EFFECTS OF A TIMER AND MYSTERY
Page 4 and 5: C r o s s 3 Table of Contents Proje
Page 6 and 7: C r o s s 5 direct parental assista
Page 8 and 9: C r o s s 7 achieving students in n
Page 10 and 11: C r o s s 9 instruction has proven
Page 12 and 13: C r o s s 11 to use mystery motivat
Page 14 and 15: C r o s s 13 ready for school withi
Page 16 and 17: C r o s s 15 terms of the importanc
Page 18 and 19: C r o s s 17 agreement was calculat
Page 20 and 21: C r o s s 19 time the child appeare
Page 22 and 23: C r o s s 21 introduced, there was
Page 24 and 25: C r o s s 23 behavior change. Moreo
Page 26 and 27: C r o s s 25 change? These question
Page 30 and 31: C r o s s 29 Schmidt, G. W., & Ulri
Page 32 and 33: Figure 2 shows the number of remind
Page 34 and 35: C r o s s 33 APPENDIX B Procedural
Page 36: C r o s s 35 Appendix C Social vali

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