Medium 9781475824483

JEBPS Vol 12-N2

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The Journal of Evidence-Based Practices for Schools is a leader in publishing research-to-practice articles for educators and school psychologists. The mission of this journal is to positively influence the daily practice of school-based professionals through studies demonstrating successful research-based practices in educational settings. As a result, the editors are committed to publishing articles with an eye toward improving student performance and outcomes by advancing psychological and educational practices in the schools. They seek articles using non-technical language that (1) outline an evidence-based practice, (2) describe the literature supporting the effectiveness and theoretical underpinnings of the practice, (3) describe the findings of a study in which the practice was implemented in an educational setting, and (4) provide readers with information they need to implement the practice in their own schools in a section entitled Implementation Guidelines. The Journal of Evidence-Based Practices for Schools differs from other scholarly journals in that it features articles that demonstrate empirically-based procedures for readers to apply the practice in their setting.

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Using Technology in Schools to Enhance Student Performance

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Using Technology in Schools to

Enhance Student Performance

Elizabeth McCallum

Ara J. Schmitt

Guest Editors

E

ducators charged with ensuring that all students meet state achievement standards are increasingly exploring avenues of scientifically supported intervention. Given the broad range of student abilities within classrooms and the limited instructional time and resources available to teachers, it is a challenge to meet the unique curricular needs of each child. Instructional practices that allow teachers to most effectively and efficiently educate all students prove to be invaluable educational resources. One manner of meeting these demands is to incorporate technology within instructional practices and interventions. Research indicates that technology can be used to help students acquire new academic competencies and to remediate existing academic skill deficits (Heward, 1994; MacArthur & Hall, 2009;

Wepner & Bowes, 2004). When effective for individual students, technology may not only assist them in increasing their achievement but can also foster self-regulated learning strategies.

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Using a Cell Phone to Prompt a Kindergarten Student to Self-Monitor Off-Task/Disruptive Behavior

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Using a Cell Phone to Prompt a Kindergarten Student to

Self-Monitor Off-Task/

Disruptive Behavior

Colin C. Quillivan

Christopher H. Skinner

Meredith L. Hawthorn

Debbie Whited

Donny Ballard

ABSTRACT: A withdrawal design was used to evaluate the effects of a self-monitoring intervention using a cell phone to prompt a kindergarten student to self-record his on- or off-task behavior. The intervention was developed, implemented, and evaluated during a behavioral consultation case that included collaboration among the student, his teacher, and a school psychology doctoral student. Results showed a clear immediate decrease in off-task/disruptive behavior after the intervention was applied and a return to baseline levels after its withdrawal. These findings extend the self-monitoring research by demonstrating a kindergarten student’s ability to discriminate and record his on- and off-task behavior and the use of the ubiquitous cell phone to occasion self-monitoring.

THE PROBLEM

A

lthough educators may teach and assign work, little learning will occur unless students choose to engage by attending to instruction and working on assignments (Skinner, Pappas, & Davis, 2005). Thus, academic engagement is a critical component needed to enhance student

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Adding Listening Previewing to Decrease Reading Errors During Peer Tutoring and Increase Reading Fluency and Comprehension

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Adding Listening Previewing to Decrease Reading Errors

During Peer Tutoring and

Increase Reading Fluency and Comprehension

Renee O. Hawkins

Elizabeth McCallum

Shannon McGuire

Elizabeth Barkley

Laura Berry

Jennifer Hailley

ABSTRACT: The effects of a peer-mediated repeated-readings condition (PRR) were compared to the effects of the same peer tutoring condition with the addition of a listening-previewing component (PRR + LP) on reading fluency, comprehension, and reading errors during tutoring. An alternating-treatments design was used to compare the effects of the two interventions and a silent reading control condition for six fourth-grade students. Results indicated that both PRR conditions resulted in higher levels of oral reading fluency and comprehension than the control condition. Of the two peer tutoring conditions, the PRR + LP condition resulted in greater reading fluency and comprehension scores and fewer errors during tutoring. Discussion focuses on the benefits of using technology to incorporate LP as part of tutoring programs.

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Enhancing Math Fact Fluency via Taped Problems in Intact Second- and Fourth-Grade Classrooms

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Enhancing Math Fact Fluency via Taped Problems in

Intact Second- and

Fourth-Grade Classrooms

Daniel F. McCleary

Kathleen B. Aspiranti

Christopher H. Skinner

Lisa N. Foster

Elisa Luna

Katrina Murray

Sara J. McCane-Bowling

Amanda Woody

ABSTRACT: Researchers conducted two studies—one in an urban fourth-grade classroom and one in a rural second-grade classroom—designed to evaluate the effects of a taped-problems intervention on addition and multiplication fact fluency. Both studies were initiated by educators, and both employed across-tasks, multiple-baseline designs. Data from the second-grade class suggest that the procedure was effective, but increasing baseline-phase data hindered interpretation.

Data from the fourth-grade class provide clearer support that the intervention increased fluency; however, over time this class’s improvements ceased, and its performance became highly variable. Consequently, the taped-problems intervention was supplemented with an interdependent group-oriented reward, and the class average reached mastery criteria. Between the two studies, most students increased their fluency, and these increases were maintained; however, some students showed no gains. Discussion focuses on limitations and directions for future applied and theoretical research.

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Enhancing Sight Word Reading in Second-Grade Students Using a Computer-Based Sight Word Reading System

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Enhancing Sight Word Reading in Second-Grade Students Using a Computer-Based Sight Word

Reading System

Angela N. Hilton-Prillhart

Michael B. Hopkins

Christopher H. Skinner

Sara McCane-Bowling

ABSTRACT: The effectiveness of a computer-based sight word reading intervention was evaluated using a multiple-baseline design across three second-grade students: one English-language learner, one student with attention-deficit/hyperactivity disorder, and one general education student. All students were receiving responseto-intervention services to remedy reading skill deficits and had difficulty reading primer and first-grade Dolche words. After a computer-based intervention was applied in conjunction with a self-monitoring procedure, all three students made rapid and steady gains in sight word reading. Discussion focuses on how educators can use simple computer programs to develop procedures designed to enhance students’ sight word reading accuracy, as well as directions for future research.

THE PROBLEM

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Reading Pen Decoding and Vocabulary Accommodations: Impact on Student Comprehension Accuracy and Rate

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Reading Pen Decoding and

Vocabulary Accommodations:

Impact on Student

Comprehension Accuracy and Rate

Ara J. Schmitt

Elizabeth McCallum

Danielle Rubinic

Renee O. Hawkins

ABSTRACT: This study investigated the effects of reading pen assistive technology on the comprehension accuracy and rate of students with identified reading disabilities.

An alternating-treatments design was implemented to compare the effects of (1) a decoding accommodation, (2) concurrent decoding and vocabulary accommodations, and (3) a no-accommodation control condition on the comprehension of three high school students when provided grade-level reading passages. Results indicate that student comprehension accuracy and rate were often negatively affected by use of reading pen accommodations. Of the three conditions, poorest student performance was present when both reading pen accommodations (i.e., decoding and vocabulary) were available for use. Discussion explores reasons for this unexpected finding and emphasizes the importance of evaluating the effectiveness of specific accommodations with individual students.

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