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| #87 Poster Session - EDC |
| Saturday, May 28, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 96. A Comparison of Generalized Reading Fluency Gains on High Versus Low Word Overlap Passages |
| Area: EDC; Domain: Applied Research |
| JOHN C. BEGENY (Syracuse University) |
| Abstract: Due to the large number of students who struggle learning to read, several reading interventions have been developed. In the area of reading fluency, assessment of intervention effectiveness has commonly evaluated students’ number of words read correctly per minute on a story or passage students were first able to practice. However, reading fluency interventions are only useful if they help students read unpracticed material. To examine this type of reading generalization, previous researchers have investigated specific variables thought to be involved (e.g., word and/or content overlap of passages, difficulty of reading material). The primary purpose of this study was to extend previous research on the impact of word overlap on students’ reading generalization. More specifically, 12 third-grade students participated in a reading fluency intervention and were evaluated with two types of generalization passages (i.e., passages with either 80-90% or 40-50% word overlap). Results revealed that, compared to baseline conditions, students’ overall reading generalization of unpracticed passages improved as a result of the intervention. However, there was little difference in reading improvement between the two types of generalization passages, which may have been due to passage difficulty levels. Limitations, interpretations, and future research questions related to this study will be presented. |
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| 97. The Effects of Using Peer Tutoring to Teach Tact Operants: Educational Benefits to the Tutor and the Tutee |
| Area: EDC; Domain: Applied Research |
| KARLA WEIGAND (Columbia University Teacher's College), Lynn Yuan (Columbia University Teacher's College), R. Douglas Greer (Columbia University Teacher's College) |
| Abstract: An experiment was performed with a student diagnosed with autism and a student diagnosed with mental retardation to test the effects of a peer tutoring package on the learning of both the tutor and the tutee. Prior to the implementation of the peer tutoring package, training sessions were conducted with the tutor whereby the student was taught to present completed and accurate learn units. A multiple baseline design was used to compare correct responses emitted by the tutor prior to and during the implementation of the peer tutoring package. During the implementation of the peer tutoring package, the tutor emitted significantly higher rates of correct responses for all three sets of tact operants when compared to baseline rates. The data also showed that tutee learning occurred as a function of the tutor presented learn units. Thus, the results suggested that the tactic of peer tutoring was educationally beneficial to both the tutor and the tutee. |
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| 98. Effects of Computer-Assisted Tutoring on Time Telling Skills of Primary-Level Students with Disabilities |
| Area: EDC; Domain: Applied Research |
| KATHLEEN MCKAIN (The Ohio State University), Timothy E. Heron (The Ohio State University), Yao Ma (The Ohio State University), Michele M. Nobel (The Ohio State University), Donna M. Villareal (The Ohio State University) |
| Abstract: The study investigated the effects of computer-assisted peer tutoring on acquisition, maintenance, and generalization of time-telling skills with primary-aged students with developmental delays. Six first graders attending a suburban resource room participated. Procedurally, students were assessed on hour, half-hour, and quarter-hour times. Next, they were trained using a model-lead-test format. Tutoring began when pairs sat at the computer. The tutor wore headphones and clicked a start button that launched a series of randomly presented clocks. The tutor asked, “What time is it?” The tutee responded orally. Depending on the response, the tutor told the student “Good Job”, “Try Again”, or he provided the answer. The tutor could click on a screen icon to hear the time repeated if he was unsure of the time. Clicking a green button advanced to the next trial. Tutors and tutees then switched roles; thereafter the teacher conducted spot checks. Results showed acquisition increases in time telling for five of the six students. Maintenance was achieved for all students for hour-based clock times, and two students achieved maintenance for half-hour and quarter-hour times. Generalization data were mixed. |
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| 99. Precision Teaching of Spatial Visualization |
| Area: EDC; Domain: Applied Research |
| ROBERT W. WORSHAM (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Michelle Harrington (Judge Rotenberg Educational Center), Angela Galvin (Judge Rotenberg Educational Center) |
| Abstract: Precision Teaching (PT) methodology was used in an attempt to enhance “spatial visualization” skills rapidly and efficiently. A number of standardized tests make use of items requiring the ability to make discriminations about items that are not in view, items that are rotated in space, or items that are mirror images of a sample object. Some people have particular problems with these discriminations. Spatial materials were prepared and placed into practice sheets, one of several precision teaching media for presentation of material to be learned. Practice sheets were designed to teach block-number discrimination, object rotation discrimination, and mirror image discrimination. Students were given a pre-test and a post-test on spatial visualization, and then were matched on pre-test results. One member of each pair received training via PT methods emphasizing fluency (speed plus accuracy). The other member of each pair received similar training without regard to speed. Data are presented for the two types of spatial visualization training. |
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| 100. The Effects of Descriptive Praise on Instructional Control Over Varied and Stereotyped Play of a Five-Year-Old Boy |
| Area: EDC; Domain: Applied Research |
| NICOLE L. BANK (University of North Texas), Sigrid S. Glenn (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas) |
| Abstract: This Goetz and Baer (1973) replication investigated the effects of instructional cues on varied and stereotyped play responses of one typically developing 5 year old child. Responses were observed across four sets of play materials: blocks, DuplosTM, markers and paints. Training included praise contingent upon forms consistent with the instruction. Two instructions were each trained with corresponding instruction signs, “Try something different” (on blue paper) and “Do the same thing” (on yellow paper) for block and DuploTM forms. Results show differentiated novel responding during the experimental phase (Reliability: 94% blocks; 76% DuplosTM). The same differential effect in marker forms occurred in the sign alone phase (85% reliability). When the sign plus instruction was introduced for painting sessions, novel forms in the same condition discontinued and began to occur in the different condition (91% reliability). These findings suggest stimulus control of behavioral variation and behavioral consistency. |
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| 101. A Procedure to Train Senior High School Students in the Scientific Competences of Experimental Psychology |
| Area: EDC; Domain: Basic Research |
| MARIA ANTONIA PADILLA VARGAS (Universidad de Guadalajara, Mexico) |
| Abstract: On the assumption that scientific practice is best learned by doing meaningful activities, four groups of high school students received a hands-on training to develop scientific competences in the area of experimental psychology. Using behavior-analysis procedures, groups were trained in one of four theories of concept formation: operant theory, Jean Piaget’s theory of cognitive development, psychometric theory, and the cognitive computational perspective. Training consisted in the reading each theory’s basic concepts and in analyzing a representative experiment. Once trained, subjects had to elaborate, implement, report and present an experimental design that allowed the study of concept formation in children. All subjects, regardless of which theory they received training in, were able to perform all required tasks correctly. This shows the efficacy of the training procedure we used. |
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| 102. Independence Day: The Use of Flashcards to Improve Retention of Driver's Licensing Material |
| Area: EDC; Domain: Applied Research |
| BETTY FRY WILLIAMS (Whitworth College), Lindy Andres (Whitworth College), Stanley Smith (Whitworth College) |
| Abstract: The purpose of this intervention was to determine if the use of flashcards could help a 15-year-old boy learn the driver's licensing material needed to pass a series of assessment quizzes with a minimum of 80% accuracy. During the initial stages of the intervention only a few flashcards were used, but the number of cards gradually increased. By the end of the study the student was able to apply the information covered to novel questions on a final assessment quiz with success. The intervention was effective in improving the student's retention of the material and required little time and energy to implement. |
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| 103. The Effects of TAG Teaching on the Acquisition of Chinese Martial Arts Fundamentals |
| Area: EDC; Domain: Applied Research |
| ZACHARY LAYNG (Garfield High School) |
| Abstract: Learning the Chinese Martial Arts involves mastering complex kinesthetic repertoires. These repertoires can be considered sequences of various fundamental units called stances (bow stance, horse stance, etc.) and basic movements (e.g. punching, kicking, etc). Mastering these fundamentals is essential for producing the combinations required for full practice and competition forms or for self-defense. Often, learners find it quite difficult to master the fundamentals. This experiment employed a multiple baseline design to evaluate the effectiveness of Teaching with Acoustical Guidance (a “click” contingent on a basic movement meeting criterion). Four children aged 8 through 10 served as participants in the study. Four fundamental movements were identified for each participant, typical demonstrate then perform instruction was provided as a baseline for all skills. TAG teaching for a skill was then introduced. Once a skill reached a level of stability, measured as correct movements per minute, that showed no acceleration for three consecutive sessions, another skill was added to the TAG teaching routine. Each session was recorded on digital tape and scored by two independent observers. TAG Teach provided rapid acquisition of each skill as compared to baseline. |
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| 104. Systematic Replication of Cooperative Learning in Physical Education |
| Area: EDC; Domain: Applied Research |
| TIM M. BARRETT (The Ohio State University), Rona Cohen (The Ohio State University) |
| Abstract: This study was a systematic replication of Barrett (2005). In Barrett (2005) a cooperative learning intervention package, Performer and Coach Earn Rewards (PACER), was implemented with sixth-grade physical education students during a 16-day team handball unit of instruction. An A-B-A-B withdrawal design was used to assess the effects of PACER across four target students on performance behaviors (i.e., trials). Functional relationships occurred with regard to percentage of correct trials for all target students. In this study, PACER was systematically replicated in an eighth-grade physical education class of young women during a 16-day lacrosse unit of instruction. An A-B-A-B withdrawal design was used to assess the effects of PACER across four target students on student trials. Data demonstrated functional relationships with PACER and percentage of correct trials for all target students, thus, demonstrating a systematic replication of PACER. |
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| 105. Effects of Classwide Peer Tutoring on the Striking Skills of Kindergartner's With Autism in Physical Education |
| Area: EDC; Domain: Applied Research |
| PHILLIP WARD (The Ohio State University), Shiri Ayvazo (The Ohio State University), Carla Vidoni (The Ohio State University), Dan Lorenzen (The Ohio State University), Manoel Rodrigues-Neto (The Ohio State University), Adesulue Adegbamigbe (The Ohio State University) |
| Abstract: Whole-group teaching presents serious difficulties in inclusive settings where teachers must differentially arrange tasks and feedback to maximize engagement and the developmental appropriateness of the lesson. The study was conducted in a school that served children with autism as well as their typically developing peers. Typically developing students were often used as peer models. Physical education was taught twice per week for 30 minutes for 26 lessons. Participants were two kindergarten students with mild to moderate levels of autism. An A-B-A-C design was used to examine the effects of CWPT on the cumulative duration of on-task behavior for the skill of striking. Baseline included whole class instruction. During the “B” phase typically developing peers tutored children with autism for two-minute intervals interspersed with their own practice trials. During the “C” phase the peers tutored for one minute then practiced their own trials for the next minute. Results indicate that for both students the “C” phase was most effective. The findings provide further evidence that children with autism can be included successfully into intact physical education classes using physical education specific versions of CWPT. |
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| 106. Effects of Classwide Peer Tutoring on the Catching Skills of Kindergartner’s With Autism in Physical Education |
| Area: EDC; Domain: Applied Research |
| SHIRI AYVAZO (The Ohio State University), Carla Vidoni (The Ohio State University), Dan Lorenzen (The Ohio State University), Adesulue Adegbamigbe (The Ohio State University), Manoel Rodrigues-Neto (The Ohio State University), Phillip Ward (The Ohio State University) |
| Abstract: Classwide peer tutoring (CWPT) has been promoted as an inclusive strategy in education, however there is no research supporting CWPT in physical education. The study was conducted in a school that served children with autism as well as their typically developing peers. Typically developing students were often used as peer models. Physical education was taught twice per week for 30 minutes for 26 lessons. Participants were two kindergarten students with mild to moderate levels of autism. An A-B-A-C design was used to examine the effects of CWPT on the cumulative duration of on-task behavior for the skill of catching. Baseline included whole class instruction. During the “B” phase typically developing peers tutored children with autism for two-minute intervals interspersed with their own practice trials. During the “C” phase the peers tutored for one minute then practiced their own trials for the next minute. Results indicate that for one student the “B” and “C” phases were effective, and for the other student the “C” phase only was effective. The findings indicate that children with autism can be included successfully into intact physical education classes using physical education specific versions of CWPT. |
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| 107. Evidence-Based Math Instruction |
| Area: EDC; Domain: Applied Research |
| JANE MANGUM (Nicholls State University), Natalie J. Boudreaux (Nicholls State University) |
| Abstract: To accomplish the goal of the No Child Left Behind Act, it is necessary that children be provided instruction using evidence based instructional practices in both general and special education. It is also possible that a child’s response to evidence based interventions will be used as a major factor in identifying children with disabilities. At the present time the emphasis is on increasing reading proficiency not on increasing math proficiency. The purpose of this presentation is to provide information on evidence base math instruction. Information presented on the poster will display the names of instructional materials/techniques/approaches that are evidence based. The approaches will be categorized as direct instruction, precision teaching, strategy instruction, and computer or technology based. A flowchart, posted in the middle of the display, will provide guidance in determining the approach to use. Participants will also be given an annotated bibliography that describes each approach and provides ordering information. Material published by sources such as Great Leaps, JP Associates, MathMastery.com, Morningside Press, and Otter Creek will be listed. Authors represented will include Carnine, Crawford, Engleman, Johnson, Mahoney, Mercer, and Witt. In addition, the bibiography will also contain a list of sites that provide information on evidence based approaches. |
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| 108. The Importance of Fluent Component Skills in Mathematical Comprehension |
| Area: EDC; Domain: Applied Research |
| CHISATO KOMATSU (Louisiana State University), Joseph C. Witt (Louisiana State University) |
| Abstract: The primary question to addressed by the present study was whether fluency on component skills is important in the development of overall competency in mathematics. Reading fluency has served as an excellent predictor of student reading comprehension. However, few studies have investigated whether the fluency on component skills is essential in the development of overall competency in mathematics. In the current study, 140 students in second- through fourth- grade classrooms from general education participated. Each student was administered three curriculum-based measurement probes (a single-skill mathematical computation probe, multiple-skill mathematical computation probes and maze reading passages), a mathematical reasoning probe (derived from constructivist theory), a Big Ideas probe (similar to a behavioral cusp) and the Stanford Diagnostic Mathematics Test, Fourth Edition. Results of the six assessments were evaluated to determine if a fluency in component skills was predictive of students’ mathematical functioning on higher order tasks. Results demonstrated that fluent component skills are in fact highly related to students’ mathematics comprehension. Results are discussed in terms of implications for selection of behavioral cusps in mathematics which have maximum relevance to students for solving higher-order mathematical problems such as those used in high stakes accountability systems in most states. |
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| 109. The Effect of Rate of Errors on Retention |
| Area: EDC; Domain: Service Delivery |
| ED LANGFORD (Judge Rotenberg Educational Center), Michelle Harrington (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Angela Watts (Judge Rotenberg Educational Center), Robert W. Worsham (Judge Rotenberg Educational Center) |
| Abstract: Subjects worked through a curriculum of basic math facts that was presented on a computer using the see type learning channel. The curriculum was modeled after the principles of Precision Teaching. Materials were presented in small amounts, curriculum was worked on until a high rate of fluency was achieved and data were plotted on the standard celeration chart. Subjects were placed at different starting points in the curriculum. Depending on their starting point, subjects either had a very high rate of errors, or a moderate rate of errors. All subjects worked through the entire curriculum. We examined how the rate of errors affected retention and if the starting points had an effect on the amount of time it took to master the curriculum. |
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| 110. Effects of Peer Tutoring on the Tutor’s Correct Responding to Mathematic Facts |
| Area: EDC; Domain: Applied Research |
| CONOR KELLY (Columbia University Teacher's College), Mapy Chavez-Brown (Columbia University Teacher's College) |
| Abstract: The study used a delayed multiple probe design to examine the effects of a peer tutoring program in the number of correct responses of the tutors. The participants were three students diagnosed as pre-school children with disabilities. They were all enrolled in a pre-kindergarten summer school inclusion classroom. An initial probe was conducted to identify unknown addition facts. These students then acted as tutors for three other students in the classroom. Following each peer tutoring session, the students were again probed for the acquisition of any correct responses. The results showed that all three students emitted a higher number of correct responses after serving as peer tutors. |
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| 111. Using GO4IT...NOW! to Teach Middle School Students with Disabilities to Write IEP Goal Paragraphs |
| Area: EDC; Domain: Applied Research |
| MOIRA KONRAD (University of North Carolina, Charlotte), David W. Test (University of North Carolina, Charlotte) |
| Abstract: Recent research and legislation underscore the need for special education instruction to be more closely aligned with the general education curriculum and to support the development of self-determination skills in students with disabilities. This poster will describe the results of a study that investigated the effects of instruction in a learning strategy called “GO 4 IT…NOW!” This strategy aligns the general curriculum skill of writing a well developed paragraph with the self-determination skill of developing IEP goals and objectives. Data were collected on several variables, including a measure of written goal articulation, several measures of writing quality, and teacher and student satisfaction. |
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| 112. Using "Sounding Out" to Improve Spelling Instruction |
| Area: EDC; Domain: Applied Research |
| TRACIE B. MANN (University of Kansas) |
| Abstract: Most people are weak spellers because spelling is not well taught. I examined the effects of teaching five normally developing elementary students to “sound out” (to say each phoneme of a word) as they wrote it. Students used the cover-copy-compare method to practice all words. Each student’s posttest performance following practice with sounding out was compared to that student’s posttest performance following practice with no sounding out. For every student, posttest accuracy was higher following practice with sounding out. This combination of behavior analysis techniques offers a way to improve spelling instruction. |
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| 113. The Use of Precision Teaching in a Spelling Curriculum |
| Area: EDC; Domain: Applied Research |
| MICHELLE HARRINGTON (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Angela Galvin (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center) |
| Abstract: This study examined the use of Precision Teaching to increase the spelling abilities of students far below grade level in this area. The spelling curriculum used the hear-type learning channel, and was presented via a computer with the student hearing the word and then typing the word. The program provided the student with immediate feedback, and work on each curriculum step continued until a high rate of corrects-per-minute was achieved before moving to the next curriculum step. The curriculum taught words from a first grade level through a twelfth grade level. Students were pre-tested using the Woodcock Johnson III spelling test, which is a norm-based achievement test. After working through the curriculum, students were post-tested to determine whether their spelling grade equivalence had increased and whether the information generalized from the hear-type learning channel to the hear-write learning channel. |
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| 114. An Evaluation of the Effects of Pre-session Preference Assessments on Response Rate |
| Area: EDC; Domain: Applied Research |
| EDWIN DYER (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Carrie Ellsworth (University of Nevada, Reno) |
| Abstract: We evaluated the effects of pre-session preference assessments on responding. During one session, the reinforcer used was identified by conducting an MSWO immediately prior to the session. In the second session, the reinforcer used was identified by yoking the reinforcer with the one from session 1 if it was identified to be in the top three items in a MSWO conducted 3 weeks prior to the start of the study. Results for participant 1 indicated a shift in preference, while overall reinforcer efficacy remained the same. Results for participant 2 indicated that preference did not shift, while overall reinforcer efficacy did not change. |
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