36 results on '"Taylor, Jonte' C."'
Search Results
2. Addressing Diversity, Bias, and Racism in Applied Behavior Analysis: Reflective Practices for Behavior Analytic Professionals in Schools
- Author
-
Taylor, Jonte’ C., Brusnahan, L. Lynn Stansberry, Farrell, Erin F., and Fuller, Marcus
- Published
- 2024
- Full Text
- View/download PDF
3. Promoting Anti-Racism Practices and the Cycle of Critical Consciousness within Positive Behavior Interventions and Supports Frameworks
- Author
-
Taylor, Jonte' C., Hanley, Whitney, Deger, Gwendolyn, and C. Hunter, William
- Abstract
The interpretation of behavior of from marginalized backgrounds is susceptible to prejudice, bias, and racist ideology. This is especially true when evaluations include subjective assessment of perceived challenging behaviors which has historically led to overrepresentation of student from marginalized backgrounds at-risk of or with an emotional disturbance. While Positive Behavior Intervention and Supports (PBIS) frameworks are increasingly used in schools to support students behaviorally and decrease the need for special education services, students of color continue to be overrepresented as needing supports within these frameworks. One possible cause for this overrepresentation is implicit bias in evaluation and intervention of behavior for marginalized students. In an effort to increase the cultural responsiveness of PBIS frameworks, we describe the incorporation of anti-racist actions and the concept of critical consciousness in evaluating student behavior.
- Published
- 2023
- Full Text
- View/download PDF
4. Supporting Science-Related Instruction for Students with Intellectual and Developmental Disabilities: A Review and Analysis of Research Studies
- Author
-
Taylor, Jonte' C., Hwang, Jiwon, Rizzo, Karen L., and Hill, Doris Adams
- Abstract
Broad scientific concepts are vital to individual wellbeing as a function of daily living skills. Science connects how individuals interact with the environment and how they interpret those interactions (Browder et al, 2007). According to the National Assessment of Education Progress, students with disabilities score significantly lower than students without IEPs on standardized science achievement assessments (National Center of Education Statistics, 2015). In addition, students with intellectual and developmental disabilities (IDD) are likely to be left out of opportunities to learn science content regardless of educational setting. The current study examines and analyzes published single-case research (SCR) on science and science-related achievement for students with IDD through Tau-U effect size analysis and rigor evaluation. Implications for research and teaching are discussed.
- Published
- 2020
5. Within the Walls of the Classroom: How Science Teachers' Instruction Can Develop Students' Sociopolitical Consciousness
- Author
-
Jones, Britney L. and Taylor, Jonte C.
- Abstract
In this paper, we synthesize existing literature on Culturally Relevant Science Teaching (CRST), more specifically the third tenet of CRST-developing students' sociopolitical or critical consciousness. While there is research on this third tenet, our review of the literature reveals that this tenet is understudied and underutilized. We offer our conceptual framework and an illustrative example to demonstrate how teachers can practically implement the third tenet of CRST to engage and empower students in science. We hope that the ideas and examples shared in this piece will help teachers foster students' sense of sociopolitical consciousness and advocacy within the walls of the classroom and beyond. We also urge researchers to continue producing research on this important topic so that practitioners can use this information to develop students' sociopolitical/critical awareness, reflections, and actions.
- Published
- 2022
- Full Text
- View/download PDF
6. Teacher Workplace Bullying: How Pervasive Is the Problem?
- Author
-
Catherine Scheeler, Mary, Markelz, Andrew, Taylor, Jonte C., Deshpande, Divya S., and Wolfe, Pamela
- Abstract
Bullying in schools is a national problem receiving much needed attention. Teacher workplace bullying is a lesser known but equally debilitating problem. Our purpose in doing this study is to examine the problem of teacher workplace bullying and its effect on teachers, students, and schools. We surveyed 173 general and special education teachers to determine the extent that teachers report workplace bullying by other teachers and administrators. We used the Negative Acts Questionnaire--Revised to examine three constructs of workplace bullying--personal, work-related, and physical intimidation. We also examined differences in self-reported workplace bullying between general and special education teachers. Results suggest special education teachers reported a significantly high level of workplace bullying compared with general education teachers. Unsatisfactory administrative support was the most significant factor contributing to workplace dissatisfaction overall. We offer possible starting points to deal with the problem and discuss implications for teachers, students, and the field.
- Published
- 2022
- Full Text
- View/download PDF
7. A Synthesis of the Daily Behavior Report Card Literature from 2007 to 2017
- Author
-
Riden, Benjamin S., Taylor, Jonte' C., Lee, David L., and Scheeler, Mary Catherine
- Abstract
Daily behavior report cards (DBRCs) have shown to be effective in addressing academic and behavioral challenges for a variety of students in past literature. The purpose of this literature review and analysis is to update and summarize findings on the use of DBRCs on academic and social behavior for students considered to have disruptive behaviors or identified with disabilities. We identified eleven studies in the literature examining DBRCs with 390 participants with attention-deficit hyperactivity disorder, specific learning disabilities, emotional behavioral disorders, speech and language, multiple disabilities, other health impairments, or considered to have disruptive behavior in Pre-K through sixth grade academic settings. We also calculated effect sizes overall for each study and student-based characteristics. Findings suggest that using DBRCs have a range from weak to strong impact on the academic and social behaviors of students considered to have disruptive behaviors or students with disabilities in classroom settings. We present implications for research and practice.
- Published
- 2018
8. Using Argument-Based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms
- Author
-
Taylor, Jonte C., Tseng, Ching-mei, Murillo, Angelique, Therrien, William, and Hand, Brian
- Abstract
The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and outside of the classroom. Additionally, the Next Generation Science Standards are asking teachers and students to better understand how science is connected to the everyday world through the use of inquiry-based methods. The manuscript focuses on the use of a structured argument-based inquiry approach to science instruction called the Science Writing Heuristic (SWH). The SWH approach has shown some initial success in improving science achievement for students with disabilities. The current study compares treatment and comparison groups of students with disabilities in the area of science achievement. Treatment group students were taught using the SWH approach, while the comparison groups were taught using traditional science teaching. The authors found that students in the SWH groups scored significantly better than the comparison groups on post-test science achievement scores. The authors also found stronger effect size results for SWH groups as well. Implications for teaching science to students with disabilities are discussed.
- Published
- 2018
9. Prompting with Wearable Technology to Increase Teaching Behaviors of a Preservice Special Education Teacher
- Author
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Markelz, Andrew M., Taylor, Jonte C., Scheeler, Mary Catherine, Riccomini, Paul J., and McNaughton, David B.
- Abstract
Classroom management is essential for student related academic and behavioral outcomes. Novice teachers, as well as faculty members, of special education teacher preparation programs report insufficient preparedness in providing meaningful behavioral supports to exceptional learners. With advancements in technology, tactile prompting is a promising modality for teachers to overcome cognitive overload and facilitate more effective practice of classroom management behaviors. We used a multiple-baseline, across behaviors design to assess the effects of prompting with wearable technology (i.e., Apple Watch™) to increase behavior-specific praise, active questioning, and classroom scanning of a preservice special education teacher. Results indicate a functional relation between prompting with wearable technology and targeted increases across multiple behaviors. Behavior-specific praise rates, however, faded synchronously with prompting fades. The participant rated the intervention as a non-intrusive, effective device to increase teaching behaviors. Implications for future research and classroom use are discussed.
- Published
- 2018
10. Leading through Following: Understanding the Intersection of Followership, Leadership and Collaboration
- Author
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Taylor, Jonte' C. and Hill, Doris
- Abstract
The dynamic between leadership and followership is important, yet historically in education, only leadership has seen emphasis and examination. Followership in itself is not a new concept because virtually every individual spends more time in the role of follower than leader and there have been both leaders and followers throughout the course of history. Even within the described structures (i.e., military, business, culture), there is still scant research on followership which unsurprisingly results in virtually no research on followership in K-12 educational settings. As schools are comprised of teachers and administrators in the roles of followers and leaders, understanding nuances in the leadership-followership dynamic provides opportunities for improving collaboration and thus school climate. In her book "Followership: How Followers Are Creating Change and Changing Leaders," Barbara Kellerman (2008) defines followership, what it means to be a follower, and identifies types of followers in four different contexts/industries. While Kellerman's work does not specifically focus on K-12 educational settings, the article's authors feel that the theories and ideas she posits can apply to the teacher/administrator dynamic found in schools. Further, they feel that Kellerman's work can support effective collaboration between teachers and administration. As such, the authors will apply Kellerman's ideas regarding followership to K-12 school settings to answer the following questions: (1) What is followership and how does it influence leadership? (2) What are the characteristics, types, and behavior of followers? and (3) How does the followership/leadership dynamic intersect with improved collaboration?
- Published
- 2017
11. Reducing Language Barriers in Science for Students with Special Educational Needs
- Author
-
Boyle, Susannah, Rizzo, Karen L., and Taylor, Jonte' C.
- Abstract
An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers, inquiry-based instruction,) work for students regardless of identified need (e.g., learning disabilities). However, researchers have noted that science instruction can often rely heavily on text and have burdensome reading demands that may cause students with disabilities to struggle. Research suggests that incorporating Universal Design for Learning (UDL), multimodal representation, the arts, and communicative technologies can reduce the language load for learning science content and phenomena for students with special education needs. The purpose of this paper is to provide resources and suggestions for reducing the language barriers in science for students with special education needs through the use of multimodal representation and communication technologies.
- Published
- 2021
- Full Text
- View/download PDF
12. A Systematic Review of Tactile Prompting in Teacher Education
- Author
-
Markelz, Andrew, Scheeler, Mary Catherine, Riccomini, Paul, and Taylor, Jonte C.
- Abstract
Researchers are exploring innovative technologies to prepare educators. A systematic literature review was conducted to study the role of tactile prompting (i.e., vibratory signals on a schedule) in teacher education. Ten studies meeting inclusion criteria were synthesized and analyzed based on how tactile prompting is utilized, effects of tactile prompting, and quality of research. Findings suggest studies with tactile prompting as the primary independent variable, or condition within a phase, demonstrated medium to very high Tau-U single-case effect sizes (range = 0.54-1.00) and high social acceptability on classroom management teaching behaviors. Simplistic prompting devices reduce cost, training, and anxiety barriers to adoption; however, innovations in wearable technology provide opportunities for a more robust behavior modification tool. Research suggests tactile prompting reduces cognitive load and provides multiple opportunities to practice, which has value in time-constrained preparation programs. Further exploration of this technique in teacher education is warranted.
- Published
- 2020
- Full Text
- View/download PDF
13. Effects of Teacher Praise on Attending Behaviors and Academic Achievement of Students with Emotional and Behavioral Disabilities
- Author
-
Markelz, Andrew M. and Taylor, Jonte C.
- Abstract
Students with emotional and behavioral disorders exhibit high levels of inappropriate behaviors. As a consequence, engagement in class as well as academic progress suffers. A review of the literature was conducted to examine the effects of teacher praise on attending behaviors and academic achievement of students with emotional disabilities. Results of ten studies meeting inclusion criteria were analyzed. Findings suggest teacher praise positively affected attending behaviors with increases in on-task behaviors and decreases in disruptive behaviors. A relationship between teacher praise and academic achievement could not be established due to confounding variables; however, a relationship between teacher praise and student age emerged. Teacher praise affected attending behaviors of younger participants' more than older participants. Limitations, teaching implications and future research are discussed.
- Published
- 2016
14. Effects of Inquiry-Based Instruction on Science Achievement for Students with Disabilities: An Analysis of the Literature
- Author
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Rizzo, Karen L. and Taylor, Jonte C.
- Abstract
In comparison to the past, more students with disabilities are being included in the general education classroom for science instruction. Though inquiry-based instruction has not shown to be an effective practice for students with disabilities, it is vastly becoming the dominant practice in science education. The purpose of this review is to examine the effects of inquiry based instruction on science achievement for students with disabilities. The twelve studies, meeting selection criteria, report improvement in science achievement using inquiry practices. The participants and settings, variations of inquiry-based instruction, science achievement measures, and teacher training were addressed in this review. Two major contributions have resulted from analyzing the twelve studies. First, students with disabilities require supports to participate in an inquiry-based lesson and demonstrate progress on science achievement measures. Second, science achievement improves when components of explicit instruction are utilized in both the general and special education setting for students with disabilities.
- Published
- 2016
15. Stemming on STEM: A STEM Education Framework for Students with Disabilities
- Author
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Hwang, Jiwon and Taylor, Jonte C.
- Abstract
There has been increased attention paid to science, technology, engineering, and mathematics also known as STEM. The focus on STEM has been both educational and occupational. Unfortunately, students with disabilities perform below their peers without disabilities in math and science. The authors discuss issues related to STEM and students with disabilities. These issues include (1) traditional views of STEM education, (2) the importance of STEM education, and (3) students with disabilities performance in STEM. The authors posit a framework for STEM education for students with disabilities and promote the incorporation of the arts to increase students' STEM knowledge and achievement.
- Published
- 2016
16. A Review of Research on Science Instruction for Students with Autism Spectrum Disorder
- Author
-
Taylor, Jonte' C., Rizzo, Karen L., Hwang, Jiwon, and Hill, Doris
- Abstract
Understanding science concepts and phenomena is important for an increasingly complex global society. For students with disabilities, there continue to be huge achievement disparities in science achievement when compared to their peers without disabilities. This includes students with autism spectrum disorder (ASD). The current study examines and analyzes published research on science and science-related achievement for students with ASD. The authors reviewed characteristics of the research related to science achievement for students with ASD from 2000 through 2018 and analyzed included data to evaluate the effectiveness of the interventions included in the studies. Implications for research and teaching are discussed.
- Published
- 2020
- Full Text
- View/download PDF
17. Using Electronic Active Student Responding for Students With EBD
- Author
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Riden, Benjamin S., Taylor, Jonté C., and Mantzoros, Theoni
- Published
- 2020
18. Effects of Tactile Prompting and Self-Monitoring on Teachers' Use of Behavior-Specific Praise
- Author
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Markelz, Andrew M., Taylor, Jonte C., Kitchen, Tom, Riccomini, Paul J., Catherine Scheeler, Mary, and McNaughton, David B.
- Abstract
Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers' use of behavior-specific praise while sustaining intervention long enough until teachers contacted natural maintaining contingencies. We created electronic tactile awareness prompting with self-monitoring (eTAPS) by combining two applications on an Apple Watch. Using a multiple-baseline-across-participants design, this study primarily investigated the effects of eTAPS on special education teachers' use of behavior-specific praise. Secondarily, this study investigated the impact that behavior-specific praise would have on the on-task behaviors of targeted students with disabilities demonstrating frequent off-task behaviors. Results indicated that eTAPS was effective in increasing and maintaining behavior-specific praise rates. Furthermore, significant increases in student on-task behavior occurred. Implications of results and future research are discussed.
- Published
- 2019
- Full Text
- View/download PDF
19. The Effects of Project-Based Learning on Student Behavior and Teacher Burnout in an Emotional/Behavioral Support Classroom.
- Author
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Taylor, Jonte' C., Allen, L. Meghan, Van, Jared, and Moohr, Michele
- Subjects
- *
BEHAVIOR disorders , *SCHOOL environment , *MATHEMATICAL variables , *EFFECT sizes (Statistics) , *RISK assessment , *PSYCHOLOGICAL burnout , *PSYCHOLOGY of teachers , *EDUCATIONAL outcomes , *EMOTIONS , *TEACHING methods , *DESCRIPTIVE statistics , *JOB satisfaction , *JOB stress , *SOCIAL support , *SPECIAL education , *LEARNING strategies , *EXPERIENTIAL learning , *INTER-observer reliability - Abstract
Teaching is one of the most stressful occupations in the United States. This is especially true for teachers who are responsible for meeting the complex needs of students with disabilities, particularly those with emotional and behavioral disorders (EBD). In fact, EBD teachers have a higher risk of experiencing burnout than their special education and general education colleagues. This burnout leads EBD teachers to leave the specialization of EBD, leave the field of special education, or leave the teaching profession as a whole. One way to mitigate this exodus of EBD teachers is to provide a broader pedagogical opportunity. Project-based learning (PBL) is a pedagogical methodology that is not often used by EBD teachers. The current study examines the use of PBL teaching to support students behaviorally and its impact on EBD teacher stress and job satisfaction. PBL was shown to improve student classroom and personal behaviors as well as increase job satisfaction for EBD teachers. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
20. Behavior, Paperwork, Instruction, and Supervision... Oh My! A Review of the Literature on Mentorship for Teachers of Children With EBD.
- Author
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Deger, Gwendolyn K., Moohr, Michele, Riden, Benjamin, and Taylor, Jonte' C.
- Subjects
PSYCHOLOGY of teachers ,PSYCHOLOGICAL burnout ,AFFECTIVE disorders ,MENTORING ,DISMISSAL of employees ,BEHAVIOR disorders in children ,SYSTEMATIC reviews ,LABOR supply - Abstract
The role of a special educator is one of many different hats, including teacher, interventionist, comforter, parent, counselor, therapist, and administrator. These varying roles, particularly when working with students with emotional behavioral disorders, create one of the most emotionally taxing and challenging jobs in public education, which in turn leads to increased educator burnout and attrition. However, this does not need to be the fate of special educators. The purpose of this article is to (a) review one current support system widely implemented in the field for teachers of children with emotional behavioral disorders, (b) discuss the benefits of mentorship in the teaching workforce, (c) identify some of the barriers to mentorship, and (d) identify areas of reform for more effective mentorship practices. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
21. Using an Inquiry-Based Teaching Approach to Improve Science Outcomes for Students with Disabilities: Snapshot and Longitudinal Data
- Author
-
Taylor, Jonte C., Therrien, William J., Kaldenberg, Erica, Watt, Sarah, Chanlen, Niphon, and Hand, Brian
- Abstract
Poor science achievement has been an educational issue for a number of years. Students with disabilities have traditionally fared worse. Research suggests that students with disabilities may respond better to instruction using an inquiry-based approach vs. traditional textbook instruction when measuring science achievement on standardized measures. The researchers report achievement data on the Iowa Test of Basic Skills from a target school district for students' Individualized Education Programs (IEP) and non-IEP students, as well as students with IEPs at the state level. Using an argument-based inquiry approach to science instruction called the Science Writing Heuristic (SWH); the researchers report data supporting its impact on student achievement in science. Data suggest that the SWH may contribute to science achievement for students with IEPs.
- Published
- 2012
22. The effects of science inquiry on engagement for elementary students with disabilities.
- Author
-
Taylor, Jonte C., Stocker, James D., Sharp, Starlette M., Therrien, William, and Hand, Brian
- Abstract
Students with disabilities (SWD) have consistently been excluded in science in science classrooms. As inquiry‐based instruction is the preferred method of science instruction, finding the best ways to teach using inquiry as an inclusive methodology is essential. The Science Writing Heuristic (SWH) is an argument‐based inquiry approach that has shown to be successful for SWD. The current study examines the efficacy of the SWH in inclusive elementary classrooms for SWD, specifically focusing on engagement. We introduce a theoretical framework for engagement for SWD across instructional needs. Additionally, the study analyzes behavioral observation data on engagement to evaluate the efficacy of the SWH for SWD. Randomly selected classrooms in treatment and control conditions across four rural midwestern schools participated in the current study. Teachers in the treatment group were trained in using the SWH approach for science instruction and compared to teachers in a control group who taught science using the district‐approved curriculum and methods. Mean scores were compared between SWD in SWH classrooms and their peers without disabilities and SWD in control classrooms. Multiple statistical and effect size analyses were conducted. Findings suggest that the SWH is an effective instructional approach that supports SWD in classroom engagement. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
23. Using Daily Behavior Report Cards during Extended School Year Services for Young Students with Intellectual and Developmental Disabilities
- Author
-
Taylor, Jonte' C. and Hill, Doris
- Abstract
Daily Behavior Report Cards (DBRCs) have shown to be a successful intervention for improving classroom behavior for students considered to display challenging behaviors. DBRCs have been used for students with emotional/ behavioral disorder in an effort to improve academic and social outcomes. Few studies have examined the use of DBRCs for students with intellectual and developmental disabilities (IDD). Even fewer studies have examined the intersection of young (i.e., early childhood) students with IDD in extended school year settings (ESY). The authors examined the effectiveness of DBRCs for young students with IDD in ESY settings. Four elementary students (ages 6-7) with IDD and behavior challenges who were receiving ESY services as mandated by their respective Individualized Education Plan participated in the current study. Researchers used a changing criterion single case research design, with visual analyses and Tau-U statistical analyses indicating a positive impact for each student and 1.00 effect sizes with significance (p < 0.01). Teachers demonstrated fidelity of implementation, and competence in data collection and graphing student progress.
- Published
- 2017
24. Research-Based Instructional Strategies in Science for Students With EBD
- Author
-
Taylor, Jonte' C.
- Published
- 2016
25. Science Instruction for Students with Emotional and Behavioral Disorders
- Author
-
Therrien, William J., Taylor, Jonte C., and Watt, Sarah
- Abstract
This review examined classroom science instruction for students with emotional and behavioral disorders (EBD). A total of 11 group and single-subject studies were analyzed. Across all group studies, a conservatively calculated mean effect size of 0.471 was obtained indicating the interventions as a whole had at least a small to moderate impact on students' with EBD achievement. Findings were further analyzed by student characteristics, intervention type, dependent measures utilized, and study variables. A significant result of these subanalyses indicates that while additional research is needed, students with EBD may benefit from inquiry approaches provided the method implemented includes enough structure to ensure student engagement. Results also suggest that mnemonic instruction is highly effective at increasing students' with EBD knowledge and retention of science facts.
- Published
- 2014
- Full Text
- View/download PDF
26. Promoting Anti-Racism Practices and the Cycle of Critical Consciousness within Positive Behavior Interventions and Supports Frameworks.
- Author
-
Taylor, Jonte' C., Hanley, Whitney, Deger, Gwendolyn, and C. Hunter, William
- Subjects
- *
CRITICAL consciousness , *ANTI-racism , *CULTURAL competence , *BEHAVIORAL assessment , *PSYCHOLOGY of students - Abstract
Note this manuscript has supplementary files that will only be available online and does not need to be included in the printed version. text for online abstract: The interpretation of behavior of from marginalized backgrounds is susceptible to prejudice, bias, and racist ideology. This is especially true when evaluations include subjective assessment of perceived challenging behaviors which has historically led to overrepresentation of student from marginalized backgrounds at-risk of or with an emotional disturbance. While Positive Behavior Intervention and Supports (PBIS) frameworks are increasingly used in schools to support students behaviorally and decrease the need for special education services, students of color continue to be overrepresented as needing supports within these frameworks. One possible cause for this overrepresentation is implicit bias in evaluation and intervention of behavior for marginalized students. In an effort to increase the cultural responsiveness of PBIS frameworks, we describe the incorporation of anti-racist actions and the concept of critical consciousness in evaluating student behavior. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
27. Science Instruction for Students with Learning Disabilities: A Meta-Analysis
- Author
-
Therrien, William J., Taylor, Jonte C., Hosp, John L., Kaldenberg, Erica R., and Gorsh, Jay
- Abstract
Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta-analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped according to the type of strategy implemented. Effect sizes ("ES") were calculated for each study. Across all studies, a mean "ES" of 0.78 was obtained, indicating a moderate positive effect on students with LD science achievement. Findings also align with past reviews of inquiry-based instruction for students with special needs, indicating that students with LD need structure within an inquiry science approach in order to be successful. Additionally, results suggest that mnemonic instruction is highly effective at increasing learning disabled students' acquisition and retention of science facts.
- Published
- 2011
- Full Text
- View/download PDF
28. Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness.
- Author
-
Jones, Britney L. and Taylor, Jonte C.
- Subjects
- *
SCIENCE teachers , *CRITICAL consciousness , *CULTURALLY relevant education , *WALLS , *CLASSROOMS , *SCIENCE students - Abstract
In this paper, we synthesize existing literature on Culturally Relevant Science Teaching (CRST), more specifically the third tenet of CRST‐developing students' sociopolitical or critical consciousness. While there is research on this third tenet, our review of the literature reveals that this tenet is understudied and underutilized. We offer our conceptual framework and an illustrative example to demonstrate how teachers can practically implement the third tenet of CRST to engage and empower students in science. We hope that the ideas and examples shared in this piece will help teachers foster students' sense of sociopolitical consciousness and advocacy within the walls of the classroom and beyond. We also urge researchers to continue producing research on this important topic so that practitioners can use this information to develop students' sociopolitical/critical awareness, reflections, and actions. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
29. Teacher Workplace Bullying: How Pervasive is the Problem?
- Author
-
Catherine Scheeler, Mary, Markelz, Andrew, Taylor, Jonte C., Deshpande, Divya S., and Wolfe, Pamela
- Subjects
BULLYING in the workplace ,SPECIAL education teachers ,SCHOOL bullying ,TEACHERS ,TEACHER educators ,ADMINISTRATIVE assistants - Abstract
Bullying in schools is a national problem receiving much needed attention. Teacher workplace bullying is a lesser known but equally debilitating problem. Our purpose in doing this study is to examine the problem of teacher workplace bullying and its effect on teachers, students, and schools. We surveyed 173 general and special education teachers to determine the extent that teachers report workplace bullying by other teachers and administrators. We used the Negative Acts Questionnaire–Revised to examine three constructs of workplace bullying—personal, work-related, and physical intimidation. We also examined differences in self-reported workplace bullying between general and special education teachers. Results suggest special education teachers reported a significantly high level of workplace bullying compared with general education teachers. Unsatisfactory administrative support was the most significant factor contributing to workplace dissatisfaction overall. We offer possible starting points to deal with the problem and discuss implications for teachers, students, and the field. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
30. Science Instruction for Students with Learning Disabilities: A Meta-Analysis
- Author
-
Therrien, William J., Taylor, Jonte C., Hosp, John L., Kaldenberg, Erica R., and Gorsh, Jay
- Published
- 2011
- Full Text
- View/download PDF
31. A Systematic Review of Tactile Prompting in Teacher Education.
- Author
-
Markelz, Andrew, Scheeler, Mary Catherine, Riccomini, Paul, and Taylor, Jonte C.
- Subjects
BEHAVIOR modification ,META-analysis ,CLASSROOM management ,SOCIAL acceptance ,TEACHING ,COGNITIVE load - Abstract
Researchers are exploring innovative technologies to prepare educators. A systematic literature review was conducted to study the role of tactile prompting (i.e., vibratory signals on a schedule) in teacher education. Ten studies meeting inclusion criteria were synthesized and analyzed based on how tactile prompting is utilized, effects of tactile prompting, and quality of research. Findings suggest studies with tactile prompting as the primary independent variable, or condition within a phase, demonstrated medium to very high Tau-U single-case effect sizes (range = 0.54-1.00) and high social acceptability on classroom management teaching behaviors. Simplistic prompting devices reduce cost, training, and anxiety barriers to adoption; however, innovations in wearable technology provide opportunities for a more robust behavior modification tool. Research suggests tactile prompting reduces cognitive load and provides multiple opportunities to practice, which has value in time-constrained preparation programs. Further exploration of this technique in teacher education is warranted. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
32. Supporting Science-Related Instruction for Students with Intellectual and Developmental Disabilities: A Review and Analysis of Research Studies.
- Author
-
Taylor, Jonte' C., Jiwon Hwang, Rizzo, Karen L., and Hill, Doris Adams
- Subjects
SCIENCE education ,INTELLECTUAL disabilities ,ACADEMIC achievement ,INQUIRY-based learning ,WELL-being - Abstract
Broad scientific concepts are vital to individual wellbeing as a function of daily living skills. Science connects how individuals interact with the environment and how they interpret those interactions (Browder et al, 2007). According to the National Assessment of Education Progress, students with disabilities score significantly lower than students without IEPs on standardized science achievement assessments (National Center of Education Statistics, 2015). In addition, students with intellectual and developmental disabilities (IDD) are likely to be left out of opportunities to learn science content regardless of educational setting. The current study examines and analyzes published single-case research (SCR) on science and science-related achievement for students with IDD through Tau-U effect size analysis and rigor evaluation. Implications for research and teaching are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2020
33. Reducing Language Barriers in Science for Students with Special Educational Needs.
- Author
-
Boyle, Susannah, Rizzo, Karen L., and Taylor, Jonte C.
- Subjects
SCIENCE students ,COMMUNICATION barriers ,SCIENTIFIC language ,INTEGRATED learning systems ,STUDENTS with disabilities ,TELECOMMUNICATION - Abstract
An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers, inquiry-based instruction,) work for students regardless of identified need (e.g., learning disabilities). However, researchers have noted that science instruction can often rely heavily on text and have burdensome reading demands that may cause students with disabilities to struggle. Research suggests that incorporating Universal Design for Learning (UDL), multimodal representation, the arts, and communicative technologies can reduce the language load for learning science content and phenomena for students with special education needs. The purpose of this paper is to provide resources and suggestions for reducing the language barriers in science for students with special education needs through the use of multimodal representation and communication technologies. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
34. A review of research on science instruction for students with autism spectrum disorder.
- Author
-
Taylor, Jonte' C., Rizzo, Karen L., Hwang, Jiwon, and Hill, Doris
- Subjects
- *
AUTISM spectrum disorders , *LITERATURE reviews , *SCIENCE students , *ACADEMIC achievement , *SCIENCE , *RESEARCH - Abstract
Understanding science concepts and phenomena is important for an increasingly complex global society. For students with disabilities, there continue to be huge achievement disparities in science achievement when compared to their peers without disabilities. This includes students with autism spectrum disorder (ASD). The current study examines and analyzes published research on science and science‐related achievement for students with ASD. The authors reviewed characteristics of the research related to science achievement for students with ASD from 2000 through 2018 and analyzed included data to evaluate the effectiveness of the interventions included in the studies. Implications for research and teaching are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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35. Effects of Tactile Prompting and Self-Monitoring on Teachers' Use of Behavior-Specific Praise.
- Author
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Markelz, Andrew M., Taylor, Jonte C., Kitchen, Tom, Riccomini, Paul J., Catherine Scheeler, Mary, and McNaughton, David B.
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SPECIAL education teachers , *PRAISE , *PSYCHOLOGY of students , *TEACHERS , *STUDENTS with disabilities - Abstract
Effectively managing a classroom is crucial in promoting positive student outcomes. Behavior-specific praise is an empirically supported strategy to reinforce desirable student behaviors. Following a review of the literature, we identified tactile prompting and self-monitoring as effective methods to increase teachers' use of behavior-specific praise while sustaining intervention long enough until teachers contacted natural maintaining contingencies. We created electronic tactile awareness prompting with self-monitoring (eTAPS) by combining two applications on an Apple Watch. Using a multiple-baseline-across-participants design, this study primarily investigated the effects of eTAPS on special education teachers' use of behavior-specific praise. Secondarily, this study investigated the impact that behavior-specific praise would have on the on-task behaviors of targeted students with disabilities demonstrating frequent off-task behaviors. Results indicated that eTAPS was effective in increasing and maintaining behavior-specific praise rates. Furthermore, significant increases in student on-task behavior occurred. Implications of results and future research are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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36. Science Instruction for Students With Emotional and Behavioral Disorders.
- Author
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Therrien, William J., Taylor, Jonte C., Watt, Sarah, and Kaldenberg, Erica R.
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ACADEMIC achievement , *AFFECTIVE disorders in children , *ANALYSIS of covariance , *ANALYSIS of variance , *BEHAVIOR disorders in children , *CONFIDENCE intervals , *CURRICULUM , *EPIDEMIOLOGY , *ERIC (Information retrieval system) , *PSYCHOLOGY information storage & retrieval systems , *RESEARCH funding , *SCHOOL environment , *SCIENCE , *SPECIAL education , *SYSTEMATIC reviews , *EVIDENCE-based medicine , *PROFESSIONAL practice , *DATA analysis , *TEACHING methods , *MEDICAL coding , *DESCRIPTIVE statistics , *CHILDREN - Abstract
This review examined classroom science instruction for students with emotional and behavioral disorders (EBD). A total of 11 group and single-subject studies were analyzed. Across all group studies, a conservatively calculated mean effect size of .471 was obtained indicating the interventions as a whole had at least a small to moderate impact on students’ with EBD achievement. Findings were further analyzed by student characteristics, intervention type, dependent measures utilized, and study variables. A significant result of these subanalyses indicates that while additional research is needed, students with EBD may benefit from inquiry approaches provided the method implemented includes enough structure to ensure student engagement. Results also suggest that mnemonic instruction is highly effective at increasing students’ with EBD knowledge and retention of science facts. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
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