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| Remote Instruction Meets Direct Instruction: A Perfect Pairing Amidst the COVID-19 Crisis |
| Sunday, May 29, 2022 |
| 10:00 AM–10:50 AM |
| Meeting Level 2; Room 205B |
| Area: EDC; Domain: Basic Research |
| Chair: Sudha Ramaswamy (Mercy College) |
| Discussant: Amy J. Davies Lackey (Manhattan Childrens Center) |
| CE Instructor: Amy J. Davies Lackey, Ph.D. |
| Abstract: The onset of the COVID-19 pandemic resulted in a paradigm shift in the delivery of services and instruction for students with autism spectrum disorders (ASD) instantaneously. The unprecedented circumstances forced educators, behavior analysts and therapists to pivot across programming, delivery of reinforcement and presentation of material with virtually little-to-no lead time. These experiments investigated the effects of Direct Instruction (DI) programming on the acquisition of spelling, language and mathematics skills when presented during remote instruction via a synchronous video platform. Results are discussed with respect to efficiency in material preparation, acquisition of the material presented and applicability to the continuity of care for students with ASD via remote instruction |
| Instruction Level: Intermediate |
| Keyword(s): Direct Instruction, remote instruction |
| Target Audience: Intermediate-the audience for this symposium should have the following prerequisite repertoires: 1) Understanding of data collection and deriving measures from direct data collection 2) Understanding how the design of a study demonstrates experimental control 3) Some basic knowledge of Direct Instruction methodology would be helpful |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe various Direct Instruction Curricula and what they entail (2) Describe what features of DI make it a good fit for remote learning (3) What are some very practical limitations to doing studies in classrooms (especially during a pandemic) and how can these be addressed in future studies |
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| Testing the Effects of Remote Instruction on the Acquisition of Direct Instruction Spelling Responses |
| AMY J. DAVIES LACKEY (Manhattan Childrens Center), Sudha Ramaswamy (Mercy College) |
| Abstract: This experiment investigated the effects of Direct Instruction (DI) programming on the acquisition of spelling responses when participants were presented with remote instruction via a synchronous video platform. For some participants, an ABA Reversal Design across participants demonstrated a functional relationship between remote Direct Instruction of “Spelling Mastery” and mean sessions to lesson mastery as compared to baseline and reversal conditions of in-person delivery of Direct Instruction. For other participants, we found that remote and in-person Direct Instruction produced very similar levels of responding. Results indicate that regardless of delivery mode, Direct Instruction presents educators with an optimal form of instruction. And for some participants, even better results were gained during the remote delivery of Direct Instruction condition. Results are discussed with respect to features of Direct Instruction that make it a good fit for remote instruction as well as applicability to the continuity of care for students with ASD via remote instruction. |
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| Testing the Effects of Remote Instruction on Acquisition of Direct Instruction Language and Math Responses |
| SUDHA RAMASWAMY (Mercy College), Amy J. Davies Lackey (Manhattan Childrens Center) |
| Abstract: The following two experiments investigated the effects of Direct Instruction (DI) programming on the acquisition of language and math responses when participants were presented with remote instruction via a synchronous video platform. In the first experiment, an ABA Reversal Design across participants demonstrated a functional relationship between remote Direct Instruction of “Language for Learning” and mean sessions to lesson mastery as compared to baseline and reversal conditions of in-person delivery of Direct Instruction of “Language for Learning”. For other participants, we found that remote and in-person Direct Instruction produced very similar levels of responding. Results indicate that regardless of the method of delivery, Direct Instruction presents educators with an effective form of instruction. And for some participants, even better results were achieved during the remote delivery of Direct Instruction condition. Similar results were found in a second experiment where the Direct Instruction curricula, “Connecting Math Concepts” was presented to several participants. |
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