The Relation Between Task Demands and Student Behavior Problems During Reading Instruction: A Case Study

2007 ◽  
Vol 51 (4) ◽  
pp. 19-28
Author(s):  
Melanie M. Jones ◽  
Benjamin Lignugaris/Kraft ◽  
Stephanie M. Peterson
Keyword(s):  
Behavior Problems ◽  
Reading Instruction ◽  
Student Behavior ◽  
Task Demands

Why Does Construct Validity Matter in Measuring Implementation Fidelity? A Methodological Case Study

2021 ◽  
pp. 153450842199877
Author(s):  
Wilhelmina van Dijk ◽  
A. Corinne Huggins-Manley ◽  
Nicholas A. Gage ◽  
Holly B. Lane ◽  
Michael Coyne
Keyword(s):  
Construct Validity ◽  
Reading Instruction ◽  
Model Building ◽  
Implementation Fidelity ◽  
Modeling Framework ◽  
Relative Rank ◽  
Rank Ordering ◽  
Adherence Data ◽  
Funded Project

In reading intervention research, implementation fidelity is assumed to be positively related to student outcomes, but the methods used to measure fidelity are often treated as an afterthought. Fidelity has been conceptualized and measured in many different ways, suggesting a lack of construct validity. One aspect of construct validity is the fidelity index of a measure. This methodological case study examined how different decisions in fidelity indices influence relative rank ordering of individuals on the construct of interest and influence our perception of the relation between the construct and intervention outcomes. Data for this study came from a large State-funded project to implement multi-tiered systems of support for early reading instruction. Analyses were conducted to determine whether the different fidelity indices are stable in relative rank ordering participants and if fidelity indices of dosage and adherence data influence researcher decisions on model building within a multilevel modeling framework. Results indicated that the fidelity indices resulted in different relations to outcomes with the most commonly used fidelity indices for both dosage and adherence being the worst performing. The choice of index to use should receive considerable thought during the design phase of an intervention study.

An Observational Study of Teachers’ Reading Instruction of Students with Emotional or Behavioral Disorders

2002 ◽  
Vol 27 (3) ◽  
pp. 215-235 ◽  
Author(s):  
Shari Levy ◽  
Sharon Vaughn
Keyword(s):  
Observational Study ◽  
Reading Instruction ◽  
Instructional Practices ◽  
Behavioral Disorders ◽  
Negative Feedback ◽  
Student Behavior ◽  
Limited Knowledge ◽  
Instructional Needs ◽  
Positive Support ◽  
Emotional Or Behavioral Disorders

The authors documented reading instructional practices for students with emotional or behavioral disorders (E/BD) as well as strategies used by teachers to redirect behavior and provide positive support during reading. Six teachers of students with E/BD were observed during reading instruction and interviewed. Three of the six teachers provided some reading instruction that was documented as effective and designed to meet the instructional needs of students. Controlling student behavior through isolating students, providing extensive time for worksheets, and negative feedback dominated four teachers’ reading instruction. Teachers reported limited knowledge about how to teach reading.

A Case Study Into the Effects of Implementing Web-Based Instructional Technology in a Primary School Classroom in Trinidad and Tobago

2021 ◽  
pp. 73-90
Author(s):  
Gena Mae Mohammed
Keyword(s):  
Primary School ◽  
Trinidad And Tobago ◽  
Student Behavior ◽  
Successful Implementation ◽  
Information Communication ◽  
Web Based ◽  
Technological Infrastructure ◽  
The Public ◽  
School Classroom

Redesigning teaching for the 21st century in Trinidad and Tobago involves several mechanisms to be put in place to ensure our students are equipped with competencies and skills to lead a sustainable life. One such mechanism is the implementation of computer and web-based technologies in the public primary school classroom. Traditionally, computers are not used within the classroom for learning; neither are computing nor Information Communication Technology (ICT) taught as subject areas. The case study presented in this chapter explores the effects of implementing web-based technology into classroom instruction. Specifically, it was implemented into the Language Arts classroom to help students to develop grammar skills in their writing tasks. The research found three effects: 1) an established technological infrastructure needs to be in place for successful implementation, 2) the role of technology on student learning, and 3) the influence of technology on student behavior in the classroom.

Educator Perceptions of Behavior Problems of Mainstreamed Students

1984 ◽  
Vol 51 (4) ◽  
pp. 298-303 ◽  
Author(s):  
N. Jo Campbell ◽  
Judith E. Dobson ◽  
Jane M. Bost
Keyword(s):  
Behavior Problems ◽  
School Environment ◽  
Behavior Management ◽  
Student Behavior ◽  
Special Educators ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Behavioral Treatments ◽  
Physically Handicapped ◽  
Mainstreamed Students

The behavior problems of students in mainstreamed classrooms may be due in part to the expectations of educators who have not internalized information on teaching the diversity of students found in that setting. The educators involved in this study were predominantly regular classroom teachers but also included counselors, librarians, special educators, administrators, etc. They appeared to perceive student behavior problems as more serious when displayed by nonhandicapped or physically handicapped students than when displayed by mentally handicapped students. The same educators recommended more behavioral treatments having an authoritarian orientation for nonhandicapped than for physically handicapped students. This study indicates educators need to develop attitudes and skills necessary for behavior management in the mainstreamed school environment.

Sign in / Sign up

Export Citation Format

Share Document