The Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units / Janet I. GOODMAN in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.207-216 Titre : The Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units Type de document : Texte imprimé et/ou numérique Auteurs : Janet I. GOODMAN, Auteur ; Michael P. BRADY, Auteur ; Mary Lou DUFFY, Auteur ; Jack SCOTT, Auteur ; Nancy E. POLLARD, Auteur Année de publication : 2008 Article en page(s) : p.207-216 Langues : Anglais (eng) Mots-clés : bug-in-ear-technology learn-units teacher-supervision coaching feedback Index. décimale : PER Périodiques Résumé : Supervision and coaching strategies that provide immediate feedback can help improve instruction for novice teachers. In this study, feedback was provided to teachers using "bug-in-ear" technology to coach them to deliver effective instructional interactions: "learn units." Three novice teachers in K—8 classrooms with students with disabilities including emotional disorders, autism, attention-deficit/hyperactivity disorder, and developmental delays participated in the study. Results from the multiple-baseline design showed that the rate and accuracy of effective teaching behaviors increased when in-class feedback was delivered via the electronic "bugs." For two of the three teachers, these increases maintained when the instructional feedback was faded. This study extends previous research and suggests an effective coaching supervision strategy for novice teachers. En ligne : http://dx.doi.org/10.1177/1088357608324713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643 [article] The Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units [Texte imprimé et/ou numérique] / Janet I. GOODMAN, Auteur ; Michael P. BRADY, Auteur ; Mary Lou DUFFY, Auteur ; Jack SCOTT, Auteur ; Nancy E. POLLARD, Auteur . - 2008 . - p.207-216. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.207-216 Mots-clés : bug-in-ear-technology learn-units teacher-supervision coaching feedback Index. décimale : PER Périodiques Résumé : Supervision and coaching strategies that provide immediate feedback can help improve instruction for novice teachers. In this study, feedback was provided to teachers using "bug-in-ear" technology to coach them to deliver effective instructional interactions: "learn units." Three novice teachers in K—8 classrooms with students with disabilities including emotional disorders, autism, attention-deficit/hyperactivity disorder, and developmental delays participated in the study. Results from the multiple-baseline design showed that the rate and accuracy of effective teaching behaviors increased when in-class feedback was delivered via the electronic "bugs." For two of the three teachers, these increases maintained when the instructional feedback was faded. This study extends previous research and suggests an effective coaching supervision strategy for novice teachers. En ligne : http://dx.doi.org/10.1177/1088357608324713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643

Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in Children With Autism / Cassandra HOLIFIELD in Focus on Autism and Other Developmental Disabilities, 25-4 (December 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.230-238 Titre : Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Cassandra HOLIFIELD, Auteur ; Janet I. GOODMAN, Auteur ; Michael HAZELKORN, Auteur ; L. Juane HEFLIN, Auteur Année de publication : 2010 Article en page(s) : p.230-238 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study was conducted to investigate the effectiveness of a self-monitoring procedure on increasing attending to task and academic accuracy in two elementary students with autism in their self-contained classroom. A multiple baseline across participants in two academic subject areas was used to assess the effectiveness of the intervention. Both students were taught to self-monitor in language arts and mathematics with measures of attending to task and academic accuracy being collected simultaneously. Results are interpreted to conclude that the self-monitoring procedure was effective for both students and resulted in immediate increases in attending to task and academic accuracy even though results in academic accuracy were variable. Social validity was documented by the increase in two behaviors relevant for student success (attending to task and academic accuracy) and greater student independence. En ligne : http://dx.doi.org/10.1177/1088357610380137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in Children With Autism [Texte imprimé et/ou numérique] / Cassandra HOLIFIELD, Auteur ; Janet I. GOODMAN, Auteur ; Michael HAZELKORN, Auteur ; L. Juane HEFLIN, Auteur . - 2010 . - p.230-238. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.230-238 Index. décimale : PER Périodiques Résumé : This study was conducted to investigate the effectiveness of a self-monitoring procedure on increasing attending to task and academic accuracy in two elementary students with autism in their self-contained classroom. A multiple baseline across participants in two academic subject areas was used to assess the effectiveness of the intervention. Both students were taught to self-monitor in language arts and mathematics with measures of attending to task and academic accuracy being collected simultaneously. Results are interpreted to conclude that the self-monitoring procedure was effective for both students and resulted in immediate increases in attending to task and academic accuracy even though results in academic accuracy were variable. Social validity was documented by the increase in two behaviors relevant for student success (attending to task and academic accuracy) and greater student independence. En ligne : http://dx.doi.org/10.1177/1088357610380137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

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