Using Tiered Coaching and Bug-in-Ear Technology to Promote Teacher Implementation Fidelity

2019 ◽  
Vol 54 (2) ◽  
pp. 67-79 ◽  
Author(s):  
Tosha L. Owens ◽  
Ya-yu Lo ◽  
Belva C. Collins
Keyword(s):  
General Education ◽  
Functional Relation ◽  
Implementation Fidelity ◽  
Future Research ◽  
Intervention Package ◽  
Coaching Intervention ◽  
General Education Setting ◽  
Teacher Coaching ◽  
Multiple Probe ◽  
Task Behaviors

In this study, we examined the effects of a tiered teacher coaching intervention package, including video coaching and in situ coaching with use of the bug-in-ear technology, on the implementation fidelity of four general education teachers in supporting students with persistent off-task behaviors to self-monitor own behaviors in the general education setting. In addition, we evaluated the effects of teachers’ implementation on the on-task behavior of four target students. Results of the multiple probe across participants design showed that there was a functional relation between the tiered coaching intervention and the teachers’ implementation fidelity. There was also an overall improvement in all of the four students’ on-task behaviors. Limitations, suggestions for future research, and implications for practice are discussed.

Building Professionals’ Capacity: The Cascading Coaching Model

2021 ◽  
pp. 109830072110392
Author(s):  
Moon Y. Chung ◽  
James D. Lee ◽  
Hedda Meadan ◽  
Michelle M. Sands ◽  
Ban Sleiman Haidar
Keyword(s):  
Professional Development ◽  
Single Case ◽  
Family Engagement ◽  
Functional Relation ◽  
Professional Organizations ◽  
Probe Design ◽  
Intervention Package ◽  
Coaching Model ◽  
Behavior Analysts ◽  
Multiple Probe

The importance of family engagement in their children’s education and treatment is emphasized by researchers, professional organizations, and legislatures. Providing services with caregivers via telepractice has gained more support and is becoming especially timely due to the current pandemic and social distancing requirements. Professionals, such as board-certified behavior analysts (BCBAs), who work with caregivers with children with disabilities may benefit from receiving professional development on strategies for building better rapport with caregivers and coaching them to bring about maximum clinical efficacy. The current pilot study replicated an earlier study by Meadan et al. to examine the effects of the Coaching Caregiver Professional Development (CoCarePD) intervention package, in which BCBAs received training and coaching from researchers via telepractice, on their caregiver coaching practices. A single-case, multiple-probe design study across three BCBAs was conducted, and findings support a functional relation between the CoCarePD and BCBAs’ use of coaching practices.

Teaching Personal Finance Mathematical Problem Solving to Individuals With Moderate Intellectual Disability

2016 ◽  
Vol 40 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Jenny Root ◽  
Alicia Saunders ◽  
Fred Spooner ◽  
Chelsi Brosh
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Personal Finance ◽  
Future Research ◽  
School Students ◽  
Problem Solving Skills ◽  
Mathematical Problems ◽  
Based Instruction ◽  
Multiple Probe

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant’s ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research.

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

Efficacy of Tiered Training on Paraeducator Implementation of Systematic Instructional Practices for Students With Severe Disabilities

2020 ◽  
pp. 001440292094764
Author(s):  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson ◽  
Nichole M. Bordner-Williams
Keyword(s):  
Functional Relation ◽  
Implementation Fidelity ◽  
Training Model ◽  
Severe Disabilities ◽  
Performance Criterion ◽  
Performance Criteria ◽  
Probe Design ◽  
Group Training ◽  
Students With Severe Disabilities ◽  
Multiple Probe

Existing approaches for training paraeducators rely heavily on intensive one-to-one coaching and may not be feasible in practice. In this study, we test a tiered training model in which all paraeducators first received group training, and then coaching was provided only for the subset who did not meet performance criteria after group training. Using a concurrent multiple-probe design staggered across classrooms, we demonstrated a functional relation between the tiered model and implementation fidelity of two systematic prompting strategies across 13 paraeducators in five schools. Nine paraeducators achieved the performance criterion for both practices with group training alone, and the remaining four met the criterion after teacher-delivered coaching. In addition, paraeducators generalized implementation to new situations, and students with severe disabilities who received instruction made progress on individualized goals. Based on these findings, a tiered training model is a feasible and promising means to train paraeducators.

Using Video Modeling and Mobile Technology to Teach Social Skills

2016 ◽  
Vol 52 (3) ◽  
pp. 154-162 ◽  
Author(s):  
Todd Haydon ◽  
Shobana Musti-Rao ◽  
Ashley McCune ◽  
Diane E. Clouse ◽  
Dacia M. McCoy ◽  
...  
Keyword(s):  
General Education ◽  
Mobile Technology ◽  
Video Modeling ◽  
Autism Spectrum ◽  
Intervention Package ◽  
Behavioral Skills ◽  
Modeling Instruction ◽  
Use Of Technology ◽  
General Education Setting ◽  
Students With Autism

There has been growing interest in the field of education regarding the use of technology in classrooms to improve student outcomes. Specifically, researchers have demonstrated positive outcomes for using mobile technology with students with autism spectrum disorder (ASD). Fewer studies have used mobile technology with students with emotional and behavioral disability (EBD). The purpose of this article is to discuss the effectiveness of video modeling as an intervention package and highlight the benefits of using video modeling and mobile technology to teach behavioral skills to students with EBD. The article provides guidelines and resources for teachers to implement video modeling instruction using mobile technology in the general education setting.

Self-Advocacy Instruction to Teach High School Seniors With Mild Disabilities to Access Accommodations in College

2018 ◽  
Vol 40 (3) ◽  
pp. 166-176 ◽  
Author(s):  
Debra G. Holzberg ◽  
David W. Test ◽  
Dana E. Rusher
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
High School Seniors ◽  
Functional Relation ◽  
Future Research ◽  
Academic Accommodations ◽  
Self Advocacy ◽  
Mild Disabilities ◽  
High Incidence Disabilities ◽  
Multiple Probe

For students with high-incidence disabilities, the transition from secondary to postsecondary educational settings poses the additional challenge of acquiring accommodations. Self-advocacy interventions have been identified as important skills for students with disabilities in accessing accommodations. The purpose of this study was to examine the effects of Self-Advocacy and Conflict Resolution (SACR) instruction on the ability of four high school seniors with mild disabilities to request and negotiate academic accommodations. Results of this multiple probe across participant study indicated a functional relation between SACR instruction and students’ ability to request and negotiate academic accommodations in a role-play situation and in situ. Implications for practice and suggestions for future research are offered.

The Impact of the Contextual Fit Enhancement Protocol on Behavior Support Plan Fidelity and Student Behavior

2020 ◽  
pp. 019874292095349
Author(s):  
Manuel Monzalve ◽  
Robert H. Horner
Keyword(s):  
Student Behavior ◽  
Functional Relation ◽  
Implementation Fidelity ◽  
Future Research ◽  
Behavior Support ◽  
Plan Implementation ◽  
Contextual Fit ◽  
Behavior Support Plan ◽  
The Impact ◽  
Support Plan

The contextual fit of a behavior support plan refers to the extent that the procedures of the plan are consistent with the knowledge, values, skills, resources, and administrative support of those who are expected to implement the plan. This study used a concurrent multiple baseline design across four participants to assess the presence of a functional relation between introduction of the Contextual Fit Enhancement Protocol, an intervention designed to improve contextual fit and (a) increase in fidelity of support plan implementation and (b) improve student behavior. Results indicate that following implementation of the Contextual Fit Enhancement Protocol, support plan implementation fidelity increased and student problem behavior decreased. In addition, teachers participating in the study rated the contextual fit intervention process as effective and efficient. Limitations and implications for future research, practice, and training are discussed.

Effects of Direct Systematic Instruction on Google Glass Orientation With Individuals With Intellectual Disability

2016 ◽  
Vol 31 (4) ◽  
pp. 207-216 ◽  
Author(s):  
Kelly R. Kelley ◽  
Christopher J. Rivera ◽  
Ryan O. Kellems
Keyword(s):  
Intellectual Disability ◽  
Student Performance ◽  
Mobile Technology ◽  
Functional Relation ◽  
Initial Study ◽  
Future Research ◽  
Systematic Instruction ◽  
Google Glass ◽  
Multiple Probe ◽  
Beta Testing

Glass, designed by Google, is a fairly new wearable and mobile technology that projects an image into a glass prism above the eye and is currently in beta testing. A touch pad on the side of Glass allows users to engage with the device through swiping gestures and voice control to perform several functions similar to mobile devices. This initial study used a multiple probe across participants design to investigate the effects of direct systematic instruction (model-lead-test [MLT]) to teach three individuals with intellectual disability (ID) to operate Glass. To date, no study has been conducted using Glass with individuals with ID. Results demonstrated a functional relation between the direct systematic instruction and student performance with Glass orientation across all participants. Additionally, participants indicated positive experiences using this wearable/mobile technology based on social validity measures collected at the end of the study. Limitations, future research, and implications for practice are also discussed.

Toward More Research on Effective Practices with Gifted Students in General-Education Settings

1996 ◽  
Vol 19 (4) ◽  
pp. 481-496 ◽  
Author(s):  
Gail R. Ryser ◽  
Susan K. Johnsen
Keyword(s):  
General Education ◽  
Gifted Students ◽  
Effective Practices ◽  
Future Research ◽  
General Education Setting ◽  
Efficacy Research ◽  
Short And Long Term

A lack of efficacy research related to effective practices for gifted students in the general-education setting exists in the literature. Future research efforts in this area need to begin by clearly defining worthwhile effects to study. These worthwhile effects relate to what we want our gifted students to accomplish in both the short and long term. Once these effects are defined, we recommend that researchers identify the important critical attributes of the desired practices, include ways of determining if the practice is actually implemented in the classroom, and use technically adequate measures and procedures to gather data.

Brief Report: Schema-Based Instruction for a Student with Emotional and Behavioral Disorder

2019 ◽  
Author(s):  
Brittany L. Hott ◽  
Corey Peltier ◽  
Meagann Palacios
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Functional Relation ◽  
Behavioral Disorder ◽  
Future Research ◽  
Word Problem Solving ◽  
Post Test ◽  
Based Instruction ◽  
Multiple Probe

Students with emotional and behavioral disorders (EBD) attending rural and remote schools are underserved and under researched. Schema-based instruction (SBI) was used to teach a third grader with EBD to solve three types of word problems. A multiple-baseline, multiple probe across problem types design was used to evaluate the relation between SBI and word problem solving accuracy. Results suggest a functional relation between SBI and group, compare, and change word problem solving. Further, the student increased his pre to post test score from 10% to 100% and was able to maintain mathematics skills and generalize to science word problems. Implications for practice and future research directions are reported.

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