|
Overcoming Distance Barriers: Evaluation of a Special Education School Distance Learning Model and Pre-Service Special Education Teacher Training for Small Group Instruction Delivery |
Sunday, May 29, 2022 |
10:30 AM–10:55 AM |
Meeting Level 2; Room 205C |
Area: EDC |
Instruction Level: Basic |
Chair: Lauren Lestremau Allen (SUNY Empire State) |
CE Instructor: Lauren Lestremau Allen, Ph.D. |
|
Overcoming Distance Barriers: Evaluation of a Special Education School Distance Learning Model and Pre-Service Special Education Teacher Training for Small Group Instruction Delivery |
Domain: Service Delivery |
LAUREN LESTREMAU ALLEN (SUNY Empire State; Ivymount School), Jessica Boyle (The Ivymount School; Vanderbilt University), Brooke Hess (Ivymount School) |
|
Abstract: The purpose of the session is to (a) Share the outcomes of a distance learning model employed with elementary and secondary students with developmental disabilities in a special education school (Study 1) and (b) Evaluate the effectiveness of virtual training package for special educators (Study 2). For Study 1, the independent variable included a multi-component, comprehensive distance learning package targeting student and teacher skills and supports. Dependent variables include the student variables of student responding and accuracy, daily attendance, and class participation as well as teacher variables related to learn unit implementation. Data were collected via direct observation data collected at baseline in a traditional face-to-face school setting, throughout application of the distance learning model, and then upon return to a face-to-face environment. Findings suggest the distance learning model resulted in student and teacher dependent variables that closely mirrored those during face-to-face learning. For Study 2, special educators were provided pre-service training using a combination of asynchronous virtual and synchronous virtual training, including Behavioral Skills Training, to establish instructional control and instructional delivery that included intact Learn Units and simultaneous opportunities to respond. Findings suggested that teachers implemented Learn Units with similar levels of accuracy as compared to previous school years’ in-person training. |
|
Target Audience: Basic |
Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Evaluate core components of a pilot distance learning model via a small group instructional model in a special education school serving autistic students/students with autism 2. Describe core instructional delivery components that support simultaneous active student responding in a distance learning small group instructional format 3. Describe procedures employed to support daily and class attendance in a distance learning instructional format 4. Describe procedures employed to support student motivation and social-emotional well-being during distance learning. 5. Evaluate components of a distance training package for academic teachers providing small group instructional in a special education school serving autistic students/students with autism. 6. Describe the components of the training package that support teacher’s understanding and use of instructional control, instructional delivery, and instruction design practices. 7. Describe virtual Basic Skills Training components employed to train teachers on the use of Learn Units within small group instruction. 8. Describe observational measures and methods employed to collect data and monitor performance of teachers’ use of Learn Units. |
|
|