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Increasing Learn Units by special education teachers: Supervision via bug-in-ear technology
Title
Increasing Learn Units by special education teachers: Supervision via bug-in-ear technology.
Creator
Goodman, Janet I., Florida Atlantic University, Brady, Michael P.
Abstract/Description
Preparing teachers for diverse populations in the 21st century is a daunting task that must be addressed systematically. Because society requires strict accountability measures (Danielson, 1996; NCLB, 2002), educators must ensure that students achieve at high levels. Teacher education literature increasingly addresses the need for standards and accountability (Hardeman, McDonald, & Welch, 1998) and stresses the importance of well-researched, teacher preparation methods. While teacher...
Show morePreparing teachers for diverse populations in the 21st century is a daunting task that must be addressed systematically. Because society requires strict accountability measures (Danielson, 1996; NCLB, 2002), educators must ensure that students achieve at high levels. Teacher education literature increasingly addresses the need for standards and accountability (Hardeman, McDonald, & Welch, 1998) and stresses the importance of well-researched, teacher preparation methods. While teacher education institutions face the challenges of preparing a greater quantity and higher quality of teachers, a teacher shortage continues to exist (SREB, 2001). Several researchers have focused on efficient and effective means of preparing teachers who can reach these higher standards and remain in the teaching profession. Coaching is a positive means of providing support to teachers while improving teachers' instructional effectiveness (Fieman-Nemser, 2001). Sheeler, McAfee, and Ruhl (2004) determined that teachers' instruction improved when a coach provided specific, immediate, corrective feedback. Giebelhaus (1994), Lindell (2001), and Scheeler and Lee (2002) demonstrated that "bug-in-ear" (BIE) technology permitted coaches to provide immediate, corrective feedback without interrupting instruction. The present study was designed to examine the effects of using BIE technology on novice teachers' rate and accuracy of Learn Unit delivery and to determine if improved rates continued when prompts were removed. Learn Units are a definable measure of teaching, and the smallest unit through which the act of teaching can be presented (Greer, 2002). In this study, using BIE technology the coach delivered immediate, corrective feedback to three teachers regarding delivery of Learn Units. A multiple-baseline design across teachers was used. Data were collected during baseline, intervention, fading, and maintenance phases. The independent variable was the prompts delivered by the coach, and the dependent variables were the rate and accuracy of Learn Units. The results showed that novice teachers did increase both their rate and accuracy of Learn Unit delivery during the intervention and these increases remained when prompts were faded or removed. This study extended Scheeler and Lee's (2002) research on Learn Units and immediate feedback through BIE technology, and demonstrated the efficacy of this coaching method with various individuals, groups of students, and instructional formats.
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Date Issued
2005
PURL
http://purl.flvc.org/fau/fd/FADT12131
Subject Headings
Special education teachers--Training of, Classroom management, Teacher effectiveness--United States, School supervision--United States
Format
Document (PDF)
The Effects of an Audio Coaching Intervention on Parents' Interactions with Their Children with Autism
Title
The Effects of an Audio Coaching Intervention on Parents' Interactions with Their Children with Autism.
Creator
Oliver, Patricia, Brady, Michael P., Florida Atlantic University
Abstract/Description
Children with autism may present delays in the development of social, communicative and cognitive skills. The behavioral features and patterns of development exhibited across domains can be very distinctive (Volkmar, 1999). This diversity in the expression of autism is what presents the greatest challenge for professionals and parents looking for the most appropriate and effective intervention for this population. Audio coaching intervention is one technology that has been used for over 50...
Show moreChildren with autism may present delays in the development of social, communicative and cognitive skills. The behavioral features and patterns of development exhibited across domains can be very distinctive (Volkmar, 1999). This diversity in the expression of autism is what presents the greatest challenge for professionals and parents looking for the most appropriate and effective intervention for this population. Audio coaching intervention is one technology that has been used for over 50 years to train psychologists, medical interns, pre-service teachers, and parents of children with behavioral challenges (Baum, 1976; Crimmins, Bradlyn, St. Lawrence, & Kelly, 1984; Giebelhaus, 1994; Goodman, Brady, Duffy, & Scott, in press; Hunt, 1980; Kahan, 2002; Korner & Brown, 1952; Lindell, 2001; Werba, Eyberg, Boggs, & Algina, 2006). The intervention consists of a trainee receiving immediate feedback from a coach via a remote radio. However, the application of this technology has never been explored specifically for training parents of children with autism. The present study was designed to examine experimentally the effectiveness of the audio coaching intervention on parents' interactions with their children with autism. Three mothers and their children with autism participated in the study. The mothers received immediate feedback from a coach on prompts designed specifically for their children. Results showed that the audio coaching intervention was an effective medium to teach the mothers how to deliver effective prompts and praise to their children. Results of the intervention also generalized to tasks on which the mothers had never been trained, and maintained well after the coaching was withdrawn. All three children showed an increase in their engagement and completion of independent tasks and routines in their homes after their mothers increased their use of more effective prompts and praise.
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Date Issued
2008
PURL
http://purl.flvc.org/fau/fd/FA00000685
Subject Headings
Autism in children, Autistic children--Family relationships, Children with disabilities, Parents of autistic children, Language acquisition--Parent participation
Format
Document (PDF)
Using Social Stories and Literacy-Based Behavioral Interventions to Improve Employment Skills in Employees with Mental Retardation
Title
Using Social Stories and Literacy-Based Behavioral Interventions to Improve Employment Skills in Employees with Mental Retardation.
Creator
Bucholz, Jessica L., Florida Atlantic University, Brady, Michael P.
Abstract/Description
Preparing people with disabilities for employment is an important task. Many of these individuals have difficulty learning and performing new tasks without support or guidance. There are many accessible interventions that can increase the learning and performance of individuals with disabilities, including positive instructional, literacy based behavior interventions. A social story (Gray, 2000) is one example of a literacy-based behavioral intervention that has been effective for teaching...
Show morePreparing people with disabilities for employment is an important task. Many of these individuals have difficulty learning and performing new tasks without support or guidance. There are many accessible interventions that can increase the learning and performance of individuals with disabilities, including positive instructional, literacy based behavior interventions. A social story (Gray, 2000) is one example of a literacy-based behavioral intervention that has been effective for teaching social skills. This type of intervention typically has been used with children with autism. Several studies have used social stories to decrease disruptive behavior or teach self-help skills such as using a napkin or hand washing. Very few of the studies have examined the effects of a social story intervention for individuals with disabilities not on the autism spectrum (Sansosti & Powell-Smith, 2004). The present study was designed to examine the effects of social stories to improve the job skills of employees with developmental disabilities. Two experiments were conducted. In the first experiment a multiple baseline across subjects was employed to examine the potential of the intervention on employees' requests for materials and supplies, and any resulting improvements in their work engagement. The second experiment employed a multiple baseline across time periods, with an embedded ABAB design to assess whether the intervention would increase independence and improve "on-time" return-to-work. The results showed that employees with developmental disabilities made substantial improvements in employment skills as a result of the social story intervention, and similar improvements were observed in co-workers as well.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000655
Subject Headings
Behavior modification
Format
Document (PDF)
An Examination of Literacy Based Beha
Title
An Examination of Literacy Based Beha.
Creator
Hall Pistorio, Kalynn, Brady, Michael P., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
Preparing young children for kindergarten is an important task. There are many skills that need to be learned. Simple everyday school and daily living tasks are kindergarten readiness skills that need to be taught. Many preschool students struggle to learn these skills unless taught directly. There are a sufficient number of interventions that have been used to teach various skills to students, but few have been identified as evidenced-based practices for teaching skills to at-risk preschool...
Show morePreparing young children for kindergarten is an important task. There are many skills that need to be learned. Simple everyday school and daily living tasks are kindergarten readiness skills that need to be taught. Many preschool students struggle to learn these skills unless taught directly. There are a sufficient number of interventions that have been used to teach various skills to students, but few have been identified as evidenced-based practices for teaching skills to at-risk preschool students in the classroom. Literacy based behavioral interventions (LBBI) (Bucholz, Brady, Duffy, Scott, & Kontosh, 2008) are a class of intervention that have been found to be effective to teach a variety of skills. This type of intervention consists of a combination of sequenced visuals and words to either teach a new skill and/or increase or decrease a behavior. Several studies have shown that a storybook LBBI is an effective intervention for teaching new skills including daily living skills, but to date only one study has looked at the effects of a storybook LBBI with preschool children who are at-risk (Hall, Brady, & Morris, 2017). This study expanded the storybook LBBI literature by exploring the effect of small group-delivered storybook LBBIs on preschool students who were at-risk and struggling to learn basic kindergarten readiness skills. Using a multiple baseline design across skills, this study examined the effectiveness of using LBBIs delivered in a small group to teach kindergarten readiness skills and the children’s ability to maintain and generalize these skills. Four preschool students were taught three skills including cutting with scissors, using liquid glue, and matching. Data were collected on the steps correct and independent on the task analysis for each skill. The results found an increase in skill acquisition with students learning the new skills and maintaining those skills after the removal of the LBBI. Students were also able to generalize these new skills to novel materials. Implications for research and practice are discussed.
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Date Issued
2018
PURL
http://purl.flvc.org/fau/fd/FA00013066
Subject Headings
Preschool children--Education., Teaching young children., Kindergarten., Literacy.
Format
Document (PDF)
Using Peer-Mediated Literacy-Based Behavioral Interventions to Increase First Aid Safety Skills in Students With Developmental Disabilities
Title
Using Peer-Mediated Literacy-Based Behavioral Interventions to Increase First Aid Safety Skills in Students With Developmental Disabilities.
Creator
Kearney, Kelly B., Brady, Michael P., Hall, Kalynn, Honsberger, Toby
Date Issued
2018-09-24
PURL
http://purl.flvc.org/fau/flvc_fau_islandoraimporter_10.1177_0145445517725866_1637173043
Format
Document (PDF)
A Curriculum-Based Alternative Value-Added Model for Special Education Teacher Preparation Programs
Title
A Curriculum-Based Alternative Value-Added Model for Special Education Teacher Preparation Programs.
Creator
McCormick, Jazarae K., Brady, Michael P., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description
The reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates...
Show moreThe reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates affect the learning gains of the K-12 students they teach. Designed to conform to the fundamental principles of evidence-based practice, candidate and program level data for 109 student teachers between 2013 and 2017 were analyzed. Results indicate that variation in K-12 students’ learning gains can likely be attributed to the instructional efforts of our special education teacher preparation program (TPP) completers. Limitations, implications, and directions for future inquiry across policy, practice, and scholarship are discussed.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004989, http://purl.flvc.org/fau/fd/FA00004979
Subject Headings
Dissertations, Academic -- Florida Atlantic University, Special education teachers--Training of., Teaching & Instruction., Special education.
Format
Document (PDF)
A Rational and Manageable Value-Added Model for Teacher Preparation Programs
Title
A Rational and Manageable Value-Added Model for Teacher Preparation Programs.
Creator
Brady, Michael P., Miller, Katie, McCormick, Jazarae, Heiser, Lawrence A.
Date Issued
2018-07-21
PURL
http://purl.flvc.org/fau/flvc_fau_islandoraimporter_10.1177_0895904816673741_1637163768
Format
Document (PDF)