Classroom Engagement and Evidence-Based Teaching Strategies With Adult Learners

2018 ◽  
pp. 78-100
Author(s):  
Melissa Ockerman ◽  
Breanna Adams
Keyword(s):  
Adult Learners ◽  
Teaching Strategies ◽  
Evidence Based ◽  
Classroom Engagement

Characterizing therapist delivery of evidence-based intervention strategies in publicly funded mental health services for children with autism spectrum disorder: Differentiating practice patterns in usual care and AIM HI delivery

Autism ◽  
2021 ◽  
pp. 136236132110016
Author(s):  
Eliana Hurwich-Reiss ◽  
Colby Chlebowski ◽  
Teresa Lind ◽  
Kassandra Martinez ◽  
Karin M Best ◽  
...  
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
Usual Care ◽  
Teaching Strategies ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Intervention Strategies ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Active Teaching

This study identified patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder within publicly funded mental health services and compared patterns for therapists delivering usual care to those trained in AIM HI (“An Individualized Mental Health Intervention for ASD”). Data were drawn from a randomized community effectiveness trial and included a subsample of 159 therapists (86% female) providing outpatient or school-based psychotherapy. Therapist strategies were measured via observational coding of psychotherapy session recordings. Exploratory factor analysis used to examine patterns of strategy delivery showed that among therapists in the usual care condition, strategies loaded onto the single factor, General Strategies, whereas for therapists in the AIM HI training condition, strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies. Among usual care therapists, General Strategies were associated with an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were associated with reductions in child behavior problems over 18 months. Results support the effectiveness of training therapists in evidence-based interventions to increase the specificity of strategies delivered to children with autism spectrum disorder served in publicly funded mental health settings. Findings also support the use of active teaching strategies in reducing challenging behaviors. Lay abstract This study was conducted to identify patterns of therapist delivery of evidence-based intervention strategies with children with autism spectrum disorder receiving publicly funded mental health services and compare strategy use for therapists delivering usual care to those trained to deliver AIM HI (“An Individualized Mental Health Intervention for ASD”), an intervention designed to reduce challenging behaviors in children with autism spectrum disorder. For therapists trained in AIM HI, intervention strategies grouped onto two factors, Autism Engagement Strategies and Active Teaching Strategies, while strategies used by usual care therapists grouped onto a broader single factor, General Strategies. Among usual care therapists, General Strategies were related to an increase in child behavior problems, whereas for AIM HI therapists, Active Teaching Strategies were related with reductions in child behavior problems over 18 months. Findings support the use of active teaching strategies in reducing challenging behaviors in children with autism spectrum disorder and provide support for the effectiveness of training therapists in evidence-based interventions to promote the delivery of targeted, specific intervention strategies to children with autism spectrum disorder in mental health services.

Teaching Strategies to Improve Algebra Learning

2015 ◽  
Vol 108 (9) ◽  
pp. 696-699
Author(s):  
Rose Mary Zbiek ◽  
Matthew R. Larson
Keyword(s):  
Student Success ◽  
Teaching Strategies ◽  
Evidence Based ◽  
Algebra Learning

Teaching actions and examples accompany three evidence-based recommendations for student success in algebra.

Promoting civility in nursing practice using systems thinking: Evidence‐based teaching strategies for nurse educators

Nursing Forum ◽  
2020 ◽  
Vol 55 (4) ◽  
pp. 754-762 ◽  
Author(s):  
Ann M. Stalter ◽  
Janet M. Phillips ◽  
Karen A. Goldschmidt ◽  
Josette Brodhead ◽  
Jeanne S. Ruggiero ◽  
...  
Keyword(s):  
Systems Thinking ◽  
Teaching Strategies ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Evidence Based

Parent-Implemented Communication Strategies During Storybook Reading

2019 ◽  
Vol 41 (4) ◽  
pp. 300-320 ◽  
Author(s):  
Yusuf Akamoglu ◽  
Hedda Meadan
Keyword(s):  
Time Delay ◽  
Teaching Strategies ◽  
Book Reading ◽  
Evidence Based ◽  
Storybook Reading ◽  
Baseline Design ◽  
Use Of Time ◽  
Naturalistic Teaching ◽  
Communication Interventions ◽  
Naturalistic Teaching Strategies

Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained and coached to use storybook reading techniques and evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) while reading books with their children with DD. Using a multiple-baseline design across naturalistic teaching strategies, the following three components were examined: (a) mothers’ use of book reading techniques, (b) mothers’ rate and fidelity in using the three naturalistic teaching strategies, and (c) children’s communication outcomes. After training and coaching, the mothers used the modeling, mand-model, and time delay strategies with higher rates and higher fidelity. The children initiated more communicative acts upon their mothers’ use of time delay. The mothers reported that the training and coaching helped them implement the strategies and led to improvements in their children’s communication skills.

scholarly journals Utilization of evidence-based tools and medical education literature by Canadian postgraduate program directors in the teaching and assessment of the CanMEDS roles

2020 ◽  
Author(s):  
Asif Doja ◽  
Kaylee Eady ◽  
Andrew Warren ◽  
Lorne Wiesenfeld ◽  
Hilary Writer
Keyword(s):  
Medical Education ◽  
Teaching Strategies ◽  
Relevant Literature ◽  
Program Directors ◽  
Small Extent ◽  
Assessment Tools ◽  
Evidence Based ◽  
Online Questionnaire ◽  
Education Literature ◽  
Medical Education Literature

Background: Researchers have shown that clinical educators feel insufficiently informed about how to teach and assess the CanMEDS roles. Thus, our objective was to examine the extent to which program directors utilize evidence-based tools and the medical education literature in teaching and assessing the CanMEDS roles. Methods: In 2016, the authors utilized an online questionnaire to survey 747 Canadian residency program directors (PD’s) of Royal College of Physicians and Surgeons of Canada (RCPSC) accredited programs. Results: Overall, 186 PD’s participated (24.9%). 36.6% did not know whether the teaching strategies they used were evidence-based and another third (31.9%) believed they were “not at all” or “to a small extent” evidence-based. Similarly, 31.8% did not know whether the assessment tools they used were evidence-based and another third (39.7%) believed they were “not at all” or “to a small extent” evidence-based. PD’s were aware of research on teaching strategies (62.4%) and assessment tools (51.9%), but felt they did not have sufficient time to review relevant literature (72.1% for teaching and 64.1% for assessment). Conclusions: Canadian PD’s reported low awareness of evidence-based tools for teaching and assessment, implying a potential knowledge translation gap in medical education research.

Coaching Components That Create Success

2022 ◽  
pp. 43-66
Author(s):  
Jennifer White
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Real World ◽  
Teacher Educators ◽  
Learning Theories ◽  
Evidence Based ◽  
Knowledge And Skills ◽  
Adult Learning Theories ◽  
Teacher Success ◽  
Building Rapport

This chapter begins with an explanation of coaching and a brief overview of the benefits of coaching. Next, the characteristics of adult learners are described through adult learning theories and principles that provide the foundation for successful coaching. Evidence-based components from research of coaching are presented with practical strategies for implementation. For example, activities such as building rapport, developing and monitoring goals, conducting observations through video, and providing reflective feedback are presented. Additionally, real-world scenarios from the field for both pre-service and practicing teachers are included. The goal is to equip teacher educators with the knowledge and skills necessary to implement aspects of coaching into any class or PD to increase teacher success and student learning.

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