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Literature Review Template Complete the following after finding your four articles. Article 1 1

APA-formatted reference: Al Jaffal M. (2022). Barriers general education teachers face regarding the inclusion of students with autism. Frontiers in psychology , 13 , 873248. https://doi.org/10.3389/fpsyg.2022.873248 Dependent Variable found 3 themes of the barriers that GE teachers face when trying to teach autistic students: 1. GE teachers lack teaching collaboration with special education teachers to get a better scope of working with children that they don’t have a lot of expertise with 2. GE teachers expertise of lack training for dealing with children who are diagnosed with autism 3. The school does not provide enough resources to understand how to teach students with autism Independent Variable finding the barriers that general education teachers face when teaching students who have been diagnosed with autism Single-Subject Design Qualitative research design using 4 teachers who have expertise teaching students at the private school that they attend for the study but all of them have 2 years of expertise teaching students with autism. 2

Data Collection Procedure and Interobserver Agreement Method They used semi-structured interview questions to determine the barriers that these teachers were facing when teaching their autistic students. They audiotaped their interviews to be able to reference their point of view to understand the barriers that they are facing. The researchers also observed the teachers in their classrooms to see how they are interacting with their students. Validity Their findings showed that it was consistent with similar studies that we still need to work on providing the teachers with more resources, support, and collaboration opportunities to better equip them for teaching their students with autism. Conclusions The findings suggested that these general ed teachers needed more support and resources to help with teaching their autistic students. There were some limitations to the study: 1. The interviews only lasted 30-40 mins based on the availability of the teachers 2. The participant and setting was limited due to only using 4 teachers as participants and using a private school with no special education division Article 2 3

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APA-formatted reference: Chen, C.W., & Ma, H.H. (2007). Effects of treatment on disruptive behaviors: A quantitative synthesis of single-subject researchers using the PEM approach. The Behavior Analyst Today, 8 (4), 380-397. https://doi.org/10.1037/h0100629 Dependent Variable reducing disruptive behavior within different pubic settings (i.e., schools, dentist offices, clinics, school buses, restaurants, etc) observed different treatment interventions (i.e., token economies, differential reinforcers, response cost, preference assessments, punishment, FCT, etc) Independent Variable used the PEM approach to determine the effectiveness of treatment interventions to reduce disruptive behaviors observed in different public settings Single-Subject Design 106 single subject studies were analyzed to determine the effectiveness of treating disruptive behaviors. Data Collection Procedure and Interobserver Agreement Method used the operational definition and data collection made on disruptive behaviors that were adopted by Thomas, Becker, and Armstrong (1968) literature separating the behavior into 5 sub-categories: 4

1. Gross motor activities (fiddling and falling out of chair) 2. non-verbal noise making 3. working off- task 4. vocalization (i.e appropriate/ inappropriate verbalization, talking out, crying, etc) 5. verbal or physical aggression Validity The study showed validity in using the PEM approach to reduce disruptive behaviors across various public settings. Conclusions The interventions were effective in eliminating disruptive behaviors in public settings using differential reinforcers, token economies, and multi-component interventions were highly effective in eliminating disruptive behaviors in public settings Article 3 5

APA-formatted reference: Shafer, A.E., Wanless, S.B., & Briggs, J.O. (2022). Toddler teachers’ responses to tantrums and relations to successful resolutions. Infants and Child Development, 31 (3), e2304. https://doi.org/10.1002/icd.2304 Dependent Variable the study answers some of the following questions: 1. how do teachers respond to the tantrums 2. Are some of the teachers' responses more or less effective in decreasing the tantrums in the class 3. Are the behavioral and emotional characteristics of the children’s tantrums generalized under one concept of the operational definition of tantrums or does the effectiveness of how the teacher responds to the child’s tantrum determine the severity of the tantrum Independent Variable how teachers resolve toddler tantrums in a classroom setting Single-Subject Design used a qualitative analysis coding system to examine the results from the study Data Collection Procedure and Interobserver Agreement Method created an observer coding chart that looked at the tantrum, the characteristic of the behavior, how the teacher responded to the tantrum, how the tantrum was resolved or if it was resolved, 6

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the antecedent behaviors of the tantrum, and the date/time that it occurred. they observed the behavior using a two-way mirror to what how the behavior naturalistically took place Validity A reliability test was used to see how the coders matched on their codes and the results showed validity in their study. Conclusions The study showed several things: - Girls experienced more tantrums than the boys did in the study - the lead/co-lead teachers were more likely to intervene in decreasing the tantrum in compassion to the assistant or student teachers - more supportive techniques helped with decreasing the tantrum - using more positive language helped decrease tantrums that were emotionally driven - tantrums that were cognitively driven (i.e., attention- seeking, non-compliance behavior) saw that creating firm boundaries and talking to the child once they were calm helped decrease the tantrum 7

Article 4 8

APA-formatted reference: Crook, K.C., Ringdahl, J.E., Cooper, R.N., Quinland, K., Mangum, D.R., & Zabala, K. (2023). Evaluating different magnitudes of reinforcement within the caught being good game. Journal of Positive Behavior Interventions, 25 (3), 159-168. https://doi.org/10.1177/10983007221140361 Dependent Variable determined if the magnitude of the reinforcer (high/low) helped with decreasing the disruptive behaviors within the classroom Independent Variable using an evidence-based approach called caught being good game to help decrease disruptive behaviors within a classroom setting Single-Subject Design multiple baseline across different students in 3 classrooms ranging from the 2nd- 5th grade Data Collection Procedure and Interobserver Agreement Method used a 15 second whole interval recoding throughout the 15-20 min session. during IOA, they calculated the data by looking interval- interval to see if the occurrence or non-occurrence of the behavior was in total agreement Validity 9

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the results from classroom 1 did not show any differentiation in using high or low magnitude reinforcers to decrease the disruptive behavior in the classroom in classroom 2, there was a decrease in the disruptive behavior using both high and low magnitude reinforcers in classroom 3, there was difference in seeing a decrease in the disruptive behavior when using using high magnitude reinforcers in the classroom Conclusions There was a decrease in the disruptive behavior when the CBGG intervention was implemented in the classrooms. the effects of the using high or low magnitude reinforcers in the classroom varied so there wasn’t a definitive method that was more effective. there were several limitations within the study: 1. having one set reinforcer was hard to implement within the classroom 2. teachers had to manipulate how to implement the intervention due to students not wanting to engage with one another for different reasons after already establishing guidelines for the game 3. there were some issues when finding the frequency of participant in the game to get accurate data collection 10

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