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Justin A. Haegele and Samuel Russell Hodge

There are basic philosophical and paradigmatic assumptions that guide scholarly research endeavors, including the methods used and the types of questions asked. Through this article, kinesiology faculty and students with interests in adapted physical activity are encouraged to understand the basic assumptions of applied behavior analysis (ABA) methodology for conducting, analyzing, and presenting research of high quality in this paradigm. The purposes of this viewpoint paper are to present information fundamental to understanding the assumptions undergirding research methodology in ABA, describe key aspects of single-subject research designs, and discuss common research designs and data-analysis strategies used in single-subject studies.

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Daniel Balderson and Tom Sharpe

This study examined the effects of personal accountability and personal responsibility instructional treatments on elementary-age, urban, at-risk physical education students. A multiple treatment ABAD, ACAD, ADA, control behavior analysis design was implemented across four distinct matched class settings to determine the separate and combined treatment effects of each instructional treatment on the number of occurrences and percentage of class time for the following: teacher management, student leadership, passive and disruptive student off-task, positive social behavior, and student conflict and conflict resolution behaviors. Study participants included fourth- and fifth-grade students from four elementary classes in an inner-city charter-school setting. Results indicated that both personal accountability and personal responsibility treatments were effective in the primary treatment setting for changing all managerial, off-task, and positive social measures in desirable directions. Recommendations include analysis of the potential long-range and generalized effects of social-skill instruction for underserved children and youth conducted in the context of physical education classes.

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ZáNean McClain, Daniel W. Tindall and E. Andrew Pitchford

. Journal of Applied Behavior Analysis, 51 (3), 553–570. Physical Education Transition Planning Experiences Among Deafblind Adults Regardless of ability or disability, the benefits of a physically active lifestyle are well documented. Unfortunately, individuals who are deafblind tend not to participate in

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Wesley J. Wilson

the reports. Chapter 5 discusses the management of student behavior with the focus on eliciting appropriate behaviors through an understanding of applied behavior analysis and positive behavior support. Chapter 6 highlights why Universal Design for Learning is important and discusses its implications

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. Journal of Applied Behavior Analysis, 51 (3), 553–570. doi: 10.1002/jaba.474 Physical Education Transition-Planning Experiences Among Deaf–Blind Adults Regardless of ability or disability, the benefits of a physically active lifestyle are well documented. Unfortunately, individuals who are deaf–blind tend

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ZáNean McClain, E. Andrew Pitchford, E. Kipling Webster, Daniel W. Tindall and Seo Hee Lee

.S., Akers, J.S., & Contreras, B.P. (2017). Evaluation of interactive computerized training to teach parents to implement photographic activity schedules with children with autism spectrum disorder. Journal of Applied Behavior Analysis, 50 (3), 567–581. doi:10.1002/jaba.386 Physical Education Experiences

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Kent A. Lorenz, Hans van der Mars, Pamela Hodges Kulinna, Barbara E. Ainsworth and Melbourne F. Hovell

. Phase B + began at the start of February and lasted 8 weeks, with the final return-to-baseline condition ending at the start of May. The use of a single-case design is rooted in and consistent with applied behavior analysis research, 23 on which this study was modeled. We employed a hybrid reversal

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Ebrahim Norouzi, Fatemeh Sadat Hosseini, Mohammad Vaezmosavi, Markus Gerber, Uwe Pühse and Serge Brand

Analysis design (Retention Test 1-transfer—Retention 2), consisting of one block of 20 motor trials in each test condition. In the present study, the Applied Behavior Analysis test session refers to the following study design: the retention tests were used to assess learning, whereas the transfer test was

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Iva Obrusnikova, Haley M. Novak and Albert R. Cavalier

individual participants included in the study. The authors declare that they have no conflict of interest. References Alberto , P.A. , & Troutman , A.C. ( 2013 ). Applied behavior analysis for teachers ( 9th ed. ). Upper Saddle River, NJ : Pearson Education . Almuhtaseb , S. , Oppewal , A

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Melanna F. Cox, Greg J. Petrucci Jr., Robert T. Marcotte, Brittany R. Masteller, John Staudenmayer, Patty S. Freedson and John R. Sirard

, W.H. , Pfeiffer , K.A. , Dowda , M. , & Pate , R.R. ( 2009 ). Assessing children’s physical activity in their homes: The observational system for recording physical activity in children-home . Journal of Applied Behavior Analysis, 42 ( 1 ), 1 – 16 . PubMed ID: 19721726 doi: 10