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| Evidence-based and Emerging Practices in Education |
| Saturday, May 24, 2008 |
| 1:00 PM–2:20 PM |
| Williford A |
| Area: EDC |
| Chair: David W. Test (University of North Carolina, Charlotte) |
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| Evidence Based Practices Review: Repeated Readings. |
| Domain: Applied Research |
| BREDA V. O'KEEFFE (Utah State University) |
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| Abstract: Presentation of a literature review on repeated readings for increasing reading fluency, by using the What Works Clearinghouse criteria for evidence-based practices and comparing the results of the review with the results of previous reviews on the topic, such as the 2000 review done by the National Reading Panel, and the 2004 review by Therrien. This review will look at the difference in results based on different criteria and reviewing processes. |
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| Expanding Duck, Duck Tootle as a Pre-Referral Intervention Package to Increase On-Task Behavior. |
| Domain: Applied Research |
| ANITRA SHELTON-QUINN (Goose Creek Consolidated Independent School District), Victoria Bowers (Mississippi State University), Christie Jones (Mississippi State University), Adrian Carpenter (Goose Creek Consolidated Independent School District), Carlen Henington (Mississippi State University), Ron Wyatt (Goose Creek Consolidated Independent School District) |
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| Abstract: The purpose of this study was to determine the effectiveness of Tootling, a positive peer reporting (PPR) intervention package consisting of interdependent group contingencies and publicly posted feedback, on students' on-task behaviors and rates of peer reporting of their classmates’ on-task behaviors. The tootling package was investigated as a pre-referral intervention and will be discussed relative to RTI and PBIS. Teacher acceptability was also examined and will be discussed. |
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| Tertiary Interventions in Schools: Mentoring Students in the Red Zone. |
| Domain: Applied Research |
| CHERYL A. YOUNG-PELTON (University of Nebraska, Kearney), Lauren A. Lovell (School District of Lee County) |
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| Abstract: This methodological and empirical session will present results, implementation procedures, and best practices from schools that have implemented Red Zone Mentoring: A tertiary intervention in Florida, Michigan, Ohio, Minnesota, Iowa, and Nebraska.
Red Zone Mentoring builds on the concept of resiliency. The goal of mentoring was to guide students toward resiliency through improved problem-solving skills and self-efficacy. A salient characteristic of this mentoring program is that students self-select their own mentors.
Encouraging results were examined from a pilot project in the 2003-04 school year with 29 students participating (from a middle school population of 1,300 students). Results from five other schools in the following year showed an average 63% decrease in office discipline referrals for the targeted population.
The revised implementation manual includes two face-to-face training sessions (with detailed presentation plans, handouts, and overheads) as well as two e-training sessions (narrated presentations for individual use). The presenters have available CDs and Training Implementation manuals that they will provide free to the participants upon request. |
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| Evidence-based Practices in Secondary Transition: What Single Subject Research Tells Us. |
| Domain: Applied Research |
| DAVID W. TEST (University of North Carolina, Charlotte), Sharon M. Richter (University of North Carolina, Charlotte), Valerie Mazzotti (University of North Carolina, Charlotte) |
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| Abstract: This presentation is designed to educate professionals about identifying and implementing evidence-based secondary transition instructional practices. Practices will be identified from a comprehensive literature review of single subject research with high or acceptable quality in accordance with standards developed by Horner et al. (2005). The value of evidence-based instructional practices is illustrated through recent federal mandates including No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004), yet adoption of evidence-based instructional practices is rare. Determining and disseminating evidence that supports secondary transition practices is essential to improved instruction and ultimately improved adult success for students with disabilities.
The evidence-based practices will be organized by the 5 essential components of transition identified in The Taxonomy for Transition Programming (Kohler, 1996), including Student-Focused Planning, Student Development, Program Structure, Family Involvement, and Interagency Collaboration. Practices presented will be "evidence-based", which denotes only those practices that research of high methodological rigor indicates to be effective.
In summary, the objectives of the presentation will be to (a) inform professionals of evidence-based transition instructional practices demonstrated through single subject research with high methodological rigor, (b) provide recommendations for practitioners to facilitate implementation of evidence-based practices, and (c) provide areas for future research. |
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