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Evans S, Skinner CH, Wolbers K, Mee Bell S, Shahan C. Enhancing word signing in hearing students with reading disorders using computer-based learning trials. J Appl Behav Anal 2024. [PMID: 38742862 DOI: 10.1002/jaba.1082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 05/02/2024] [Indexed: 05/16/2024]
Abstract
Multiple-baseline-across-word-sets designs were used to determine whether a computer-based intervention would enhance accurate word signing with four participants. Each participant was a hearing college student with reading disorders. Learning trials included 3 s to observe printed words on the screen and a video model performing the sign twice (i.e., simultaneous prompting), 3 s to make the sign, 3 s to observe the same clip, and 3 s to make the sign again. For each participant and word set, no words were accurately signed during baseline. After the intervention, all four participants increased their accurate word signing across all three word sets, providing 12 demonstrations of experimental control. For each participant, accurate word signing was maintained. Application of efficient, technology-based, simultaneous prompting interventions for enhancing American Sign Language learning and future research designed to investigate causal mechanisms and optimize intervention effects are discussed.
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Affiliation(s)
- Sara Evans
- College of Education, Health & Human Sciences, University of Tennessee, Knoxville, TN, USA
| | - Christopher H Skinner
- College of Education, Health & Human Sciences, University of Tennessee, Knoxville, TN, USA
| | - Kimberly Wolbers
- College of Education, Health & Human Sciences, University of Tennessee, Knoxville, TN, USA
| | - Sherry Mee Bell
- College of Education, Health & Human Sciences, University of Tennessee, Knoxville, TN, USA
| | - Cheryl Shahan
- College of Education, Health & Human Sciences, University of Tennessee, Knoxville, TN, USA
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Bowman-Perrott L, Ragan K, Boon RT, Burke MD. Peer Tutoring Interventions for Students With or At-Risk for Emotional and Behavioral Disorders: A Systematic Review of Reviews. Behav Modif 2022; 47:777-815. [PMID: 36154492 DOI: 10.1177/01454455221118359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This systematic review of reviews is the first to summarize peer tutoring outcomes for students with or at-risk for emotional and behavioral disorders (EBD). Eleven narrative literature reviews, three systematic reviews, and two meta-analyses of peer tutoring interventions that met inclusion criteria were summarized. Participants across the 16 reviews included more than 2,404 students with or at-risk for EBD in pre-kindergarten through grade 12 across 73 individual, unduplicated studies. Findings support the efficacy of peer tutoring for students with or at-risk for EBD regarding academic and behavioral outcomes. Lessons learned, and implications for research and practice derived from these reviews are provided.
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Filderman MJ, Toste JR. Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students With or at Risk for Reading Disabilities. JOURNAL OF LEARNING DISABILITIES 2022; 55:393-407. [PMID: 34796757 DOI: 10.1177/00222194211048405] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
For students who show inadequate response to research-based intervention, intensification of intervention using data-based decision making (DBDM) is recommended. There is a paucity of research on upper elementary students related to the efficacy of (a) word reading interventions and (b) DBDM procedures. This randomized controlled trial examined the differential effects of data use at two timepoints to intensify a multisyllabic word reading intervention for Grades 4 and 5 students with or at risk for reading disabilities (RD). Eighty-eight students were randomly assigned to one of three conditions: initial customization of the intervention (IC-only), initial customization with DBDM (IC + DBDM), or a business-as-usual comparison condition. Results indicated that (a) students in both treatment conditions outperformed the comparison condition on multisyllabic word reading and (b) students in the IC + DBDM condition also outperformed comparison students on decoding. Implications, including the use of DBDM in addition to IC-only as well as methods for decision-making within a small-group context, are discussed.
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Matsuda N, Lv D, Zheng G. Teaching How to Teach Promotes Learning by Teaching. INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE IN EDUCATION 2022. [DOI: 10.1007/s40593-022-00306-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Culturally Relevant Pedagogy and Applied Behavior Analysis: Addressing Educational Disparities in PK-12 Schools. Behav Anal Pract 2021; 15:1161-1169. [PMID: 34603633 PMCID: PMC8477619 DOI: 10.1007/s40617-021-00655-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/01/2021] [Indexed: 12/15/2022] Open
Abstract
The purpose of this article is to describe the theory of culturally relevant pedagogy (CRP) and its application to PK-12 education for behavior analysts working in schools. CRP is an educational framework that asserts that successful teachers of African American students help their students gain three repertoires: (1) sociopolitical awareness, (2) cultural competence, and (3) academic excellence. The CRP framework was designed to counter the effects that racial bias has on the academic and disciplinary experiences of some students of color. This article suggests that applied behavior analysis and CRP, when used together, may strengthen educators' efforts to reduce the effects of racism that some students of color experience. The authors first explain the tenets of CRP based on the work of Ladson-Billings (1995a, 1995b). Next, points of convergence between ABA and CRP are described. Finally, the authors offer recommendations for behavior analysts to consider when applying CRP in schools through the provision of examples of strategies and tactics derived from the behavioral literature that align with the CRP framework. The framework presented in this article has implications for behavior analysts interested in applying culturally relevant practices to their work as educators.
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Dietrichson J, Filges T, Seerup JK, Klokker RH, Viinholt BCA, Bøg M, Eiberg M. Targeted school-based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K-6: A systematic review. CAMPBELL SYSTEMATIC REVIEWS 2021; 17:e1152. [PMID: 37131926 PMCID: PMC8356298 DOI: 10.1002/cl2.1152] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Background Low levels of numeracy and literacy skills are associated with a range of negative outcomes later in life, such as reduced earnings and health. Obtaining information about effective interventions for children with or at risk of academic difficulties is therefore important. Objectives The main objective was to assess the effectiveness of interventions targeting students with or at risk of academic difficulties in kindergarten to Grade 6. Search Methods We searched electronic databases from 1980 to July 2018. We searched multiple international electronic databases (in total 15), seven national repositories, and performed a search of the grey literature using governmental sites, academic clearinghouses and repositories for reports and working papers, and trial registries (10 sources). We hand searched recent volumes of six journals and contacted international experts. Lastly, we used included studies and 23 previously published reviews for citation tracking. Selection Criteria Studies had to meet the following criteria to be included: Population: The population eligible for the review included students attending regular schools in kindergarten to Grade 6, who were having academic difficulties, or were at risk of such difficulties. Intervention: We included interventions that sought to improve academic skills, were conducted in schools during the regular school year, and were targeted (selected or indicated). Comparison: Included studies used an intervention-control group design or a comparison group design. We included randomised controlled trials (RCT); quasi-randomised controlled trials (QRCT); and quasi-experimental studies (QES). Outcomes: Included studies used standardised tests in reading or mathematics. Setting: Studies carried out in regular schools in an OECD country were included. Data Collection and Analysis Descriptive and numerical characteristics of included studies were coded by members of the review team. A review author independently checked coding. We used an extended version of the Cochrane Risk of Bias tool to assess risk of bias. We used random-effects meta-analysis and robust-variance estimation procedures to synthesise effect sizes. We conducted separate meta-analyses for tests performed within three months of the end of interventions (short-term effects) and longer follow-up periods. For short-term effects, we performed subgroup and moderator analyses focused on instructional methods and content domains. We assessed sensitivity of the results to effect size measurement, outliers, clustered assignment of treatment, risk of bias, missing moderator information, control group progression, and publication bias. Results We found in total 24,414 potentially relevant records, screened 4247 of them in full text, and included 607 studies that met the inclusion criteria. We included 205 studies of a wide range of intervention types in at least one meta-analysis (202 intervention-control studies and 3 comparison designs). The reasons for excluding studies from the analysis were that they had too high risk of bias (257), compared two alternative interventions (104 studies), lacked necessary information (24 studies), or used overlapping samples (17 studies). The total number of student observations in the analysed studies was 226,745. There were 93% RCTs among the 327 interventions we included in the meta-analysis of intervention-control contrasts and 86% were from the United States. The target group consisted of, on average, 45% girls, 65% minority students, and 69% low-income students. The mean Grade was 2.4. Most studies included in the meta-analysis had a moderate to high risk of bias.The overall average effect sizes (ES) for short-term and follow-up outcomes were positive and statistically significant (ES = 0.30, 95% confidence interval [CI] = [0.25, 0.34] and ES = 0.27, 95% CI = [0.17, 0.36]), respectively). The effect sizes correspond to around one third to one half of the achievement gap between fourth Grade students with high and low socioeconomic status in the United States and to a 58% chance that a randomly selected score of an intervention group student is greater than the score of a randomly selected control group student.All measures indicated substantial heterogeneity across short-term effect sizes. Follow-up outcomes pertain almost exclusively to studies examining small-group instruction by adults and effects on reading measures. The follow-up effect sizes were considerably less heterogeneous than the short-term effect sizes, although there was still statistically significant heterogeneity.Two instructional methods, peer-assisted instruction and small-group instruction by adults, had large and statistically significant average effect sizes that were robust across specifications in the subgroup analysis of short-term effects (ES around 0.35-0.45). In meta-regressions that adjusted for methods, content domains, and other study characteristics, they had significantly larger effect sizes than computer-assisted instruction, coaching of personnel, incentives, and progress monitoring. Peer-assisted instruction also had significantly larger effect sizes than medium-group instruction. Besides peer-assisted instruction and small-group instruction, no other methods were consistently significant across the analyses that tried to isolate the association between a specific method and effect sizes. However, most analyses showed statistically significant heterogeneity also within categories of instructional methods.We found little evidence that effect sizes were larger in some content domains than others. Fractions had significantly higher associations with effect sizes than all other math domains, but there were only six studies of interventions targeting fractions. We found no evidence of adverse effects in the sense that no method or domain had robustly negative associations with effect sizes.The meta-regressions revealed few other significant moderators. Interventions in higher Grades tend to have somewhat lower effect sizes, whereas there were no significant differences between QES and RCTs, general tests and tests of subdomains, and math tests and reading tests. Authors’ Conclusions Our results indicate that interventions targeting students with or at risk of academic difficulties from kindergarten to Grade 6 have on average positive and statistically significant short-term and follow-up effects on standardised tests in reading and mathematics. Peer-assisted instruction and small-group instruction are likely to be effective components of such interventions.We believe the relatively large effect sizes together with the substantial unexplained heterogeneity imply that schools can reduce the achievement gap between students with or at risk of academic difficulties and not-at-risk students by implementing targeted interventions, and that more research into the design of effective interventions is needed.
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Affiliation(s)
- Jens Dietrichson
- VIVE—The Danish Center for Social Science ResearchCopenhagenDenmark
| | - Trine Filges
- VIVE—The Danish Center for Social Science ResearchCopenhagenDenmark
| | - Julie K. Seerup
- VIVE—The Danish Center for Social Science ResearchCopenhagenDenmark
| | | | | | - Martin Bøg
- Lundbeck A/S, CopenhagenCopenhagenDenmark
| | - Misja Eiberg
- VIVE—The Danish Center for Social Science ResearchCopenhagenDenmark
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Collard P. The "flat peer learning" agent-based model. JOURNAL OF COMPUTATIONAL SOCIAL SCIENCE 2021; 5:161-187. [PMID: 34095600 PMCID: PMC8164895 DOI: 10.1007/s42001-021-00120-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/05/2020] [Accepted: 04/21/2021] [Indexed: 06/12/2023]
Abstract
This paper deals with peer learning and, in particular, with the phenomena of exclusion; it proposes to model a group of learners where everyone has his own behaviour that expresses his way of following a curriculum. The focus is on individual motivations that avoid disadvantage certain individuals while optimising behaviour at the community level; in this context, the approach is based on the belief that the induced learning dynamics can be clarified by the contribution of agent-based modelling and its entry into the field of peer learning simulation. Flat learning means here that every learner features the same initial skill level, along with the same opportunities to learn both independently and with the help of peers. To address this topic the paper proposes the Flat Peer Learning agent-based computational model inspired by the Vygotsky's social and learning theory. The paper shows that even if strict equity could be guaranteed, educators would still be faced with the dilemma of having to choose between optimising the learning process for the group or preventing exclusion for some.
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Affiliation(s)
- Philippe Collard
- Laboratoire I3S, UMR 7271, CNRS (MDSC team), Université Côte d’Azur, CS 40121, 06903 Sophia Antipolis Cedex, France
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Assessing the Differential Effects of Peer Tutoring for Tutors and Tutees. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11030097] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
There is strong evidence that peer tutoring, as a form of cooperative learning, has a positive impact on tutor and tutee outcomes. However, little previous research has been reported as to the differential effects of engaging in cooperative learning in dyads for peer tutors and peer tutees, respectively. A randomised controlled experimental study was undertaken involving 295, 11- to 13-year-old students, drawn from 12 classrooms, across three secondary/high schools situated in areas of low-socio-economic status, in the north east of England. In total, 146 students engaged in cooperative learning for a period of 12 weeks, and 149 students served as a comparison group. Gains were significantly greater on independent standardised reading comprehension tests for those engaged in cooperative learning than those in comparison classes, and greater for tutors than tutees. The results are explored by critically reflecting on the underlying theories of education that may be at play in classrooms using this form of cooperative learning.
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Bowman-Perrott L, Burke MD, Zhang N, Zaini S. Direct and Collateral Effects of Peer Tutoring on Social and Behavioral Outcomes: A Meta-Analysis of Single-Case Research. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2014.12087427] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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10
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Fuchs LS, Fuchs D, Yazdian L, Powell SR. Enhancing First-Grade Children's Mathematical Development with Peer-Assisted Learning Strategies. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2002.12086175] [Citation(s) in RCA: 38] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Pelham WE, Massetti GM. Commentary: Expanding on Effectiveness. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2003.12086219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Fuchs LS, Fuchs D, Phillips NB, Hamlett CL, Earns K. Acquisition and Transfer Effects of Classwide Peer-Assisted Learning Strategies in Mathematics for Students with Varying Learning Histories. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1995.12085790] [Citation(s) in RCA: 36] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Shinn MR, McConnell S. Improving General Education Instruction: Relevance to School Psychologists. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1994.12085718] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Greenwood CR, Terry B, Marquis J, Walker D. Confirming a Performance-Based Instructional Model. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1994.12085740] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Charles R. Greenwood
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Barbara Terry
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Janet Marquis
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Dale Walker
- Juniper Gardens Children's Project Schiefelbusch Institute for Life Span Studies University of Kansas
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Greenwood CR, Terry B, Utley CA, Montagna D, Walker D. Achievement, Placement, and Services: Middle School Benefits of Classwide Peer Tutoring used at the Elementary School. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1993.12085669] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
| | - Barbara Terry
- Juniper Gardens Children's Project University of Kansas
| | | | | | - Dale Walker
- Juniper Gardens Children's Project University of Kansas
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Greenwood CR, Horton BT, Utley CA. Academic Engagement: Current Perspectives on Research and Practice. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2002.12086159] [Citation(s) in RCA: 89] [Impact Index Per Article: 17.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
| | - Betty T. Horton
- Schiefelbusch Institute for Life Span Studies University of Kansas
| | - Cheryl A. Utley
- Schiefelbusch Institute for Life Span Studies University of Kansas
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Duvall SF, Delquadri JC, Ward DL. A Preliminary Investigation of the Effectiveness of Homeschool Instructional Environments for Students With Attention-Deficit/Hyperactivity Disorder. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2004.12086238] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Mathes PG, Fuchs LS. The Efficacy of Peer Tutoring in Reading for Students with Mild Disabilities: A Best-Evidence Synthesis. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1994.12085695] [Citation(s) in RCA: 46] [Impact Index Per Article: 9.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Lillard AS. Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform. EDUCATIONAL PSYCHOLOGY REVIEW 2019. [DOI: 10.1007/s10648-019-09483-3] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Williamson DA, Williamson SH, Watkins PC, Hughes HH. Increasing Cooperation among Children Using Dependent Group-Oriented Reinforcement Contingencies. Behav Modif 2016. [DOI: 10.1177/01454455920163007] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This investigation evaluated the differential effectiveness of two reinforcement contingencies for improving cooperation among students when solving a mathematics estimation task. The two reinforcement paradigms were a dependent group-oriented contingency and an individual reinforcement contingency. Subjects were 371 children enrolled in grades 2 through 5 at two public schools. The two schools were randomly assigned to the two reinforcement conditions. The estimation task required guessing the number of objects in a container on three occasions, at weekly intervals. Feedback (high, low, or correct) was provided each week. Results showed that the group reinforcement contingency resulted in superior estimation accuracy and was associated with a higher degree of cooperation among students. These findings were discussed within the context of the literature pertaining to group-oriented reinforcement contingencies for improving cooperation and academic skills.
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Wanzek J, Roberts G, Al Otaiba S. Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties. READING AND WRITING 2014; 27:55-78. [PMID: 24665162 PMCID: PMC3961576 DOI: 10.1007/s11145-013-9433-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students' social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes.
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Affiliation(s)
- Jeanne Wanzek
- Florida Center for Reading Research and School of Teacher Education, Florida State University
| | - Greg Roberts
- Meadows Center for Preventing Educational Risk, The University of Texas at Austin
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Blandin B, Lietaer B. Mutual learning: a systemic increase in learning efficiency to prepare for the challenges of the twenty-first century. AI & SOCIETY 2013. [DOI: 10.1007/s00146-012-0427-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Fueyo V, Bushell D. USING NUMBER LINE PROCEDURES AND PEER TUTORING TO IMPROVE THE MATHEMATICS COMPUTATION OF LOW-PERFORMING FIRST GRADERS. J Appl Behav Anal 2013. [DOI: 10.1901/jaba.1998.31-417] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Greer RD, McDonough SH. Is the learn unit a fundamental measure of pedagogy? THE BEHAVIOR ANALYST 2012; 22:5-16. [PMID: 22478317 DOI: 10.1007/bf03391973] [Citation(s) in RCA: 55] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
We propose a measure of teaching, the learn unit, that explicitly describes the interaction between teachers and their students. The theoretical, educational research, and applied behavior analysis literatures all converge on the learn unit as a fundamental measure of teaching. The theoretical literature proposes the construct of the interlocking operant and embraces verbal behavior, social interaction, and translations of psychological constructs into complex theoretical respondent-operant interactions and behavior-behavior relations. Research findings in education and applied behavior analysis on engaged academic time, opportunity to respond, active student responding, teacher-student responding, student-teacher responding, tutor-tutee responding, tutee-tutor responding, and verbal episodes between individuals all support a measure of interlocking responses. More recently, research analyzing the components of both the students' and teachers' behavior suggests that the learn unit is the strongest predictor of effective teaching. Finally, we propose applications of the learn unit to other issues in pedagogy not yet researched and the relation of learn units to the verbal behavior of students.
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Abstract
In this introduction to this special issue, "A Decade Later," we provide an overview of the accomplishments as well as the persistent questions surrounding RTI. We organize this discussion within 3 categories: assessment, instruction, and policy. Within each of these sections, we also highlight how the articles in the present special issue expand upon the key issues. Developed initially for the early grades (kindergarten through third grade) and primarily in the area of reading, many-although not all-of these issues speak to the expansion of RTI to address a broader set of academic content areas and the full range of grade levels.
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Affiliation(s)
- Lynn S Fuchs
- Vanderbilt University, Nashville, TN 37220, USA.
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Abstract
To be successful takes creativity, flexibility, self-control, and discipline. Central to all those are executive functions, including mentally playing with ideas, giving a considered rather than an impulsive response, and staying focused. Diverse activities have been shown to improve children's executive functions: computerized training, noncomputerized games, aerobics, martial arts, yoga, mindfulness, and school curricula. All successful programs involve repeated practice and progressively increase the challenge to executive functions. Children with worse executive functions benefit most from these activities; thus, early executive-function training may avert widening achievement gaps later. To improve executive functions, focusing narrowly on them may not be as effective as also addressing emotional and social development (as do curricula that improve executive functions) and physical development (shown by positive effects of aerobics, martial arts, and yoga).
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Affiliation(s)
- Adele Diamond
- University of British Columbia and Children's Hospital, Vancouver, BC V6T 2A1, Canada.
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Cooper P, Jacobs B. Pupils making a difference: enhancing the power of the student peer group to promote positive social, emotional and behavioural outcomes. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2011. [DOI: 10.1080/13632752.2011.545594] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Abstract
Social interdependence theory is a classic example of the interaction of theory, research, and practice. The premise of the theory is the way that goals are structured determines how individuals interact, which in turn creates outcomes. Since its formulation nearly 60 years ago, social interdependence theory has been modified, extended, and refined on the basis of the increasing knowledge about, and application of, the theory. Researchers have conducted over 750 research studies on the relative merits of cooperative, competitive, and individualistic efforts and the conditions under which each is appropriate. Social interdependence theory has been widely applied, especially in education and business. These applications have resulted in revisions of the theory and the generation of considerable new research. The authors critically analyze the new developments resulting from extensive research on, and wide-scale applications of, social interdependence theory.
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Sideridis GD, Morgan PL, Botsas G, Padeliadu S, Fuchs D. Predicting LD on the basis of motivation, metacognition, and psychopathology: an ROC analysis. JOURNAL OF LEARNING DISABILITIES 2006; 39:215-29. [PMID: 16724794 DOI: 10.1177/00222194060390030301] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
We examined how strongly motivation, metacognition, and psychopathology acted as predictors of learning disabilities (LD). The results from five studies suggested that level of motivation (as shown through self-efficacy, motivational force, task avoidance, goal commitment, or self-concept) was highly accurate in classifying students with or at risk for LD. Metacognition and psychopathology were also strong predictors. Classification accuracy using receiver operating characteristic (ROC) curves ranged between 77% and 96%. These rates were much higher than the chance-level (i.e., 50%-55%) rates sometimes yielded by cognitive indices. Linear discriminant function (LDF) analysis substantiated classification accuracy. These results suggest that motivation, metacognition, and psychopathology are strong predictors of LD. Understanding the influence of these characteristics may help researchers and practitioners more accurately screen and treat students with LD.
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Classroom observations of students with and without ADHD: Differences across types of engagement. J Sch Psychol 2006. [DOI: 10.1016/j.jsp.2005.12.004] [Citation(s) in RCA: 74] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications. EDUCATIONAL PSYCHOLOGY REVIEW 2005. [DOI: 10.1007/s10648-005-8137-2] [Citation(s) in RCA: 75] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Calhoon MB. Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition for middle school students with reading disabilities. JOURNAL OF LEARNING DISABILITIES 2005; 38:424-33. [PMID: 16329443 DOI: 10.1177/00222194050380050501] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
The purpose of this study was to examine the effect of a peer-mediated instructional approach on the teaching of phonological skills and reading comprehension for middle school (sixth- to eighth-grade) students with reading disabilities. All students (n = 38) were identified as having learning disabilities and reading at the third-grade level or below. One group was taught using a peer-mediated phonological skill program, Linguistics Skills Training (LST), and a peer-mediated reading comprehension program, Peer Assisted Learning Strategies (PALS). The contrast group was taught in the more traditional whole-class format using a widely implemented remedial reading program. The results showed significant differences between conditions, with students receiving the LST/PALS instruction outperforming the contrast group on Letter-Word Identification, Word Attack, and Passage Comprehension using the Woodcock-Johnson Test of Achievement-III. Furthermore, large effect sizes for growth were found on Letter-Word Identification, Word Attack, and Passage Comprehension for the LST/PALS treatment group. No differences were found between conditions for reading fluency. Findings are discussed in regard to instruction delivery format (peer tutoring vs. whole class) with respect to best practices for middle school students with reading disabilities.
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Affiliation(s)
- Mary Beth Calhoon
- Educational Psychology and Special Education Department, Georgia State University, Atlanta 30303, USA.
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Fuchs LS, Compton DL, Fuchs D, Paulsen K, Bryant JD, Hamlett CL. The Prevention, Identification, and Cognitive Determinants of Math Difficulty. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2005. [DOI: 10.1037/0022-0663.97.3.493] [Citation(s) in RCA: 321] [Impact Index Per Article: 16.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Using Interdependent Group Contingencies with Randomly Selected Criteria and Paired Reading to Enhance Class-Wide Reading Performance. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2004. [DOI: 10.1300/j370v20n02_03] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Meisinger EB, Schwanenflugel PJ, Bradley BA, Stahl SA. Interaction Quality during Partner Reading. JOURNAL OF LITERACY RESEARCH : JLR 2004; 36:111-140. [PMID: 19830259 PMCID: PMC2760827 DOI: 10.1207/s15548430jlr3602_1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
The influence of social relationships, positive interdependence, and teacher structure on the quality of partner reading interactions was examined. Partner reading, a scripted cooperative learning strategy, is often used in classrooms to promote the development of fluent and automatic reading skills. Forty-three pairs of second grade children were observed during partner reading sessions taking place in 12 classrooms. The degree to which the partners displayed social cooperation (instrumental support, emotional support, and conflict management) and on/off task behavior was evaluated. Children who chose their own partners showed greater social cooperation than those children whose teacher selected their partner. However, when the positive interdependence requirements of the task were not met within the pair (neither child had the skills to provide reading support or no one needed support), lower levels of on-task behavior were observed. Providing basic partner reading script instruction at the beginning of the year was associated with better social cooperation during partner reading, but providing elaborated instruction or no instruction was associated with poorer social cooperation. It is recommended that teachers provide basic script instruction and allow children to choose their own partners. Additionally, pairings of low ability children with other low ability children and high ability children with other high ability children should be avoided. Teachers may want to suggest alternate partners for children who inadvertently choose such pairings or adjust the text difficulty to the pair. Overall, partner reading seems to be an enjoyable pedagogical strategy for teaching reading fluency.
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Davis FD, Yi MY. Improving Computer Skill Training: Behavior Modeling, Symbolic Mental Rehearsal, and the Role of Knowledge Structures. JOURNAL OF APPLIED PSYCHOLOGY 2004; 89:509-23. [PMID: 15161409 DOI: 10.1037/0021-9010.89.3.509] [Citation(s) in RCA: 74] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
Effective computer skill training is vital to organizational productivity. Two experiments (N = 288) demonstrated that the behavior modeling approach to computer skill training could be substantially improved by incorporating symbolic mental rehearsal (SMR). SMR is a specific form of mental rehearsal that establishes a cognitive link between visual images and symbolic memory codes. As theorized, the significant effects of SMR on declarative knowledge and task performance were shown to be fully mediated by changes in trainees' knowledge structures. The mediational role of knowledge structures is expected to generalize to other training interventions and cognitive skill domains. Our findings have the immediate implications that practitioners should use SMR for improving the effectiveness of computer skill training.
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Affiliation(s)
- Fred D Davis
- Walton College of Business, University of Arkansas, Fayetteville 72701, USA.
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Rohrbeck CA, Ginsburg-Block MD, Fantuzzo JW, Miller TR. Peer-assisted learning interventions with elementary school students: A meta-analytic review. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2003. [DOI: 10.1037/0022-0663.95.2.240] [Citation(s) in RCA: 307] [Impact Index Per Article: 14.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Field AP, Hamilton SJ, Knowles KA, Plews EL. Fear information and social phobic beliefs in children: a prospective paradigm and preliminary results. Behav Res Ther 2003; 41:113-23. [PMID: 12488124 DOI: 10.1016/s0005-7967(02)00050-5] [Citation(s) in RCA: 38] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
This paper presents a first attempt to develop a prospective paradigm to test Rachman's (Behav. Res. Ther. 15 (1977) 375) theory of fear acquisition for social fears. Following the prospective paradigm for animal fears developed by Field et al. (Behav. Res. Ther. 39 (2001) 1259) an attempt is made to adapt this paradigm to look at the effect of fear information in the development of social fears. A large group of normal children (N=135) who were at an age (10-13 years) at which social concerns are most pertinent were tested using this paradigm. They were given positive, negative or neutral information about three social situations: public speaking, eating in public, and meeting a new group of children. Children's fear beliefs were measured before and after the information was given and the information was given by a teacher, a same age peer or no information was given (a control). The results indicate that although information can change social fear beliefs it is dependent upon the type of social activity and who provides the information. The implications of these initial results for our understanding of both the role of fear information in the development of social fear beliefs, and the limitations of this current paradigm are discussed.
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Affiliation(s)
- A P Field
- School of Cognitive and Computing Science, University of Sussex, Falmer, Brighton, East Sussex, BN1 9QH UK.
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Abstract
Selected literature is reviewed regarding the question, How may children's self-control skills be developed or improved through training? It is premature to give up on psychosocial methods of training self-control. Self-control is fostered by being in a long-term positive relationship with a dependable person who communicates the value of this goal; working at self-control challenges carefully chosen to be at the correct level of difficulty for present skill; getting many positive models of the successful exercise of self-control; logging in many hours of practice where valued rewards are contingent upon greater and greater exercise of effort; learning that valued rewards can be obtained by effort, and thereby learning to enjoy effort; using fantasy rehearsal; learning compliance skills; learning verbal concepts (including a term for self-control itself) that affect the world view in ways conducive to this skill; learning the art of self-instruction; learning to remove oneself from tempting stimuli, physically and mentally; and learning self-monitoring.
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Field AP, Argyris NG, Knowles KA. Who's afraid of the big bad wolf: a prospective paradigm to test Rachman's indirect pathways in children. Behav Res Ther 2001; 39:1259-76. [PMID: 11686263 DOI: 10.1016/s0005-7967(00)00080-2] [Citation(s) in RCA: 136] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
Rachman's theory [The conditioning theory of fear insition: a critical examination. Behav. Res. Ther. 15 (1977) 375-387] of fear acquisition suggests that fears and phobias can be acquired through three pathways: direct conditioning, vicarious learning and information/instruction. Although retrospective studies have provided some evidence for these pathways in the development of phobias during childhood [see King, Gullone, & Ollendick, Etiology of childhood phobias: current status of Rachman's three pathway's theory. Behav. Res. Ther. 36 (1998) 297-309 for a review], these studies have relied on long-term past memories of adult phobics or their parents. The current study was aimed towards developing a paradigm in which the plausibility of Rachman's indirect pathways could be investigated prospectively. In Experiment 1, children aged between 7 and 9 were presented with two types of information about novel stimuli (two monsters): video information and verbal information in the form of a story. Fear-related beliefs about the monsters changed significantly as a result of verbal information but not video information. Having established an operational paradigm, Experiment 2 looked at whether the source of verbal information had an effect on changes in fear-beliefs. Using the same paradigm, information about the monsters was provided by either a teacher, an adult stranger or a peer, or no information was given. Again, verbal information significantly changed fear-beliefs, but only when the information came from an adult. The role of information in the acquisition of fear and maintenance of avoidant behaviour is discussed with reference to modern conditioning theories of fear acquisition.
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Affiliation(s)
- A P Field
- School of Cognitive and Computing Science, University of Sussex, Brighton, East Sussex, UK.
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Susana P, Sideridis GD. Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties. EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2000. [DOI: 10.1027//1015-5759.16.2.139] [Citation(s) in RCA: 18] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.
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Affiliation(s)
- Padeliadu Susana
- Aristotle University of Thessaloniki and City Liberal Studies, Greece
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Ross D, Brownell M, Sindelar P, Vandiver F. Research From Professional Development Schools; Can We Live Up to the Potential? ACTA ACUST UNITED AC 1999. [DOI: 10.1207/s15327930pje7403&4_15] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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Ellis JA, Semb GB, Cole B. Very Long-Term Memory for Information Taught in School. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 1998; 23:419-433. [PMID: 9769185 DOI: 10.1006/ceps.1997.0976] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Students who completed a Child Development course (N = 1168) from 3 to 16 years prior to retention testing were tested for recognition and recall of facts and application of mental skills. Students who subsequently served as course tutors were also tested for retention. Fact retention was superior to application retention and retention for both question types declined rapidly from year 3 to year 7 after which it stabilized. Recognition items were superior to recall items for high achieving students only. Tutors retained more than non-tutors for eight years after which there were no differences. Copyright 1998 Academic Press.
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Affiliation(s)
- JA Ellis
- Navy Personnel Research and Development Center
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Gersten R, Vaughn S, Deshler D, Schiller E. What we know about using research findings: implications for improving special education practice. JOURNAL OF LEARNING DISABILITIES 1997; 30:466-476. [PMID: 9293227 DOI: 10.1177/002221949703000501] [Citation(s) in RCA: 24] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
This article discusses the alternative roles and responsibilities that researchers might assume to bridge the gap between special education research and classroom practice. Literature is reviewed that addresses why some research-based practices fail, and the factors likely to lead to sustained use of research-based practices. The roles of researchers as collaborators, facilitators and coaches, interpreters of the culture and dynamics of the school, and critics are described in an attempt to promote researchers as leaders in efforts to improve practices in the field of special education.
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Dugan E, Kamps D, Leonard B. Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers. J Appl Behav Anal 1995; 28:175-88. [PMID: 7601803 PMCID: PMC1279808 DOI: 10.1901/jaba.1995.28-175] [Citation(s) in RCA: 93] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention.
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