Studying the Impact of Video Modeling for Algebra Instruction for Students With Learning Disabilities

2020 ◽  
pp. 002246692093746
Author(s):  
Rajiv Satsangi ◽  
Rachel H. Billman ◽  
Alexandra R. Raines ◽  
Anna M. Macedonia
Keyword(s):  
Learning Disability ◽  
Student Performance ◽  
Secondary Students ◽  
Video Modeling ◽  
Mathematics Learning ◽  
Severe Disabilities ◽  
Appropriate Technology ◽  
Probe Design ◽  
Single Subject ◽  
The Impact

Video modeling possesses an established research base for teaching students with severe disabilities. However, the application of this strategy for teaching academic skills to students with a learning disability is less known, particularly in secondary mathematics. Video modeling provides a resource for supplementary instruction using age appropriate technology to support student learning. To explore the use of this strategy in Algebra, this study assessed video modeling paired with a system of prompting to teach three secondary students with a mathematics learning disability how to graph linear equations. Using a single subject multiple probe design, student performance across multiple measures including problem-solving accuracy and independence improved for all three students during treatment phases. These results and their implications for the broader field of mathematics education are discussed.

Using Video Modeling to Teach Geometry Word Problems: A Strategy for Students With Learning Disabilities

2019 ◽  
Vol 41 (5) ◽  
pp. 309-320
Author(s):  
Rajiv Satsangi ◽  
Rachel Hammer ◽  
Emily C. Bouck
Keyword(s):  
Learning Disability ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Video Modeling ◽  
Word Problems ◽  
Procedural Knowledge ◽  
Severe Disabilities ◽  
Single Subject ◽  
Baseline Design ◽  
K 12

As K-12 mathematics standards shift toward emphasizing both conceptual and procedural knowledge in secondary courses such as algebra and geometry, the struggles for students with disabilities become more pronounced. To address these challenges, research has commonly explored the use of technology to aid in the teaching of students with disabilities. One such technology with a growing research base for instruction in the field of special education is the use of video modeling. Despite documented success for students with moderate to severe disabilities, the application of video modeling for instruction with students with a learning disability is largely unknown. This study sought to explore the benefits of video modeling to teach geometry word problems to three secondary students with a learning disability in mathematics. Across a single subject multiple baseline design, all three students demonstrated improved problem-solving performance across all dependent variables measured. The results and their implications for the field of mathematics are discussed.

Virtual Manipulatives for Teaching Algebra: A Research-to-Practice Guide for Secondary Students with a Learning Disability

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Rajiv Satsangi ◽  
Alexandra Raines ◽  
Kaitlynn Fraze
Keyword(s):  
Learning Disability ◽  
Secondary Students ◽  
Mathematics Learning ◽  
Appropriate Technology ◽  
Virtual Manipulatives ◽  
Mathematical Concepts ◽  
Practice Guide ◽  
Teaching Algebra ◽  
Age Appropriate ◽  
Conceptual Skills

Many forms of assistive and instructional technology exist to support secondary students in mathematics education. Classroom technology provides particular benefits to students who frequently struggle learning academic content such as procedural and conceptual skills in algebra. One tool studied in mathematics to support the needs of students with or at-risk for a mathematics learning disability is virtual manipulatives. Research shows virtual manipulatives support cognition by providing visual representations of mathematical concepts and are an age appropriate technology solution for secondary students that promote autonomy inside and beyond the classroom setting. The aim of this article is to highlight research on virtual manipulatives for secondary students with a learning disability in mathematics and discuss techniques for teachers to incorporate these tools into their classrooms to support students.

Online Communication Training for Parents of Children With Autism Spectrum Disorder

2017 ◽  
Vol 39 (3) ◽  
pp. 415-425 ◽  
Author(s):  
Sarah N. Douglas ◽  
Rebecca Kammes ◽  
Erica Nordquist
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Training ◽  
Children With Autism ◽  
Online Training ◽  
Autism Spectrum ◽  
Communication Strategy ◽  
Spectrum Disorder ◽  
Probe Design ◽  
Single Subject ◽  
The Impact

Parent training is an essential part of quality programming for children with autism spectrum disorder (ASD). However, limited research exists exploring online training approaches to support parents of children with both ASD and complex communication needs (CCN; e.g., limited verbal ability), despite the many benefits that online training might have for these parents and the overall sustainability and scalability of such approaches. This study utilized a single-subject multiple probe design with three parents and their children to explore the impact of online parent training for parents and their children with ASD and CCN. Training included online interactive components to teach parents a communication strategy, as well as live practice sessions during which parents implemented the strategy, had an opportunity to ask questions, and engaged in self-reflection. Results indicated that training increased communication opportunities and responses provided by parents, and communication by the child. Limitations and future research directions are discussed.

Effects of Student Choice of Instructional Method on the Learning Outcomes of Students With Comorbid Learning and Emotional/Behavioral Disabilities

2018 ◽  
Vol 41 (4) ◽  
pp. 213-226
Author(s):  
Glenna M. Billingsley ◽  
Cathy N. Thomas ◽  
Jo A. Webber
Keyword(s):  
Learning Outcomes ◽  
Secondary Students ◽  
Stated Preference ◽  
Mathematics Learning ◽  
Instructional Method ◽  
Learning Preferences ◽  
Computer Assisted ◽  
Single Subject ◽  
Before And After ◽  
Students With Ld

The purpose of this exploratory study was to determine whether learning preferences of secondary students identified with concomitant learning disabilities (LD) and emotional disturbance (ED) align with the instructional method with which they best learned mathematics. Responses to a preference survey given before and after instruction were compared with learning outcomes in a single-subject, alternating treatments research design investigating the effects of direct teach, computer-assisted instruction (CAI), and a combination of both methods. Results showed that most students were able to predict, by choice or stated preference, conditions under which they will learn best and, in hindsight, indicate the condition that provided the best learning outcome. This small study contributes to the literature on secondary mathematics learning for students with LD, and makes unique contributions regarding (a) the learning of students with comorbid LD and ED and (b) implementation of instruction that combines direct teach with CAI.

Efficacy of Paraeducators Facilitating Peer Support Arrangements for Elementary Students With Multiple Disabilities

2021 ◽  
pp. 074193252110636
Author(s):  
Kelsey J. Trausch ◽  
Matthew E. Brock ◽  
Eric J. Anderson
Keyword(s):  
Elementary Students ◽  
Secondary Students ◽  
Peer Support ◽  
Peer Interactions ◽  
Multiple Disabilities ◽  
Severe Disabilities ◽  
Functional Relations ◽  
Students With Severe Disabilities ◽  
Student Independence ◽  
The Impact

Previous findings demonstrate peer support arrangements improve academic and social outcomes for secondary students with severe disabilities, but further research is needed to determine (a) the degree to which this practice would benefit younger students, (b) the impact on student independence, and (c) how teachers can best support paraeducator implementation. In this multiple-probe-across-participants design study, a teacher trained five paraeducators to facilitate peer support arrangements with four elementary students with multiple disabilities who were eligible for alternate assessment. We identified functional relations between teacher training and paraeducator implementation and between peer support arrangements and peer interactions. Interactions increased to levels similar to those of peers without disabilities. Students decreased their reliance on paraeducators for classroom routines when peers provided support. These findings show that the effectiveness of peer support arrangements extends to elementary students with multiple disabilities and replicate initial evidence for a promising model of teacher-implemented training for paraeducators.

Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements

2019 ◽  
Vol 43 (2) ◽  
pp. 101-114
Author(s):  
Amanda K. Sanford ◽  
Christopher J. Pinkney ◽  
Julie Esparza Brown ◽  
Cameron G. Elliott ◽  
Emily N. Rotert ◽  
...  
Keyword(s):  
Student Performance ◽  
English Learners ◽  
Mathematics Instruction ◽  
Single Subject ◽  
Story Problems ◽  
Future Directions ◽  
Mathematics Vocabulary ◽  
Fourth Grade Students ◽  
The Impact ◽  
Changing Criterion

This study examined the impact of linguistic and cultural enhancements to evidence-based mathematics instruction within a multitiered support system for English learners. The study employed a single subject changing criterion design for four fourth-grade students who were English learners with or at risk of a learning disability diagnosis in mathematics. Dual dependent variables were mathematics vocabulary acquisition and application in story problems. Student performance on identifying the correct mathematics vocabulary words when given the definition was measured across baseline and four phases of intervention. Students were also assessed on their ability to complete story problems that contained the target vocabulary. At each phase of the intervention, students showed an increase in performance on both vocabulary words correctly identified and story problems correctly completed. Implications for practice and future directions for research are discussed.

Efficacy of Video Modeling and Brief Coaching on Teacher Implementation of an Evidence-Based Practice for Students With Severe Disabilities

2018 ◽  
Vol 33 (4) ◽  
pp. 259-269 ◽  
Author(s):  
Matthew E. Brock ◽  
Rachel L. Seaman ◽  
Andrea L. Gatsch
Keyword(s):  
Professional Development ◽  
Time Delay ◽  
Video Modeling ◽  
Severe Disabilities ◽  
Constant Time Delay ◽  
Constant Time ◽  
Evidence Based ◽  
Student Progress ◽  
Students With Severe Disabilities ◽  
The Impact

Effective professional development strategies are needed to enable special educators to provide evidence-based instruction and support to students with severe disabilities. In this single-case design study, we measured the efficacy of video modeling and brief coaching to enable three elementary special education teachers to implement constant time delay and the impact of their implementation on student progress toward individualized goals. After receiving professional development, all three teachers implemented constant time delay with fidelity and promoted student progress on individualized goals. Teachers were able to identify and correct some of their own implementation errors by revisiting video models after attempting implementation. Teachers reported positive perceptions of the professional development model. We provide recommendations for how video modeling and brief coaching can be used in tandem to promote effective implementation of evidence-based practices.

scholarly journals The Impact of Relationship Wellness Checkups With Lesbian Couples

2018 ◽  
Vol 27 (1) ◽  
pp. 50-57 ◽  
Author(s):  
Mary J. Minten ◽  
Cass Dykeman
Keyword(s):  
Relationship Satisfaction ◽  
Intervention Program ◽  
Positive Impact ◽  
Well Being ◽  
Medium Effect ◽  
Probe Design ◽  
Single Subject ◽  
Heterosexual Couples ◽  
Lesbian Couples ◽  
The Impact

Relationship health impacts many facets of both physical and mental well-being, including depression, heart health, and even children’s health. For a variety of reasons, distressed couples often delay entering therapy despite its value in supporting wellness and preventing distress. One early intervention program, the marriage checkup (MC), aims to keep healthy couples healthy with a brief supportive checkup. The MC is based on motivational interviewing principles, and research on MC shows the program has a positive impact on relationship satisfaction, prevents decline, and improves health on other variables such as intimacy. However, past research on MCs has only focused on heterosexual couples. As such, this study explores the research question, “What is the impact of a relationship wellness checkup on lesbian couples’ relationship satisfaction?” Using a single-subject design, specifically concurrent multiple-baseline, multiple-probe design, this study extends MC research to an underrepresented population. After conducting checkups over 10 weeks with three lesbian couples, findings show the intervention had a medium effect on satisfaction (nonoverlap of all pairs = .66). These results indicate a relationship checkup can increase satisfaction for lesbian couples. The findings also suggest checkups with lesbian couples can have a comparable impact to their use with heterosexual couples. This study concludes by advocating that the checkup may help lesbian couples stay healthy, providing support for this marginalized group of couples in a time of prejudice.

The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings

2016 ◽  
Vol 33 (2) ◽  
pp. 100-110 ◽  
Author(s):  
Laura A. Bassette ◽  
Teresa Taber-Doughty ◽  
Roberto I. Gama ◽  
Paul Alberto ◽  
Gulnoza Yakubova ◽  
...  
Keyword(s):  
Video Modeling ◽  
Community Intervention ◽  
Cell Phones ◽  
Future Research ◽  
Probe Design ◽  
Safety Skills ◽  
Community Based ◽  
Based Instruction ◽  
Multiple Probe ◽  
The Impact

The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a picture of a key identifier (i.e., a sign) during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the students’ middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion and generalized the skills at an unfamiliar community site. Implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research are discussed.

scholarly journals As Good or Better than Commercial Textbooks: Students’ Perceptions and Outcomes from Using Open Digital and Open Print Textbooks

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Rajiv S Jhangiani ◽  
Farhad N Dastur ◽  
Richard Le Grand ◽  
Kurt Penner
Keyword(s):  
Student Performance ◽  
Secondary Students ◽  
Cost Savings ◽  
Open Educational Resources ◽  
Post Secondary ◽  
Digital Format ◽  
The Cost ◽  
Open Textbooks ◽  
The Impact ◽  
Better Than

The increase in the cost of college textbooks together with the proliferation of digital content and devices has inspired the development of open textbooks, open educational resources that are free, openly licensed, and often peer-reviewed. Although several published studies have investigated the impact of open textbook adoption on educational outcomes, none have separated the effects of textbook openness and format and only two have taken place in Canada (Hendricks, Reinsberg, & Rieger, 2017; Jhangiani & Jhangiani, 2017). This study investigates the perceptions, use, and course performance of Canadian post-secondary students assigned a commercial or open textbook in either print or digital format. Results show that students using the print format of the open textbook perceive its quality to be superior to the commercial textbook. Moreover, students assigned an open textbook in either format perform either no differently from or better than those assigned a commercial textbook. These results are consistent with the existing literature and support the conclusion that the cost savings to students associated with the adoption of open textbooks do not come at the expense of resource quality or student performance. L’augmentation du coût des manuels universitaires ainsi que la prolifération du contenu numérique et des appareils électroniques ont inspiré le développement de manuels ouverts, des ressources éducationnelles qui sont gratuites, dont les licences d’exploitation sont ouvertes et qui sont souvent évalués par les pairs. Bien que plusieurs études publiées aient étudié l’impact de l’adoption de manuels ouverts sur les résultats éducationnels, aucune n’a séparé les effets du caractère ouvert des manuels et du format et seulement deux études ont été menées au Canada (Hendricks, Reinsberg & Rieger, 2017; Jhangiani & Jhangiani, 2017). Cette étude examine les perceptions, l’emploi et les résultats des étudiants dans des établissements d’enseignement supérieur canadiens à qui on avait assigné un manuel commercial ou un manuel ouvert en format imprimé ou numérique. Les résultats ont montré que les étudiants qui avaient utilisé le format imprimé du manuel ouvert avaient perçu que sa qualité était supérieure à celle du manuel commercial. De plus, les étudiants à qui on avait assigné un manuel ouvert dans l’un ou l’autre des formats avaient obtenu des résultats semblables à ceux des étudiants à qui on avait assigné un manuel commercial. Ces résultats concordent avec les publications existantes et confirment la conclusion que les économies de coûts pour les étudiants liées à l’adoption de manuels ouverts n’entraînent pas une dégradation de la qualité des ressources ni des résultats des étudiants.

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