Phillip Belfiore | Mercyhurst University (original) (raw)

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Papers by Phillip Belfiore

Behavior Analysis in Practice, Sep 24, 2023

Journal of Behavioral Education, 1996

Preventing School Failure: Alternative Education for Children and Youth, 2021

ABSTRACT Teachers focused on prevention of academic problems should apply procedures that enhance... more ABSTRACT Teachers focused on prevention of academic problems should apply procedures that enhance learning speed, or learning as a function of the time that the learner spends engaged in the intervention(s). Although few researchers evaluate or compare academic interventions using precise measures of learning speed, several strategies for modifying interventions or instructional procedures have been developed that may enhance learning speed. Teachers who apply strategies that increase learning speed may allow students who receive remedial and special education services to incur fewer opportunity costs associated with time reallocation strategies and allow them to return to typical school activities earlier. More importantly, applying interventions that cause more rapid learning may prevent learning deficits, which may be the best way to minimize opportunity costs and enhance student success.

Journal of Catholic Higher Education, 2017

Routledge eBooks, Feb 28, 2022

https://nsuworks.nova.edu/cps\_facbooks/1246/thumbnail.jp

Children and Teenagers, 2021

This case study investigates the effects of using an intervention package of errorless learning a... more This case study investigates the effects of using an intervention package of errorless learning and discrimination trial training to teach a 4-year old preschool student to read Consonant-Vowel-Consonant (CVC) words. A single case multiple baseline design across three equal instructional sets was used to evaluate the effects of the intervention package. Each set contained six CVC words incorporating words with each of the five vowels. The results of this study indicate that utilizing both errorless learning and discrimination training to teach a preschool student how to read CVC words was effective. In addition, generalization assessments post-intervention showed an increase in (a) mastering new unknown CVC words, as well as (b) book text reading.

Research in Developmental Disabilities, Feb 1, 2016

Research in Developmental Disabilities, Jun 1, 1995

Research in Developmental Disabilities, Sep 1, 2001

Psychology in the Schools, 2005

Psychology in the Schools, 2004

The use of high-probability (high-p) request sequences has enjoyed support in the applied behav-i... more The use of high-probability (high-p) request sequences has enjoyed support in the applied behav-ioral literature as a method to increase compliance. Based on the theory of behavioral momen-tum, high-probability sequences increase the rate of responding, and ...

Journal of Behavioral Education, May 25, 2010

Journal of Behavioral Education, Oct 6, 2007

Journal of Education and Learning, Aug 13, 2014

Teaching Exceptional Children, 2008

Jake is a student in Mrs. K.'s fourthgrade behavior support class. Teachers describe Jake as ... more Jake is a student in Mrs. K.'s fourthgrade behavior support class. Teachers describe Jake as a “tough cookie.” “Jake is a bright kid who rarely does what is asked,” commented one teacher. “When he does what I ask, he does it according to his own schedule. He finishes one problem and then talks to his friends for a while. Sometimes he gets back to completing a second problem, but not very often. Just yesterday asked Jake to complete some math problems. I knew that he could do the work, but he just refused. Jake is falling farther and farther behind because he does not practice newly learned skills. For Jake, what starts as a ‘won't do’ problem evolves into a series of ‘can't do’ problems.”

Psychology in the Schools

Measures of learning speed (i.e., the amount of learning/cumulative time learner spends engaged i... more Measures of learning speed (i.e., the amount of learning/cumulative time learner spends engaged in an intervention) are rarely included in research designed to evaluate and compare academic interventions. We build a case that includes analyses of learning speed metrics in academic intervention research can provide more useful information for prevention and remediation efforts, deter researchers from drawing misleading data‐based conclusions, and promote scientific parsimony. Research is reviewed where the same learning data is analyzed across different metrics (i.e., same amount of learning, different measurement scales) including learning per event, learning speed, and growth. Patterns are analyzed and examples are provided that demonstrate how altering metrics can influence relative effectiveness conclusions and applied recommendations when researchers compare two or more interventions, conduct component analysis or optimization studies, and apply meta‐analytic techniques. Opportu...

Journal of Behavioral Education, 2004

Behavior Analysis in Practice, Sep 24, 2023

Journal of Behavioral Education, 1996

Preventing School Failure: Alternative Education for Children and Youth, 2021

ABSTRACT Teachers focused on prevention of academic problems should apply procedures that enhance... more ABSTRACT Teachers focused on prevention of academic problems should apply procedures that enhance learning speed, or learning as a function of the time that the learner spends engaged in the intervention(s). Although few researchers evaluate or compare academic interventions using precise measures of learning speed, several strategies for modifying interventions or instructional procedures have been developed that may enhance learning speed. Teachers who apply strategies that increase learning speed may allow students who receive remedial and special education services to incur fewer opportunity costs associated with time reallocation strategies and allow them to return to typical school activities earlier. More importantly, applying interventions that cause more rapid learning may prevent learning deficits, which may be the best way to minimize opportunity costs and enhance student success.

Journal of Catholic Higher Education, 2017

Routledge eBooks, Feb 28, 2022

https://nsuworks.nova.edu/cps\_facbooks/1246/thumbnail.jp

Children and Teenagers, 2021

This case study investigates the effects of using an intervention package of errorless learning a... more This case study investigates the effects of using an intervention package of errorless learning and discrimination trial training to teach a 4-year old preschool student to read Consonant-Vowel-Consonant (CVC) words. A single case multiple baseline design across three equal instructional sets was used to evaluate the effects of the intervention package. Each set contained six CVC words incorporating words with each of the five vowels. The results of this study indicate that utilizing both errorless learning and discrimination training to teach a preschool student how to read CVC words was effective. In addition, generalization assessments post-intervention showed an increase in (a) mastering new unknown CVC words, as well as (b) book text reading.

Research in Developmental Disabilities, Feb 1, 2016

Research in Developmental Disabilities, Jun 1, 1995

Research in Developmental Disabilities, Sep 1, 2001

Psychology in the Schools, 2005

Psychology in the Schools, 2004

The use of high-probability (high-p) request sequences has enjoyed support in the applied behav-i... more The use of high-probability (high-p) request sequences has enjoyed support in the applied behav-ioral literature as a method to increase compliance. Based on the theory of behavioral momen-tum, high-probability sequences increase the rate of responding, and ...

Journal of Behavioral Education, May 25, 2010

Journal of Behavioral Education, Oct 6, 2007

Journal of Education and Learning, Aug 13, 2014

Teaching Exceptional Children, 2008

Jake is a student in Mrs. K.'s fourthgrade behavior support class. Teachers describe Jake as ... more Jake is a student in Mrs. K.'s fourthgrade behavior support class. Teachers describe Jake as a “tough cookie.” “Jake is a bright kid who rarely does what is asked,” commented one teacher. “When he does what I ask, he does it according to his own schedule. He finishes one problem and then talks to his friends for a while. Sometimes he gets back to completing a second problem, but not very often. Just yesterday asked Jake to complete some math problems. I knew that he could do the work, but he just refused. Jake is falling farther and farther behind because he does not practice newly learned skills. For Jake, what starts as a ‘won't do’ problem evolves into a series of ‘can't do’ problems.”

Psychology in the Schools

Measures of learning speed (i.e., the amount of learning/cumulative time learner spends engaged i... more Measures of learning speed (i.e., the amount of learning/cumulative time learner spends engaged in an intervention) are rarely included in research designed to evaluate and compare academic interventions. We build a case that includes analyses of learning speed metrics in academic intervention research can provide more useful information for prevention and remediation efforts, deter researchers from drawing misleading data‐based conclusions, and promote scientific parsimony. Research is reviewed where the same learning data is analyzed across different metrics (i.e., same amount of learning, different measurement scales) including learning per event, learning speed, and growth. Patterns are analyzed and examples are provided that demonstrate how altering metrics can influence relative effectiveness conclusions and applied recommendations when researchers compare two or more interventions, conduct component analysis or optimization studies, and apply meta‐analytic techniques. Opportu...

Journal of Behavioral Education, 2004