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| EDC Monday Noon |
| Monday, May 25, 2015 |
| 12:00 PM–2:00 PM |
| Exhibit Hall C (CC) |
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| 43. iCoaching Preservice Teachers: A Pilot Project |
| Area: EDC; Domain: Basic Research |
| KATHLEEN RANDOLPH (Florida Atlantic University) |
| Abstract: The use of audio coaching with both preservice and inservice teachers has been used in the past twenty years using different systems, but with the same purpose: to provide immediate feedback to the recipient teacher in order to facilitate, and often times improve, effective teaching practices. Bug-in-ear (BIE) systems have come in many shapes and sizes providing covert audio feedback to teachers as they teach, and enabling them to receive that feedback in order to make changes in their teaching practice with one thing in mind, student learning. This study explores the use of current technology, iPods and their available applications, in providing feedback to a preservice teacher in the classroom in order to see gains in targeted effective teaching behavior. Conducted in an alternative public school where students who have been expelled from the general education setting are sent for no less than 180 days, this project was a pilot study to determine the ability for current technology to provide immediate feedback and the effectiveness of the feedback provided to the student teacher. This study also sought to determine the feasibility of the design and measurement used. This study provided valuable data and information to the researcher, as well as limitations within its preliminary design. |
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| 44. Enhanced Goal Setting to Increase Teacher Adherence to Positive Behavior Management Strategies |
| Area: EDC; Domain: Applied Research |
| COREY MILES COHRS (Unviversity of Nebraska Medical Center), Keith D. Allen (Munroe-Meyer Institute, University of Nebraska Medical Center), Mark D. Shriver (Munroe-Meyer Institute, University of Nebraska Medical Center), Ray Burke (The Prevention Group) |
| Abstract: Teachers in classroom settings are often expected to use positive behavior management strategies on a daily basis with children. In fact, increased teacher praise has been demonstrated an effective program component in improving students’ academic engagement, rule following, and overall outcomes. Achieving successful outcomes with BSP depends largely on the degree of teacher adherence to program strategies. Treatment adherence or treatment integrity refers to the extent to which a teacher follows the prescribed guidelines of a behavioral treatment plan. However, in many circumstances teachers may encounter obstacles which deter or prevent consistent program implementation. One method frequently employed to improve treatment adherence in teachers has been the combination of goal setting and performance feedback. Indeed, this specific combination has been repeatedly used to target adherence to praise recommendations in the classroom. A goal (statement) may be defined by a “verbal stimulus or event (i.e., goal statement, mental representation, etc.), which precedes behavior… and reliably accompanies a reinforced response.” Previous research would suggest that perhaps superior weight should be attributed to performance feedback components. One line of evidence for this is provided by studies which have indicated goal setting is often found to be unsuccessful in the absence of supporting intervention components. An expanding line of research by Gollwitzer and colleagues has suggested that goal setting may be enhanced, by adding specific behavioral intention statements to pre-existing goals. These “implementation intentions” specify both the behaviors necessary to achieve a goal and the conditions under which they will be executed. Therefore, the purpose of this study was to extend the previous cognitive evaluations of implementation intentions to evaluate the potential for improving teacher adherence to praise recommendations through an enhanced goal setting intervention. This led to a series of two studies exploring (1) the effect of implementation intentions following and in combination with a traditional goal setting intervention to increase teacher praise statements and (2) the effect of implementation intentions in isolation, systematically replicated with a second set of participants. |
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| 45. Writing Behavioral Learning Objectives Aligned to the Reading Foundations and Math Common Core State Standards |
| Area: EDC; Domain: Service Delivery |
| ELIZABETH A. LANG (MiBLSi (Michigan's Integrated Behavior and Learnin), Sonia M. Lewis (MiBLSi (Michigan's Integrated Behavior and Learnin) |
| Abstract: The purpose of this poster is to share both a task analysis and resources for writing behavioral objectives aligned to the Common Core State Standards (CCSS). Since 2010, forty-three states have adopted the CCSS. Concurrently, Multi-Tier System of Supports (MTSS) is being used more frequently to meet the educational and behavioral needs of all students. The basic elements of MTSS are required by the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA). A continuum of evidence-based practices is a critical element in an MTSS framework and is predicated on high quality instruction. Several school districts continue to grapple with aligning their curriculum and instruction to the CCSS. A point of confusion is that the CCSS are standards-based outcomes, not a curriculum. We must operationally define the skills needed for students to be able to demonstrate mastery of each standard, which is not only essential for students requiring Tier 2/3 and/or Special Education instruction but also to improve the overall quality and efficacy of Tier 1 core instruction. Since all student academic responses can be analyzed with a behavior analytic lens, the science of behavior analysis can be used to clearly define the content. |
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| 46. The Differential Effects of Textual Prompts and Behavior Skills Training on Teacher Skill Acquisition |
| Area: EDC; Domain: Applied Research |
| JESSICA RYDBERG (Arizona Centers for Comprehensive Education and Li), Donald M. Stenhoff (Arizona Centers for Comprehensive Education and Life Skills ), Tisha L Denton (Arizona Centers for Comprehensive Education and Li) |
| Abstract: Researchers have demonstrated that the skills teachers display in the classroom relate to student achievement. This is imperative with teachers serving populations with moderate and severe disabilities. In this study, we examined the differential effects of textual prompts and behavior skills training on increasing four teachers’ performance displaying targeted teaching skills in a school for students with disabilities. The researchers targeted two teaching skills in which the teachers needed to improve. Teachers were assigned to one of two conditions (textual prompts or behavior skills training) for each of the two identified targeted teaching skills. In the textual prompt condition, the specific behavior was described in bullet format on a poster board and posted on the wall as a visual prompt for the teacher. In the behavior skills training condition, researchers described the skill, modeled the skill, and provided practice with feedback to the teacher. A repeated acquisition counterbalanced across participants design was used to compare whether teachers demonstrated the skills at a faster rate using textual prompts or behavior skills training. Preliminary results indicate that behavior skills training produces a faster rate of skill demonstration than textual prompts. |
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| 47. Effects of Teachers’ Self-recording of Behavior Specific Praise on Children’s On-task Behavior in the Classroom |
| Area: EDC; Domain: Applied Research |
| KAZUKI NIWAYAMA (Kwansei Gakuin University), Junko Tanaka-Matsumi (Kwansei Gakuin University) |
| Abstract: This study examined the effects of self-recording on teachers’ use of behavior specific praise. We also examined changes in children’s on-task behavior in a classroom. The study was conducted in three general education classrooms at a Japanese elementary school using a multiple baseline design across teachers and classes. Participants were three teachers and 85 children in general education classes. We used an event recording procedure to record teacher’s use of behavior specific praise during a 45-min class. Children’s on-task behavior was recorded by using a 15-min time sampling procedure. After the baseline (A), the teachers were simply told to count behavior specific praise while conducting class (B). The self-recording procedure was implemented one 45-min class per day. The teachers self-graphed their daily counts of behavior specific praise at the end of the day. We praised teachers once per week for the increase of behavior specific praise. After the intervention, all three teachers’ use of behavior specific praise increased. Percentage of children’s on-task behavior also increased after the intervention. We continue to observe if teachers’ use of behavior specific praise and children’s on-task behavior are maintained after the formal withdrawal of the intervention. |
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| 48. Tackling the Evidence-Based Practice Issue: Do the IES/NSF Guidelines Provide a Line-of-Research Protocol? |
| Area: EDC; Domain: Theory |
| BARBARA SCHIRMER (Defiance College), Todd Schirmer (Napa State Hospital), Alison Schirmer Lockman (Western Governors University) |
| Abstract: The purpose of this conceptual piece is to determine whether the recent report issued by the Institute of Education Sciences and National Science Foundation provides a reasonable protocol that explains the differential role of methodological designs in lines of research inquiry that culminate in evidence-based instructional practices.
In spite of considerable discussion in the literature, at conferences and meetings, and in online venues about evidence-based practices, no consensus has emerged about what constitutes sufficient evidence to identify a practice as research-based, with proposed algorithms involving dissimilar configurations of quantities, qualities, and types of research (e.g., H. Cooper, 2010; Gersten, Fuchs, Compton, Coyne, Greenwood, & Innocenti, 2005; Kazdin, 2011; What Works Clearinghouse, 2010). The recent IES/NSF guidelines is the newest entry and the five-hundred-pound gorilla in this debate given that these federal agencies distribute millions of dollars in grants to support research that meets their defined criteria of quality research and promising evidence for practice.
Our research seeks to identify a common denominator protocol by which the use of particular methodological designs in a line of research inquiry provides evidence for each successive step in the process of bringing any given instructional intervention into practice. |
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| 50. Teaching 4-5 Year Old Children to Create Cartoons in Computer. |
| Area: EDC; Domain: Service Delivery |
| CELSO SOCORRO OLIVEIRA (UNESP - Sao Paulo State University), Maria Fernanda Cazo Alvarez (UNESP - Universidade Estadual Paulista), Fabio Leyser Goncalves (Universidade Estadual Paulista) |
| Abstract: The objectives of this work was to expose fourteen 4-5 year old children to computers using a cartoon maker software, to introduce the concept of story making with 3-figures strip cartoon (containing a beginning, a middle and an ending figure), to teach matching of dialogs to keyboard letters and to check the emergence of equivalent classes among the characters and their printed names through a matching-to-sample procedure (MTS). Strips had simple sentences in Portuguese (natural language), different types of balloons, characters and scenarios, all provided by the software. The software is a free cartoon strip maker, from a national Brazilian cartoon maker site. The experiment was held in a pre-school class in the interior of Brazil. First, children were introduced to printed cartoon and had to retell the story. Then the children grouped in pairs for each computer were introduced to the software commands, scenarios, balloons, characters and dialogs. Finally, a MTS computer program tested if the the children matched the characters to their printed names. A multiple baseline procedure introduced stepwise to each group. The criteria to pass to next phase were the ability to reproduce the task given. Ethical procedures were conducted with children, parents and teachers. |
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| 51. Just Do It! Reducing Academic Procrastination of Secondary Students |
| Area: EDC; Domain: Service Delivery |
| ZIWEI XU (The Ohio State University), Marnie Nicole Shapiro (The Ohio State University) |
| Abstract: Academic procrastination is a maladaptive study pattern frequently observed among secondary students, which negatively impacts students physical, mental, and social well-being. If performance management systems are not in place in secondary classrooms, the negative effects of academic procrastination may markedly increase as students enter college or the work force. Given that procrastination is often a result of an ineffective natural contingency, for several decades behavioral researchers have focused on the development of antecedent manipulations (e.g., a written commitment to study) or competing contingencies (e.g., frequent deadlines and differential grading practices) to prevent or reduce academic procrastination among young learners. In this poster, we provide secondary classroom teachers with both student- and teacher-administered evidence-based strategies (e.g., self-management, altering assignment or course designs) to reduce or prevent academic procrastination. In addition, we will present a framework, the Three-Tier Anti-Procrastination (T-TAP) Model, which encompasses these strategies and modifications for students with different learning histories. |
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