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Effects of graphic organizer usage when used for the literacy instruction of children with disabilities
Get PDFThis case study researched the effects of graphic organizer usage in a literacy intervention. The participant was a fifth grade girl with a speech and language impairment and an intellectual disability. She was referred to the researcher by the elementary school because she struggled with literacy skills. The intervention was created to meet several of the common core standards and was executed in compliance with the state educational laws. The intervention sessions met for sixty minutes at a time for a total of fourteen meetings. During that time the researcher and participant worked in a one on one setting, using grade appropriate textbook and graphic organizers. The results of the intervention suggest that graphic organizers are effective tools to use when teaching literacy skills to students with disabilities
Effects of reciprocal teaching on comprehension in a third grade classroom
Get PDFMany students who can easily decode text still struggle with deriving meaning from the words they read. One method of instruction that addresses comprehension is reciprocal teaching. In the following research student, four third grade students participated in a small reading group in which the four strategies of reciprocal teaching, question generating, predicting, clarifying , and summarizing, were modeled and practiced. Students were evaluated on their level of comprehension before and after the study. At the end of the study, data presented shows support for the use of reciprocal teaching to increase comprehension
Motivation and syllabification intervention
Get PDFThe purpose of this study was to explore the effect of syllabification and extrinsic motivators on the decoding skills of one 12-year-old African American male with severe reading deficits. The student was from a large urban district and attended a public school where he received Individualized Education Plan (IEP) services for a Specific Learning Disability (SLD). The subject participated in six sixty-minute sessions over the course of four weeks, engaging in phonics strategies that centered around a third-grade level novel the participant choose. He was also subject to external, student-led trackers that monitored progress in the areas of decoding and vocabulary. While quantitative and qualitative evidence report a child who is willing to apply new literacy strategies and take academic risks, there were substantial limitations to the study, including time and a lack of post-intervention data. The case study did, however, reinforce that students with high ego-value who are historically likely to disengage in the face of challenging or unfamiliar academic tasks may respond positively to external motivators and identity-centered interventions
Effects of multisensory phonics on students with cognitive disabilities
No full textThe researcher conducted a study on the impact of the Orton-Gillingham Multisensory Approach (OGMA) to Phonics on reading levels in high school students with moderate- to high-functioning cognitive disability (see Appendix A for OGMA; see Appendix B for phonics chart). The research question was: To what extent does the OGMA to Phonics affect reading levels in moderate- to high-functioning high school students with an identified cognitive disability? The hypothesis stated there would be growth in reading fluency, comprehension, phonics and eye-tracking, while the null hypothesis stated there would be no growth. This quantitative quasi-experimental study used pre- and post-tests, created by Mindplay Educational Software (2011), to determine the effectiveness of the OGMA to phonics. Nine participants received the intervention, the independent variable; the post-test assessment results were the dependent variable
Increasing motivation to read in a grade three classroom through the use of tangible and intangible incentives
Get PDFThis is a study conducted in a 3rd grade classroom to see if implementing incentives, both tangible and intangible, would increase student motivation to read within the classroom environment. The study was administered for six weeks during the 2011-2012 academic school year in Janesville, Wisconsin. The researcher found a correlation between receiving incentives and an increase in motivation to read in the 3rd grade environment. The data collected concluded that as incentives increased, so did motivation to read within the classroom
Evidence-Based interventions to improve adolescent immunosuppression adherence post-solid organ transplant: a literature review
No full textNon-adherence to immunosuppressant regimens after solid organ transplant is a leading cause of morbidity in adolescents. However, little research exists related to the types of interventions that promote adherence in this vulnerable population. The purpose of this literature review is to identify perceived barriers to immunosuppressive therapies and what evidence-based behavioral and educational interventions improve adherence to those therapies in adolescents post solid organ transplant. Results suggest that family efficacy and social learning factors, combined with behavioral and educational interventions, are important in improving adolescent adherence to immunosuppressive regimens
When time matters: factors predicting the time to an autism spectrum disorder diagnosis
No full textEarly intervention is widely considered to be desirable for children with a diagnosis of Autism Spectrum Disorder (ASD), for when intervention is started at an earlier age, the treatment may be more beneficial to their developmental functioning (Kabot, Masi, & Segal, 2003). Therefore, the present study considered multiple factors that may have a relationship with the course and length of the diagnostic process. Participants in the present study were the primary caregivers of children with a diagnosis of ASD. The study considered several factors that may relate to the length of the diagnostic process: age at first evaluation for ASD, age at diagnosis, symptom presentation of ASD, and severity of ASD. The parent specific variables of parental familiarity with ASD and whether the parent asserted an opinion as to whether their child did or did not have ASD (and the strength of this assertion) were also measured. These factors were gathered through a parent survey, and also obtained from the diagnostic evaluation in the child’s clinic record. Correlations and multiple regression analyses indicated a significant relationship between the length of the diagnostic process and age of first evaluation for ASD, diagnosis age, and the CARS severity score. This study has several implications for the treatment of ASD. The identification of factors related to the diagnostic process may enable mental health professionals to find ways to address these factors and expedite the evaluation process, thereby providing intervention services in the most timely manner
Educational approaches targeted at African American women at risk for cardiovascular disease and stroke: an integrative review
No full textAlthough there has been considerable improvement in the health of African American women through educational interventions, it has yet to be determined which modifying factors and constructs inform nursing educational interventions targeted at health seeking behaviors of this vulnerable population. Studies included in this literature review focused on the health behaviors and health beliefs of African American women. Using the Health Belief Model (HBM) as a framework, the author analyzed selected studies of African American women at risk for CVD and stroke. Educational interventions that were used in the reviewed research were categorized as nurse mediated motivational counseling, Lifestyle classes, Faith-Based educational programs, Nurse lead classes on risk factors, and Use of lay health advisors. These interventions correspond to the following HBM factors; Perceived Susceptibility, Self-Efficacy, Cues to action, Perceived Barriers, Perceived Benefits, and Perceived Severity. These factors may be helpful in constructing educational programs that will have an impact on the risk behavior of African American women
Curriculum Design in Special Education: Factors and Influences
Get PDFThe purpose of this study was to depart from theory and focus on the realities of day to day decisions special education teachers are asked to make. The chief purpose of this study was to gain insight into the factors that influence curriculum design such as high stakes testing, teacher experience, knowledge of content, teacher training, collaboration and materials. In order to do so, the researcher designed an on-line survey that focused on curriculum design. Additional information and insights were gleaned from the study. For example, were teachers using Common Core Standards (CCS) as a measuring stick when designing curriculum and choosing materials? Were teachers employing best practices when designing curriculum? Were teachers balancing priorities, such as IEP goals, high stakes tests and class pace? Were students given the opportunity to gain access to and progress in the general education curriculum? It is important to examine authentic day to day instructional decisions and activities in order to understand gaps between best practice research and legislative demands and actual classroom practices. It was the hope of the researcher that this study would determine whether there was a need for more instructional materials and/or further professional development for the special education staff members taking part in the study
Improving reading comprehension: using before, during, and after questioning with second grade students
Get PDFSome second grade students have difficulty comprehending what they read. This can be due to students not focusing on the plot of the story. This study investigates whether developing questions before, during, and after reading increases reading comprehension. During this six week study, four students who struggled with comprehension, were explicitly taught how to develop questions and then were given time to practice this strategy. A pretest and a posttest were given in order to evaluate student progress. This research shows that the questioning comprehension strategy had a positive impact on most students\u27 comprehension