ABSTRACT

Teachers may benefit from using classroom-delivered, low-intensity strategies to increase engagement of students at-risk for emotional and behavioral disorders and academic failure in the general education classroom. This project focused on empowering teachers to be involved in every step of the research process: screening, planning, data collection, and intervention implementation. Six teachers utilized instructional choice to improve engagement during reading for one targeted student in their second- or third-grade class. Teachers implemented practices with high levels of treatment integrity and collected momentary time sampling data with high levels of reliability. Using a withdrawal design, we observed a clear functional relation between instructional choice and increases in student’s academic engagement for three students with improved outcomes for five. Both teachers and students rated intervention goals, procedures, and outcomes as acceptable. Limitations and directions for future research are discussed.

摘要

教师可能会受益于使用课堂提供的低强度策略来增加有风险的学生参与情感和行为障碍以及通识教育课堂中的学术失败的机会。该项目致力于使教师能够参与研究过程的每个步骤：筛选，计划，数据收集和干预实施。六位老师利用教学选择来提高其二年级或三年级班级中一名目标学生的阅读参与度。教师以高水平的治疗完整性实施实践，并以高度的可靠性收集瞬时时间采样数据。使用提款设计，我们观察到三名学生的教学选择与学生学术投入的增加之间存在明显的功能关系，其中五名学生的学习成绩得到改善。老师和学生都将干预目标，程序和结果评为可接受。讨论了未来研究的局限性和方向。