This study investigated the use of a student response system (SRS) on the participation, classroom behavior, and academic achievement of students with emotional and behavioral disorders (EBD). The purpose of this research was to determine if using an SRS, in place of typical classroom methods of student response, would generate increases in participation in students who characteristically display low levels of class involvement. Participants included 5 high school students receiving academic instruction predominately in a self-contained setting for students with EBD. Subjects chosen for participation were identified as frequently being off task and distracted during class and as having generally low response and participation rates during class sessions. A single-subject, ABABC design was used to determine a functional relationship between the SRS and student response and engagement. Results indicate a strong association between SRS use and increased student response; however, a clear link to increased task engagement was not evident.
A multiple-probe-across-behaviors design was used to evaluate the effectiveness of video prompts delivered on an iPod Touch to teach food-preparation skills to two high school students with autism spectrum disorders (ASD) and intellectual disability. The special education teacher implemented the procedure in the high school classroom. Student data are interpreted to conclude that video prompting on an iPod Touch was effective in increasing independent performance of both students. The special education teacher was able to implement the procedure with a high degree of fidelity without disrupting the ongoing instructional activities of the classroom. Teacher ratings of the acceptability and perceived effectiveness of the procedures suggested that teacher viewed video prompting on an iPod Touch as a practical, effective, and efficient strategy for teaching food-preparation skills to students with ASD and intellectual disability.
Students with emotional and behavioral disorders (EBD) struggle in the area of academics as well as behavior, and these academic difficulties manifest a great deal in mathematics. The number of children with EBD served in general education settings is increasing, and mathematics curriculum is expanding to include additional content areas and more complex mathematical processes. The convergence of these trends creates an enormous instructional challenge: an increasing number of children with EBD, with limited mathematics abilities, dealing with ever more complex subjects. This meta-analysis of mathematics interventions for students with EBD examines math performance outcomes as a function of study and sample characteristics, treatment effects of elements of math instruction, maintenance and generalization effects of these math interventions, and levels of mathematics investigated. Fifteen studies spanning nearly 20 years are included. Results emphasize the need for development of interventions for higher level mathematics and additional research to help guide instruction.
Using a typical point system, student behavior is evaluated at regular intervals, and students receive points based on demonstration of desired behavior. Points can then be used to buy preferred activities or items. In most cases, the classroom teacher keeps track of points earned/spent using some sort of paper filing system or notebook. This article presents how Google Docs can be utilized to improve and simplify the management of classwide point systems.
Google DocsGoogle Docs is a web-based document, spreadsheet, presentation, and data storage service offered by Google (see www.docs.google.com). It is free to use but a Google account is required. Google Docs is one of many new types of collaborative technologies used in school and classroom environments to enhance communication among administrators, teachers, and support staff (Ohler, 2009;Oishi, 2007;Vogel, 2009). Tools offered by Google, such as Google Docs & Spreadsheets and Google Calendar, support collaboration among individuals and can be used by school teams for a variety of purposes: (a) to plan cotaught lessons or put together a multidisciplinary curriculum, (b) to schedule meetings, (c) to assign and divide tasks for projects, or (d) to organize an upcoming schoolwide event (Ohler, 2009;Oishi, 2007).Google Docs allows users to create documents within the application itself or upload already existing files. After a document is created, the creator of the file can share access to the document with other users by inviting them to view or edit the document. A distinct benefit of Google 395386I SC46510.
Maria was a student who always struggled to keep up with her classmates on quizzes, tests, and writing assignments. It wasn't from lack of effort or trying, but she always seemed to miss the main points of the lesson her teacher was teaching. This translated into low grades and poor standardized test scores. Then one day her teacher introduced the class to clickers. These handheld devices, about the size of a credit card or TV remote control, allowed all students to independently respond to questions posed by the teacher. Instantly, Maria became more engaged in lessons and started to remember more content because of her increased engagement (see Note 1).
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