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Full-Text Articles in Education
Goal Setting And Rewards For Addressing Nonresponse To Empirical Intervention, Jeremy W. Ford
Goal Setting And Rewards For Addressing Nonresponse To Empirical Intervention, Jeremy W. Ford
Jeremy W. Ford
Reread-Adapt and Answer-Comprehend (RAAC) is an intervention targeting difficulties with reading fluency and comprehension. Previous research has demonstrated RAAC to be effective for students with and without disabilities. This study extended research using RAAC by using goal setting and rewards. Participants will learn how to use these strategies to implement less intrusive changes for when a student does not respond to an empirically-based intervention prior to more intrusive changes (e.g., duration, frequency, different intervention).
Cbms And Postsecondary Students With Developmental Disabilities: Examining Technical Adequacy, John L. Hosp, Jeremy W. Ford, Kiersten Hensley, Sally M. Huddle
Cbms And Postsecondary Students With Developmental Disabilities: Examining Technical Adequacy, John L. Hosp, Jeremy W. Ford, Kiersten Hensley, Sally M. Huddle
Jeremy W. Ford
For students with developmental disabilities (DD), postsecondary education opportunities are increasing and they require focused academic skill instruction. Tools for progress monitoring (e.g., Curriculum-Based Measurement; CBM) are needed however, research with CBM and students with DD is limited. Participants will be able to evaluate the technical adequacy of these instruments.
Barriers To Behavior-Based And Outcome-Based Evaluations Of Workplace Training, Perri Kennedy, Seung Youn Chyung
Barriers To Behavior-Based And Outcome-Based Evaluations Of Workplace Training, Perri Kennedy, Seung Youn Chyung
Seung Youn (Yonnie) Chyung
Most workplace learning professionals understand the need to evaluate the training interventions they develop for their organizations. A behavior-based evaluation examines the merit of the training and its relevance to organizational outputs, while a results-based evaluation measures actual outcomes against iexpected benefits. In short, did the training intervention meet its objectives, and did it have the desired impact on workplace performance? In this era of shrinking budgets, it's critical for learning departments to prove their value to their organizations. However, surveys reveal that only about half of workforce training interventions are evaluated on the on-the-job behaviors they generate, and even …