Using a Technology-Based Graphic Organizer to Improve the Planning and Persuasive Paragraph Writing by Adolescents With Disabilities and Writing Difficulties

2021 ◽  
pp. 002246692110082
Author(s):  
Kelly K. Brady ◽  
Anya S. Evmenova ◽  
Kelley S. Regan ◽  
Melissa K. Ainsworth ◽  
Boris S. Gafurov
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Primary Diagnosis ◽  
Persuasive Writing ◽  
Graphic Organizer ◽  
Future Research ◽  
Probe Design ◽  
Writing Quality ◽  
Writing Difficulties ◽  
Multiple Probe

A multiple-probe design was used to investigate the planning and persuasive paragraph writing by three secondary students with disabilities and writing difficulties. The intervention consisted of one-on-one explicit instruction in persuasive writing and the use of a technology-based graphic organizer (TBGO) with embedded strategies and supports. Dependent variables included the number of sentences and overall holistic writing quality. The results were mixed. Two adolescents with the primary diagnosis of learning disabilities improved their writing performance when using the TBGO and remained above baseline levels when the TBGO was removed. One more participant diagnosed with autism demonstrated modest changes in the quantity and quality of his writing. Students reported positive perceptions of the TBGO indicating a socially valid intervention. Implications, limitations, and directions for future research are discussed.

Technology-mediated writing: It’s not how much, but the thought that counts

2021 ◽  
pp. 204275302199638
Author(s):  
Kelley Regan ◽  
Anya S Evmenova ◽  
Melissa D Hughes ◽  
Maria P Rybicki-Newman ◽  
Boris Gafurov ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Instructional Strategies ◽  
Sixth Grade ◽  
Future Research ◽  
Student Writing ◽  
Writing Quality ◽  
Struggling Writers ◽  
Group Design ◽  
Present Group

Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students' challenges throughout the writing process and personalize instruction. In the present group design study, teachers taught 11 to 12 year olds in sixth grade with varying abilities to use a technology-based graphic organizer (TBGO) when digitally planning and composing a persuasive paragraph. Results indicated that the writing quality of the paragraph and use of transition words by typical and struggling writers was significantly better when the TBGO was used as compared to students who wrote without the TBGO. Additionally, when the TBGO was removed, students in the treatment group maintained gains. Student participants and teachers in this study identified features that were especially supportive to students’ writing behaviors. Implications for practice and future research are discussed.

Increasing Self-Advocacy for Secondary Students With Disabilities: Evaluating Effects of ME!

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 194-207
Author(s):  
Valerie L. Mazzotti ◽  
Dawn A. Rowe ◽  
Jennifer C. Wall ◽  
Katie E. Bradley
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Functional Relation ◽  
Self Determination ◽  
Future Research ◽  
Self Awareness ◽  
Self Advocacy ◽  
Knowledge And Skills ◽  
Research And Practice

Abstract Self-determination skills are a critical skill set that may increase the likelihood of students with disabilities attaining positive inclusive experiences in school that lead to inclusion into society. Although a number of self-determination curricula exist, there is limited research that evaluates the effectiveness of the ME! curriculum for improving secondary students with disabilities' self-advocacy knowledge and skills. The purpose of this study was to examine the effects of the ME! on self-advocacy and self-awareness knowledge and skills for secondary students with disabilities. Results demonstrated a functional relation between the ME! and participants' knowledge of ME! content. All participants showed increased participation during posttransition planning meetings. Findings support use of the ME! for enhancing students' self-advocacy and self-awareness knowledge and skills and generalizing that knowledge to authentic, inclusive contexts. Limitations and implications for future research and practice are discussed.

scholarly journals A College and Career Readiness Framework for Secondary Students With Disabilities

2015 ◽  
Vol 40 (2) ◽  
pp. 79-91 ◽  
Author(s):  
Mary E. Morningstar ◽  
Allison Lombardi ◽  
Catherine H. Fowler ◽  
David W. Test
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
State Level ◽  
Drop Out ◽  
Career Readiness ◽  
Future Research ◽  
College And Career Readiness ◽  
College And Career ◽  
Group Data ◽  
Focus Group Data

In this qualitative study, a proposed organizing framework of college and career readiness for secondary students with disabilities was developed based on a synthesis of extant research articulating student success. The original proposed framework included six domains representing academic and nonacademic skills associated with college and career readiness: academic engagement, academic mind-sets, learning processes, critical thinking, social skills, and transition knowledge. Focus groups were conducted to examine perspectives among state-level stakeholders with knowledge and expertise regarding college and career readiness, drop-out prevention, and secondary transition. Through an iterative process, the focus group data were analyzed and the framework was refined based on findings. Implications for practice and suggestions for future research are discussed.

scholarly journals Using Interactive Mobile Applications to Teach Reading Skills to Female Students with Hearing Impairments

2021 ◽  
Vol 45 (3) ◽  
pp. 158-191
Keyword(s):  
Mobile Applications ◽  
Reading Skills ◽  
Interactive Multimedia ◽  
Word Reading ◽  
Future Research ◽  
Probe Design ◽  
Hearing Impairments ◽  
New Words ◽  
Multiple Probe ◽  
Multiple Probe Design

The purpose of the study was to investigate the use of mobile applications to teach word reading to three students with hearing impairments aged 9-12. Instruction was conducted using four mobile applications (Chalkboard, Expeditions, Phonto, and Words Seller) that combined interactive multimedia features such as text, images, videos, and interactive content. A multiple probe design was used to evaluate the effectiveness of the applications in teaching reading skills. Results indicated that the use of these mobile applications was effective on the acquisition of the reading skills. Results also showed that all students performed at or above criterion on maintenance probe sessions. Additionally, students were able to generalize the acquired reading skills to read new words. Implications for practice and suggestions for future research are discussed. Keywords: Hearing impairments, interactive multimedia, mobile applications, reading skills, multiple probe design

scholarly journals Use of Video Modeling to Teach Weight Lifting Techniques to Adults with Down Syndrome: A Pilot Study

2017 ◽  
Vol 36 (2) ◽  
pp. 16-34
Author(s):  
Kathleen Carter ◽  
Robert Pennington ◽  
Elizabeth Ledford
Keyword(s):  
Down Syndrome ◽  
Pilot Study ◽  
Video Modeling ◽  
Daily Living ◽  
Weight Lifting ◽  
Future Research ◽  
Probe Design ◽  
Multiple Probe ◽  
Lifting Techniques ◽  
Effectiveness Data

As adults with Down syndrome (DS) age, their strength decreases resulting in difficulty performing activities of daily living. In the current study, we investigated the use of video modeling for teaching three adults with DS to perform weight lifting techniques. A multiple probe design across behaviors (i.e., lifts) was used to evaluate intervention effectiveness. Data indicated variable effects across participants and lifting techniques. Limitations and suggestions for future research are discussed.

scholarly journals Enhancing Self-Monitoring with Differential Negative Reinforcement of Alternative Behavior for Increasing Students’ Writing Production

2021 ◽  
pp. 92-102
Author(s):  
Meghann M. Torchia ◽  
John W. Maag
Keyword(s):  
Negative Reinforcement ◽  
The Other ◽  
Future Research ◽  
Probe Design ◽  
Self Monitoring ◽  
Alternative Behavior ◽  
Differential Effectiveness ◽  
Multiple Probe ◽  
Differential Negative Reinforcement ◽  
Minute Session

Many students find writing aversive and behave in ways to escape the task. Self-monitoring and differential negative reinforcement of alternative behavior (DNRA) are two approaches that have been shown to improve the quantity of writing performance but have never been combined to determine whether they are more effective in combination than in isolation. The purpose of the present study was to evaluate the differential effectiveness of self-monitoring versus self-monitoring plus DNRA for increasing the number of words and sentences written using a multiple probe design across three participants during two 10-minute sessions. For each baseline session, participants were given a story starter prompt to write as much as they could, received a short break, and then the second 10-minute session would begin. Self-monitoring indicated an increase in a number of words written and an unstable but slightly higher trend in a number of sentences written for one participant. The other two participants showed decreasing trends in both the number of words and sentences written during self-monitoring. Results of self-monitoring plus DNRA indicated an increase in a number of words and sentences written for one participant, while the other two participants showed little to no improvement. Areas for future research, limitations, and implications for practice are discussed.

The Application of the VIA Classification of Strengths to Youth With and Without Disabilities

Inclusion ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 213-228 ◽  
Author(s):  
Karrie A. Shogren ◽  
Michael L. Wehmeyer ◽  
Kyle Lang ◽  
Ryan M. Niemiec ◽  
Hyojeong Seo
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Factor Model ◽  
Character Strengths ◽  
Short Form ◽  
Assessment Tools ◽  
Future Research ◽  
Youth With Disabilities ◽  
Confirmatory Factor ◽  
Via Classification

Abstract Considering strengths when planning for postschool outcomes is critically important for all youth, including youth with disabilities, as strengths should guide the identification of meaningful postschool goals. However, there are a limited number of strengths-based assessment tools that have been validated with youth with disabilities. This article reports the results of a pilot study of the application of the short form of the VIA Inventory of Strengths for Youth (VIA—Youth) to secondary students with and without disability labels. Although the VIA-Youth has been studied in youth without disabilities, it has not been applied to youth with disabilities. Similarities in the reliability of the scores were found across youth with and without disabilities. However, students with disabilities tended to score lower on character strengths than students without disabilities. We were unable to replicate, using confirmatory factor analysis, the theoretical structure used to develop the VIA-Youth, although youth with and without disabilities did demonstrate measurement invariance when fitting a one-factor model. Further work is needed to merge theoretical and empirical models for the factor structure of the VIA-Youth. Implications for future research and practice related to strengths-based assessment and intervention are discussed.

Preparing Job Coaches to Implement Systematic Instructional Strategies to Teach Vocational Tasks

2021 ◽  
pp. 216514342110419
Author(s):  
John D. Wenzel ◽  
Marisa H. Fisher ◽  
Matthew T. Brodhead
Keyword(s):  
Instructional Strategies ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Future Research ◽  
Probe Design ◽  
Behavioral Skills ◽  
Vocational Tasks ◽  
Student Interns ◽  
Multiple Probe ◽  
Job Coaches

Job coaches are not typically trained to implement systematic instructional strategies to teach vocational skills to students with intellectual and developmental disabilities (IDD). This study replicated and expanded the evaluation of a job coach behavioral skills training program designed by Brock et al. (2016) to teach participants to implement task analysis, simultaneous prompting, and system of least prompts to teach vocational tasks to students with IDD. We used a multiple probe design with probe conditions across strategies, replicated across three participants, to assess acquisition and generalization. Participants demonstrated mastery of the three instructional strategies in simulated assessments with actors and generalized use of the strategies to teach novel vocational tasks to student interns with IDD. Implications for future research and practice are discussed.

A Summary of NCSER-Funded Projects in the Area of Transition Outcomes for Secondary Students With Disabilities

2018 ◽  
Vol 29 (2) ◽  
pp. 67-81 ◽  
Author(s):  
David W. Test ◽  
Misty Terrell ◽  
Kelly A. Clark ◽  
Dana E. Rusher
Keyword(s):  
Special Education ◽  
Education Research ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Federal Funding ◽  
Effective Practices ◽  
Future Research ◽  
High Quality ◽  
High Quality Research ◽  
Transition Outcomes

Special education practitioners are required to use instructional practices based on scientific research. Conducting high-quality research can be expensive and researchers often need federal funding to assist in documenting effective practices. The National Center for Special Education Research (NCSER) within the Institute of Education Sciences (IES) is a preferred source of funding for this type of special education research. The purpose of this review was to summarize publications from grants funded from 2006 until 2013 by NCSER in the area of Transition Outcomes for Special Education Secondary Students, describe major findings, and discuss their contributions to the field. We reviewed information from 22 grants and 132 articles published in refereed journals with an additional one article in press. Contributions to the field, limitations, suggestions for future research, implications for practice, and conclusions are discussed.

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.

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