How can an understanding of cognitive style enable trainee teachers to have a better understanding of differentiation in the classroom?

Evans, Carol; Waring, Michael J.

doi:10.1007/s10671-011-9101-1

Cited by 5 publications

(3 citation statements)

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“…Systems of reinforcement (consequences that increase the chance of a behaviour occurring again in the future) should be appropriately applied to suit the individual child (Hayward et al, 2009). This recommendation of applying techniques that suit the individual child is known as differentiation, an inclusive educational concept of teaching and adapting to meet individual needs (Evans & Waring, 2011). This is a central concept of implementing ABA, as individualization is integral in ABA programming, including the goals, reinforcement, and behaviour protocols (Dunlap, Kern, & Worcester, 2001).…”

Section: Picture Exchange Communication System (Pecs) (A Form Of Augmentative Communicationmentioning

confidence: 99%

“…It allows educators to use strategies that may have been designed for a particular subgroup of children, like ABA, with the whole group, for the benefit of the whole group (Jimenez, Graf, & Rose, 2007). Differentiation is the adaptation of educational activities and teaching techniques to involve individual students' interests, skill levels, and goals in order to support each child in the class (Evans & Waring, 2011). With differentiation, the teacher may use some strategies with a small sub-set of children that are not appropriate for the whole group.…”

Section: Inclusionmentioning

confidence: 99%

“…These two concepts have similar outcome goals. However these concepts also differ, as universal design focuses on a group of students (Jimenez, Graf, & Rose, 2007) whereas differentiation focuses on individual students (Evans & Waring, 2011). Changes in teaching strategies in inclusive practices can include the implementation of ABA, which can specifically increase the inclusion of children with ASD.…”

Section: Inclusionmentioning

confidence: 99%

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Perceptions of effective implementation of applied behaviour analysis (ABA) in schools

Cowan¹

2021

Preprint

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Policy/Program Memorandum Number 140 outlines the requirements for Ontario school boards to incorporate principles of Applied Behaviour Analysis (ABA) into school programs for students with Autism Spectrum Disorder (ASD). With increasing numbers of children being diagnosed with ASD, it is important to assess the facilitators and barriers in implementing this policy, and work towards effective academic and social inclusion. Through individual interviews and follow-up questionnaires, four behaviour therapists provided their perceptions and experiences of ABA in the classroom. A thematic analysis yielded five main themes: reinforcement in the classroom, consistency, ABA and behaviours in the classroom, collaboration, and attributions. These themes are interpreted using a social model of disability and a children’s rights lens to answer the research question: what are the facilitators and barriers to the effective implementation of ABA in schools? Limitations, recommendations for future research, and practical recommendations are discussed. Key words: Applied behaviour analysis, PPM 140, autism spectrum disorder, inclusion, social model of disability

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Section: Picture Exchange Communication System (Pecs) (A Form Of Augmentative Communicationmentioning

confidence: 99%

Section: Inclusionmentioning

confidence: 99%

Section: Inclusionmentioning

confidence: 99%

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Perceptions of effective implementation of applied behaviour analysis (ABA) in schools

Cowan¹

2021

Preprint

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Diversification of teaching cognitive styles in higher school as a factor of enhancing the quality of teaching accounting the best European practices

Kats

2021

SHS Web Conf.

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In the modern conditions, one of the teacher’s leading tasks is achievement of high quality of teaching based on the analysis and accounting of the best European practices, which can be actualized in the context of a research on teaching cognitive styles. The relevance of a research is as follows: teaching cognitive style causes features of an individual style of teacher’s professional activity. The purpose of the article is in determination of inter-relation between the research on teachers’ cognitive styles and realization of practical aspects of teaching accounting the best European practices. It is formulated that the research of teaching cognitive styles is one of the priority directions of the research which is caused by the need for enhancing the quality of teaching in higher school within achievement of high level of pedagogical mastery. It is proved that inter-disciplinary study of Russian and foreign researchers is aimed to establish individual differences in the ways of teacher’s work with information, to model variable situations of pedagogical interaction accounting diversification in models of teachers’ intellectual behavior in higher school. The article is intended for the researchers, and teachers-practitioners.

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Integrating Differentiation in English Education Methods Courses: Learning from the Perceptions and Experiences of Teacher Candidates

West

2016

The Teacher Educator

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How can an understanding of cognitive style enable trainee teachers to have a better understanding of differentiation in the classroom?

Cited by 5 publications

References 32 publications

Perceptions of effective implementation of applied behaviour analysis (ABA) in schools

Perceptions of effective implementation of applied behaviour analysis (ABA) in schools

Diversification of teaching cognitive styles in higher school as a factor of enhancing the quality of teaching accounting the best European practices

Integrating Differentiation in English Education Methods Courses: Learning from the Perceptions and Experiences of Teacher Candidates

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