Targeting Performance Dimensions in Sequence According to the Instructional Hierarchy: Effects on Children’s Math Work Within a Self-Monitoring Program

Lannie, Amanda L.; Martens, Brian K.

doi:10.1007/s10864-008-9073-2

Cited by 20 publications

(13 citation statements)

References 19 publications

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“…For example, Kern et al (2002) had students complete a class evaluation sheet daily with questions asking how much they enjoyed class that day, and the teacher completed the Teacher Acceptability Rating Form-Revised (Reimers et al, 1992). Lannie and Martens (2008) and Lane, Royer, et al (2015) had students complete the Children's Intervention Rating Profile (Witt & Elliott, 1985) and Skerbetz and Kostewicz (2015) used teacher and student surveys with high results.…”

Section: Discussionmentioning

confidence: 99%

“…Offering a choice of reinforcer to work toward after a task is completed (e.g., "When you complete your assignment, would you like iPad time, to run an errand for me, or to tell the class a joke?") is another form of choice paired with instruction that can provide extra motivation to increase task completion rate, task accuracy, and appropriate on-task behavior (Lannie & Martens, 2008;Mechling, Gast, & Cronin, 2006;Skerbetz & Kostewicz, 2015).…”

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confidence: 99%

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A Systematic Review of the Evidence Base for Instructional Choice in K–12 Settings

Royer

Lane

Cantwell

et al. 2017

Behavioral Disorders

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Since the Individuals With Disabilities Education Improvement Act (IDEA; 2004), more and more schools have implemented tiered systems to support academic, behavioral, and social needs of all students (Prasse et al., 2012; Sailor, 2015). Such tiered systems include academic response to intervention (RtI; Fuchs & Fuchs, 2006), positive behavioral interventions and supports (PBIS; Horner & Sugai, 2015), and comprehensive, integrated, three-tiered (Ci3T; Lane, Oakes, & Menzies, 2014) models of prevention, all working to intervene at the first sign of student difficulty using systematic data-based decision making. These graduated systems of support generally include three levels. At Tier 1, supports such as research-or evidence-based core curricula, effective classroom management and organization, and effective teaching strategies; school-wide expectations reinforced with behavior-specific praise; and validated social skills curricula (e.g., antibullying, antidrug, character building) are provided to all students. For students needing additional support as evidenced, for example, by scoring at moderate or high risk on a universal behavior screener (e.g., Student Risk Screening Scale; Drummond, 1994) or scoring below grade level during academic benchmarking, Tier 2 supports are available, usually within small groups or as other low-intensity interventions. Tier 3 supports are intensive, individualized interventions provided to the few students with the greatest risk elements, who need more than Tier 1 and Tier 2 provisions (Fairbanks, Sugai, Guardino, & Lathrop, 2007). Within tiered systems, many educators seek low-intensity strategies to support student academic and behavioral success, including instructional choice, scaffolding independent work, peer tutoring, increasing opportunities to respond, and behavior-specific praise (Niesyn, 2009; Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008), and student-level strategies such as self-monitoring and behavior contracts (Lane, Menzies, Bruhn, & Crnobori, 2011). Instructional choice is a versatile strategy that can be incorporated into daily planning at Tier 1 and be used as an intervention for students who need Tier 2 support (Lane, Menzies, Ennis, & Oakes, 2015). Instructional choice occurs when "the student is provided with two or more options, is allowed to independently select an option, and is provided with the selected option. .. within 688655B DXXXX10.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

A Systematic Review of the Evidence Base for Instructional Choice in K–12 Settings

Royer

Lane

Cantwell

et al. 2017

Behavioral Disorders

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“…Lannie and Martens () demonstrated that contingent reward can be used to effectively improve students math computation fluency. For the Reward condition, a unique set of multiplication and division facts was randomly assigned to this condition.…”

Section: Study 1 Methodsmentioning

confidence: 99%

Selecting Effective Interventions to Increase Math Computation Fluency via Brief Experimental Analyses

Reisener

Dufrene

Clark

et al. 2015

Psychology in the Schools

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In a response to intervention RtI paradigm, the use of brief experimental analyses (BEAs) for identifying effective interventions for elementary and middle school students struggling with math is a relatively new area of research. This investigation includes two studies, both of which employed a brief multielement design and an extended analysis to evaluate the effects of a variety of empirically supported math computation fluency interventions. Results indicated variability within and across the participants in response to the empirically supported interventions. Visual analysis of the data indicated that all students responded favorably to at least one intervention during the BEA. Additionally, all students demonstrated continued performance improvements during extended analyses and an intervention phase when the indicated intervention was implemented in isolation. Thus, this investigation supports the use of BEAs in identifying effective interventions for students struggling with mathematics computation fluency.

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“…An educational setting may not present the necessary opportunities for teachers to present cues or reward students continuously, which would make them responsible for their behaviors. Students who have self-management skills can learn by themselves and behave appropriately without external control (Apple, Billingsley and Schwartz, 2005;Gureasko-Moore, DuPaul and White, 2007;Koegel and Frea, 1993;Lannie and Martens, 2008;Newman, Buffington and Hemmes, 1996;Pierce and Schreibman, 1994;Reid, Trout and Schartz, 2005;Reinecke, Newman and Meinberg, 1999;Stahmer and Schreibman, 1992). Therefore, students should be taught selfmanagement strategies to help them assume responsibility for their behaviors (Schloos and Smith, 1994).…”

Section: Introductionmentioning

confidence: 99%

Zihin Yetersizliği Olan Öğrencilere Yemek Pişirme Becerilerinin Öğretiminde Kendine Yönerge Verme Öğretme Stratejileri ile Resimli İpuçlarının Etkililiği / The Effects of Picture Cues and Self-Instruction in Teaching Cooking Skills to Children with Intellectual Disabilities

Dağseven-Emecen¹,

Aykut²,

Karasu³

et al. 2019

kalem

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Literature consists of studies in which picture cues are used for teaching cooking skills. The purpose of this study is to investigate the effect of using the self-instruction strategy and picture cues together in teaching food preparation-cooking-skills to stu-Dr.Öğr.Ü. Deniz DAĞSEVEN-EMECEN/Doç.Dr. Çığıl AYKUT/Doç.Dr. Necdet KARASU/Dr.Öğr.Ü. Eylem DAYI 436 dents with intellectual disabilities. Three students with intellectual disabilities participated in the study. The study applied a multiple probe design across participants. Using picture cues and self-instruction strategies together was found to be effective in teaching food preparation skills to students with intellectual disabilities. Participants maintained the targeted skills after 4 months of participating in the study. Findings were discussed and suggestions are presented for future research in this article.

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Targeting Performance Dimensions in Sequence According to the Instructional Hierarchy: Effects on Children’s Math Work Within a Self-Monitoring Program

Cited by 20 publications

References 19 publications

A Systematic Review of the Evidence Base for Instructional Choice in K–12 Settings

A Systematic Review of the Evidence Base for Instructional Choice in K–12 Settings

Selecting Effective Interventions to Increase Math Computation Fluency via Brief Experimental Analyses

Zihin Yetersizliği Olan Öğrencilere Yemek Pişirme Becerilerinin Öğretiminde Kendine Yönerge Verme Öğretme Stratejileri ile Resimli İpuçlarının Etkililiği / The Effects of Picture Cues and Self-Instruction in Teaching Cooking Skills to Children with Intellectual Disabilities

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