Week 12 Implications
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This document discusses evidence-based practices (EBPs) for teaching students with mild to moderate intervention needs. It defines EBPs as treatments or interventions that have been shown through research to positively impact student outcomes. While EBPs may not always work for every student, teachers should select the treatment most likely to be effective based on research and only change to other options if needed. EBPs do not restrict teacher creativity but rather provide a framework shown to secure student outcomes when implemented with fidelity. The document advocates for increased use of EBPs in special education according to research, despite some limitations in generalizing studies and a lack of clear resources identifying EBPs for teachers.
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Week 12 implications_fall
This document discusses evidence-based practices (EBPs) for teaching students with mild to moderate intervention needs. It defines EBPs as interventions supported by experimental research showing they positively impact student outcomes. While EBPs may not always work, teachers should use those most likely to succeed first. EBPs do not restrict creativity but require fidelity. Teachers are encouraged to use EBPs to secure academic and behavioral goals for students. The document reviews current and recommended readings on EBPs for different disability categories and implementing EBPs in the field.
The Star Program Powerpoint
The STAR Program provides strategies for teaching students with autism based on applied behavior analysis research. It uses three main teaching strategies: Discrete Trial Training, Pivotal Response Training, and Functional Routine Instruction. Discrete Trial Training breaks skills down into discrete steps and uses a consistent cue, response, and consequence structure. Pivotal Response Training embeds teaching within functional contexts using child-selected activities and natural consequences. Functional Routine Instruction teaches chains of behaviors through predictable routines like eating snacks. The program individualizes instruction across three levels and incorporates teaching across environments.
Blog Activity #1: Research Learning Theories
The document discusses three major learning theories: behaviorism, cognitivism, and constructivism. Behaviorism states that learning occurs through observable behavior changes in response to stimuli. Cognitivism focuses on how information is processed and organized in the mind. Constructivism involves creating meaning through experiences. The author's teaching philosophy most aligns with behaviorism in that learning requires repetitive practice leading to observable changed behavior. Routines, rules, and feedback will be used to reinforce desired behaviors in the classroom.
1c assignment
This study aims to investigate the match or mismatch between students' perceived understanding and actual understanding when engaging in self-assessment activities. Specifically, it will examine 29 high-achieving science students in England to see if their perceptions of their understanding match their test performance, and whether self-efficacy influences their perceptions. A case study methodology is used, involving tests, confidence ratings, questionnaires, and interviews to analyze students' understanding and the relationship between self-efficacy and perceived understanding.
Feedback types of feedback
The document discusses different types of feedback. It defines feedback as information given to students about their performance relative to learning goals in order to guide future performance. The main types of feedback discussed are positive feedback, negative feedback, verbal feedback, written feedback, quantitative feedback, and qualitative feedback. Constructive feedback is described as information-specific, issue-focused, and based on observations. Two studies on the effectiveness of different types of feedback are summarized. The first study found that students who received only comments on their work scored 30% higher on subsequent work, while scores negated the benefits of comments. The second study found that only comments led to improved work, while grades and praise produced no more progress than no feedback.
Feedback
The document discusses feedback and washback in language testing. It defines feedback as information used to improve performance or progress toward a goal. Feedback helps students understand the subject and improves confidence, self-awareness, and enthusiasm for learning. Washback refers to the influence of exams on teaching. Positive washback encourages studying and connects standards to instruction, while negative washback focuses too heavily on test preparation over other activities. Ensuring positive washback involves linking teaching and testing so they are aligned.
Learning theory behaviorism
This document summarizes the learning theory of behaviorism. It outlines the key theorists such as Watson, Pavlov, and Skinner and explains that behaviorism is based on the idea that all behavior is caused by external stimuli and can be shaped through reinforcement or punishment. The document then provides examples of classroom implications, including breaking concepts into small units, providing regular feedback, and teacher-centered instruction. It concludes by stating the author's view that behaviorism provides excellent guidance for their future classroom.
Feedback, characteristics and types of feedback
The notes are developed by students of A.DE Batch 2017-18 for subject Classroom Assessment at GECE Badin Sindh Pakistan
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Week 12 implications_fall
This document discusses evidence-based practices (EBPs) for teaching students with mild to moderate intervention needs. It defines EBPs as interventions supported by experimental research showing they positively impact student outcomes. While EBPs may not always work, teachers should use those most likely to succeed first. EBPs do not restrict creativity but require fidelity. Teachers are encouraged to use EBPs to secure academic and behavioral goals for students. The document reviews current and recommended readings on EBPs for different disability categories and implementing EBPs in the field.
The Star Program Powerpoint
The STAR Program provides strategies for teaching students with autism based on applied behavior analysis research. It uses three main teaching strategies: Discrete Trial Training, Pivotal Response Training, and Functional Routine Instruction. Discrete Trial Training breaks skills down into discrete steps and uses a consistent cue, response, and consequence structure. Pivotal Response Training embeds teaching within functional contexts using child-selected activities and natural consequences. Functional Routine Instruction teaches chains of behaviors through predictable routines like eating snacks. The program individualizes instruction across three levels and incorporates teaching across environments.
Blog Activity #1: Research Learning Theories
The document discusses three major learning theories: behaviorism, cognitivism, and constructivism. Behaviorism states that learning occurs through observable behavior changes in response to stimuli. Cognitivism focuses on how information is processed and organized in the mind. Constructivism involves creating meaning through experiences. The author's teaching philosophy most aligns with behaviorism in that learning requires repetitive practice leading to observable changed behavior. Routines, rules, and feedback will be used to reinforce desired behaviors in the classroom.
1c assignment
This study aims to investigate the match or mismatch between students' perceived understanding and actual understanding when engaging in self-assessment activities. Specifically, it will examine 29 high-achieving science students in England to see if their perceptions of their understanding match their test performance, and whether self-efficacy influences their perceptions. A case study methodology is used, involving tests, confidence ratings, questionnaires, and interviews to analyze students' understanding and the relationship between self-efficacy and perceived understanding.
Feedback types of feedback
The document discusses different types of feedback. It defines feedback as information given to students about their performance relative to learning goals in order to guide future performance. The main types of feedback discussed are positive feedback, negative feedback, verbal feedback, written feedback, quantitative feedback, and qualitative feedback. Constructive feedback is described as information-specific, issue-focused, and based on observations. Two studies on the effectiveness of different types of feedback are summarized. The first study found that students who received only comments on their work scored 30% higher on subsequent work, while scores negated the benefits of comments. The second study found that only comments led to improved work, while grades and praise produced no more progress than no feedback.
Feedback
The document discusses feedback and washback in language testing. It defines feedback as information used to improve performance or progress toward a goal. Feedback helps students understand the subject and improves confidence, self-awareness, and enthusiasm for learning. Washback refers to the influence of exams on teaching. Positive washback encourages studying and connects standards to instruction, while negative washback focuses too heavily on test preparation over other activities. Ensuring positive washback involves linking teaching and testing so they are aligned.
Learning theory behaviorism
This document summarizes the learning theory of behaviorism. It outlines the key theorists such as Watson, Pavlov, and Skinner and explains that behaviorism is based on the idea that all behavior is caused by external stimuli and can be shaped through reinforcement or punishment. The document then provides examples of classroom implications, including breaking concepts into small units, providing regular feedback, and teacher-centered instruction. It concludes by stating the author's view that behaviorism provides excellent guidance for their future classroom.
Feedback, characteristics and types of feedback
The notes are developed by students of A.DE Batch 2017-18 for subject Classroom Assessment at GECE Badin Sindh Pakistan
Pivotal response treatment
Pivotal Response Treatment (PRT) is a comprehensive treatment model that uses applied behavior analysis to provide learning opportunities for children with autism in natural environments. PRT targets pivotal areas like motivation, response to cues, self-management, and social initiation to facilitate improvement across other skills. The goal is to move individuals toward typical development trajectories. PRT sessions are typically 25+ hours per week and encourage carryover at home. Examples demonstrate using interests to motivate learning, involving parents, and improving social skills like question asking.
Metacognition and ADHD
The document discusses metacognitive strategies for children with ADHD. It defines metacognition as being aware of one's strengths/weaknesses and self-regulating learning. ADHD is a common behavioral disorder in children that is linked to underachievement and school problems. The three types of ADHD are inattentive, hyperactive, and a combination. Diagnosis criteria include careless mistakes, listening skills, finishing work, and organization. Story comprehension methods and organization tools are recommended to help children with ADHD focus and complete tasks.
Trends In Beliefs About Assessment Among Secondary Education
The document discusses a thesis presentation on how secondary science teachers define assessment. It provides context on definitions of assessment and discusses methods, sample questions, and findings from an internet survey of 17 science teachers. Key findings included contradictions in how teachers defined assessment, with some answers indicating they saw it as evaluative and others as learning-focused. There were also mixed responses around grading experiments and behaviors.
Behaviour Intervention
This document discusses positive behavioral interventions and perspectives in education. It provides examples of how to change behaviors by teaching expected behaviors, modeling them, and providing meaningful incentives and consequences. Positive behavioral interventions are planned to prevent problem behaviors from occurring or escalating by understanding what triggers them and modifying those triggers. Examples of interventions include preventative cueing, using "I" messages, and positive phrasing to describe expected behaviors rather than just prohibiting unwanted ones. Reinforcing positive behaviors with a ratio of at least 4:1 compared to negative behaviors is also important.
O. Ivar Lovaas Model of ABA: Lesson Guide
The document discusses discrete trial teaching (DTT), a teaching method used in applied behavior analysis (ABA) therapy for individuals with autism and other disabilities. DTT involves breaking skills down into discrete trials with clear instructions, responses, and feedback within 3-5 second intervals. It addresses prompting strategies, types of prompts, reinforcement techniques, and improving response quality. While DTT can be effective, questions are raised about its impact on socialization and whether it should be used alone or combined with other interventions for autism.
Behaviour Intervention Plan
What should be considered before a Behaviour Intervention Plan is made? What other assessments are needed?
Learning Theory - Behaviorism
The document discusses behaviorism and its application in education. It describes the three types of learning in behaviorism as classical conditioning, operant conditioning, and social learning. It provides examples of how teachers can apply behaviorism principles in the classroom through positive and negative reinforcement. Both traditional methods and technology-based methods are presented. The goal is to modify student behavior and teach expected behaviors through conditioning.
Verbal Interventions and Use of Logical Consequences
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Topic : Coping with Common Behavior Problem --> Verbal Intervention and Use of Logical Consequences
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Self-monitoring is a cognitive behavioral strategy that requires individuals to track their own behavior. It involves students evaluating and recording their behavior, such as attention to task. Studies show desired behaviors increase as students collect self-monitoring data. Self-monitoring consists of self-evaluation, where students assess their behavior, and self-recording, where they document whether targeted behaviors occurred. When used for both academic and behavioral goals, self-monitoring can help students improve independently by increasing their awareness of their own behaviors.
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This document discusses strategies for motivating students and developing a positive classroom culture. It provides examples of effective teacher behaviors like using motivating activities, encouraging students to take academic risks, and communicating that effort leads to achievement. Examples of positive student behaviors are also listed, such as working immediately after tasks are assigned, actively participating, and encouraging each other's effort. The document recommends setting goals and tracking progress to motivate students. It prompts reflection on motivational strategies and joining an online discussion about improving classroom culture.
Sel and other programs
The document compares four programs for managing student behavior: zero tolerance, character education, Schoolwide Positive Behavioral Interventions and Supports (SWPBIS), and Social and Emotional Learning (SEL) programs. Zero tolerance aims to quickly correct behavior but does not create lasting change. Character education teaches traits but research on effectiveness is limited. SWPBIS uses positive reinforcement and data to manage behavior in the short term. SEL develops social-emotional skills for long-term self-discipline. The document argues that SEL and SWPBIS can be combined by using external rewards sparingly in SWPBIS and following them with SEL-style reflection.
Steps to Conducting a Functional Behavior Assessment Poster
A functional behavior assessment involves 3 steps: 1) Identifying the specific problem behavior, 2) Developing a hypothesis about what triggers and maintains the behavior, and 3) Validating the hypothesis with data collection. The assessment determines the environmental conditions that predict and maintain problematic behaviors. It helps identify the most effective interventions to decrease problem behaviors and increase appropriate behaviors.
Behaviorism and technology
The document discusses behaviorism as a dominant learning theory from the 1950s-1960s focused on observable and measurable changes in behavior from environmental stimuli. It describes Ivan Pavlov's dog experiment and B.F. Skinner's operant conditioning research. Behaviorism is effective for clearly stated objectives and predictable learner responses, but is one-dimensional. In classrooms, behaviorism uses drill, practice, flashcards, and rewards/punishments. The document argues technology can provide instant feedback and review for behaviorist practices, while all learners are evaluated equally. However, behaviorism and technology may not be effective for kinesthetic learning or 3D products. It concludes by asking how readers have used behaviorism and how technology could
Chapter 5 – william ben & kathleen
The document summarizes research on the quality and effectiveness of different types of feedback. Three main points:
1) Studies show students who receive constructive feedback learn faster than those only given scores. Feedback with praise, suggestions for improvement, and positive remarks was most effective.
2) Other research found comments-only feedback led to higher achievement than scores-only or combined scores and comments. Timing of feedback also matters - feedback before or after an attempt leads to different learning outcomes.
3) Effective feedback is personalized, actionable, and focuses students on tasks rather than ego. Grading works best when broken into learning units with opportunities for re-submission based on targeted feedback.
Principles of diagnosis
The document outlines the principles and steps of diagnosis for identifying students' instructional needs. Diagnosis involves identifying strengths and weaknesses by observing symptoms, asking questions, and using tests and procedures to interpret findings. It is a continuous process that looks at causes of difficulties in order to formulate remediation methods tailored to each student's unique needs. The diagnosis process involves overall screening, testing for achievement gaps, investigating underlying causes, and developing individualized remediation plans.
Type of test
Standardized tests compare students' performance to a norm group of the same age or grade to measure performance against a standard. They are formal tests that are standardized with time limits and directions followed exactly. Informal tests constructed by teachers do not have standardized directions and have unknown validity and reliability, but can measure what students have learned or their grasp of currently taught material.
Week 8 Other Disabilities
This document discusses the characteristics of students with mild to moderate intervention needs. It notes that these students often have specific learning disabilities, emotional/behavioral disorders, or cognitive disabilities. Additionally, students with ADHD, traumatic brain injuries, or autism spectrum disorders may require similar intervention levels. For each of these disabilities - ADHD, TBI, and ASD - the document provides definitions from sources like the DSM-IV and characteristics commonly associated with each disability.
Week 14 collaboration a
This document discusses strategies for teaching students with mild to moderate intervention needs. It covers explicit instruction, strategy instruction, differentiated instruction, collaboration, consultation, and co-teaching. Explicit instruction uses a clear multi-step process to teach content. Strategy instruction teaches skills that apply across topics rather than specific content. Differentiated instruction modifies what or how a student learns based on their needs through accommodations or modifications. Collaboration involves teams working together for students. Consultation provides support between professionals. Co-teaching uses two teachers with shared responsibility in the classroom.
Week Seven Cd
This document discusses the characteristics of students with mild to moderate cognitive disabilities. It defines key terms like intellectual disability and developmental disability. It notes that students with cognitive disabilities typically have below average cognitive ability and deficits in adaptive skills like conceptual, social, and practical skills. The document outlines that early intervention is important for children with cognitive disabilities. As students get older, the academic gap between them and their peers tends to widen. Instruction for students with cognitive disabilities focuses on functional curriculum, life skills, and vocational training using approaches like applied behavior analysis and direct instruction.
Week one sped 23000
This week introduces the course on exceptionalities, ensuring students can access the online systems and discussing any issues. The instructor provides an overview of the semester procedures and technology requirements, and facilitates an introductory discussion to build community. The syllabus and additional screencasts are also made available to outline expectations and topics for the next week on the context, history, and law surrounding exceptionalities.
Week one powerpoint (F2011)
This document provides an overview of the first week of a course on students with mild to moderate intervention needs. It outlines introducing the syllabus and technology platforms, facilitating an introductory online discussion to establish community and address any technical issues, and securing the required textbook in preparation to define and discuss the prevalence of mild to moderate disabilities in the following week.
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Metacognition and ADHD
The document discusses metacognitive strategies for children with ADHD. It defines metacognition as being aware of one's strengths/weaknesses and self-regulating learning. ADHD is a common behavioral disorder in children that is linked to underachievement and school problems. The three types of ADHD are inattentive, hyperactive, and a combination. Diagnosis criteria include careless mistakes, listening skills, finishing work, and organization. Story comprehension methods and organization tools are recommended to help children with ADHD focus and complete tasks.
Trends In Beliefs About Assessment Among Secondary Education
The document discusses a thesis presentation on how secondary science teachers define assessment. It provides context on definitions of assessment and discusses methods, sample questions, and findings from an internet survey of 17 science teachers. Key findings included contradictions in how teachers defined assessment, with some answers indicating they saw it as evaluative and others as learning-focused. There were also mixed responses around grading experiments and behaviors.
Behaviour Intervention
This document discusses positive behavioral interventions and perspectives in education. It provides examples of how to change behaviors by teaching expected behaviors, modeling them, and providing meaningful incentives and consequences. Positive behavioral interventions are planned to prevent problem behaviors from occurring or escalating by understanding what triggers them and modifying those triggers. Examples of interventions include preventative cueing, using "I" messages, and positive phrasing to describe expected behaviors rather than just prohibiting unwanted ones. Reinforcing positive behaviors with a ratio of at least 4:1 compared to negative behaviors is also important.
O. Ivar Lovaas Model of ABA: Lesson Guide
The document discusses discrete trial teaching (DTT), a teaching method used in applied behavior analysis (ABA) therapy for individuals with autism and other disabilities. DTT involves breaking skills down into discrete trials with clear instructions, responses, and feedback within 3-5 second intervals. It addresses prompting strategies, types of prompts, reinforcement techniques, and improving response quality. While DTT can be effective, questions are raised about its impact on socialization and whether it should be used alone or combined with other interventions for autism.
Behaviour Intervention Plan
What should be considered before a Behaviour Intervention Plan is made? What other assessments are needed?
Learning Theory - Behaviorism
The document discusses behaviorism and its application in education. It describes the three types of learning in behaviorism as classical conditioning, operant conditioning, and social learning. It provides examples of how teachers can apply behaviorism principles in the classroom through positive and negative reinforcement. Both traditional methods and technology-based methods are presented. The goal is to modify student behavior and teach expected behaviors through conditioning.
Verbal Interventions and Use of Logical Consequences
Subject : Classroom Management
Topic : Coping with Common Behavior Problem --> Verbal Intervention and Use of Logical Consequences
Credits : Me & Vicky Monica
Special Education: Self-monitoring
Self-monitoring is a cognitive behavioral strategy that requires individuals to track their own behavior. It involves students evaluating and recording their behavior, such as attention to task. Studies show desired behaviors increase as students collect self-monitoring data. Self-monitoring consists of self-evaluation, where students assess their behavior, and self-recording, where they document whether targeted behaviors occurred. When used for both academic and behavioral goals, self-monitoring can help students improve independently by increasing their awareness of their own behaviors.
Positive classroom culture week 4
This document discusses strategies for motivating students and developing a positive classroom culture. It provides examples of effective teacher behaviors like using motivating activities, encouraging students to take academic risks, and communicating that effort leads to achievement. Examples of positive student behaviors are also listed, such as working immediately after tasks are assigned, actively participating, and encouraging each other's effort. The document recommends setting goals and tracking progress to motivate students. It prompts reflection on motivational strategies and joining an online discussion about improving classroom culture.
Sel and other programs
The document compares four programs for managing student behavior: zero tolerance, character education, Schoolwide Positive Behavioral Interventions and Supports (SWPBIS), and Social and Emotional Learning (SEL) programs. Zero tolerance aims to quickly correct behavior but does not create lasting change. Character education teaches traits but research on effectiveness is limited. SWPBIS uses positive reinforcement and data to manage behavior in the short term. SEL develops social-emotional skills for long-term self-discipline. The document argues that SEL and SWPBIS can be combined by using external rewards sparingly in SWPBIS and following them with SEL-style reflection.
Steps to Conducting a Functional Behavior Assessment Poster
A functional behavior assessment involves 3 steps: 1) Identifying the specific problem behavior, 2) Developing a hypothesis about what triggers and maintains the behavior, and 3) Validating the hypothesis with data collection. The assessment determines the environmental conditions that predict and maintain problematic behaviors. It helps identify the most effective interventions to decrease problem behaviors and increase appropriate behaviors.
Behaviorism and technology
The document discusses behaviorism as a dominant learning theory from the 1950s-1960s focused on observable and measurable changes in behavior from environmental stimuli. It describes Ivan Pavlov's dog experiment and B.F. Skinner's operant conditioning research. Behaviorism is effective for clearly stated objectives and predictable learner responses, but is one-dimensional. In classrooms, behaviorism uses drill, practice, flashcards, and rewards/punishments. The document argues technology can provide instant feedback and review for behaviorist practices, while all learners are evaluated equally. However, behaviorism and technology may not be effective for kinesthetic learning or 3D products. It concludes by asking how readers have used behaviorism and how technology could
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The document summarizes research on the quality and effectiveness of different types of feedback. Three main points:
1) Studies show students who receive constructive feedback learn faster than those only given scores. Feedback with praise, suggestions for improvement, and positive remarks was most effective.
2) Other research found comments-only feedback led to higher achievement than scores-only or combined scores and comments. Timing of feedback also matters - feedback before or after an attempt leads to different learning outcomes.
3) Effective feedback is personalized, actionable, and focuses students on tasks rather than ego. Grading works best when broken into learning units with opportunities for re-submission based on targeted feedback.
Principles of diagnosis
The document outlines the principles and steps of diagnosis for identifying students' instructional needs. Diagnosis involves identifying strengths and weaknesses by observing symptoms, asking questions, and using tests and procedures to interpret findings. It is a continuous process that looks at causes of difficulties in order to formulate remediation methods tailored to each student's unique needs. The diagnosis process involves overall screening, testing for achievement gaps, investigating underlying causes, and developing individualized remediation plans.
Type of test
Standardized tests compare students' performance to a norm group of the same age or grade to measure performance against a standard. They are formal tests that are standardized with time limits and directions followed exactly. Informal tests constructed by teachers do not have standardized directions and have unknown validity and reliability, but can measure what students have learned or their grasp of currently taught material.
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This document discusses the characteristics of students with mild to moderate intervention needs. It notes that these students often have specific learning disabilities, emotional/behavioral disorders, or cognitive disabilities. Additionally, students with ADHD, traumatic brain injuries, or autism spectrum disorders may require similar intervention levels. For each of these disabilities - ADHD, TBI, and ASD - the document provides definitions from sources like the DSM-IV and characteristics commonly associated with each disability.
Week 14 collaboration a
This document discusses strategies for teaching students with mild to moderate intervention needs. It covers explicit instruction, strategy instruction, differentiated instruction, collaboration, consultation, and co-teaching. Explicit instruction uses a clear multi-step process to teach content. Strategy instruction teaches skills that apply across topics rather than specific content. Differentiated instruction modifies what or how a student learns based on their needs through accommodations or modifications. Collaboration involves teams working together for students. Consultation provides support between professionals. Co-teaching uses two teachers with shared responsibility in the classroom.
Week Seven Cd
This document discusses the characteristics of students with mild to moderate cognitive disabilities. It defines key terms like intellectual disability and developmental disability. It notes that students with cognitive disabilities typically have below average cognitive ability and deficits in adaptive skills like conceptual, social, and practical skills. The document outlines that early intervention is important for children with cognitive disabilities. As students get older, the academic gap between them and their peers tends to widen. Instruction for students with cognitive disabilities focuses on functional curriculum, life skills, and vocational training using approaches like applied behavior analysis and direct instruction.
Week one sped 23000
This week introduces the course on exceptionalities, ensuring students can access the online systems and discussing any issues. The instructor provides an overview of the semester procedures and technology requirements, and facilitates an introductory discussion to build community. The syllabus and additional screencasts are also made available to outline expectations and topics for the next week on the context, history, and law surrounding exceptionalities.
Week one powerpoint (F2011)
This document provides an overview of the first week of a course on students with mild to moderate intervention needs. It outlines introducing the syllabus and technology platforms, facilitating an introductory online discussion to establish community and address any technical issues, and securing the required textbook in preparation to define and discuss the prevalence of mild to moderate disabilities in the following week.
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This document provides an introduction to physical disabilities for a course on exceptionalities. It defines physical disability and orthopedic impairment under Ohio law. It notes the prevalence of orthopedic impairments is around 0.9% of the school population. Specific conditions discussed include cerebral palsy, muscular dystrophy, spina bifida, seizure disorders, and asthma. The document stresses the importance of language and definitional clarity. It also notes that instructional approaches for students with physical disabilities must be as diverse as the populations due to the wide variation between individuals.
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This 3 sentence summary provides an overview of an introductory document for an exceptionalities course. The document outlines getting started for the semester, addressing any technology issues, and reviewing the syllabus and online discussion procedures to facilitate a sense of community and ensure all students can access course materials. It also references introductory screencasts for the class.
Week six sld sped_23000
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Southern New Hampshire University
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[Insert Name]
Lamar University
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Van der Donk, Hiernstra-Beernink, Tjeenk-Kalff, van der Leij and Lindaur (2013) conducted a study to determine the effects of executive functioning and working memory interventions on academic achievement and classroom behavior in students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study consisted of two randomly selected groups of 175 students each between the ages of 8 and 12 that had a single, prior diagnosis of ADHD. The students were either assigned to a computer-based or a teacher instructed intervention. Students were selected from various elementary schools from two Dutch regions. The interventions were implemented by developmental psychologists that underwent a three-hour training course for their respective intervention. Group monitoring by a licensed clinical staff, recording observations of implementation, and reviewing student work samples were methods used to authenticate intervention fidelity. The computer-based intervention consisted of working memory tasks that adapted to the students’ skill level in a game format. The teacher instructed intervention consisted of several visual and verbal tasks that addressed five executive functions that are critical for success within a classroom setting. Both interventions were implemented 5 times a week for 45 minutes for a duration of 5 weeks. Various assessment methods including standardized tests and checklists were administered at baseline, at the conclusion of the intervention period, and six months after the intervention period to measure academic performance and classroom behavior. Results of the study showed a notable increase in academic performance and a statistically significant improvement in student behavior in the classroom.
Strengths and Weaknesses
This study had several strengths and limitations. One strength of the study was the randomization of the test groups. Randomly assigning subjects is the best practice to ensure efficacy. Each group was comprised of 175 students which is an adequate sample size to determine valid results. Measures were taken to verify the fidelity of intervention implementation. One limitation of this study was the content and applicability of the test groups differed greatly making it difficult to compare the efficacy of the interventions. Single tasks were used to assess the effects of working memory training which made results ambiguous as to whether academic and behavior improvement was due to the changes in ability or due to assessed tasks resembling practiced tasks.
Instructional Implications
The Centers for Disease Control and Prevention (CDC) reported that in 2016, 9.4% of children ages 4-17 were diagnosed with ADHD in the United States. 62% of children diagnosed with ADHD are taking some sort of medication. These medications help alleviate behavior sympt.
[BIS] Intro to PYP For Parents Sept 2012
The Primary Years Programme (PYP) is a transdisciplinary programme of international education designed for students aged 3 to 12. It aims to foster students' development as inquirers and prepares them to actively participate in lifelong learning. The PYP incorporates five essential elements into its written curriculum: concepts, skills, attitudes, action, and knowledge. It uses a framework of six transdisciplinary themes to organize units of inquiry and develop international-mindedness in students. Students are assessed using a variety of strategies to evaluate their understanding and application of skills and knowledge. More information about the PYP can be found on the IBO website and through the school.
foundations-140504090024-phpapp01.ppt
The document discusses learning theories and the learning process. It describes learning as any change in behavior through experience or influence from the external world. Key learning theories discussed include connectionism, classical conditioning, and operant conditioning. Factors that affect learning include motivation, reinforcement, extinction, association, interest, and rewards/punishments. The implications for education discussed are that teachers should use varied teaching strategies to accommodate different learning styles, good study habits should be developed, and frequent review prevents forgetting.
Foundations of Education: Biological-Psychological Foundations of Education [...
A brief presentation of discussion for Foundations of Education: Biological-Psychological Foundations of Education. The presentation discuss about The Learning Process & Theories of Learning.
Methodology of Teaching Children with Intellectual Diability
This PowerPoint presentation explains clear the methodology of teaching children with intellectual disability presented by Richard Mensah a student at university of education winneba.
Reading materials were gathered from a course taken at the second semester of level 300.
12 AMERICAN EDUCATOR FALL 2013John Dunlosky is a pr
12 AMERICAN EDUCATOR | FALL 2013
John Dunlosky is a professor of psychology and the director of experimental
training at Kent State University. His research focuses on self-regulated
learning and how it can be used to improve student achievement across
the lifespan.
Strengthening
the Student Toolbox
study strategies to Boost learning
By John Dunlosky
I
t’s the night before her biology exam, and the high school
student has just begun to study. she takes out her highlighter
and reads her textbook, marking it up as she goes along. she
rereads sentences that seem most important and stays up
most of the night, just hoping to get a good enough grasp of the
material to do well on the exam. These are study strategies that
she may have learned from her friends or her teachers or that she
simply took to on her own. she is not unusual in this regard; many
students rely on strategies such as highlighting, rereading, and
cramming the night before an exam.
Quite often, students believe these relatively ineffective strate-
gies are actually the most effective,1 and at least on the surface
they do seem sound, perhaps because, even after pulling an all-
nighter, students manage to squeak by on exams. Unfortunately,
in a recent review of the research, my colleagues and I found that
these strategies are not that effective,2 especially if students want
to retain their learning and understanding of content well after
the exam is over—obviously, an important educational goal.
so, why aren’t students learning about the best strategies? I
can only speculate, but several reasons seem likely. curricula are
developed to highlight the content that teachers should teach, so
the focus is on providing content and not on training students
how to effectively acquire it. Put differently, the emphasis is on
what students need to learn, whereas little emphasis—if any—is
placed on training students how they should go about learning
the content and what skills will promote efficient studying to
support robust learning. Nevertheless, teaching students how to
learn is as important as teaching them content, because acquir-
IL
LU
ST
R
A
T
IO
N
S
B
y
D
A
N
IE
L
B
A
X
T
E
R
AMERICAN EDUCATOR | FALL 2013 13
ing both the right learning strategies and background knowledge
is important—if not essential—for promoting lifelong learning.
Another reason many students may not be learning about
effective strategies concerns teacher preparation. learning strat-
egies are discussed in almost every textbook on educational
psychology, so many teachers likely have been introduced to at
least some of them. even so, my colleagues and I found that, in
large part, the current textbooks do not adequately cover the
strategies; some omit discussion of the most effective ones, and
most do not provide guidelines on how to use them in the class-
room or on how to teach students to use them. In some cases, the
strategies discussed have lim ...
12 AMERICAN EDUCATOR FALL 2013John Dunlosky is a pr
12 AMERICAN EDUCATOR | FALL 2013
John Dunlosky is a professor of psychology and the director of experimental
training at Kent State University. His research focuses on self-regulated
learning and how it can be used to improve student achievement across
the lifespan.
Strengthening
the Student Toolbox
study strategies to Boost learning
By John Dunlosky
I
t’s the night before her biology exam, and the high school
student has just begun to study. she takes out her highlighter
and reads her textbook, marking it up as she goes along. she
rereads sentences that seem most important and stays up
most of the night, just hoping to get a good enough grasp of the
material to do well on the exam. These are study strategies that
she may have learned from her friends or her teachers or that she
simply took to on her own. she is not unusual in this regard; many
students rely on strategies such as highlighting, rereading, and
cramming the night before an exam.
Quite often, students believe these relatively ineffective strate-
gies are actually the most effective,1 and at least on the surface
they do seem sound, perhaps because, even after pulling an all-
nighter, students manage to squeak by on exams. Unfortunately,
in a recent review of the research, my colleagues and I found that
these strategies are not that effective,2 especially if students want
to retain their learning and understanding of content well after
the exam is over—obviously, an important educational goal.
so, why aren’t students learning about the best strategies? I
can only speculate, but several reasons seem likely. curricula are
developed to highlight the content that teachers should teach, so
the focus is on providing content and not on training students
how to effectively acquire it. Put differently, the emphasis is on
what students need to learn, whereas little emphasis—if any—is
placed on training students how they should go about learning
the content and what skills will promote efficient studying to
support robust learning. Nevertheless, teaching students how to
learn is as important as teaching them content, because acquir-
IL
LU
ST
R
A
T
IO
N
S
B
y
D
A
N
IE
L
B
A
X
T
E
R
AMERICAN EDUCATOR | FALL 2013 13
ing both the right learning strategies and background knowledge
is important—if not essential—for promoting lifelong learning.
Another reason many students may not be learning about
effective strategies concerns teacher preparation. learning strat-
egies are discussed in almost every textbook on educational
psychology, so many teachers likely have been introduced to at
least some of them. even so, my colleagues and I found that, in
large part, the current textbooks do not adequately cover the
strategies; some omit discussion of the most effective ones, and
most do not provide guidelines on how to use them in the class-
room or on how to teach students to use them. In some cases, the
strategies discussed have lim ...
Formative assessments team slides
The document discusses formative assessment and how it helps teachers and students. It helps teachers see if students are understanding lessons or need different teaching strategies. It helps students see their progress, which can motivate them. Formative assessment data can also show student improvement over time and be used to inform future lesson planning. The assessment process provides information on individual student and class strengths and weaknesses.
Co Teaching Un 100
The document provides guidance for teaching assistants on teaching principles, learning styles, developing instruction, ethics, and handling challenging situations. It discusses pedagogy vs andragogy, adult learning principles, learning preferences using VARK, creating learning objectives and activities, evaluation methods, and ethics. Examples of challenging situations are presented as case studies for discussion.
Respond in a paragraph to the discussion board. In your response
Respond in a paragraph to the discussion board. In your response, do not just agree or disagree, tell the reason for your response. Your response must be at least 100 words. Each answer separately. Use APA 7.
Peer 1
Discussion Forum Week #6
Laura Lledo Rodriguez
Discussion Forum Week #6
Helpful Information gotten from the video
Action research is every changing and thus there is need to identify other important assessment tools which can be used. This is to make sure that the focus on the original issue has been maintained. Reflection after the research is complete is of great significance. This involves further questioning on the results that have been gotten from the study. This will not only be of benefit to the researcher but to the students who are learning. During the process of reflection, it is important for one to judge and gain an understanding of the worthiness of the whole process of research and the different research activities that were conducted. Alternative solutions can be gotten after a reflection has been carried out. This means that the researcher is able to identify some of the changes that can be made for the purpose of improving the results which might be gotten at the end of the day.
The presentation of the research findings for those who were involved is also a very significant thing that one could do. The presentation of the results can be done through pinning of the results on the billboards for the parties involved to read through it or even presenting them on conferences so that they can be heard. Publishing the results in form of journals or putting them on a web page is very important. This is because they become an assessment tool for the other research which will be carried out later.
Reflections are of great significance because other students are in a position to gain from what has been uncovered. The teachers will also be in a position to come up with the best teaching strategies to use for the better understanding of the students. Action research is of great significance to the teachers because they are in a position to assess the progress of the students and thus change the mode of teaching if the one being used is not efficient.
Through action research, teachers are able to contribute to the curriculum of the students, maximize the whole process of learning and also make sure that the community benefits from the system of education that is being used. Action research also provides more opportunities for the teachers to resolve understand and even improve the modes of teaching. Moreover, the students are in a position to be understood as individuals. New approaches to learning are also discovered through action research.
The Concept of Validity
When individuals focus on history of validity, it was linked to the research that is numerically based. The research was conducted during the positivistic tradition. The different types of research that were di ...
DQ 1 for two peopleGuided Response Locate and respond to two cl.docx
DQ 1 for two people
Guided Response: Locate and respond to two classmates’ posts which contain differing perspectives on the value of action research or that which is different than your own. What new or different perspectives regarding action research do you now have as a result? Provide specific feedback regarding their ideas to improve their practice and how their concepts will impact students. *It is expected for you to follow up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.
# 1 response I need answer
Brianna McPhatter
6/11/2015 10:57:23 AM
Discussion One
Part One: According Eileen Ferrance (2000) in Themes in education: Action research, action research “involves people working to improve their skills, techniques, and strategies. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students” (p. 9). Considering this perspective as well as the information in Chapter 1 of Action Research: A Guide for the Teacher Researcher, factors that bring value to action research, differentiating it from traditional educational research are having decision-making authority, more commitment to continuous professional development and school improvement, information gathered will help teachers with reflection and creating better action plans (Mills, 2014).
Part Two: Ferrance (2000) adds, “One of the drawbacks of individual research is that it may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation at a conference, or submit written material to a listserv, journal, or newsletter” (p. 9). Considering that my final project will be an action research proposal presentation, this will lead me to improve my practice and make changes to instruction to positively impact students by using research to better inform myself about what needs to be done to improve the development of students.
Part Three: The article addresses additional comparisons between action and traditional research. The article stated that, “is a powerful tool for (…) education and promotion practitioners who want to focus on improving the quality of their programs and services” (Acosta & Golts, 2014).
References
Acosta, S., & Goltz, H. H. (2014). Transforming practices: A primer on action research.
Health Promotion Practice, 15(4), 465-470. doi:10.1177/1524839914527591
Ferrance, E. (2000). Themes in education: Action research. Providence, RI: LAB at
Brown University. Retrieved from http://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf
Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.).
Boston, MA: Pearson Education, Inc.
# 2
Julie Danks
6/10/ ...
Action Research
Ms. Wong, a third grade teacher, wants to address a disruptive student's behavior through action research. She plans to use a single-subject A-B-A-B design to study the effects of time-out on the student's disruptions. First, she will establish a baseline by observing the student's behavior for several days. Then she will introduce time-out periods for a few days to see if it decreases disruptions. She will repeat the cycle, ideally finding that time-out reduces the problematic behavior so it is no longer needed. The main challenge will be observing the student during time-out while still teaching other students.
The Role of Paraeducator in a PBIS School HANDOUT #4
This document provides guidelines for paraprofessionals working with students exhibiting challenging behaviors. It discusses functional behavior assessments which are used to understand the purpose and context of problematic behaviors. Behavior intervention plans are then developed based on FBAs and aim to make behaviors irrelevant, ineffective, and inefficient by using prevention, teaching, and response strategies. The document emphasizes building positive relationships with students and provides tips for de-escalating volatile situations.
Comps study guide
1. The document provides an overview and guidance for completing comprehensive exams (comps) for a graduate program in exceptional education.
2. It discusses the grading criteria for comps and possible outcomes, including passing, conditional pass, or unsatisfactory grades.
3. Sample exam questions are provided that ask students to synthesize knowledge from coursework on topics like behavior management, instructional strategies, and critical issues in special education.
Similar to Week 12 Implications (20)
I have an a reflection assignment on professional issue, what Ive.docx
I have an a reflection assignment on professional issue, what Ive.docx
Foundations of Education: Biological-Psychological Foundations of Education [...
Foundations of Education: Biological-Psychological Foundations of Education [...
Methodology of Teaching Children with Intellectual Diability
Methodology of Teaching Children with Intellectual Diability
12 AMERICAN EDUCATOR FALL 2013John Dunlosky is a pr
12 AMERICAN EDUCATOR FALL 2013John Dunlosky is a pr
12 AMERICAN EDUCATOR FALL 2013John Dunlosky is a pr
12 AMERICAN EDUCATOR FALL 2013John Dunlosky is a pr
Respond in a paragraph to the discussion board. In your response
Respond in a paragraph to the discussion board. In your response
DQ 1 for two peopleGuided Response Locate and respond to two cl.docx
DQ 1 for two peopleGuided Response Locate and respond to two cl.docx
The Role of Paraeducator in a PBIS School HANDOUT #4
The Role of Paraeducator in a PBIS School HANDOUT #4
More from Brian Friedt
Weekfourteen highschool
Transitioning to high school involves providing information and support to both parents and students. It requires collaboration between middle and high school personnel to share information and ensure academic and social supports are in place. Effective transition planning involves bringing together a large team including agencies outside K-12 education and most importantly, including students. The key ideas are using backward planning to structure transition activities and promoting self-advocacy skills in students.
Week Three Assignment Description
This research used qualitative, quantitative, and meta-analysis methodologies to investigate the relationships between different variables. The results showed what occurred but the research must also demonstrate trustworthiness, accessibility, and usability.
Week three law and research
This document provides an overview of week three topics for an education course, including laws impacting special education like IDEA and NCLB. It discusses key components of IDEA like IEP teams, FAPE, and LRE. Research on collaboration between teachers, parents, and other professionals is presented showing positive impacts on student outcomes, especially early on. Students are assigned to conduct their own research on a topic using valid methodology and addressing results and trustworthiness.
Instruction sped 23000
This document provides an instruction on co-teaching. It discusses various co-teaching models including one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching. It emphasizes the importance of equity, shared responsibility, planning, and developing positive professional relationships for effective co-teaching. The document also defines co-teaching and mentions examples of co-teaching situations to be referenced.
Other low incidence sped 5 23000
This document provides an introduction and definitions for various low incidence disabilities including traumatic brain injury (TBI), deaf-blindness, multiple disabilities, cognitive disabilities and autism. It notes that all the disabilities discussed affect less than 1% of the population and definitions are provided from legal standards rather than severity. Characteristics of TBI are described as widely variable depending on the nature, location and severity of the injury and may include memory, learning and behavioral issues.
Other low incidence sped 23000
This document discusses low incidence disabilities including traumatic brain injury (TBI), deaf-blindness, multiple disabilities, autism, and conduct disorder (CD). It defines each disability and notes that they each affect less than 1% of the population. For students with these disabilities, instruction and services should be based on individual needs rather than a "severe" distinction, and approaches may vary as widely as the populations themselves.
Asd sped 23000
The document provides an introduction to autism spectrum disorders including definitions, potential causes, prevalence statistics, core characteristics, and instructional implications. Autism is defined as a developmental disability affecting communication and social interaction. It is generally diagnosed before age three and can adversely impact educational performance. Common characteristics include repetitive behaviors, resistance to change, and unusual responses to sensory experiences. The prevalence of autism in schools is approximately 0.29% of the population but it affects 1.7% of students with disabilities. Students with autism often benefit from predictable routines, direct instruction, and specialized interventions like applied behavior analysis and social skills training.
Hi vi sped 23000
This document provides an introduction to students with hearing and vision impairments for a course on exceptionalities. It defines hearing impairment, deafness, and vision impairment. It provides prevalence data showing hearing impairments affect 0.11% of students and 1.2% of those in special education, while vision impairments affect 0.04% and 0.4% respectively. Causes and anatomy are briefly mentioned but not the focus. Sign language is discussed as a true language that makes students who sign bilingual. Instructional considerations for both hearing and vision impairments are outlined.
Week three sped 23000
This document provides an overview of topics that will be covered in an introductory special education course over the semester. Some of the key topics introduced include inclusion, labels, universal design for learning, differentiated instruction, technology, accommodations and modifications, identification, assessment, early intervention, transition, and discipline. The instructor acknowledges there is a lot of material to cover from the textbook and certain topics will be examined more closely than others.
Week nine sped 23000 communication
Students with communication disorders may have speech or language impairments that adversely affect their educational performance, such as stuttering, impaired articulation, language impairments, or voice impairments. Speech and language services can exist as the principal service or as a related service to assist a child with another disability. Language acquisition involves the development of phonology, morphology, syntax, semantics, and pragmatics. Types of communication disorders include phonological disorders, articulation disorders, voice disorders, fluency disorders like stuttering, and motor speech disorders. When working with students with communication disorders, teachers should be sensitive, aware, collaborate with speech language pathologists, and provide early intervention.
Week eight sped 23000 ebd
1) The document discusses students with emotional and behavioral disorders (EBD) and provides Ohio's legal definition which includes inability to learn or build relationships, inappropriate behavior, unhappiness, or physical fears associated with school or personal problems.
2) It notes that identification and characteristics of EBD are intertwined and that evaluation is multidisciplinary and multifaceted with no single cutoff score. Characteristics can be internalizing like low activity or withdrawn behavior, or externalizing like aggression or argumentativeness.
3) The text addresses prevalence of EBD students outside general education, early childhood signs, school age issues like comorbidity and transition, and instructional approaches including ABA,
Week seven sped 23000 adhd
1) This document provides an introduction to exceptionalities and students with ADHD for an education course.
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3) The document recommends several research papers and textbooks for understanding the characteristics of ADHD and effective treatment options, noting these sources provide better analysis than typical lectures.
Week five cd sped_23000
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Week four sped23000
This document provides an overview of topics to be covered in a course on exceptionalities, including multiculturalism, identification processes, and families. It notes that representation of certain racial groups is disproportionate among some disability categories. Boys significantly outnumber girls in being identified for disabilities overall. Proper evaluation and identification is important and must be conducted without bias using valid methods. Response to Intervention is an alternative approach to identifying learning disabilities that examines student response to instructional interventions. Families are important members of the identification and planning process.
Week two--sped 23000
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This document provides an introduction to exceptionalities and special education. It defines key terms like disability, handicap, and inability. It explains that special education is a service designed to meet the unique needs of students with disabilities through specialized instruction, materials, and equipment. The document also outlines the major disability categories under IDEA and important concepts like FAPE, IEPs, and LRE that are reflected in special education laws.
Week two sped23000
This document provides an introduction to exceptionalities and special education. It defines key terms like disability, handicap, and special education. It outlines the various disability categories under the Individuals with Disabilities Education Act. It also summarizes important aspects of special education including the continuum of services, placement considerations, and important legal terms and documents like the IEP. The document is meant to give context and an overview of the history, laws, and foundations of special education.
Week 15 ei + transition_fall
This week's reading focuses on early intervention and transition. Early intervention aims to support infants and toddlers with disabilities and their families. Transition services help students with disabilities transition from high school to post-secondary education or employment. The document also discusses prevention strategies like primary, secondary, and tertiary prevention. It provides statistics on outcomes for students with disabilities related to standardized testing, graduation rates, unemployment, and poverty levels compared to peers without disabilities.
Week 11 service _ fall
This document discusses characteristics of students with mild to moderate intervention needs and special education services. It defines special education as a service rather than a place, and notes that services like pre-teaching vocabulary or using a token economy can be provided in various settings. The least restrictive environment principle means students should be educated with non-disabled peers to the maximum extent appropriate. A continuum of services exists from self-contained classrooms to general education classrooms with or without support to related services like speech therapy. Placement decisions are guided by providing students a free and appropriate public education in the least restrictive setting.
Week ten assessment fall
This week's class on assessment and identification of students with mild to moderate intervention needs will deviate slightly from the syllabus. The instructor will provide a shorter PowerPoint emphasis and emphasize the literature. There will be no quiz this week, but students should participate in the online discussion. The document discusses various methods to identify specific learning disabilities (SLD), cognitive disabilities (CD), and emotional/behavioral disabilities (EBD). It notes that any assessment has limitations and there is significant overlap between the characteristics of different disabilities.
More from Brian Friedt (20)
Week 12 Implications
- 1. Week twelve: Implications for teaching and learning(part one) Characteristics of Students with Mild/Moderate intervention needs SPED 4/53050 Instructor: Brian FRiedt
- 2. Where we’re going This week: Evidence-based practices in general What they are What they mean Why we should seriously consider their use Next week: Evidence-based practices specific to our areas of disability Do they exist? What are they? Other instructional considerations
- 3. Evidence-based practice A treatment or intervention that: has a clear operational definition, targets a socially valid student outcome or behavior, is shown to positively affect target outcome by a sufficient number of research studies that show experimental control. experimental, quasi-experimental, single subject research Essentially, EBPs are treatments or interventions that good research suggests will work to affect positive change in students in classroom settings.
- 4. Will EBPs always work? No. However, as a field, we probably ought to: Use the treatment most likely to work first. If that fails, move to the next most likely treatment. And so on...
- 5. Do EBPs restrict teacher creativity? Not really. Good instruction still relies heavily on the specialized knowledge of a teacher. You have to know your students. You have to know the characteristics of student disabilities. You have to be able to get an EBP to work for you. That said: There are critical components to all treatments, things that can’t be changed without throwing everything off. Implementing EBPs with fidelity is important.
- 6. Why should we use EBPs? We want to secure positive outcomes for our students. Academic Social Adaptive Behavioral EBPs have the support of research. If we use them well, they can secure the outcomes that we want for our students. That’s what they are supposed to do. And. There’s a legislative imperative to do so.
- 7. Why shouldn’t we use EBPs? Maybe things don’t generalize to other settings. Maybe we can’t know stuff. Maybe there is no such thing as an evidence-based practice. For a much more refined statement of this position, see: Gallagher, D.J. (1998). The scientific knowledge base of special education: Do we know what we think we know? Exceptional Children, 24, 304-314.
- 8. Current state of EBPs Not used to as much as they could be in the field, for a variety of reasons Unclear what practices are evidence-based No clear warehouse for EBPs; teachers don’t generally go into the research to find them on their own Teachers generally rely on personal or informal sources of information to inform their practice It’s harder to implement an EBP with fidelity than it is to do something else
- 9. Readings... Cook, B.G., Landrum, T.J., Tankersley, M., & Kauffman, J.M. (2003). Bringing research to bear on practice: effecting evidence-based instruction for students with emotional or behavioral disorders. Education and Treatment of Children, 26, 345-361. Odom, S.L., Brantlinger, E., Gersten, R., Horner, R.H., Thompson, B., & Harris, K.R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137-148. NO QUIZ THIS WEEK