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Special Education and Teaching
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
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- Action inquiry (1)
- Appalachia (1)
- Applied behavior analysis (1)
- Autism (1)
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- BCBA (1)
- Choral reading (1)
- Classroom action research (1)
- Classroom research (1)
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- Emotional disturbance (1)
- Engagement (1)
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- OTR (1)
- Opportunities to respond (1)
- RTI (1)
- Referrals (1)
- Repeated reading (1)
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- Teacher action research (1)
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Articles 1 - 5 of 5
Full-Text Articles in Education
The Efficacy Of Teacher Made Special Education Referrals In Appalachian And Non-Appalachian Schools Of Kentucky, John T. Elliott
The Efficacy Of Teacher Made Special Education Referrals In Appalachian And Non-Appalachian Schools Of Kentucky, John T. Elliott
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
This quantitative study utilized a causal-comparative research design to determine the difference in efficacy between teacher made special education referrals in Appalachian and non-Appalachian schools of Kentucky. Data were provided from the 2014-2015 academic year. A total of 109 Kentucky schools provided data for the study. This study will help educators better understand multi-disciplinary referrals for special education as they relate to referral efficacy as based upon student qualification rates. This quantitative study determined the difference between special education qualification rates for teacher made referrals in Appalachian and non-Appalachian schools in the state of Kentucky.
Addressing Reading Fluency Of Students With Intellectual Disabilities Using A Multiple Probe Design, Sarah N. Merimee
Addressing Reading Fluency Of Students With Intellectual Disabilities Using A Multiple Probe Design, Sarah N. Merimee
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Despite making up less than one percent of the student population, students with significant intellectual disabilities have the same rights to receive the best education possible as their typical peers. There is currently a paucity of research regarding effective reading instruction within a comprehensive approach, particularly in the area of reading fluency. The purpose of this study was to investigate if there was a functional relation between repeated reading and choral reading and the words correct per minute of six high school students with significantintellectual disabilities. Additionally, the extent to which fluency impacts reading comprehension was also examined. Five of …
Increasing Student Engagement Through Opportunities To Respond, Todd Whitney, Justin T. Cooper, Amy S. Lingo
Increasing Student Engagement Through Opportunities To Respond, Todd Whitney, Justin T. Cooper, Amy S. Lingo
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
The evidence for providing sufficient opportunities for students to respond (OTR) has been established in terms of increasing student engagement while decreasing disruptive behavior. Although proven to be effective, teachers are demonstrating low rates of OTR across all grade levels and instructional content areas. Given the potential benefits of increasing OTR, it is critical that teachers find ways to increase the provision of OTR during instruction. This article will discuss the research behind providing sufficient OTR, examine the rate of OTR teachers are providing in schools in relation to optimal rates suggested by research, and provide strategies for increasing OTR …
Turning Teachers Into Action Researchers In Their Classrooms, Dusty Columbia Embury, Laura S. Clarke
Turning Teachers Into Action Researchers In Their Classrooms, Dusty Columbia Embury, Laura S. Clarke
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Action research is often called the teacher’s research and often feels like a common sense approach to solving problems, but not all pre-service teachers begin careers knowing how to use this methodology to improve their own practice. This article offers a rationale for teaching pre-service teachers the skills and action research methodology as a tool for professional improvement based on the experiences of the authors engaging in a reflective process for teaching. While not generalizable, it is hoped that lessons learned may be applied by other faculty in teacher education programs.
The Board Certified Behavior Analyst (Bcba) Credential: What Is It, How To Get It, Steven A. Crites Dr.
The Board Certified Behavior Analyst (Bcba) Credential: What Is It, How To Get It, Steven A. Crites Dr.
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Applied behavior analysis (ABA) is a research-based and effective procedure used to change the behavior of individuals, groups, and organizations. While some may think of ABA to decrease maladaptive behavior, it can also be used to improve adaptive behavior, academic, social, and employment skills. There is a growing need for experts in behavior analysis to provide services in early intervention programs, schools, day treatment centers, institutions and in the work place. A board certified behavior analyst (BCBA) is credentialed to provide these behavior analytic services. This paper will provide a brief overview of applied behavior analysis, define the BCBA credential, …