Education Commons^™

Video Self-Modeling To Improve Reading Fluency, Scotlynd Campbell, Mackenzie Cable, Tyler Debernardi

Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)

In this poster the following question was explored: “Does video self-modeling (VSM) improve reading fluency?” The authors located sources which demonstrated video self-modeling seemed effective across a variety of academic areas and adaptive behavior skills. When VSM was employed with tutoring, the reading fluency of four, 1^st grade students seemed to increase. The study showed that VSM increases fluency because when the researchers implemented reading tutoring without VSM. Tutoring was not as effective as when implemented along with VSM. In conclusion, this strategy can be implemented in reading classrooms, applied behaviors and academic skills.

How Overcorrection Improves Behavior, Annie Katzman, Susan Carder, Molly Mcnamara

Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)

This poster introduces the practice of overcorrection. Overcorrection is a discipline strategy that can be used inside and outside of the classroom. It is used to decrease inappropriate behavior (e.g., running down the hallway, hitting another student, or destroying school property). There are different types of overcorrection that appear to be effective, such as positive practice, neutral practice, and restitutional practice. These have been implemented with positive results in the reduction of inappropriate behavior. Overall, overcorrection is a research based strategy, but care must be taken when a student is causing harm to himself or others.

Reading Comprehension Poster, Kelsey Beach, Elizabeth Bean, Hannah Christian

Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)

This poster presents research based information about reading comprehension. The goal of this research was to provide basic information about reading comprehension, how to use reading comprehension and how to assess a student’s progress. Peer-reviewed journal articles and other resources were used to obtain information used on the poster. Throughout the readings, statistics indicate that adults who live in poverty struggle with reading. Direct instruction (i.e. explicit teaching), modeling (i.e. demonstrating the task), and a think-aloud (i.e. verbally thinking through the reading process) were suggested to be useful strategies to implement in the classroom to improve reading. Research also suggested …

Behavioral Contract, Chesley Craine, Amy Lieber

Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)

The purpose of this poster is to answer the questions: a) How can behavior contracts be utilized in the classroom; and b) How effective are behavioral contracts in a classroom behavior management system? The related research includes an article that demonstrated the effectiveness of using behavioral contracts with middle school students who were labeled with Emotional and Behavioral Disorders (EBD). When behavior contracts were in place the inappropriate behavior within the classroom decreased. Behavior contracts seem to be effective for behavior modification of middle school students. It is recommended that behavior contracts be considered for use in classrooms or individual …

Token Economy, Hendrix Brakefield, Maranda Feldman, Chelsie Stevens

Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)

The purpose of this poster was to inform other educators of the benefits of using a token economy system in their classroom. The research conducted for this poster confirmed that using a token economy system is effective and beneficial to both younger students and older students. Token economy is well known in general education but is practiced as a component of a management system in both general and special education classrooms.

Phonics Instruction, Katelyn C. Pace, Rebekah Pribula, Shea Thrash

Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)

One of the main research questions answered through this poster presentation is as follows: Is it possible to teach phonics in non-phonemic language? Can we in fact teach students to read phonetically when everyday language does not always follow the rules of phonics. Phonics instruction is essential for beginning readers both with and without disabilities. Phonics instruction has evolved over time from traditional approaches to ever advancing and engaging interactive methods, most recentlyvia interactive tablets. Tablets support the delivery of instruction to students in the area of phonics. Overall, research conducted for this poster presentation highlighted effective strategies and key …

Sight Words, Megan Copass, Joshua Bewley, Laura Beth Blanford

Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)

What are sight words? Sight words are common words that a reader should recognize on sight. These are often referred to as “high frequency words” or “instant words.” Research indicates interventions used to teach sight words to students with disabilities, especially students with moderate to severe disabilities are beneficial. Multiple methods can be utilized to teach sight words to students with disabilities. These methods include: games, sight word recognition, and memorization. Research that catered specially to students with moderate to severe disabilities indicated that choosing between multiple methods is most effective way to teach sight words. This approach provides students …

Phonemic Awareness: Do You Hear What I Hear?, Jennifer Timberlake, Brittany Mahler, Alexander Michael Miller

Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)

This poster, created by undergraduate students, was designed to illustrate the importance of employing research based strategies when providing phonemic awareness instruction. This research explored why phonemic awareness is important for beginning readers or students who are at risk and the resources that support instruction. The authors reviewed research based articles, textbooks, and websites in order to obtain strategies, and activities proven to be beneficial in the classroom. The research suggested that phonemic awareness skills are essential for word decoding, word identification, and reading fluency. Additionally, the research indicates that the use of small groups, technology, and interactive activities enhance …

Using Prompts To Initiate Behavior, Jenna L. Clark, Megan R. Lechner, Kelsea Simmons

Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)

Using prompts to initiate behavior seems to be effective when employed as a component of a classroom behavior management system. Prompts can remind or guide an individual to perform a desired behavior. In the research, there are 7 different types of prompts, as well as 6 rules to follow when administering prompts. The seven different types of prompts are: 1) verbal, 2) written, 3) material, 4) imitative, 5) physical, 6) pictorial, and 7) gestural. The six rules are: 1) timing is everything, 2) select a location that facilitates good timing, 3) prompts should be specific, 4) the prompt should guide …

Spelling In The Classroom, Sue Ellen Yeiser, Allen Ehredt, Margaret Haydon

Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)

This poster introduces research based information for teaching spelling in the classroom. The focus of the poster further explains “Why is spelling important?” and “How spelling can be effectively implemented into the classroom?” Research was conducted by examining multiple media sources such as textbooks, journal articles, and online databases using the keywords: spelling, strategies, and interventions. The reviewed research showed that spelling correlates with reading, writing, vocabulary, and reading comprehension. Research-based strategies that are effective in the primary classroom include weekly spelling stories, spelling magnet boards, and various spelling games. Incorporating fun word games into a daily or weekly routine …

Teaching Errorless Learning With Fidelity, Garrett Stone, Kory Ray

Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)

Scholarly sources were reviewed to determine different strategies to teach students with minimizing negative interactions. Errorless learning is a research-based strategy that minimizes errors with few or no responses to the negative stimulus. Time-Delay and prompting are two types of errorless learning techniques examined in this presentation. Time delay is exhibited during activities where a response is required. The duration between the cue and the response can be constant or progressive. Constant time delay has a constant amount of time between cue and response, where progressive time-delay increases duration of time before scaffolding is provided. If no response or an …

Vocabulary Strategies And Implementation, Stacie Bratcher, Brandon Croghan, Katelyn Bradshaw

Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)

Vocabulary is a critical factor in the development of individuals’ ability to convey information. Information on this poster answers the question of ways to effectively implement implicit and explicit research-based teaching strategies. Researchers conducted an online probe consulting several articles discussing explicit strategies: keyword method, word walls, root analysis, and implicit strategies: cloze procedure, context clues and incidental word acquisition. The authors of this poster analyzed the information and divided the larger topic of vocabulary into subtopics. Through the use of these subtopics, teachers in all content and grade levels can implement vocabulary instruction. In conclusion, researchers found that teachers …

The Relationship Between Reading And Mathematics Achievement Of Students With Disabilities And Least Restrictive Environment Practices In Kentucky, Rhonda Kelly Simpson

Dissertations

The purpose of this study was to investigate the relationship between Kentucky least restrictive environment (LRE) practices and KCCT assessment annual measureable objectives (AMO) in reading and mathematics for students with disabilities. This research was designed to determine whether districts achieved AMO targets for reading, mathematics and LRE. Also, it examined whether a relationship exists between special education students’ placement and assessment scores attained for the with disability subpopulation AYP category.

This quantitative, correlation study utilized data from the Kentucky Department of Education Open House, 2011 No Child Left Behind Adequate Yearly Progress Reports for each school district, and KCCT …

Planned Ignoring, Emily Glass, Cayla Mayes

Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)

The topic of this poster is planned ignoring. The purpose of this poster was to answer the question of how planned ignoring can be used effectively. Planned ignoring is defined as purposely ignoring an individual who is demonstrating an undesirable behavior. When using planned ignoring, the subject should not be told that planned ignoring is being used. Results of eliminated behavior will not always be revealed immediately. The target behavior may potentially escalate before effective results are demonstrated. It is recommended that planned ignoring not be used with all behaviors such as, if an individual is causing harm to himself …

An Item Analysis Of The Child Behavior Checklist With Preschool Children With Autism, Heather Rhea Orten

Masters Theses & Specialist Projects

The diagnosis of autism is a comprehensive process that requires trained professionals and is often a time consuming process. Behavior rating scales are common components used by practitioners in evaluations to assess various social, emotional, or behavioral problems. With the rise of awareness, the steady increase of autism diagnoses, and the importance of early identification to increase the effectiveness of intervention, there is a need for screeners to identify the characteristics of Autism Spectrum Disorders. The purpose of the present study was to determine if there was a group of items on the Child Behavior Checklist/1.5-5 that reliably distinguished between …

Autism Spectrum Disorder: Sensory Needs In The Workplace, Amy Fogle Stiff

Masters Theses & Specialist Projects

There is little to no empirical research for sensory sensitivities of individual with Autism Spectrum Disorder (ASD) and coping strategies used in the workplace. Seven students with ASD were interviewed about sensory sensitivities experienced and accommodations used at the workplace. This study found that participants self-regulated sensory sensitivities, and not asking for or using accommodations. Future research is needed to focus on the sensory sensitivities of individuals with ASD who have been in the work force for several years.

Video Self-Modeling And Improving Oral Reading Fluency, Wanda G. Chandler

Special Education Faculty Publications

Self-modeling can take different forms but is described as a process where one observes one’s own successful behavior and learns from it without dependence on any particular medium. In this study, two separate experiments were conducted to evaluate a video self-modeling (VSM) feedforward intervention. VSM feedforward (independent variable, IV), was applied as an intervention to improve oral-reading fluency (dependent variable, DV). An adapted multiple-probe baseline, single-subject research design with a pre-test and post-test standardized reading assessment was employed for both experiments.

Participants included eight students with disabilities and a history of emotional and behavior problems in middle-school, special education, self-contained …