|Evidence-Based Practice Within Educational Settings: Establishing Sustainable Teacher Practices
|Tuesday, June 1, 2010
|12:00 PM–1:20 PM
|Texas Ballroom Salon E (Grand Hyatt)
|Area: EDC/AUT; Domain: Applied Behavior Analysis
|Chair: Mark T. Harvey (Florida Institute of Technology)
|Discussant: Amanda M. VanDerHeyden (Education Research and Consulting, Inc.)
|CE Instructor: Kathleen Clark, M.S.
|Abstract: Effective coaching has become an integral part of preparing educators for the classroom, but less recognized has been the importance of specific performance feedback. This presentation will describe an approach to delivering feedback data critical to the development of efficacious teachers using strategies developed out of the University of Oregon and Utah State University. Several forms of data will be considered including a time-based track of teacher signals, group and individual opportunities to respond, specific and general praise ratios, error correction sequences, and student response accuracy. The use of electronic handhelds for data collection and inter-observer agreement will be discussed as way of collecting efficient and reliable data that can also be used for research. Finally, a study implementing a single subject, multiple baseline design was used to analyze the effectiveness of these strategies with pre-service teachers in preparation for licensure in special education. The results of this analysis along with future directions for research in the area will be discussed in an effort to better support new educators.
|Comparison of Component Versus Whole Module Evidence-Based Training Packages: Effects on Teacher and Student Behavior
|TERRY D. RYAN (Pinnelas County Schools), Mark T. Harvey (Florida Institute of Technology)
|Abstract: Special Education (SPED) teachers who work with children with Autism require research-based specialized training to effectively educate students and efficiently sustain behavioral expectations in the classroom. The present study investigated the relative efficacy of two teacher training methods, both of which involved research-based teaching and behavior management techniques. Three teachers were trained on each of eight individual elements using a changing criterion research design; additional elements were added only when a training criterion was met. A second group was trained using a whole module training package, consisting of one 6-hour session, with booster sessions implemented when scores dropped below 50%. A third group received no training and served as an untreated comparison group. Teacher skill acquisition and implementation of identified best practices were monitored as was an acquisition and targeted behavior for a randomly chosen student within each classroom. The repeated measures taken within the self-contained classrooms demonstrated the efficacy of component training over the often used whole module training. Additionally, a functional relation was observed between teacher and student behavior. The present study provides a model for school districts to use to effectively train teachers on the use of research-based methods which produce greater student achievement.
|Performance Feedback in Preservice Training
|SCOTT WARREN ROSS (University of Oregon)
|Abstract: Effective coaching has become an integral part of preparing special educators for the classroom, but less recognized has been the importance of specific performance feedback. This presentation will describe an approach to delivering feedback data critical to the development of efficacious teachers out of the University of Oregon and Utah State University, including a time-based track of opportunities to respond, praise, and response accuracy. An analysis of the approach will be provided along with a discussion of potential future directions.
|Thoughtful Sustainability: What We Know and What We Still Have to Learn
|Teri Palmer (Private Practice), RONNIE DETRICH (Wing Institute)
|Abstract: In a review of the literature on implementation, Fixsen and colleagues (2005) have detailed the necessary conditions for large-scale implementation to be effective. Fixsen and colleagues (2005) reinforce the point that full scale implementation may take several years. Traditionally, organizations implement programs that rely solely on training using what is sometimes referred to as a ‘train and hope’ approach. However, ”train and hope” (Stokes & Baer, 1977) results in little sustainable change. As Biglan and Ogden (2008) point out, the majority of the research focuses on practices and little focus is placed on implementation and organizational change. Additionally, practice sites are often less than prepared to identify and sustain available research. Krachtowill, Albers, & Shernoff (2004) indicate that practice sites are challenged by cumbersome organization, lack of skills and resources and limited emphasis on prevention. This paper will present a summary of literature focusing on defining sustainability, recommendations for selection and implementation and discuss successes and challenges.