The Effects of Self-Recording for On-Task Behavior of Behaviorally Disordered Special Education Students

1985 ◽  
Vol 6 (4) ◽  
pp. 42-45 ◽  
Author(s):  
T. F. McLaughlin ◽  
V. F. Krappman ◽  
J. M. Welsh
Keyword(s):  
Special Education ◽  
Special Education Students ◽  
Education Students ◽  
Behaviorally Disordered ◽  
Task Behavior ◽  
On Task Behavior

Acquisition of Fundamental Behavior Management Skills with Microcomputer-Simulated Pupils

1986 ◽  
Vol 8 (3) ◽  
pp. 14-28 ◽  
Author(s):  
Harold R. Strang ◽  
James M. Kauffman ◽  
Katherine S. Badt ◽  
Donna M. Murphy ◽  
Ann Booker Loper
Keyword(s):  
Special Education ◽  
Behavior Management ◽  
Special Education Students ◽  
Experienced Teachers ◽  
Skills Development ◽  
Management Skills ◽  
Education Students ◽  
Task Behavior ◽  
Mean Time ◽  
Complex Computer

Experienced teachers ( n = 12) and inexperienced education students ( n = 20) from regular and special education participated in microcomputer-simulated spelling lessons involving four pupils who were programmed to misbehave by making off-task comments. During baseline sessions, significant differences were found between the behavior management skills of experienced teachers and those of education students. Over the course of two training sessions (each approximately 20 min. in duration), the education students made significant gains in behavior management skills as indicated by two dependent measures (number of intervention attempts per talkout and mean time per intervention attempt). After training, the education students' management of off-task behavior approximated that of experienced teachers. Gains were maintained over a period of approximately one month. Results suggest that the simulation may be an effective and efficient means of training both regular and special education students in fundamental behavior management skills. Development of more complex computer routines, more difficult and realistic simulations of misbehavior, and tests of generalization of skills to actual classrooms are under way.

Getting up to SpEED: Special Education Embodied Design for Sensorially Equitable Inclusion

2021 ◽  
pp. 114-136
Author(s):  
Sofia Tancredi ◽  
Rachel Chen ◽  
Christina Krause ◽  
Dor Abrahamson ◽  
Filippo Gomez
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Learning Opportunities ◽  
Special Education Students ◽  
Whole Body ◽  
Education Students ◽  
Design Based Research ◽  
Novel Approach ◽  
Design Speed

We present the implications of a novel approach to design-based research, Special Education Embodied Design (SpEED), for inclusive education. SpEED is a new way of thinking about how Special Education students can learn through whole-body participation (Tancredi et al., in press). The goal of SpEED is to update our thinking about special education and inclusion based on the latest developments in cognitive science. We illustrate the utility of embodied design to teaching and research on issues affecting learners in Special Education through examples centering different Special Education populations, including Deaf learners, learners on the autism spectrum, and sensory-seeking learners. Each project focuses on deepening the learning opportunities we offer students by using learners' existing embodied resources. We conclude with a commentary on considerations for implementing SpEED within the Italian educational system.

A Report on the Colorado Statewide Follow-up Survey of Special Education Students

1985 ◽  
Vol 51 (5) ◽  
pp. 397-404 ◽  
Author(s):  
Dennis E. Mithaug ◽  
Chiyo N. Horiuchi ◽  
Peter N. Fanning
Keyword(s):  
Special Education ◽  
Special Education Students ◽  
Education Students
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