Education and Training in Mental Retardation and Developmental Disabilities
EJ659259 - Effects of Embedded Instruction on Students with Moderate Disabilities Enrolled in Gen... more EJ659259 - Effects of Embedded Instruction on Students with Moderate Disabilities Enrolled in General Education Classes.
An adapted alternating treatment design was used to measure the effectiveness of constant time de... more An adapted alternating treatment design was used to measure the effectiveness of constant time delay and simultaneous prompting procedures within an embedded instruction format on the acquisition of academic skills. Four middle school students with moderate to severe disabilities and the paraprofessionals who supported these students in their general education classes participated in the study. The results of the study indicated that both procedures were effective in promoting the acquisition of the target skills. However, the constant time delay procedure was more effective for two of the students and the simultaneous prompting procedure was more effective for the remaining students. Results are discussed in terms of future research and implications for supporting the inclusion of students with moderate and severe disabilities in general education classes.
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 2011
Distance teacher education programs employing videoconferencing technology and other online teach... more Distance teacher education programs employing videoconferencing technology and other online teaching tools are increasingly being used to prepare teachers of students with disabilities in rural and remote communities. This evaluation study compared the effectiveness of a distance and an on-campus teacher education program for teachers of students with severe disabilities. Teacher candidates in the distance cohort received the same program of study as candidates in the on-campus program except that the coursework was delivered through videoconferencing technology instead of traditional, face-to-face instruction. Instructional activities for candidates in both cohorts were supported through online instructional tools (i.e., Web CT) and on-site field supervision from university clinical faculty members and cooperating professionals from the local school districts. A variety of measures were used to assess candidates' acquisition of content and their ability to apply the knowledge and skills acquired through the program of study.
This study investigated the effects of a training package (written manual, individual training se... more This study investigated the effects of a training package (written manual, individual training session, and ongoing verbal feedback) on middle school peer tutors' use of embedded, constant time delay procedures and on the learning outcomes for students with significant cognitive disabilities in general education settings. The study data showed that peer tutors could be trained quickly and efficiently to accurately use constant time delay and embedded instructional techniques in general education settings. The data also showed that peer tutors delivering embedded, constant time delay instruction in general education settings resulted in skill acquisition for students with significant cognitive disabilities. In addition, teacher and peer tutor measures were positive about the social validity of the procedures and outcomes of the peer-delivered embedded instructional package.
A single subject alternating treatment design was used to compare the relative effectiveness of o... more A single subject alternating treatment design was used to compare the relative effectiveness of one-to-one embedded instruction in the general education classroom and one-to-one massed practice instruction in a special education class. Four middle school students with developmental disabilities, their special education teacher, and paraprofessional participated in the study.
Education and Training in Mental Retardation and Developmental Disabilities
EJ659259 - Effects of Embedded Instruction on Students with Moderate Disabilities Enrolled in Gen... more EJ659259 - Effects of Embedded Instruction on Students with Moderate Disabilities Enrolled in General Education Classes.
An adapted alternating treatment design was used to measure the effectiveness of constant time de... more An adapted alternating treatment design was used to measure the effectiveness of constant time delay and simultaneous prompting procedures within an embedded instruction format on the acquisition of academic skills. Four middle school students with moderate to severe disabilities and the paraprofessionals who supported these students in their general education classes participated in the study. The results of the study indicated that both procedures were effective in promoting the acquisition of the target skills. However, the constant time delay procedure was more effective for two of the students and the simultaneous prompting procedure was more effective for the remaining students. Results are discussed in terms of future research and implications for supporting the inclusion of students with moderate and severe disabilities in general education classes.
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 2011
Distance teacher education programs employing videoconferencing technology and other online teach... more Distance teacher education programs employing videoconferencing technology and other online teaching tools are increasingly being used to prepare teachers of students with disabilities in rural and remote communities. This evaluation study compared the effectiveness of a distance and an on-campus teacher education program for teachers of students with severe disabilities. Teacher candidates in the distance cohort received the same program of study as candidates in the on-campus program except that the coursework was delivered through videoconferencing technology instead of traditional, face-to-face instruction. Instructional activities for candidates in both cohorts were supported through online instructional tools (i.e., Web CT) and on-site field supervision from university clinical faculty members and cooperating professionals from the local school districts. A variety of measures were used to assess candidates' acquisition of content and their ability to apply the knowledge and skills acquired through the program of study.
This study investigated the effects of a training package (written manual, individual training se... more This study investigated the effects of a training package (written manual, individual training session, and ongoing verbal feedback) on middle school peer tutors' use of embedded, constant time delay procedures and on the learning outcomes for students with significant cognitive disabilities in general education settings. The study data showed that peer tutors could be trained quickly and efficiently to accurately use constant time delay and embedded instructional techniques in general education settings. The data also showed that peer tutors delivering embedded, constant time delay instruction in general education settings resulted in skill acquisition for students with significant cognitive disabilities. In addition, teacher and peer tutor measures were positive about the social validity of the procedures and outcomes of the peer-delivered embedded instructional package.
A single subject alternating treatment design was used to compare the relative effectiveness of o... more A single subject alternating treatment design was used to compare the relative effectiveness of one-to-one embedded instruction in the general education classroom and one-to-one massed practice instruction in a special education class. Four middle school students with developmental disabilities, their special education teacher, and paraprofessional participated in the study.
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