craig blum email: [email protected] carrie osborn email: [email protected] using web technology...
TRANSCRIPT
CRAIG BLUM EMAIL: [email protected]
CARRIE OSBORNEMAIL: [email protected]
Using web technology and self-management to enhance success in
middle school
8th international conference on Positive Behavior SupportDenver, COMarch 11, 2011
Technology in Education
Challenges facing students with learning disabilities in today's middle school
With an increased and substantial number of students with learning disabilities being included into general education classrooms
High expectations of activity participation and completion of assigned homework tasks are beneficial to educational performance and academic achievement at the middle school level
Support Needs of a Student with a Learning Disability
Difficulties in organizational skills (Anderson, Munk, Young, Conley, & Caldarella, 2008, Bryan & Burstein, 2004; Hughes, Ruhl, Schumaker, & Deshler, 2002; Minskoff & Allsopp, 2003; McMullen, Shippen, & Dangel, 2007)
Difficulties in maintaining attention during instruction (Byran & Burnstein, 2004; Vile Junod, DuPaul, Jitendera, Volpe, & Lorah, 2006),
Support Needs of Students with Learning Disabilities
Students fail to write down or have difficulty turning in homework assignments on time, late, or at all (Byran & Burstein, 2004; & Hughes et al., 2002).
Low grades and academic failure due to difficulties in each of these areas.
Students with LD may also fail to meet teacher expectations that are greater when supervision tends to be more limited (Anderson et al., 2008 McMullen et al., 2007).
Resources to Meet the ChallengeWeb-based systems to track
progress
Teaching self-management to insure success
IT’s UP TO ME
Self-Management
Scientifically sound self-management techniques are available; however, widespread implementation is not evident (King-Sears, 2008; Vaughn, Klinger, & Hughes, 2000).
Teaching students to monitor their own academic progress can enhance outcomes (Young, West, Li, & Peterson, 1997).
Self-monitoring incorporated with SIS may be a beneficial combination to utilize the promotion of student independence (Gureasko-Moore, DuPaul, & White, 2007; Koegel, Koegel, & Parks, 1995).
Research Questions
1. How frequently do special education students monitor homework assignments for on-time completion and recorded class grades, after being taught a self-management strategy?
2. How do students perceive the usefulness of Information NOW?
3. How do students perceive the usefulness of the self-management recording intervention?
4. What was the influence of the self-management intervention and the use of Information NOW on student grades?
Method
Participants• 10 (n) – 8th grade, Caucasian, special education students with
learning disabilities• Participants are included in a variety of educational settings, but
have a common study hall in a special education setting Permissions• Were attained from the building principal, parent, and student Measures• A self-management recording strategy, used in conjunction with
Information NOW (SIS), was used as the independent variable• Student academic outcomes, as defined as the average of all
cumulative grade percentage, was used as the dependent variable• Design• Multiple-baseline Across Students
Information NOW-School Information System
Ways to Check Grades
Check from using internet: home computer School computer Ipad Cell Phone, Iphone
METHOD: DESIGN PHASES
Baseline • Participant actions recorded based upon tasks
represented on the Self-Management Homework Checklist
• Data collected for no less than one weekTraining Phase• Participants learn, discuss, and practice
intervention strategy presented on the Self-Management Homework Checklist
• Strategy is reinforced and progress is recordedTeacher fidelity in training phase was 100%
Monitoring Phase• Participants practice the Self-Management strategy with
guided instruction, corrective prompting, and reinforcement• Progress is recordedManagement Phase• Participants independently apply the learned and practiced
Self-Management Homework strategy• Progress is recorded• Reinforcement is given for successful achievement of all tasksPost Surveys• Information NOW Post Survey• Student Post-Intervention Acceptability and Importance of
Effects
Student Checklist
Student Checklist
Student Implementation Fidelity
Attendance WroteAssign.Down
Handed inHomework
CompletedTest QuizHomework
Wrote Unfinished Work Down
Used Info Now to monitor grades
92.27 83.22 92.47 92.13 76.85 86.37
Recorded Late and MissingAssignments
Wrote Down % of grade for classes
Logged out of Info Now
Teacher Initialed Agenda
Continue Asking for help when needed
76.34 75.01 88.49 81.79 95.57
What was the influence of Self-monitoring with Information Now on grades over time?
Multiple Baseline Graph
What was number of whole and partial letter grade increases per student?
A1 A2 A3 B1 B2 B3 C1 C2 C3 D1
0
5
10
15
20
25
Whole Letter Grade Increases
Partial Letter Grade Incresases (+/-)
Participant
Fre
qu
en
cy
of
Gro
wth
What was the Information Now usage by student?
Information NOW Student Use
0
1
2
3
4
5
6
A1 A2 A3 B1 B2 B3 C1 C2 C3
Participant ID
Nu
mb
er
of
Da
ys
Info
rma
tio
n N
OW
Wa
s A
cc
es
se
d
Baseline
Training
Current
What were the students perceptions of impact of the self-management intervention?
Item Pre-testM
Pre-testSD
Post-testM
Post-testSD
Difference
Intervention was
easy to stick with
6.30 1.06 5.90 1.37 -0.40
Approved by parents 6.50 0.97 5.30 2.06 -1.20
Taught important
skills
4.80 2.30 5.90 1.37 +1.10
The intervention was
fair to me
5.70 1.42 5.70 1.25 0.00
Helped me change in
important ways
4.90 2.08 5.60 1.58 +0.70
Helped me make
more friends
2.70 2.50 1.70 1.49 -1.00
Made it easy to ask
for help
4.30 2.54 5.20 1.55 +0.90
What were the students perceptions of impact of the self-management intervention?
Item Pre-testM
Pre-testSD
Post-testM
Post-testSD
Difference
Quickly improved
my skills
5.00 2.00 5.00 2.40 0.00
Made a difference in
my grades
5.40 1.96 6.10 1.29 +0.70
Helped me feel
better about myself
4.50 2.22 4.60 2.41 +0.10
Helped me want to
stay in school
4.80 1.99 4.10 2.73 -0.70
Helped me learn
skills to help in life
3.80 2.25 4.70 2.63 +0.90
Is one I would
recommend to
friends
-- -- 4.90 1.91 --
What were the student’s perceptions of the usefulness of the Information Now before and after intervention?
MPre-Test
SD MPost-Test
SD Difference
Used
Information
NOW in the last
year
(1 = yes, 2 =
no)
1.00 0.00 - - -
Times per week
you log in
3.60 1.17 4.10 0.74 +0.50
Overall
experience of
Information
NOW
2.20 0.92 1.90 0.86 +0.30
Provides up to
date information
2.20 1.32 1.40 0.70 -0.80
What were the student’s perceptions of the usefulness of the Information Now before and after intervention?
MPre-Test
SD MPost-Test
SD Difference
Like having
access to my
grades online
1.50 0.53 1.50 0.71 0.00
Like being able
to see teacher
comments
2.20 1.32 2.20 1.14 0.00
Helps get better
grades
1.70 0.95 1.90 0.88 +0.20
Helps complete
homework
assignments
2.50 1.27 2.20 0.92 -0.30
Like using
Information
NOW
1.80 1.23 1.80 0.92 0.00
What were the student’s perceptions of the usefulness of the Information Now before and after intervention?
MPre-Test
SD MPost-Test
SD Difference
Suggest use to
a friend
1.80 0.79 2.10 0.88 +0.30
Learned had
missing
assignments
(1 = yes, 2 =
no)
1.30 0.48 1.20 0.42 -0.10
Feelings about
school (1=like,
5=dislike)
4.00 1.15 3.60 1.07 1.07
Used
Information
NOW in the
last year
(1 = yes, 2 =
no)
1.00 0.00 - - -
Big Ideas
Using self-management instruction with SIS program can be beneficial to student grades for students with learning disabilities
It is not difficult to implement and students generally had positive perceptions of the program
Limitations
Teachers need to input grades in a timely fashion
This study focuses on students with learning disabilities in a middle school
Not all students benefit as much, especially if their grades are already high
Further examination of necessary specific components of the program is needed.
More research which demonstrates stronger experimental control needs to be conducted.
Discussion & Questions
QualityEquityEfficiency
How would teaching self-management and self-regulation at all three levels of support in PBIS improve on our current model?
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