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| Research on Direct Instruction and Interventions for At-Risk Children |
| Tuesday, August 14, 2007 |
| 11:00 AM–11:50 AM |
| L2 Room 6 |
| Area: EDC |
| Chair: Janet Ellis (University of North Texas) |
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| DI and ASD. |
| Domain: Applied Behavior Analysis |
| CATHY L. WATKINS (California State University, Stanislaus) |
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| Abstract: There is a long history of evaluation research supporting the effectiveness of Direct Instruction curricula across learning domains and populations. However, there are few published studies evaluating the effectiveness of DI with children with autism spectrum disorders. Nevertheless, DI programs are widely used with this population in clinical and school settings. This paper examines features of DI design and delivery that are consistent with applied research on students with autism and other developmental disabilities. A case study will be presented involving the use of DI programs over a three-year period to teach reading and language to a student identified as having a pervasive developmental disorder. |
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| For Reading Deficits to Dangerous In-Class Behavior: Interventions for At-Risk Students Ages 5-10. |
| Domain: Applied Behavior Analysis |
| JANET ELLIS (University of North Texas) |
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| Abstract: The "at risk" label today includes predicted behavioral deficits for the young child as well as diagnoses ranging from DD, ED, ADHD, language delay, bipolar disorder, Oppositional Defiant Disorder to autism. How are teachers to modify behavior when the entire classroom may be engaging in inappropriate actions. Kindergarten children with seriously disruptive, even dangerous behavior in class with children who have difficulty learning to read make for a challenging classroom environment that has prompted more than one teacher to leave the profession. This presentation will describe some "hard-won successes" using behavioral technology in just these types of classrooms. In one case the child's behavior was so inappropriate that she was in a classroom alone with 3 adults who apparently could not manage or modify her behavior. Another child was placed into "time out" for 7-1/2 hours/day to "teach him a lesson." Briefly, an intervention involving 7 students, with diagnoses ranging from ADHD, ED, to bipolar disorder will be described. However, the close of this presentation will briefly describe a reading program taught to 4- and 5-year olds so the ending to this story is a happy one -- for some of the teachers and students in this data-based presentation. [198] |
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