dpg dissertation defense_06-26-13
DESCRIPTION
TRANSCRIPT
Dennis GarlandMajor Professor: Lisa Dieker, Ph.D.
University of Central FloridaSummer Term 2013
Virtual Coaching of Novice Science Educators to Support Students with Emotional
and Behavioral Disorders
Virtual Coaching of Three-Term Contingency Trials to Novice Teachers in Inclusive Science Classrooms
Problem Background IV/Input DV/ Outcomes
Novice teachers lack classroom management skills necessary to support the inclusion of students with EBD in science classrooms.
Literature Literature
“Inadequacy and unpreparedness” (Katz, 1972, p. 51)
Reluctant to include students with EBD (Mastropieri & Scruggs, 2001)
Unable to meet the needsof general education students(Jolivette, Stichter, & McKormick, 2001)
Fail to use practices associated with best outcomes for students with EBD (Simpson, Peterson, & Smith, 2011)
Fail to adapt instruction to the needs of their students(Baker & Zigmond, 1995)
Bug-in-the-Ear Technology
Increase geographic area from which supervision of novice teachers takes place (Scheeler, McKinnon, & Stout, 2012).
Provide opportunity for immediate feedback (Rock et al., 2009).
Enable novice teachers to learn discreetly while teaching (Scheeler et al., 2012).
Engaging contentfor students with EBD (Scruggs & Mastropieri, 2007)
Improve postsecondary
outcomes (Gillies, 2008)
< 56% spend 40% or more of their day in a general education classroom (USDOE, 2011)
Receive 0.02- 0.16 opportunities torespond per minute from their teachers (Sutherland & Wehby, 2001)
Fed.
EHCA
REI
Honigv. Doe
IDEA/ESEA
ACA
Novice teachers lack classroom management skills necessary to support the inclusion of students with EBD in science classrooms.
Student
SES
Socio-Emotional
Behavioral
Dropout
Jail
School
PBIS
Low rates of
inclusionfor
studentswithEBD.
Teacher
Low rate ofOTR.
Lowuse ofpraise.
Using EBPwith lowfidelity.
Virtual Coaching of Three-Term Contingency Trials to Novice Teachers in Inclusive Science Classrooms
Problem Background IV/Input DV/ Outcomes
Research
Multiple Baseline Across Participants
Tau-U Analysis of Nonoverlap and Trend
Social Validity Survey
Coachingcompletionof TTCtrials.
BIE
Fed.
EHCA
REI
Honigv. Doe
IDEA/ESEA
ACA
Novice teachers lack classroom management skills necessary to support the inclusion of students with EBD in science classrooms.
Student
SES
Socio-Emotional
Behavioral
Dropout
Jail
School
PBIS
Low rates of
inclusionfor
studentswithEBD.
Teacher
Low rate ofOTR.
Lowuse ofpraise.
Using EBPwith lowfidelity.
NoviceScienceTeachers
Studentswith EBD
Virtual Coaching of Three-Term Contingency Trials to Novice Teachers in Inclusive Science Classrooms
Problem Background IV/Input DV/ Outcomes
Name Grade Years Teaching
Previous Career
Age Ethnicity Total Class
Enrollment
Behavior Management
ExperienceEliza 7 2.5 Early
Childhood Teacher
29 Caucasian 23 None
Katherine 9 .5 AthleticTrainer
24 Caucasian 24 None
Tom 6 .5 Biologist 24 AfricanAmerican
23 None
The Teachers
The Students
Materials
Materials
Coachingcompletionof TTCtrials.
BIE
Fed.
EHCA
REI
Honigv. Doe
IDEA/ESEA
ACA
Teachers
Increased OTR.
Increasedfeedback.
Mastery andmaintenanceof EBP.
Novice teachers lack classroom management skills necessary to support the inclusion of students with EBD in science classrooms.
Student
SES
Socio-Emotional
Behavioral
Dropout
Jail
School
PBIS
Low rates of
inclusionfor
studentswithEBD.
Teacher
Low rate ofOTR.
Lowuse ofpraise.
Using EBPwith lowfidelity.
NoviceScienceTeachers
Studentswith EBD
Students
Increased correct
responses.
Reduced maladaptive behaviors.
Virtual Coaching of Three-Term Contingency Trials to Novice Teachers in Inclusive Science Classrooms
Problem Background IV/Input DV/ Outcomes
Research Question One
Will the intervention of providing immediate feedback delivered to novice science teachers via BIE affect the percentage of completed TTC trials?
Teacher Phase Ratio
BL 0.2:1
Eliza IV 4.1:1
M 5.7:1
BL 0.2:1
Katherine IV 7.5:1
M 9.9:1
BL 0.1:1
Tom IV 4.5:1
M 7.4:1
Ratios of Teachers’ Use ofPraise to Error Correction
Research Question Two
Will the intervention of providing immediate feedback delivered to novice science teachers via BIE affect the rate of correct student answers?
Teacher Baseline Intervention Maintenance
Eliza 1 (0.27-1.53)
2.01 (1.40-2.46)
1.93 (1.20-2.40)
5 Sessions 10 Sessions 5 Sessions
Katherine 1.37 (0.60-2.00)
2.02 (1.07-2.67)
1.89 (1.07- 2.40)
5 Sessions 10 Sessions 5 Sessions
Tom 1.01 (0.60-1.53)
1.74(1.07-2.73)
1.88(1.33-2.60)
5 Sessions 10 Sessions 5 Sessions
Average across
Participants
1.23 (0.27-2.00)
22 Sessions
1.92 (1.07- 2.73)30 Sessions
1.90 (1.07- 2.60)15 Sessions
Mean Rate Per Minute of Correct Student Responses across Teachers and Conditions
Will the teachers maintain their newly learned behaviors when the intervention is removed?
Research Question Three
From the Science Teachers
“I have seen a HUGE improvement in behavior from my students.”- Eliza
“My students responded better when I was given cues.”- Katherine
“I did find that they responded better when they got praised for following directions and when I was more positive with them.”- Tom
Validity and Reliability
Criterion Validity:Treatment Integrity Checks
30% of all sessions to at least 90% agreement
Content Validity:Inter-Observer Agreement30% of all sessions to at
least 90% agreementInstrumentation:
Data CollectionFidelity of TreatmentBL and IV protocols
Social Validity allValidated by expert in
TTC trials
Limitations
ProceduralSelection/
Purposive SamplingMaturation/Prolonged BaselinesDirect Observational RecordingTimeVoluntary Response on Social Validity Instrument
ParticipantNo Knowledge of IEPsHistoryHawthorne EffectTechnology Proficiency
Coachingcompletionof TTCtrials.
BIE
Fed.
EHCA
REI
Honigv. Doe
IDEA/ESEA
ACA
Teachers
Increased OTR.
Increasedfeedback.
Mastery andmaintenanceof EBP.
Novice teachers lack classroom management skills necessary to support the inclusion of students with EBD in science classrooms.
Student
SES
Socio-Emotional
Behavioral
Dropout
Jail
School
PBIS
Low rates of
inclusionfor
studentswithEBD.
Teacher
Low rate ofOTR.
Lowuse ofpraise.
Using EBPwith lowfidelity.
NoviceScienceTeachers
Studentswith EBD
Students
Increased correct
responses.
Reduced maladaptive behaviors.
Virtual Coaching of Three-Term Contingency Trials to Novice Teachers in Inclusive Science Classrooms
Problem Background IV/Input DV/ Outcomes
Employment of sound methods and innovative
technologies.
Implementation of evidence-based practices among
novice teachers.
Extension of extant research to inclusive science classrooms.
Considerations
Virtual coaching during laboratory activities
Schools with similar demographics
Prepare mentor teachers to use BIE
Virtual coaching of helpful teaching behaviors
Thank you for helping me
to bring this to life!