Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Effects Of Guided Notes On The Academic Performance And Off Task Disruptive Behaviors Of Students With Severe Behavior Handicaps During Science Instruction PDF full book. Access full book title Effects Of Guided Notes On The Academic Performance And Off Task Disruptive Behaviors Of Students With Severe Behavior Handicaps During Science Instruction.
| Author | : Daniel Thomas Bullara |
| Publisher | : |
| Total Pages | : 432 |
| Release | : 1994 |
| Genre | : |
| ISBN | : |
| Author | : Ronald C. Martella |
| Publisher | : Guilford Press |
| Total Pages | : 690 |
| Release | : 2013-04-17 |
| Genre | : Education |
| ISBN | : 1462509746 |
This user-friendly text takes a learn-by-doing approach to exploring research design issues in education and psychology, offering evenhanded coverage of quantitative, qualitative, mixed-methods, and single-case designs. Readers learn the basics of different methods and steps for critically examining any study's design, data, and conclusions, using sample peer-reviewed journal articles as practice opportunities. The text is unique in featuring full chapters on survey methods, evaluation, reliability and validity, action research, and research syntheses. Pedagogical Features Include: *An exemplar journal article at the end of each methods chapter, together with questions and activities for critiquing it (including, where applicable, checklist forms to identify threats to internal and external validity), plus lists of additional research examples. *Research example boxes showing how studies are designed to address particular research questions. *In every chapter: numbered chapter objectives, bulleted summaries, subheadings written as questions, a running glossary, and end-of-chapter discussion questions. * Electronic Instructor's Resource Manual with Test Bank, provided separately--includes chapter outlines; answers to exercises, discussion questions, and illustrative example questions; and PowerPoints.
| Author | : Cecil R. Reynolds |
| Publisher | : John Wiley & Sons |
| Total Pages | : 1116 |
| Release | : 2018-03-02 |
| Genre | : Education |
| ISBN | : 1119520029 |
The only comprehensive reference devoted to special education The highly acclaimed Encyclopedia of Special Education addresses issues of importance ranging from theory to practice and is a critical reference for researchers as well as those working in the special education field. This completely updated and comprehensive A-Z reference includes about 200 new entries, with increased attention given to those topics that have grown in importance since the publication of the third edition, such as technology, service delivery policies, international issues, neuropsychology, and RTI. The latest editions of assessment instruments frequently administered in special education settings are discussed. Only encyclopedia or comprehensive reference devoted to special education Edited and written by leading researchers and scholars in the field New edition includes over 200 more entries than previous edition, with increased attention given to those topics that have grown in importance since the publication of the third edition—such as technology, service delivery policies, international issues, neuropsychology, and Response to Intervention, Positive Behavioral Interventions and Supports (PBIS), Autism and Applied Behavior Analysis Entries will be updated to cover the latest editions of the assessment instruments frequently administered in special education settings Includes an international list of authors and descriptions of special education in 35 countries Includes technology and legal updates to reflect a rapidly changing environment Comprehensive and thoroughly up to date, this is the essential, A-Z compilation of authoritative information on the education of those with special needs.
| Author | : Wayne Sailor |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 778 |
| Release | : 2008-12-02 |
| Genre | : Psychology |
| ISBN | : 0387096329 |
A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.
| Author | : |
| Publisher | : |
| Total Pages | : 452 |
| Release | : 1995 |
| Genre | : Dissertations, Academic |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 800 |
| Release | : 1994 |
| Genre | : Dissertation abstracts |
| ISBN | : |
| Author | : Shawn G. Heimlich |
| Publisher | : |
| Total Pages | : 274 |
| Release | : 2005 |
| Genre | : Students with disabilities |
| ISBN | : |
Abstract: The Individuals with Disabilities Education Act (1997) requires that students with disabilities be educated alongside typically developing peers in general education classrooms to the greatest extent possible. Individualized Education Plans (I.E.P.) written for students with disabilities also now require that assistive technology be considered by the IEP team and provided for students who qualify for such supports and services in special and regular education environments. Research strongly supports the relationship between ASR and student achievement (Heward, 1994). The use of guided notes as a curriculum enhancement and instructional strategy has shown positive results for students with and without disabilities. However, research investigating the effects of computer use in classrooms for students with disabilities is unclear. Given the empirical evidence supporting the use of guided notes, and a lack of evidence supporting the use of computers in special education settings, this study was designed to evaluate the effects of two forms of guided notes on student learning. Specifically, this study investigated the effects of computer assisted guided notes and computer assisted guided notes study cards on students' note completion, accuracy and on next-clay quiz scores. This study evaluated the effects of computer assisted guided notes and computer assisted guided notes study cards on middle school students' note completion and accuracy and learning of science facts. This study compared the effects of three experimental conditions: (a) Computer Assisted Own Notes (CAON), (b) Computer Assisted Guided Notes (CAGN), and (c) Computer Assisted Guided Notes Study Cards (CAGNSC) on each student's completion and accuracy of notes, and next-day quiz scores. Each session, the experimenter (classroom teacher) presented 10 science facts during a lecture and students took notes on individual computers using word processing software, printing each set of completed notes. The students were given 5 minutes to study their notes at the beginning of each session the following day. In the ON condition students typed notes on a computerized template with numbered lines from 1 to 10. Just before each next-day quiz, students received 5 minutes for an individual review of their notes. In the CAGN condition students typed notes on guided notes templates that after lecture they printed and used the following day for study. In the CAGNSC condition students typed notes on specially formatted computer-based guided notes that after lecture they cut into a set of flashcards that could be used for study. The students' mean completion was 49.3% during ON, 98.7% during the initial CAGN phase, 99.4% during the initial CAGNSC phase, 100% during the final CAGN phase and 99.3% during the final CAGNSC phase of the study. The group mean for accuracy of notes was 49.3% during ON, 93.3% during the initial CAGN phase, 97.4% during the initial CAGNSC phase, 97% accuracy during the final CAGN phase, and 98% accuracy during the final CAGNSC phase of the study. The students' mean next-day quiz scores were 2.74 during ON, 4.43 during the initial CAGN phase, 6.24 during the initial CAGNSC phase, 5.61 during the return to CAGN and 6.22 during the final CAGNSC phase of the study. Although students' data showed variability, the results suggest that students took more complete and accurate notes during CAGN and CAGNSC conditions than they did during the CAON condition. Students' also performed better on next day quizzes during CAGN and CAGNSC conditions than they scored during the CAON condition. All seven students scored higher during CAGNSC than they scored during CAGN. These results suggest that computer assisted guided notes can improve students' note taking, and computer assisted guided notes study cards can help students prepare for quizzes. Student' opinions regarding the CAGN and CAGNSC procedures were positive and favorable.
| Author | : Michelle A. Anderson |
| Publisher | : |
| Total Pages | : |
| Release | : 2005 |
| Genre | : Inclusive education |
| ISBN | : |
Abstract: The current climate in American schools includes a push for the inclusion of students with disabilities in general education classrooms. In fact, federal legistlation mandates that all students with disabilities have meaningful access to the general education curriculum (IDEIA, 2004) and that students with and without disabilities be held equally accountable to the same academic standards (NCLB, 2001). Students with disabilities who stay on-task and maintain reasonable levels of academic productivity during independent work periods are more likely to achieve success in general education placements than are students who do not exhibit those behaviors. Although researchers have developed several strategies for increasing on-task behavior and productivity by students with and without disabilities, these interventions may be underused because they require additional time and resources from the regular education teacher. Teaching students how to self-manage their behavior offers one solution to this problem. This study examined the effects of video-based self-recording (VBSR) of on-task behavior on the on-task behavior and academic productivity by students with disabilities in general education classrooms. Five first-grade students at an urban charter school participated in the study. Data were collected daily in the regular education classroom during two independent activities in which students were expected to complete teacher assigned worksheets or items on the board During the VBSR condition students viewed a 4-minute videotape clip of themselves recorded the day before during independent work period in the regular classroom, at 30-second intervals circled "Yes" or "No" on a self-recording form to indicate whether or not they were on-task, and received points and prizes for increased on-task behavior. Results demonstrated increases in next day on-task behavior and productivity by all five participants in the setting in which the VBSR intervention occurred. On-task behavior and productivity also increased in the generalization setting for three of four students. Results are discussed in terms of potential functions of VBSR and of the increased on-task behavior and productivity demonstrated by the students following intervention. The findings of this study are also discussed with respect to previous research on self-monitoring and programming for generalization. Limitations of the study and suggestions for practice and future research are addressed.
| Author | : |
| Publisher | : |
| Total Pages | : 386 |
| Release | : 1983-10 |
| Genre | : Education |
| ISBN | : |
| Author | : Karen S. Voytecki |
| Publisher | : |
| Total Pages | : |
| Release | : 2005 |
| Genre | : |
| ISBN | : |
ABSTRACT: Many students with mild disabilities display off-task behaviors during academic content classes. The off-task behaviors can negatively impact their academic progress. In primarily clinical settings, specific interventions derived from the theory of sensory integration have been shown to increase on-task behaviors in students with mild disabilities. Using a single subject A-B-A-B withdrawal design, the researcher investigated the effects of hand fidgets on on-task behaviors demonstrated by a middle school student with mild disabilities who typically displayed off-task behaviors when participating in an inclusive, academic content class (language arts). Social validity was assessed to evaluate student and teacher perceptions regarding the intervention. During baseline and withdrawal (A phases) participants followed their typical classroom routine and were not exposed to the intervention - hand fidgets.
