|High Tech, Low Tech, No Tech, What the Heck?|
|Sunday, May 29, 2016|
|3:00 PM–4:50 PM |
|Regency Ballroom C, Hyatt Regency, Gold West|
|Area: EDC; Domain: Applied Research|
|Chair: Lin Du (Teachers College, Columbia University)|
|Discussant: Nicole Luke (Surrey Place Centre)|
|CE Instructor: Grant Gautreaux, Ph.D.|
As technology usage continues to swell worldwide the penchant for technology options in educational environments has reached a fever pitch. In US alone it is projected that spending on instructional technology will reach over $20 billion by 2020. The emphasis on the use of delivering instruction via high tech options is easily observed in most school settings. Smart boards, personal e-tablets, response clickers are just as prevalent as the crayons and compositions found in children’s school bags found in classrooms just a generation ago. However, relying on sophisticated technology tools to fix educational problems may fall short if the technology options do not incorporate evidence based components of effective instruction. Low Tech options such as guided notes and active student responding have an extensive research based and permeated the behavior analytic literature in the mid and late 1980’s. Conversely some of the more prevalent high tech options found in today’s classrooms little or no research to support their usage. In this symposium we report four papers which address some element of either high or low tech instructional delivery tactic across 4 distinct populations and target behaviors.
|The Technology of Educational Technology: Is the Learn Unit a Reliable of Ed Tech Effectiveness?|
|GRANT GAUTREAUX (Nicholls State University), Derek Jacob Shanman (Nicholls State University), Cynthia Vavasseur (Nicholls State University), Mary Breaud (Nicholls State University)|
|Abstract: While society’s appetite for technology appears to be insatiable it is still not evident whether the impact of modern day instructional technology on student achievement will be appreciable. Much of this emphasis on technology is based on premise that being uber-techy is simply the norm and the upgrading of technology based options in the classroom brings the outside world and the classroom inline. However, relying on sophisticated technology tools to fix educational problems may fall short if the technology options do not incorporate research based components of effective instruction. One of those components, the learn unit has been shown to be an important predictor of student achievement. Thus, we tested the effects of a variety of technology initiatives with and without learn units instruction on the acquisition of new learning targets for four pupils across two elementary classrooms. The results are discussed in terms of formative and summative assessments.|
The Effects of an Auditory Matching App on Accurate Echoics and Advanced Listener Literacy With Three Preschoolers With Autism
|LIN DU (Teachers College, Columbia University), Jeanne Marie Speckman (Fred S. Keller School Teachers College Columbia University), Megan Medina (Teachers College Columbia University), Michelle Cole-Hatchard (Fred S. Keller School)|
We report an experiment to investigate the effects of an auditory match-to-sample protocol on three preschoolers accurate echoics to 100 English words and advanced listener literacy skills. The protocol was presented by using an iPad app Sounds the same: an app to target listening and speaking clearly. A delayed multiple probe design across participants verified the effectiveness of the auditory match to sample protocol. The three participants ranged from 4 to 5 years old and were all diagnosed with autism spectrum disorders. They were taught to discriminate between positive and negative exemplars of different sounds, words, and phases by matching the sample sound to the matching exemplar. Our data show that acquisition of auditory match-to-sample resulted in increases of the accuracy in participants articulation of their echoics as well as their advanced listener repertoires as measured by having students follow vocal directions in the presence of visual negative exemplars.
|Teaching Undergraduate Students to Take Effective Lecture Notes Using a Fading Procedure|
|REBECCA A SHARP (Bangor University), Philip Nelson (Bangor University)|
|Abstract: Student engagement with course materials (i.e., lectures), and subsequently performance in undergraduate behavioral courses, may be affected by students’ ability to take effective lecture notes. Guided notes, in which some of the key lecture material is omitted so that students can ‘fill-in-the-blanks’, can be an effective method to teach note-taking. In order to teach note taking that could be generalized across courses, we increased systematically the number of words to be filled in on notes pages given out in each lecture (stimulus fading). We used a changing criterion design and measured the accuracy of undergraduate students’ note-taking (i.e., the number of correct filled in blanks). In addition, students were given a weekly in-class quiz that was comprised of questions from both the notes pages and other lecture material from the previous lecture. Our results showed that the faded guided notes increased the accuracy of students’ lecture notes compared to baseline, and that students performed better on quiz questions linked to the notes than on questions based on lecture material not contained in the notes. We discuss the utility of a fading procedure to teach note-taking in large classes.|
Video-Based Mand Training for Three Early Interventionists Teaching Toddlers With Autism: An Additive Component Analysis
|AMY D. WIECH (ABC Group, Inc. Hawaii)|
Professional development remains a foundational crux for training teachers and staff in evidence based interventions for teaching students with autism. Online training videos provide a viable component of professional development for early intervention and special education organizations facing budget constraints and challenges with complying with mandates for training their staff and teachers in evidence-based interventions for students with autism. Mand training is an effective evidence based procedure for increasing functional language and decreasing problematic behavior associated with autism spectrum disorders. The teacher implementation of four-step manding procedure was also evaluated. Measuring both the student and the teacher behavior evaluated interventionists competency improvement following and/or during different training components and concurrently measured student manding changes in frequency across each training component phase. Online training remains a valuable tool to efficiently and effectively train staff, however additional components may be necessary to result in optimal outcomes. Results indicated that student manding increased slightly when online training videos alone was used for one participant and with more significance when components of feedback and coaching/modeling were added.