Keywords

Emotional and behavioral disorders, students with disabilities, evidence based practices, three term contingency trials, teacher preparation, novice educators, science education, bug in the ear technology, inclusion

Abstract

Due to a multitude of convergent circumstances, students labeled in the disability category of emotional and behavioral disorders (EBD) experience high rates of academic and behavioral failure. Such failure frequently leads to the students’ dropping out of school, involvement in the judicial system, or a combination of those outcomes. Science is an academic content area that has the potential to enhance behavioral and academic success of students with EBD. Researchers, nonprofits, and business leaders have provided an impetus for nationwide reform in science education. Concurrently, a corpus of legislation has influenced the preparation of new teachers to use evidence-based teaching practices while addressing the needs of an increasingly diverse student population. Using technology is one way that teacher educators are providing in-vivo learning experiences to new teachers during their classroom instruction. A multiple-baseline across-participants research study was used to examine the effectiveness of providing immediate feedback (within three seconds) to novice general science educators to increase their use of an evidence-based teaching strategy, known as a three-term contingency (TTC) trial while they taught. Feedback was delivered via Bug-in-the-Ear (BIE) technology and during whole-class instruction in which students with EBD were included. The teacher participants wore a Bluetooth earpiece, which served as a vehicle for audio communication with the investigator. Teachers were observed via web camera over the Adobe®ConnectTM online conferencing platform. During the intervention, teachers increased iv their percentage of completed TTC trials, opportunities to respond, and praise or error correction. Student responses also increased, and maladaptive behaviors decreased.

Notes

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Graduation Date

2013

Semester

Summer

Advisor

Dieker, Lisa

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Dean's Office, Education

Degree Program

Education; Exceptional Education

Format

application/pdf

Identifier

CFE0004847

URL

http://purl.fcla.edu/fcla/etd/CFE0004847

Language

English

Release Date

August 2013

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education and Human Performance, Education and Human Performance -- Dissertations, Academic

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