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| #344 Poster Session – EDC |
| Monday, May 31, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 96. Effects of Training on Positive and Negative Statements made by Teachers in a Classroom |
| Area: EDC; Domain: Applied Research |
| ALICIA GRAUVOGEL (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Edwin J. Dyer (University of Nevada, Reno), Dana Anderson (University of Nevada, Reno), Jocelyn Hossffmann (University of Nevada, Reno) |
| Abstract: The frequency of positive and negative statements made by 3 different teachers was examined within a classroom. The study was conducted in a public school using 3 classrooms which utilized a token economy for children who display severe behavior problems. Systemative interventions were applied for each teacher in an attempt to increase the number of positive statements and decrease the number of negative statements made during the regular course of the school day. Results demonstrate simple interventions (i.e., training) can be used to increase the frequency of positive statements in the classroom, while concmitantly decreasing negative statements. Individual performances of the teacher will be presented demonstrating such improvements. |
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| 97. Training Teachers in an Infant Classroom to Use Embedded Teaching Strategies |
| Area: EDC; Domain: Applied Research |
| TRISTA TATE (University of Kansas), Rachel H. Thompson (University of Kansas), Paige M. McKerchar (University of Kansas), Jessica L. Haremza (University of Kansas) |
| Abstract: Embedded teaching involves incorporating teaching strategies into everyday activities (e.g., play) or routines (e.g., diapering). The success of these strategies with young children has led to the recommendation that embedded teaching be used in early childhood settings; however, little research has been devoted to identifying the best methods for training teachers in the use of these methods. Therefore, the purpose of this study was to evaluate the effects of instruction and feedback on teacher use of embedded teaching strategies in an infant classroom. Data were collected on the occurrence of teaching opportunities and teacher use of specific forms of embedded teaching (e.g., modeling, prompting, reinforcement). Interobserver agreement was collected during 30% of sessions with a mean agreement above 90% for all participants in each condition. Results showed that instruction alone was insufficient to produce increases in teacher use of embedded teaching strategies. However, when instruction was combined with feedback, all teachers showed large and sustained improvements that maintained with the frequency of feedback was decreased. |
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| 98. The Effects of Inconsistent and Consistent Noncontingent Functional Reinforcement |
| Area: EDC; Domain: Applied Research |
| NICOLE B. BELLOMO (Eastern Michigan University), Marilyn K. Bonem (Eastern Michigan University) |
| Abstract: Direct observational data indicated that the disruptive behavior of a 4-year-old preschool child was maintained by peer and staff attention. A schedule of noncontingent reinforcement was implemented such that 5 minute periods of staff interaction were alternated with 5 minute periods of no attention. During both periods the disruptive behavior was to be ignored. The procedure was to be implemented during three one-hour blocks each day. The experimenter collected data during two staff implemented blocks and implemented the procedure herself for 3.5 hours per week. Anecdotal evidence indicated that staff were quite inconsistent in implementing the procedure, perhaps interacting with the child during half of the scheduled interaction periods. Data collected demonstrated that both staff implemented and experimenter implemented NCR procedures reduced disruptive behavior compared to baseline, but when the procedure was consistently implemented, behavior was reduced dramatically. |
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| 99. Implementing Positive Behavior Support in Head Start Classrooms: Relationships Between Teacher Supports and Student Behavior |
| Area: EDC; Domain: Applied Research |
| MELISSA STORMONT (University of Missouri), Timothy J. Lewis (University of Missouri), Sandra Covington-Smith (University of Missouri) |
| Abstract: The purpose of this poster session is to describe a study that investigated the relationship between three Head Start teachers' use of behavior supports and their students' problem behavior. This study included a multiple baseline design across participants (teachers), a teacher-directed small group context, and a teacher implemented intervention that has been documented to decrease problem behavior in older children. The specific teacher behaviors that were collected in this study were precorrection, specific behavior praise, and reprimands. Student problem behavior was defined as observable behavior reflective of off-task, oppositional, disruptive, aggressive, or other types of undesirable behavior. Reliability on observation codes were established prior to data collection and, subsequent to initial reliability training, 20% of all sessions included reliability on both teacher and student behavior codes. Overall interrater reliability was .85 with estimates ranging from .80-.99. Data were analyzed visually for level changes, trends, and variability. Main findings included that, for all three teachers, clear functional relationships were established from baseline to intervention for teachers' use of behavior supports (increase) and students' problem behavior (decrease). Data on the social validity of the intervention indicated that all three teachers reported that they felt the intervention was successful, beneficial for students, and easy to implement. |
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| 100. The Effects of Learn Unit Presentation on Increasing Scientific Tacts in Teachers and Observers |
| Area: EDC; Domain: Applied Research |
| EYLEEN ORTIZ (Teachers College, Columbia University) |
| Abstract: This study is a systematic replication of Nuzzolo-Gomez (2002). The study investigated the effects of supervisor learn unit presentation to increase correct learn unit presentation by teachers to students, the rate and accuracy of the learn unit presentation, graphical decisions, and scientific tacts emitted by the teachers using a delayed multiple baseline and probe design. The experimenter provided learn unit to the participants while the observers observed the learn units presented by a supervisor. The observers did not receive learn units throughout the study. The four participants were required to answer ten scientific questions regarding their student’s instruction using scientific tacts. A correct response was recorded when the participants/observers answered the questions using scientific tacts. During baseline, the unit of measurement was the trial, and during the other phases the learn unit was used (Greer & McDonough, 1999). During this phase, the participants and observers were sitting individually working with their corresponding student as the supervisor recorded data on the rate/accuracy of the learn unit presentation. During treatment, the participants, and observers sat in groups of 2 (one participant and one observer). Before and after the treatment implementation the experimenter collected probe data on all the dependent variables. The independent variable was the supervisor learn unit. The study took place in two settings, the first setting was a group meeting and the second setting was in the classroom, also called the generalization setting. The design used during this study was a two A-B delayed multiple baselines across participants. |
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| 101. Using Precision Teaching Practices to Manage Inner Behaviour Regarding Study and Exams |
| Area: EDC; Domain: Applied Research |
| AISLING A. ARDIFF (The Saplings School), Niamh McHugh (The Saplings School), Philomena P. Smyth (The Saplings School), Wendi M. McDermott (The Saplings School), Claire E. McDowell (The Saplings School), Kenneth Kerr (The Saplings School) |
| Abstract: The Saplings Model of Education is a partnership organization driven by parent and professional input, and includes the Saplings School for children with Autism. The Saplings School is a research driven school which provides one to one and group instruction, using the principles of Behaviour Analysis, to thirty pupils challenged with Autism. The Saplings School operates as a researcher-practitioner model in the promotion of best educational practice. To promote excellence in the delivery of services to Saplings pupils, Saplings encourages staff to undertake educational courses to develop and enhance skill repertoires. This poster presentation examines the effects of practice and Precision Teaching techniques on negative and positive inner thoughts and feelings experienced by the participant throughout the duration of a course of study. |
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| 102. Skills Training and School Wide Behavioral Improvement: A report on Project ACHIEVE Success |
| Area: EDC; Domain: Applied Research |
| ALICIA S. PERRY (Blue Ridge Behavioral Health Services), Howie Knoff (Project ACHIEVE) |
| Abstract: A school-wide behavioral improvement program was implemented in an inner-city school in Maryland. The authors implemented a professional development project to enhance the ability of teachers and administrators with high-risk elementary school populations. Goals were to help teachers improve the students’ capacity to demonstrate academic readiness behaviors, access education, and decrease interfering problematic behaviors. A data-based, nationally known program called Project Achieve, developed by Dr. Howard Knoff, was implemented in selected schools. These inner-city schools were selected due to difficulties with behavioral challenges, which impeded academic engagement. Training processes included small-group meetings, staff training on social skills teaching, guidelines on functional behavioral assessments, Project Achieve Stop and Think Program, and problem-solving strategies (emphasis on teaching replacement skills to challenged students). Consultants provided assessment, planning and general observations of the school with staff support for recommended changes. The results of the two-year professional development process for teachers are evident in their product, the students. Initial data from the implementation of the program in the first school are impressive. Overall, the behavioral referrals for the 2002-2003 school year are 60% lower than the average of the previous two school years. Reduced referrals resulted in overall increased opportunity for academic engagement. |
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| 103. Measuring Change in Teacher Responsivity to Aggressive and Pro-social Behavior in a Preschool Setting |
| Area: EDC; Domain: Applied Research |
| ANNA-LIND PETURSDOTTIR (University of Minnesota), Leanne Johnston (University of Minnesota), Jennifer J. McComas (University of Minnesota), Frank J. Symons (University of Minnesota) |
| Abstract: We examined the relationship between aggressive behavior and changes in the teacher’s response for 2 students who displayed high levels of aggression in the same preschool classroom. Repeated measures of real-time direct observation data were collected during 20 minute observations on a bi-weekly basis for 8 months. Sequential analyses were conducted of teacher responses to aggression and converted to Yule’s Q values to depict the magnitude of association between child behavior and teacher response for (a) aggressive behavior, and (b) pro-social behavior. Findings are depicted graphically and suggest that for one child (the female), the teacher became less responsive to aggression and her responsivity to the girl’s pro-social behavior remained constant over time, whereas, for the other child (the male), the same teacher became more responsive to aggression and less responsive to pro-social behavior over time. Inter-observer agreement was computed using Cohen’s Kappa with coefficients of .8 or better on 35% of the observations. Results are discussed in terms of influence of naturally occurring teacher responses on dynamic patterns of aggressive and pro-social behavior in preschool settings. |
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| 104. Classroom Management Using Cognitive-behavior Theory |
| Area: EDC; Domain: Applied Research |
| ANNE-MAY HEGGEN (Social Worker), Marianne Vallestrand (Social Worker) |
| Abstract: This project describes a general problem-solving approach to help teachers in a class with several pupils with AD/HD diagnosis to manage teaching.In a four-months period teachers were trained in "how to use classroom rules to draw pupils attention". The existing rules were justified to fit the group and the teachers learned to use them in a consequent and concistent way.
By using methods like interviews, role-playing and videotaping, the teachers learned how to become more effective and consequent in their way of communicating the rules. The teachers also focused on giving immediate reinforcement for following the stated rules. As a result the teachers were able to enhance academic education and AD/HD pupils were more collaborative in the classroomsetting. |
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| 105. Guided Notes: Valid Nethodology for Preservice Teacher Education? |
| Area: EDC; Domain: Applied Research |
| RICHARD G. WELSCH (University of Toledo) |
| Abstract: This poster will present a research study that adds to the extent literature on the effectiveness and the utility of guided notes. Participant in the study were 78 students enrolled in a college-level special education course titled Curriculum Adaptations and Strategies in Early Childhood Education. Class 1 contained 35 undergraduate and graduate students. Class 2 contained 43 undergraduate and graduate students. All undergraduate students were considered seniors. Grade point averages (GPA) showed that the classes were comparable.An alternating treatment design was used across two groups. Guided notes were administered for half of the class sessions, while the students took their own notes on alternate days. Data were collected on daily quizzes to assess accuracy of recall of information presented in the lecture. High inter-scorer reliability was reported. When looking at group averages, minimal differences in daily quiz scores are noted. A T-test will be performed to explore a statistical difference, producing mixed results. When looking at individual students, several students performed consistently better under the guided note condition, replicating the results of earlier studies in which guided notes were used during whole-class instruction. Social validity questionnaires administered to the participants revealed satisfaction with results and procedures. |
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| 106. Teaching Functional Behavioral Assessments through Web-mediated Collaborative Problem Solving: Procedures, Analysis, and Issues |
| Area: EDC; Domain: Applied Research |
| SEKHAR PINDIPROLU (East Tennessee State University), Stephanie M. Peterson (The Ohio State University), Sarah Rule Salzberg (Utah State University) |
| Abstract: In the recent years there has been an increase in the number of distance education programs to prepare personnel nationwide (Pindiprolu, 2001). At times, a course is offered to both on-campus and off-campus students. The presence of both on-campus and of-campus students presents challenges for teacher educators to provide similar experiences to both groups and to bring together students from both groups for cooperative problem solving. An economical way to overcome these barriers is to employ Web-based learning environment as a medium for providing learning experiences (Smith, Smith, & Boone, 2000).
In this presentation, which was a part of a larger study that examined the effects of three case-based teaching tactics in facilitating generalization of functional assessment skills in pre-service teachers, the procedures of the study (i.e., selection of students into sub-groups, procedures for collaborative problem solving) and the Web-mediated learning tools employed in the study will be discussed. Further, the results of the study, limitations, and suggestions for future research will be outlined. |
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| 107. Exemplary Teachers of the Deaf: An Ecobehavioral Assessment of Classroom Ecology, Teacher and Student Behavior of High and Low Performing Students |
| Area: EDC; Domain: Applied Research |
| MARY LYNN WOOLSEY (University of North Florida), Tina J. Harrison (University of Arts and Sciences of Oklahoma), Len Roberson (University of North Florida), Janice Seabrooks-Blackmore (University of North Florida), Gwen Williams (Florida A&M University) |
| Abstract: This study reports the second year of progress of a Department of Education Initial Career Award Grant. An ecobehavioral assessment program (MS-CISSAR) was used to observe 22 nominated exemplary teachers of the deaf in residential and charter schools throughout the United States. Twenty-two exemplary teachers, 17 high performing students and 17 low performing students participated in the study. The high and low performing students were in the same class with the exemplary teacher. Observations occurred over four days, two days per student. Observations were not typically consecutive.
At the school level, the preliminary results show differences in time allocation for subjects and time for the school day. Reading instruciton varied from several hours per day to no time per day. The 22 nominated exemplary teachers showed differences in how instruction was delivered and student instructional arrangements. There were few differences in the responses of the high and low performing students in their academic responding, task management and competing behaviors. |
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| 108. From Research To Practice: An Afterschool Tutoring Program as a Lab for Undergraduate Behavior Management Students |
| Area: EDC; Domain: Applied Research |
| MICHAEL C. LAMBERT (University of Portland) |
| Abstract: This poster describes the collaboration of two organizations (University of Portland and the Portland Bridge Builders) to design a laboratory component for undergraduate education majors to provide tutoring to students participating in the Bridge Builders program. Undergraduate students provided tutoring to African American male high school students. The high school students were members of the Bridge builders program, a mentoring program for African American males in Portland, Oregon. The university lab component consisted of undergraduate students tutoring the Bridge Builder students in homework or enrichment activities using research guided instructional strategies. Upon completion of the weekly tutoring sessions, the University and Bridge Builder students would share dinner at the university dining hall. Students would then report and analyze student performance the following week at the next class meeting. Achievement data as well the results of a consumer satisfaction survey will be shared. |
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| 109. Cultural Issues in the Application of Behavior TechniquesIn People’s Republic of China |
| Area: EDC; Domain: Applied Research |
| LI LI (Utah State University), Richard P. West (Utah State University), Weldon Sleight (Utah State University) |
| Abstract: This study was a primary investigation which will lead to a series of studies. The purpose of the study was to examine the impact of the Chinese culture in applying behavior techniques in home settings and classroom settings. One hundred surveys were sent out to Chinese elementary schools, middle schools and families in order to find out the cultural differences in applying behavior techniques in various settings. The results indicated that cultural beliefs played an important role in disciplining children in China.In home settings, the results of the survey indicated that (1) parents were more likely to punish their children when they thought their children should have higher grades than they got; (2) parents were very likely to say that their children needed more hard work when other people were praising their children; (3) parents were very likely to say that they were proud to not to praise their children, which was because they believed that punishment would give children pressure and with the pressure, the children would aim higher or do harder work to achieve what they wanted; (4) when asking how many praises a parent gave to his/her child in one day, the result indicated almost none; (5) when asking whether they used material things to praise or encourage their children, the result indicated that the children should get whatever they wanted though they did not do a good job since that was not the way how the Chinese parents punished their children; (6) when asking whether they physically punished their children, about 50 percent of the parents indicated that they did use physical punishment and 50 percent of the parents believed that verbal criticism was very necessary; (7) when asking whether their children should be verbally criticized all the time, the result indicated that almost all parents believed that their children should be verbally criticized all the time since they needed the reminders; and (8) when asking whether they would like to learn to use different ways or positive ways of discipline their children, almost 100 percent of the parents indicated that they would like to learn.The results of the survey for school settings were almost identical to the home settings except that the teachers believed that they used praise in their classrooms. Yet, when asked whether they praised every one of their students during the past week, they indicated they could not remember. School teachers believed that no teacher should use physical punishmen |
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| 110. Effective Instructional Practices: Contrasts Between In-house and Consultative Settings |
| Area: EDC; Domain: Applied Research |
| DEIRDRE LEE FITZGERALD (Eastern Connecticut State University), Lillian Connelly (Eastern Connecticut State University), Jean Seifert (Eastern Connecticut State University) |
| Abstract: Acceleration of learning outcomes is demonstrated through the application of instructional practices from the methods of Precision teaching (PT) and the Personalized System of Instruction (PSI) to training behavior analysts, professionals from parallel fields, and paraprofessionals. Pre and post test results demonstrated substantially greater increases in mastery in in-house as compared to consultative training programs. Further contrasts were revealed through curriculum based assessments, again indicating superior mastery in the in-house training programs. Results confirm that effective instructional design is facilitated through control of the relevant contingencies. Ways to increase the effectiveness of instructional practices in consultative settings will be discussed. |
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| 111. Interteaching vs. Lecture: Which is More Effective? |
| Area: EDC; Domain: Applied Research |
| TRACY E. ZINN (Stephen F. Austin State University), Bryan K. Saville (Stephen F. Austin State University) |
| Abstract: Behavioral approaches to classroom instruction—including Keller’s (1968) Personalized System of Instruction (PSI), Skinner’s (1968) Programmed Learning, and Lindsley’s (1964) Precision Teaching—have often proven themselves superior to other, more traditional methods of classroom instruction. Unfortunately, for a variety of reasons, few educators continue to use these behaviorally-based methods of instruction. Interteaching, defined by Boyce and Hineline (2002) as “a mutually probing, mutually informing conversation between two people,” is a new pedagogical method based on behavior-analytic principles. It offers an innovative and potentially effective alternative to traditional methods of instruction. In addition, it attempts to answer several of the criticisms leveled at other behavioral approaches to education. Although anecdotal evidence supports the efficacy of interteaching, few empirical data exist. In the present study, we examined several aspects of academic performance after college students listened to “traditional” lectures or participated in interteaching sessions. Although additional research is needed, our results suggest that interteaching is an effective alternative to more traditional methods of teaching. |
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| 112. Using Goal Orientation to Improve Learning in Introductory Psychology |
| Area: EDC; Domain: Applied Research |
| MARK S. HOYERT (Indiana University Northwest), Cynthia O'Dell (Indiana University Northwest) |
| Abstract: Goal orientation research suggests that students pursue one or more educational goals. Two goals predominate: mastery and performance goals. Students who pursue mastery goals are reinforced by the act of learning and gaining competence. Students who pursue performance goals are rewarded by evidence of their competence. We have previously found that students who pursue mastery goals attain better grades (25 point differences) during certain conditions. We attempted to alter goal orientation in Introductory Psychology students (especially in performance dominant students) in order to increase academic success. Peer tutors employed multiple techniques designed to increase the endorsement of mastery goal orientation and to encourage the use of effective studying techniques. The intervention produced clear benefits: 1) Students who received the intervention began to endorse mastery goals to a greater extent and responded with an 8 point increase after the intervention. 2) Students in the control group (matched for goal orientation and initial examination grade) had a 7 point decrease. 3) About half of the students who participated in the intervention were able to continue to improve their grades and achieve passing grades in the class while almost all of the students in the control group failed the course. |
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| 113. The Cognitive Misers Win! Applied Behavior Analysis in a Social Psychology Class |
| Area: EDC; Domain: Applied Research |
| ANGELA K. FOURNIER (Virginia Polytechnic Institute & State University), Rachael E. Budowle (Virginia Polytechnic Institute & State University), Sara R. Rayne (University of Memphis), E. Scott Geller (Virginia Polytechnic Institute & State University) |
| Abstract: The present study evaluated an intervention to facilitate classroom participation with applied behavior analysis. Students’ in-class participatory behavior was reinforced with extra credit points using the minimal intergroup paradigm. A class of 88 social psychology students was arbitrarily split into two teams of 44 and the teams competed for extra credit points throughout the semester. Teams were reinforced daily for answering questions and contributing comments. Each participatory behavior was rewarded with a poker chip dropped into a glass jar at the front of the classroom. Students named the two teams the “Psych-outs” and the “Cognitive Misers.” At the end of the semester, the total number of chips for each team was 203 and 290, respectively. The Cognitive Misers had won and were awarded their extra credit points. Participatory behavior was measured at Intervention, Withdrawal, and Intervention conditions. Contrary to predictions based on applied behavior analysis, participatory behavior did not extinguish or even decrease during the Withdrawal condition. Instead, there was a steady increase in participatory behavior throughout the semester, regardless of condition. Implications of findings will be discussed. |
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| 114. Computer Based Programmed Instruction in Western Michigan University |
| Area: EDC; Domain: Applied Research |
| EDUARDO A. OSORIO JONES-PARRA (Western Michigan University), Morgan C. Reynolds (Western Michigan University), Ann L. Chaffee (Western Michigan University), Jason T. Otto (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Psychology 100 (honors), 360, 460 and 610 are courses at Western Michigan University run by Richard W. Malott and his MA and PhD students. For several semesters now, students in Malott’s graduate training system have designed, implemented, and evaluated computer-based training materials for the classes. At the same time the authors were redesigning existing MS PowerPoint training modules, job aids and checklists were created to summarize some criteria for effective programmed instruction and computer-based training. The materials are created with the intent of alleviating common student mistakes and confusions observed by the T.A's of the respective courses. The materials include actual student examples (both exemplary and incorrect), which have been collected over the course of semesters. The programs have been developed according the Six Steps of Behavioral Systems Analysis, and are continuously revised for quality improvement according to students’ errors on relevant quizzes and evaluation data. |
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| 115. An Evaluation of Interteaching Strategies in an Undergraduate Learning Course |
| Area: EDC; Domain: Applied Research |
| JAMES E. CONNELL (Louisiana State University), Christina M. Vorndran (Louisiana State University) |
| Abstract: Boyce and Hineline (2002) proposed an “interteaching” method that departs from the standard college lecture format. The procedure incorporates characteristics of both Keller’s personalized instruction system and collaborative teaching methods while addressing some of the criticisms directed at those teaching strategies. Boyce and Hineline suggest that the optimal arrangement for positive outcomes is a focused didactic exchange between two to three students, similar to reciprocal peer-tutoring. The present study employed the method described by Boyce and Hineline with 55 college students enrolled in a Psychology of Learning summer course at Louisiana State University. The comparative effects of traditional lecture format versus small group discussion (i.e., interteaching) on students’ quiz performances were evaluated in an ABAB design. Results suggest that overall, students performed better on chapter quizzes following interteaching sessions than following lecture sessions. Additionally, students’ ratings of interteaching sessions were high across the semester on a “quality of session” rating scale. These results suggest that interteaching is a viable and effective alternative to traditional lecture. |
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| 116. Topography of Student Interactions in Distance Learning |
| Area: EDC; Domain: Applied Research |
| EMILY RUDRUD (St. Cloud State University), Eric Rudrud (St. Cloud State University) |
| Abstract: Students enrolled in distance learning courses cite flexibility in scheduling as a primary benefit of the course. Student professor interactions are important to course integrety and satisfaction measures, i.e. timeliness of response, availablity of the instructor, etc. Anywhere, anytime learning creates new challenges for design and implementation of courses, particularly student professor interactions. Student postings were analyzed by day of week and time of day. The results indicated that most students correspond with faculty members outside of the regular work day/week. |
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| 117. Talking the Talk: Using SAFMEDS to Shape Student’s Verbal Repertoire |
| Area: EDC; Domain: Applied Research |
| JOANN ANG (The Ohio State University), Tim M. Barrett (The Ohio State University) |
| Abstract: In professional disciplines, speaking the language or, “talking the talk” as it were, is an important function of learning about effective practices. In education, for example, a fluent verbal repertoire in content, teaching strategies, and contextual variables is an important consideration. This poster will highlight data from a study implementing SAFMEDS (Say All Fast a Minute Every Day Shuffled) in an undergraduate physical education methods course. In this study, an A-B-A-B withdrawal design was implemented across 16 sessions (i.e., lessons). The data indicate there was a functional relationship between SAFMEDS and the number correct on the written test of concepts. Participants (N = 28) average percent correct during the first A condition was 66%. Following implementation of SAFMEDS, average percent correct was 89.6%. Returning to baseline the percentage correct dropped to 60.6%. In the second “B” condition the average percent correct was 95%. One could argue that “talking the talk”, or fluency in the professional language of specific disciplines (e.g. education), is an important and necessary skill for teacher candidates. SAFMEDS was shown to be an efficient, and effective strategy to increase the verbal repertoire, or “talking the talk” of these teacher candidates. |
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| 118. Transition to College: Examination of One Student with ADHD |
| Area: EDC; Domain: Applied Research |
| ISAAC MALLETTE-LLOYD (Silver Creek Central School), Barbara Mallette (State University of New York at Fredonia), Douglas Lloyd (Silver Creek Central School) |
| Abstract: Adolescents with ADHD often present behaviors that challenge successful completion of high school including establishing priorities, time management, juggling of assignments, review of material for tests, and seeking instructor assistance. These individuals often receive support from special education teachers directly and can receive guidance from general education teachers (i.e. content teachers) indirectly. What happens when these teens move into the arena of higher education?Support services for college students with ADHD vary, depending on the breadth and depth of support services. Typically, services are not provided to college students with ADHD unless the students self-identify as having this disability and present legitimate evidence from a psychologist to document the disability. The transition to college can be challenging because these students are leaving the security of the high school setting where a special education teacher has monitored the student's progress. How can students with ADHD make the transition to this new academic arena successfully?This poster will depict the transition of a high school senior with ADHD as he moves from full time high school enrollment to enrollment in college courses. Strategies used to record assignments, establish priorities, monitor progress, and adjust study habits will be displayed. In addition, feedback from both high school and college instructors will be reported. |
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