scholarly journals Brief Prompting to Improve Classroom Behavior: A First-Pass Intervention Option

2018 ◽  
Vol 21 (1) ◽  
pp. 30-41 ◽  
Author(s):  
Tara C. Moore ◽  
Andrew J. Alpers ◽  
Rachael Rhyne ◽  
Mari Beth Coleman ◽  
Jason R. Gordon ◽  
...  
Keyword(s):  
High School Students ◽  
General Education ◽  
Reading Instruction ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Future Research ◽  
Elementary Student ◽  
School Students ◽  
Classroom Study ◽  
Small Group Reading

Two studies were conducted to examine the effects of a brief prompting intervention (verbal and visual reminder of classroom rules) to improve classroom behavior for an elementary student during small-group reading instruction in a special education classroom (Study 1) and for three high school students with mild disabilities in an inclusive general education classroom (Study 2). Using within-participant reversal designs, the teachers provided brief reminders of behavioral expectations just before class. Teachers were instructed to respond to the students’ appropriate and inappropriate behaviors in a typical manner to ensure no programmed changes in the contingencies for student behavior. Results indicated improvements in classroom behavior for all four students, and teachers and students indicated positive perceptions about the intervention and its effects. Implications for future research and practice are discussed.

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.

Review of Interventions Supporting Secondary Students with Intellectual Disability in General Education Classes

2019 ◽  
Vol 44 (2) ◽  
pp. 103-121 ◽  
Author(s):  
Emily M. Kuntz ◽  
Erik W. Carter
Keyword(s):  
High School Students ◽  
Intellectual Disability ◽  
General Education ◽  
Secondary Students ◽  
Management Strategies ◽  
Future Research ◽  
Educational Placement ◽  
Mediated Communication ◽  
School Students ◽  
The Impact

Instruction and support for students with intellectual disability in general education classes should be informed by research-based interventions. In this systematic review, we examined the focus and impact of interventions delivered in inclusive classes to support middle and high school students with intellectual disability. We identified 40 intervention studies involving 177 secondary students with intellectual disability attending a range of core academic and elective classes. These multicomponent interventions fell within five primary categories: systematic instruction, peer support arrangements, self-management strategies, peer-mediated communication interventions, and educational placement changes. Although the overall focus was fairly balanced across academic, social, and behavioral outcomes, each intervention approach prioritized somewhat different dependent measures. Moreover, although the impact of the interventions on most outcomes was positive, the methodological quality of these studies was somewhat varied. We offer recommendations for future research and practice aimed at strengthening the availability and implementation of effective interventions within inclusive secondary school classes.

Supported eText: Effects of Text-to-Speech on access and Achievement for High School Students with Disabilities

2009 ◽  
Vol 24 (3) ◽  
pp. 9-20 ◽  
Author(s):  
Margo Vreeburg Izzo ◽  
Amanda Yurick ◽  
Bianca McArrell
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Assistive Technologies ◽  
Future Research ◽  
Text To Speech ◽  
School Students ◽  
General Education Curriculum ◽  
Reversal Design

Students with disabilities often lack the skills required to access the general education curriculum and achieve success in school and postschool environments. Evidence suggests that using assistive technologies such as digital texts and translational supports enhances outcomes for these students (Anderson-Inman & Horney, 2007). The purpose of the current study was to examine the effects of a text-to-speech screen reader program on the academic achievement of high school students with disabilities in an online transition curriculum emphasizing information literacy. The text-to-speech support was introduced and withdrawn in a reversal design across 10 curriculum units. Findings suggest that the text-to-speech support increased unit quiz and reading comprehension performance with large effect sizes. Implications for practice and future research are discussed.

Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities

2016 ◽  
Vol 50 (4) ◽  
pp. 468-480
Author(s):  
Jennifer Krawec ◽  
Jia Huang
Keyword(s):  
Learning Disabilities ◽  
High School Students ◽  
Problem Solving ◽  
General Education ◽  
Repeated Measures ◽  
Mathematical Problem ◽  
Intervention Group ◽  
Future Research ◽  
Second Phase ◽  
School Students

The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability (i.e., average-achieving [AA] students, low-achieving [LA] students, and students with LD) participated in the research study. Several features of the intervention were modified, including (a) explicitness of instruction, (b) emphasis on meta-cognition, (c) focus on problem-solving prerequisites, (d) extended duration of initial intervention, and (e) addition of visual supports. General education math teachers taught all instructional sessions to their inclusive classrooms. Curriculum-based measures (CBMs) of math problem solving were administered five times over the course of the year. A multilevel model (repeated measures nested within students and students nested within schools) was used to analyze student progress on CBMs. Though CBM scores in the intervention group were initially lower than that of the comparison group, intervention students improved significantly more in the first phase, with no differences in the second phase. Implications for instruction are discussed as well as directions for future research.

Views of Students with Learning Disabilities of their Homework in General Education Classes: Student Interviews

1996 ◽  
Vol 19 (2) ◽  
pp. 70-85 ◽  
Author(s):  
Valerie Sawyer ◽  
Janet S. Nelson ◽  
Madhavi Jayanthi ◽  
William D. Bursuck ◽  
Michael H. Epstein
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
General Education ◽  
Future Research ◽  
Research Needs ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Individual Interviews ◽  
Teachers And Parents

This study examined the experiences and views of students with learning disabilities regarding the homework they receive in their general education classes and identified ways that teachers and parents might positively affect students' performance. Subjects were 10 high school students identified as having learning disabilities. Individual interviews were conducted to elicit information from each student. An analysis of the interviews resulted in the emergence of three themes: (a) factors that make homework easy, (b) factors that make homework difficult, and (c) recommendations for teachers, students, and parents. The results, limitations of the study, and future research needs are discussed.

Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 45 (4) ◽  
pp. 238-251
Author(s):  
Renee O. Hawkins ◽  
Tai A. Collins ◽  
Lauren Haas Ramirez ◽  
J. Meredith Murphy ◽  
Chelsea Ritter
Keyword(s):  
High School Students ◽  
Behavioral Disorders ◽  
Classroom Behavior ◽  
Visual Analysis ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Group Contingency ◽  
School Students ◽  
Interdependent Group Contingency ◽  
Class Period

Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school students and Class 2 included eight high school students. For both classes, systematic direct observation behavior data were collected both in the targeted class period and a second class period identified by teachers as also having high rates of inappropriate behavior. Following baseline, the group contingency was introduced in the targeted period only and then withdrawn before being re-introduced. Visual analysis indicates that implementation of the group contingency led to improvements in classroom behavior in the targeted class period for both groups of students. Also, improvements in student behavior were observed in secondary settings that shared common environmental variables that may have promoted generalization. Discussion focuses on implications for practice and future research examining methods for promoting generalization of behavior change.

Interactions of High School Students With Intellectual and Developmental Disabilities in Inclusive Classrooms

2019 ◽  
Vol 57 (4) ◽  
pp. 307-322 ◽  
Author(s):  
Yun-Ching Chung ◽  
Karen H. Douglas ◽  
Virginia L. Walker ◽  
Rachel L. Wells
Keyword(s):  
High School ◽  
High School Students ◽  
Developmental Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
School Students ◽  
General Educator ◽  
Class Period

Abstract As inclusive opportunities increase for students with disabilities, additional research is needed to examine high school students' classroom interactions. This descriptive study explores the nature of the social interactions of 10 high school students with intellectual and developmental disabilities (IDD) in the general education classroom. Findings from our observations indicated that students with IDD interacted with peers during approximately one out of every four minutes and interacted with the general educator during one out of every 10 minutes, less than their peer comparisons' interactions with peers and teachers. Students with IDD were present (M = 89.9%) and in proximity to peers (M = 71.7%) during the majority of the class period. We discuss additional results along with practical implications, limitations, and future research directions.

Peers as Teachers of Anger Management to High School Students with Behavioral Disorders

2000 ◽  
Vol 25 (2) ◽  
pp. 114-130 ◽  
Author(s):  
Judith A. Presley ◽  
Carolyn Hughes
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Behavioral Disorders ◽  
Control Program ◽  
Peer Instruction ◽  
Future Research ◽  
School Students ◽  
Self Instruction ◽  
Instructional Package

We investigated the use of a peer-delivered social skills instructional package to teach four high school students with behavioral disorders to express anger appropriately. In contrast to previous studies, instruction was presented individually to the students by their general education peers. The instructional package, which combined peer instruction, self-instruction, and a traditional anger control program, was effective in improving the way these adolescents expressed anger in role-play situations with general education peers. In addition, generalization data indicated that some of the students decreased the rate at which they responded inappropriately to naturally occurring anger-provoking situations at school outside the instructional setting. Implications for future research and practice are discussed.

Understanding Associations Between Exposure to Violent Pornography and Teen Dating Violence Among Female Sexual Minority High School Students

2021 ◽  
pp. 088626052110283
Author(s):  
Cara Herbitter ◽  
Alyssa L. Norris ◽  
Kimberly M. Nelson ◽  
Lindsay M. Orchowski
Keyword(s):  
High School ◽  
High School Students ◽  
Dating Violence ◽  
Sexual Minority ◽  
Teen Dating Violence ◽  
Baseline Survey ◽  
Future Research ◽  
School Students ◽  
Minority Adolescents ◽  
Teen Dating

Previous research indicates that teen dating violence (TDV) is more common among sexual minority than heterosexual adolescents, with approximately half of female sexual minority adolescents (SMA) endorsing TDV victimization in the last year. In samples of adolescents without regard to sexual orientation, exposure to violent pornography is associated with TDV, but this relationship has not been assessed in female SMA. The current study sample consisted of 10th-grade high school students aged 14–17 who identified as cisgender females ( N = 1,276). Data were collected from a baseline survey prior to the delivery of a sexual assault prevention intervention. Female SMA had 2.54 times the odds (95%CI [1.75, 3.69]) of being exposed to violent pornography and 2.53 times the odds (95%CI [1.72, 3.70)]) of TDV exposure compared to heterosexual girls. Exposure to violent pornography was not associated with involvement in TDV among female SMA, controlling for episodic heavy drinking ( aOR = 2.25, 95%CI [0.88,6.22]). Given the relatively higher rates of violent pornography and TDV exposure among female SMA compared to heterosexual girls, it is critical that sex education curricula address these experiences and meet the needs of adolescents of all sexual orientations. Future research can assess how these TDV interventions might be tailored for female SMA. Although we did not find that exposure to violent pornography was associated with TDV among female SMA, these investigations should be replicated with larger data sets, given that the association between exposure to violent pornography and engagement in TDV was in the expected direction.

Secondary Student Perceptions of Their Class Activities Regarding Meaningfulness, Challenge, Choice, and Appeal: An Initial Validation Study

2002 ◽  
Vol 13 (4) ◽  
pp. 192-204 ◽  
Author(s):  
Marcia Gentry ◽  
Penny Mork Springer
Keyword(s):  
High School Students ◽  
School Improvement ◽  
General Education ◽  
Student Perceptions ◽  
Gifted Education ◽  
National Sample ◽  
Initial Study ◽  
Classroom Quality ◽  
Validity And Reliability ◽  
School Students

This research reports the results of an initial study in which the instrument Student Perceptions of Classroom Quality was developed and then administered to a sample of students to allow examination of validity and reliability evidence. Accordingly, exploratory factor analysis was used to examine the construct validity of the scores, and internal consistency alpha reliability estimates were calculated for the 4 factors that were derived from the data. Student Perceptions of Classroom Quality, assesses how high school students perceive their class activities concerning meaning-fulness, challenge, choice, and appeal—constructs clearly tied in the literature to motivation and learning and with their roots of practice found in gifted education programming. Validity and reliability evidence from this pilot study were sufficiently strong, and, thus, this line of research will be continued using a larger national sample in a confirmatory study of the revised version of the instrument that resulted from the present research. Ultimately, this instrument has potential value for those engaged in research or school improvement efforts in both general education and gifted education by providing them a means to assess constructs central to learning and classroom climate from the students’ points of view.

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