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| The Application of Precision Teaching Methodologies into an Inclusive Elementary School Program |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 121 BC |
| Area: EDC/AUT; Domain: Service Delivery |
| Chair: Alison L. Moors (Academy for Precision Learning) |
| Discussant: Alison L. Moors (Academy for Precision Learning) |
| CE Instructor: Guy Bruce, Ed.D. |
| Abstract: Throughout the years, Precision Teaching methodologies have been linked to successful implementations within programs which serve general education students, those with learning disabilities/Attention problems and in one on one teaching situations with students on the autism spectrum. This symposium will highlight the use of Precision Teaching methodologies within a private elementary school with a special focus on including all types of learners (from gifted, to general education to those with learning disabilities to those diagnosed on the autism spectrum). Data will be presented which highlights the effectiveness of the staff training protocol in place, the successful strategies for classroom management for multiple students working on timed practice simultaneously and how to program for skill sets that successfully generalize into general education classrooms. This symposium will help professionals identify the critical features necessary for implementation of an effective inclusion program whereas all students are learning to their maximum potential using Precision Teaching. |
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| "Usability" checks: manipulating one to one teaching protocols for maximum usefulness in inclusive environments. |
| LOVELLE T SUAREZ (Academy for Precision Learning), Alison L. Moors (Academy for Precision Learning) |
| Abstract: This study investigates the systematic manipulation of structured one on one Fluency Based Instruction teaching methods and the effects of those manipulations on the application of those skill sets within and across learning environments. All participants in the study are between the ages of 6 and 12, have a diagnosis of Autism Spectrum Disorder, and attend a private inclusive elementary program. All data was collected in situ by a variety of school staff members throughout the school day (6 ½ hours). Findings of the study provide information regarding successful manipulations of structured teaching time in order to increase the “usability” and accuracy of those skill sets in a more naturalistic environment. |
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| Help...I'm outnumbered! |
| NICOLE GEORGIS (Academy for Precision Learning), Alison L. Moors (Academy for Precision Learning) |
| Abstract: A common complaint of teachers attempting to implement Precision Teaching methodologies into their general education classrooms is the perceived amount of teacher effort required to follow the protocol. How does one person deliver individualized precision teaching to a group of students? This paper will present one classroom teachers’ methods for incorporating Precision Teaching into her classroom. Participants were students in an inclusive private elementary 5th grade classroom. Student abilities range from general education to Attention Deficit Hyperactivity Disorder and those on the Autism Spectrum. Data will be presented to show student progress on academic skills as a result of peer coaching, student’s charting their own practice data and student’s learning effective study strategies. |
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| Staff Training and its Impact on Student Success |
| VALORI N. BERENDS (Academy for Precision Learning), Alison L. Moors (Academy for Precision Learning) |
| Abstract: This study evaluated the effect of implementing a staff training tool/feedback and its effect on child progress in an inclusive elementary education program which utilizes Precision Teaching methodologies with its students. This program is a private school for students ages 6-12 years of age. The students‘s abilities range across the autism spectrum. Five male and female staff members participated in the study. Staff ages ranged from 20 to 30 years and these staff had a variety of entering experience levels with implementing Precision Teaching methodologies in previous work settings. The study used a comparison design, and the program’s clinical director implemented the staff training tool and provided feedback to staff. Participants collected data on child goal-attainment and the number of tasks completed during instructional time. Findings of the study indicate the validity of the staff training tool and feedback for effecting child progress. |
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