Group contingencies have the advantages of encouraging individual students to collectively feel responsible for appropriate and inappropriate classroom behaviors and have shown effectiveness in improving students' behavior. The purpose of this study was to investigate the effects of a random dependent group contingency on the on-task behaviors of six high school students with high incidence disabilities in a resource classroom. The study used an ABAB reversal design, and the results of the study indicated that the random dependent group contingency intervention was positively associated with increases in on-task behaviors for three of the six participants. Limitations and implications are discussed in relation to dependent group contingencies for high school students. C 2009 Wiley Periodicals, Inc.
The present article serves as an introduction to a special issue on recruiting and retaining culturally and linguistically diverse populations into the field of special education. Members of the Diversity Committee of the Teacher Education Division (TED) of the Council for Exceptional Children (CEC) and selected guest were invited authors. Highlighted in the preliminary article are factors that contribute to the rapid decline of diverse educators, such as inadequate outreach and recruitment that limit diverse faculty and students in colleges and universities, limited financial assistance for post-secondary education, and the invalid use of teacher competency exams to measure teaching skills. As well as other effects, the problem primarily lends to the over-representation of diverse students in special education. Subsequent articles in this issue will suggest viable and effective strategies teacher educators can employ to increase the diverse teacher pool. After reading this issue, we hope that you will have a broad range of options to alter current teacher education programs to ''entice'' culturally and linguistically diverse preservice educators.
Purpose-The Check-in Check-out (CICO) program is a Tier II behavioral intervention that has received empirical support as an effective way to reduce problem behaviors (Hawken and amp; Horner, 2003; March and amp; Horner, 2002). The purpose of this study is to use an intervention that combined CICO with social skill instruction and academic planning with three African-American ninth-grade males identified with emotional and behavioral disorders. A concurrent baseline across participants design was used to evaluate participants' performance on academic planning and behavior. Results indicate that the combination of social skill instruction and academic planning with the CICO mentoring program improved participants' academic planning and behavior. Design/methodology/approach-This study used a concurrent multiple baseline across participants design to determine the effect of the CICO mentoring program. CICO was combined with academic planning and social skills training to determine the effect on the DRC scores and the student's educational success skills. This study included three phases: baseline, intervention (which included academic planning, social skills training and CICO) and maintenance. Findings-All of the participants were below 50 per cent during baseline for points earned on the daily report card and the execution of steps for academic planning. During intervention, all of the participants had an increase in level and trend for both skills. Participants were able to maintain the skills two weeks after intervention. Research limitations/implications-This study has several limitations. First, the study was conducted in an urban setting; therefore, it cannot be generalized to other geographical populations, such as rural or suburban students. Second, the study is not generalizable to self-contained settings, resource rooms or other school environments. Third, the use of DRC data, as opposed to direct observations of behavior, is a strong limitation. Consequently, it is possible that improvements in DRC scores were because of changes in teacher perceptions rather than actual changes in student behavior. Practical implications-The study presents several implications for future studies. First, researchers could investigate different service-level settings (e.g. self-contained or resource) and different settings (e.g. suburban or rural). Second, researchers could focus on varied populations that are targeted for inappropriate behavior or academic difficulties such as English Language Learners. Researchers could also examine the effects of tutoring with CICO and investigate if mentoring is generalizable to community settings.
Culturally responsive instruction has the advantage of helping diverse students make academic gains. The purpose of this study was to investigate the effects of culturally infused mathematics lessons on the academic achievement of five middle school Latino students with specific learning disabilities in a resource classroom. We used an ABACACA multiple treatment reversal design, in which two forms of culturally responsive instruction (B) and its modification (C) were compared with the traditional instruction (A). The results of the study indicated that the modified culturally responsive mathematics instruction (C) was associated with increases in positive gains in participants' daily mathematics quizzes. Limitations and implications are discussed in relation to culturally responsive instruction for middle school Latino students with specific learning disabilities.
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