EFFECTS OF COOPERATIVE LEARNING GROUPS DURING SOCIAL STUDIES FOR STUDENTS WITH AUTISM AND FOURTH-GRADE PEERS

We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention.     

The effects of multi-component,assessment-based curricular modifications on the classroom behavior of children with emotional and behavioral disorders

In this study, academic task assignments were modified in an effort to improve the conduct and task performance of three students with emotional and behavioral disorders. Functional assessments, including interviews and direct observations, were conducted to identify variables that affected the performance of each student during problematic assignments. The assessments implicated several variables for each student. These variables were then used as guides to modify the problematic tasks. The modifications resulted in reduced levels of problem behaviors and increased rates of task engagement, work productivity and accuracy for each of the students. The effects were demonstrated within ongoing academic activities and replicated through the use of reversal designs. The findings are discussed in relation to the practical process of functional assessment and the relevance of curricular and instructional arrangements to the occurrence of disruptive behavior.     

A COMPARISON OF TWO PROCEDURES FOR PROGRAMMING THE DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIORS

The relative effectiveness of two methods of programming DRO schedules of reinforcement was examined in two experiments. In these two methods, reinforcement is delivered if inappropriate responding is not occurring (a) at the end of an interval (momentary DRO), or (b) throughout the entire interval (whole-interval DRO). In Experiment 1, the effects of these schedules on disruptive responding of three retarded students were assessed in a multiple-baseline design. For two students, the momentary schedule occurred first and was ineffective, whereas the whole interval that followed was effective; for the third student, the whole-interval schedule occurred first and was effective, and reduced responding was maintained under the momentary schedule. In Experiment 2, baseline and the two DRO schedules were each presented in random order each day to one student in an alternating treatments design. The momentary DRO schedule reduced responding, but the whole-interval schedule was more effective.     

TRAINING PEERS TO TUTOR: EVALUATION OF A TUTOR TRAINING PACKAGE FOR PRIMARY LEARNING DISABLED STUDENTS

Peer tutoring—academic instruction given by a student to a same-aged classmate—can be a cost-effective way of providing needed instruction in the typical classroom where one teacher must deal with many students of varying ability levels. This study evaluated an instructional package as a training method for increasing the use of selected tutoring behaviors by peer tutors. Nine male students, aged 7 to 9 years, from a learning disabilities resource room served as subjects; four subjects served as tutors, four as students, and one as a generalization student who was assigned to all tutors during generalization testing. Subjects were assigned to tutor-student pairs based on their performances on a pretest of the 220 Dolch Basic Sight Words, with the subjects scoring highest on the pretest serving as tutors. Each tutor worked with his assigned student throughout the study, except for pre- and posttest sessions with the generalization student. During daily sessions, tutors trained their students to recognize sight words using 10 flash cards, each with 1 of the Dolch words printed on it. Training was conducted with all four tutors in a group and was evaluated using a multiple baseline design across three classes of tutoring behaviors: Preparation Behaviors, Prompting Behaviors, and Praising Behaviors. Training consisted of: (a) verbal instructions on how to perform the tutoring behaviors; (b) charts illustrating the appropriate tutoring behaviors with stick figures; (c) role playing with each tutor with the experimenter playing the part of the student and giving feedback and verbal reinforcement to the tutor for performance of the appropriate tutoring behaviors; and (d) verbal testing of each tutor by asking him to state orally the behaviors he was to perform. Training sessions took approximately 30 minutes for each of the 3 classes of tutoring behaviors. Results showed an increased use of tutoring behaviors by tutors as a function of the instructional package. Increases in tutoring behaviors were also observed during postintervention generalization testing of tutors instructing their regular student in new subject matter (math). Data taken from pre-, mid-, and postintervention testing of the 220 Dolch Words showed an increase of identifiable sight words by both students and tutors after completing the peer tutoring program. This study demonstrates that a simple tutor training package can be employed to teach young, special education students to serve as effective tutors for their peers. In addition, the academic gains evidenced by the subjects lend positive support to the effectiveness of peer tutoring programs and specifically to the research of Dineen, Clark, and Risley (Journal of Applied Behavior Analysis, 1977, 10 , 231–238) which demonstrated the educational benefits of tutoring incurred by the tutor as well as by the student.     

Seeing the Complexity of Standing to the Side: Instructional Dialogues

In this article, we analyze the complexity of using instructional dialogues in the teaching of mathematics. We trace a 10-lesson unit on functions and their graphs taught by Magdalene Lampert to a 5th-grade classroom. We use this trace to help analyze and systematize the complexity of the classroom discourse. Analysis shows that Lampert's instructional dialogues served 2 purposes: They developed coconstructed instructional explanations of the key mathematical concepts, and they allowed the class to navigate a meaningful path through the relevant mathematics. In creating an instructional explanation, the class as a group flagged the central questions, coordinated and differentiated between the central ideas, and anticipated and made public potential errors. Although misconceptions were often raised as part of the public knowledge space, students individually and collectively resolved these misconceptions publicly through the dialogues. The path through the mathematics was supported through the careful use of agendas, sets of conditions under which an aside was taken from the agendas, and the careful problematizing of the mathematics. Routines, metatalk, and the crafting and maintenance of the intellectual climate played important roles in supporting the instructional dialogues. In the cases of routines and metatalk, we make comparisons to other instances of expert teaching. We also show evidence of student engagement and significant student learning that transcended individual participation patterns. We explore implications for teacher education.     

Students' perspectives on their high school experience

This study explored students' levels of belonging and engagement in high school by obtaining their perspectives on the instruction, teachers, friends, and activities in their school. We interviewed 33 students from seven comprehensive high schools in Richmond, Virginia. Students indicated that they were more engaged when the instructional program included authentic learning experiences, teachers who provided challenging activities and showed interest in student learning, and a school day that supported interpersonal relationships with peers and adults. It was concluded that, to promote belonging and engagement, school personnel should attend to the quality of student learning and relationships.     

Teacher-control versus student-control over choice of task and reinforcement for students with severe behavior problems

Increasing self-control for students with severe disabilities is an important step toward normalization. The classroom is one setting in which opportunities for self-control can be created. The effects of teacher-control versus student-control over academic task and reinforcement selection were evaluated for three 11-to 13-year-old males with severe behavior problems. Under student-control conditions students were able to select rewards and tasks from lists generated by the teacher; in the teacher-control conditions, the teacher selected rewards and tasks but attempted to make similar selections to those made by the students. An alternating treatments design was implemented. In Phase 1, task completion was the target behavior; in Phase 2 task accuracy was the target behavior. Task performance improved when the student, rather than the teacher, had control over task assignments and choice of reinforcement. While either student control of reinforcement or student control of task assignment resulted in higher performance than did teacher-control, the most effective instructional situation was the two procedures combined. This effect was apparent even when students and teachers selected the same tasks and the same reinforcers. Implications for increasing student-control over some classroom decisions are discussed.deceased.     

STIMULUS (INSTRUCTIONAL) FADING DURING EXTINCTION OF SELF-INJURIOUS ESCAPE BEHAVIOR

Three individuals with developmental disabilities were exposed to a series of assessment conditions to identify the source of reinforcement for their self-injurious behavior. In each case, self-injury occurred most often in instructional (demand) situations containing a brief time-out from the task contingent on self-injury, indicating that the behavior was an escape response (i.e., maintained by negative reinforcement). Treatment was implemented in a multiple baseline across subjects design and consisted of extinction (prevention of escape) plus instructional fading (initial elimination of instructions followed by their gradual reintroduction). Results showed that the combined treatment produced immediate and large reductions in self-injury that were maintained as the frequency of instructions was increased across sessions to match the original baseline rate of presentation. Results of a component analysis conducted with 1 subject suggested that stimulus fading accelerated the behavior-reducing effects of extinction.     

大学生学习体验与学习结果的关系：学生投入的中介作用

选取3063名大学二年级本科生（平均年龄19.76 ± 0.73岁）为被试,考察大学生投入在学习体验（课堂学习体验和课外学习体验）和学习结果（学业成就、共通能力和学习满意度）间的中介作用。结果发现：（1）大学生投入在学习体验和学业成就间起部分中介作用;（2）大学生投入在学习体验和共通能力间起完全中介作用;（3）大学生投入在学习体验和满意度间起部分中介作用。     

Future time orientation predicts academic engagement among first‐year university students

Background. Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under‐researched factor that may significantly influence student engagement. Aims. This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose that there are significant relationships between psychological and behavioural elements of student engagement. We also posit that time orientation is an important factor in facilitating psychological and behavioural elements of student engagement. Sample. Participants (N=347) were first‐year undergraduate students who had completed one semester of study and re‐enrolled for a further semester of study at an Australian university. Methods. Participants were surveyed using instruments designed to measure Academic Application, Academic Orientation ( McInnis, James, & Hartley, 2000 ), Time Perspective ( Zimbardo & Boyd, 1999 ), the shortened version of the Study Process Questionnaire ( Fox, McManus, & Winder, 2001 ) and hours spent preparing for class. Results. There were interrelationships between the elements of student engagement (e.g. Academic Application) with productive educational behaviours (e.g. deep approach to learning). Students' perceptions of time appeared as a key factor mediating levels of Academic Application and Academic Orientation. Orientation to the Future emerged as a significant predictor of these elements of engagement. Conclusions. Future orientation emerged as an important factor mediating students' academic engagement in these students who completed one semester of study. Interventions focusing on the development of time perspective may be helpful in encouraging and supporting academic engagement and, ultimately, persistence in higher education.     

Check & Connect: The importance of relationships for promoting engagement with school

The purpose of this study was to examine whether the closeness and quality of relationships between intervention staff and students involved in the Check & Connect program were associated with improved student engagement in school. Participants included 80 elementary and middle school students referred to the Check & Connect program for poor attendance, an early sign of disengagement, while in elementary school. After accounting for student risk and prior attendance, student and interventionist perceptions of the closeness and quality of their relationship were found to be associated with improved engagement in terms of school attendance, and interventionist perceptions of their relationships with students were associated with teacher-rated academic engagement (e.g., prepared for class, work completion, persistence). The importance of designing and evaluating relationship-based interventions for students at-risk for school failure is discussed.     

Hub‐and‐Spoke Student Blogging and Advantages for Classroom Discussion

This essay argues for a particular form of student blogging as a powerful tool for generating and sustaining student engagement and conversation. After a brief discussion of pedagogical principles, “hub‐and‐spoke” blogging is presented as a means to facilitate a more student and discussion‐centered classroom. Based upon recent research and the author's experience, blogging is shown to have a significant impact on both student and instructor preparation for class and to positively shape instructional time.     

Teacher beliefs,teacher characteristics,and school contextual factors: What are the relationships?

Background. There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. Aims. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio‐economic level of school and class level), and three teacher socio‐psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. Sample. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio‐economic areas and from rural and urban locations within New Zealand. Method. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio‐psychological beliefs and the teacher and school factors included in the study. Results. Mastery‐oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio‐economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Conclusions. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes.     

Response persistence: the effects of stimulus control on negatively reinforced problem behavior in a concurrent operant

In the context of instructional demands, compliance and problem behavior can be considered concurrent operants. Of applied interest is increasing one response (i.e., compliance) while decreasing the other (i.e., problem behavior). Strategic arrangement of reinforcement can alter response allocation accordingly. Such schedules can also influence response persistence and generalization. A case study is used to illustrate the effects of stimulus-reinforcer relations in a concurrent-operants arrangement involving an adult with developmental disabilities and problem behavior. Results are discussed in the context of basic operant research findings in the areas of stimulus control and behavioral persistence.     

Teaching chained skills in a non-school setting using a divided half instructional format

This investigation evaluated the use of dyadic instructional arrangements in teaching chained skills to four students with moderate mental retardation. Each instructional dyad consisted of two students. Each of the three cooking skills was divided into two equal parts, and each student in a dyad received direct instruction on one part of the task analysis during each instructional session. During the following session, the two parts were reversed and a student received instruction on the second part. A constant time delay procedure was used to teach the targeted skills in an off-campus setting. A multiple probe design across skills and replicated across students evaluated the effectiveness of the instructional procedure and teaching arrangement. Results indicate that each of the four students learned the three cooking skills. Implications for future research are discussed.     

Reversed PREE under multiple schedules: Exploration of a modulation hypothesis

When reinforcer rates are manipulated in within-subjects designs, persistence in subsequent extinction trials is sometimes greater to the response alternative associated with the higher reinforcer rate (“reversed” partial reinforcement extinction effect, RPREE). The RPREE is often held to be a contradiction to the conventional PREE. To explore the interaction between these effects, student subjects were exposed to a multiple high-density and low-density reinforcement schedule, then to extinction conditions. Subjects in two control conditions received the high- and low-density schedules only. For all groups, general extinction persistence was elevated, and a within-subjects RPREE occurred under the multiple schedule. The RPREE was caused by the low-density component increasing persistence to the high-density component; the high-density component did not decrease persistence to the low-density component. These results support the view that the RPREE may be a within-subjects effect of the conventional PREE.     

ACQUISITION OF ADJECTIVES AND ADVERBS IN SENTENCES WRITTEN BY HEARING IMPAIRED AND APHASIC CHILDREN

The effect of an instructional package, which included modeling, reinforcement, and remedial feedback on the rate, accuracy, and topography of sentences composed by four hearing impaired and aphasic children, was examined. In a specially designed classroom, students wrote sentences describing a stimulus picture on acetate sheets placed on the stage of an overhead projector which was built into each student's desk. This arrangement provided the teacher and other students immediate and continuous visual access to each student's sentences. In a multiple baseline design across behaviors, model sentences were projected and token reinforcment and remedial feedback were made contingent upon writing correct sentences containing prenominal adjectives only, then adverbs only, then prenomial adjectives plus adverbs. During baseline all students displayed poor written language skills and seldom wrote sentences containing modifiers. When the instructional package was implemented, all students demonstrated significant increases in response rate, accuracy, and percentage of correct sentences including prenominal adjectives and adverbs.     

Instructional and behavior management practices implemented by elementary general education teachers

This investigation examined 317 general education kindergarten through fifth-grade teachers' use of instructional and behavioral management strategies as measured by the Classroom Strategy Scale (CSS)-Observer Form, a multidimensional tool for assessing classroom practices. The CSS generates frequency of strategy use and discrepancy scores reflecting the difference between recommended and actual frequencies of strategy use. Hierarchical linear models (HLMs) suggested that teachers' grade-level assignment was related to their frequency of using instructional and behavioral management strategies: Lower grade teachers utilized more clear 1 to 2 step commands, praise statements, and behavioral corrective feedback strategies than upper grade teachers, whereas upper grade teachers utilized more academic monitoring and feedback strategies, content/concept summaries, student focused learning and engagement, and student thinking strategies than lower grade teachers. Except for the use of praise statements, teachers' usage of instructional and behavioral management strategies was not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. HLMs suggested that teachers' grade level was related to their discrepancy scores of some instructional and behavioral management strategies: Upper grade teachers had higher discrepancy scores in academic performance feedback, behavioral feedback, and praise than lower grade teachers. Teachers' discrepancy scores of instructional and behavioral management strategies were not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. Implications of results for school psychology practice are outlined.     

SEPARATE AND COMBINED EFFECTS OF METHYLPHENIDATE AND A BEHAVIORAL INTERVENTION ON DISRUPTIVE BEHAVIOR IN CHILDREN WITH MENTAL RETARDATION

We investigated the separate and combined effects of a behavioral intervention and methylphenidate (Ritalin®) on disruptive behavior and task engagement in 3 children with severe to profound mental retardation. The behavioral intervention involved differential reinforcement of appropriate behavior and guided compliance. All 3 children demonstrated decreased disruptive behavior and improved task engagement in response to the behavioral intervention. Two of the 3 children demonstrated similar improvement in response to methylphenidate. Although both interventions were highly effective for these 2 participants, the relative efficacy of the interventions varied between the 2 children. There was no evidence of an additive or synergistic effect of the two interventions, but the high efficacy of each intervention alone limited our ability to detect such effects.