ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Dynamic Relationship between the Accelerative Integrated Method (AIM) and the Core French Teachers Who Use It: Why Agency and Experience Matter
Author: Arnott, Stephanie
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Experience,French,Language Teachers,Second Language Learning,Second Language Instruction,Foreign Countries,Case Studies,Interviews,Observation,Elementary School Teachers,Educational Policy,Acceleration (Education),Teacher Attitudes,Nonverbal Communication

Over the last decade, almost 4,000 Canadian schools have moved to using the Accelerative Integrated Method (AIM) for core French (CF) instruction. Following researchers' recommendations (Brumfit, 1984; Lapkin, Mady, &amp; Arnott, 2009; Larsen-Freeman, 1996, 2000; Prahbu, 1990), I am shifting the focus in this case study from product to process. In other words, investigating how AIM teachers use and shape the method during implementation instead of comparing AIM and non-AIM student outcomes (Bourdages &amp; Vignola, 2009; Carr, 2001; Mady, Arnott, &amp; Lapkin, 2009; Maxwell, 2001; Michels, 2008;). Four interviews and observation sessions were conducted with eight elementary-level CF teachers. Findings showed that while some AIM routines and strategies were used by all, teachers exercised their agency in supplementing recommended AIM activities and materials, especially those with more AIM and CF teaching experience. Establishing that using AIM engaged teachers' &quot;senses of plausibility&quot; (Prahbu, 1990) also exposed important implications for future AIM research and board-level policy. (Contains 7 footnotes and 4 tables.)
Resources for Involving Students in Their IEP Process
Author: Uphold, Nicole M.
Date: 2007-03-00
Type: Journal Articles
Subjects: Disabilities,Individualized Education Programs,Student Participation,Self Determination,Cooperative Planning,Educational Resources

Research continues to document the lack of widespread classroom implementation of self-determination instruction. One reason given for why self-determination skills are not being taught is the lack of readily available and affordable instructional resources. The IEP process is one vehicle that all teachers can use to teach self-determination. Research has demonstrated that students with disabilities can participate in each stage, including planning, drafting, meeting to revise the draft, and implementing the plan. This article provides an overview of student involvement in the IEP process and describes "no-cost" resources that teachers can use to involve their students in the IEP process. (Contains 2 tables.)
Lunch and Recess: The &quot;Eye of the Storm&quot;--Using Targeted Interventions for Students with Behavioral Problems
Author: Cuccaro, Carlo
Date: 2007-03-00
Type: Journal Articles
Subjects: Direct Instruction,Behavior Problems,Intervention,Action Research,Grade 5,Recess Breaks,Elementary School Students,Student Behavior,Prosocial Behavior,Interpersonal Competence,Program Effectiveness,Self Control,Behavior Modification,Pretests Posttests,Skill Development,Feedback (Response)

A group of fifth-grade students who had persistent problems at lunch and recess were identified and provided with direct instruction in pro-social skills. These skills were taught by the authors in a two-week program that they called the &quot;Alternative to Lunch Program for Students&quot; (ALPS). This action research study measured the impact of the intervention on their ability to demonstrate skills such as using self-control, avoiding trouble, and accepting consequences. The ALPS was part of a larger school-wide Positive Behavioral Interventions and Supports (PBIS) program. Pre- and post-intervention data suggest that for a majority of the students, the ALPS resulted in improved behavior within the cafeteria and at recess. (Contains 6 figures.)
Using "BUGS" to Increase Student Participation
Author: Goodman, Janet I.
Date: 2007-03-00
Type: Journal Articles
Subjects: Teaching Methods,Student Participation,Educational Technology,Assistive Technology,Cues,Prompting,Auditory Stimuli

Technology is only as good as the results it produces. The use of simple radiophones and earbuds can provide support in action for students with disabilities as they learn to advocate for themselves at planning meetings. This article provides background for using bug-in-ear technology, including a training methods and materials list with students in pre-meeting practice sessions. (Contains 3 figures.)
Adolescent Literacy: Wordy Study with Middle and High School Students
Author: Harris, Lindsay A.
Date: 2007-03-00
Type: Journal Articles
Subjects: Reading Difficulties,Spelling,Learning Disabilities,Phonemic Awareness,Grade 9,Literacy,Word Study Skills,Middle School Students,High School Students,Word Recognition,Teaching Methods,Morphology (Languages),Urban Schools

Literacy is an increasingly important factor as schools focus on improving student achievement. Literacy skills in reading and writing are critical components needed for both access to the general curriculum and for successful academic achievement. A key component of reading and writing is word identification, a skill deficit for many adolescent students with learning disabilities. This article describes how we implemented Words Their Way, an explicit, inductive instructional approach to teach phonemic awareness, spelling patterns, and morphology to students in a ninth grade literacy class in an urban high school. The orthographic knowledge learned through word study is applied to word identification skills used in reading and writing. The article explains how we adapted this program for adolescents who are struggling with reading and writing. (Contains 4 figures.)
Autism and the Artistic Imagination: The Link between Visual Thinking and Intelligence
Author: Berube, Clair T.
Date: 2007-05-00
Type: Journal Articles
Subjects: Multiple Intelligences,Autism,Visualization,Coping,Imagination,Intelligence,Pervasive Developmental Disorders,Children,Spatial Ability

The author employs Howard Gardner's Theory of Multiple Intelligences to frame a discussion about the abilities of children on the Autism spectrum. Since children possess special gifts in visual/spatial areas, an argument is made to support this ability instead of "correcting" it into a more "normal" range. References from Dr. Temple Grandin's life are included. Dr. Grandin is an adult with Autism who is living a successful productive life as an Associate Professor of Animal Science at Colorado State University. Since Howard Gardner discovered that there are several ways to be considered intelligent, the author makes a case for celebrating the differences and special contributions autistic individuals can make to society, even as these individuals must learn social and coping skills, without trying to cure these differences.
Interactions and Practices to Enhance the Inclusion Experience
Author: Tobin, Ruthanne
Date: 2007-05-00
Type: Journal Articles
Subjects: Socialization,Inclusion,Mainstreaming,Mild Mental Retardation,Learning Disabilities,Individualized Instruction,Regular and Special Education Relationship,Interaction,Peer Teaching,Interpersonal Relationship,Administrator Role,Principals,Grade 6,Grade 7

In a collaborative research project, two inclusion teachers and their principal demonstrate ways to enhance the inclusion experience for five exceptional students: four with mild intellectual disabilities and one with a learning disability. The findings revealed that one teacher engaged in positive interactions in the classroom by positioning the exceptional learners as "knowers" (Fairclough, 1995) among their peers while at the same time differentiating instruction. A second teacher placed an emphasis on facilitating social learning and establishing predictable and accountable routines. The principal held "Good New Visits" with the students one to two times per week in response to written memos from their teachers as a means of engendering positive trust relationships with the students.
Student-Led IEP Meetings: Planning and Implementation Strategies
Author: Hawbaker, Becky Wilson
Date: 2007-05-00
Type: Journal Articles
Subjects: Individualized Education Programs,Student Participation,Self Determination,Teacher Role,Meetings,Student Empowerment,Barriers,Goal Orientation,Planning,Transitional Programs,Academic Accommodations (Disabilities)

Although self-determination in general and student-led IEPs in particular have received attention nationally, the extent to which students are leading their IEP meetings remains uncertain, and the rhetoric does not seem to match the reality for the majority of students with disabilities and their IEP meetings. Self determined educators are needed to translate the rhetoric into action. In this article, the advantages of student-led IEPs are discussed, obstacles to implementation are examined and answered, and specific teacher-friendly and teacher-tested activities are suggested to challenge readers to implement a student-led IEP program in their schools within one year. (Contains 2 tables and 3 figures.)
Intensifying Reading Instruction for Students within a Three-Tier Model: Standard-Protocol and Problem Solving Approaches within a Response-to-Intervention (RTI) System
Author: Marchand-Martella, Nancy E.
Date: 2007-05-00
Type: Journal Articles
Subjects: Reading Difficulties,Intervention,Reading,Reading Programs,Problem Solving,Effect Size,Emergent Literacy,Reading Instruction,Teaching Methods,Elementary School Students,Program Effectiveness

Response to Intervention (RTI) provides a challenge for schools to deliver appropriate and scientifically validated reading instruction to all students through a three-tier model. While many educators recognize the need for a strong core-reading program (Tier 1), interventions for Tier 2 and Tier 3 students remain more difficult to implement. We provide a clear example of how one empirically supported program was implemented within a three-tier model for K-3 students. Our example highlights the efficiency and effectiveness of a standard-protocol approach with problem solving. Effect sizes for K-2 students across the three tiers ranged from 0.50 to 3.96 on Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures; effect size improvements on the Scholastic Reading Inventory (SRI) ranged from 0.72 to 3.37 for third-grade students. (Contains 1 table and 1 figure.)
Conducting Telephone Conference IEPs
Author: Patterson, Philip Patrick
Date: 2007-05-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Individualized Education Programs,Disabilities,Telecommunications,Parent Participation,Guidelines

Synchronizing the availability of team members for Individual Education Plan (IEP) meetings can be a daunting task. Fortunately, the Individuals with Disabilities Education Improvement Act of 2004 permits alternative means of conducting such meetings. An example of an alternate means is a telephone conference, whereby parents communicate over the telephone to the rest of the IEP team who remain at school. This article will review advantages and disadvantages to telephone conference IEP meetings as well as provide specific guidelines and suggestions for successful meetings. (Contains 6 figures.)
Using Teacher Prompts and Habit Reversal to Reduce Fingernail Biting in a Student with Attention Deficit Hyperactivity Disorder and a Mild Intellectual Disability
Author: Waller, Raymond J.
Date: 2007-07-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Behavior Problems,Mild Mental Retardation,Quality of Life,Prompting,Behavior Modification,Anxiety,Intervention,Grade 8

Fingernail biting is a habit that is developed by numerous people, especially children and teenagers. Many clinicians believe that the habit of fingernail biting stems from nervousness or anxiety. Students, especially students with disabilities, can be easily distracted from instruction, can become the target of negative peer attention, and can get socially ostracized by habit problems such as fingernail biting. Although teachers often must prioritize severe behavioral problems that we see in the classroom, we think that teachers have dramatically improved the quality of life of some of our students by helping them to modify other, less severe behavioral issues like fingernail biting. This study investigated the effect of the simple, noninvasive, and nonpunitive approaches of using coded verbal prompts and habit reversal to reduce fingernail biting in a classroom setting. A significant reduction was observed. (Contains 1 figure.)
Teacher Outcomes of School-Wide Positive Behavior Support
Author: Ross, Scott W.
Date: 2007-07-00
Type: Journal Articles
Subjects: Teacher Effectiveness,School Culture,Behavior Modification,School Safety,Educational Environment,Program Effectiveness,Stress Variables,Teaching Conditions,Correlation,Instructional Effectiveness,Middle Schools,Student Behavior,Behavior Problems

Thousands of schools throughout the country are now implementing School-Wide Positive Behavior Support (SWPBS) as a way to improve school culture, safety, and climate. Research is needed to assess the effects of implementing SWPBS on (a) teacher stress and (b) teacher efficacy. The present pilot study provides a preliminary study of these variables by analyzing self-report measures conducted by 20 teachers within schools of differing levels of SWPBS implementation. Results indicated a statistically significant relationship between SWPBS implementation and teacher perception of educational efficacy. Results did not indicate a significant relationship, but rather a trend in the anticipated direction, between SWPBS implementation and reduced perception of teacher stress. Limitations of the study are discussed and directions for future research are recommended. (Contains 2 tables and 1 figure.)
Reducing Irresponsible Talking out during Class in a 7th Grade Student with an Emotional/Behavioral Disorder
Author: Glenn, Jenny H.
Date: 2007-07-00
Type: Journal Articles
Subjects: Behavior Disorders,Functional Behavioral Assessment,Grade 7,Student Behavior,Intervention,Prompting,Cues,Self Control,Behavior Modification

This paper presents the effects of a function-based intervention bundle including a combination of teacher-directed self-recording, self-monitoring, and prompt cards to decrease inappropriate classroom talking out of a 7th grade student with an emotional/behavioral disorder. The interventions were based on functional behavior assessment that suggested that the talking out was maintained by the co-functions of attention seeking and escape from academic tasks. Ultimately, use of a combination of self-monitoring, teacher-directed self-recording, and prompt card systems resulted in a dramatic reduction of the target behavior. This reduction was maintained at follow up. (Contains 2 figures.)
Middle Schoolers with Reading Disabilities in Book Club?
Author: Berkeley, Sheri
Date: 2007-07-00
Type: Journal Articles
Subjects: Reading Difficulties,Reading Comprehension,Reading Materials,Learning Disabilities,Clubs,Middle School Students,Reading Motivation,Homework,Learning Activities

The writer describes a book project that successfully motivated middle school students  with learning disabilities to independently practice comprehension strategies while reading  material at their independent levels. Conception of the project, example homework  and activities, development of a book club, and benefits for students are described. (Contains 3 tables and 1 figure.)
Infinite Diversity in Infinite Combinations: Portraits of Individuals with Disabilities in Star Trek
Author: Shepherd, Terry L.
Date: 2007-07-00
Type: Journal Articles
Subjects: Disabilities,Special Education Teachers,Television,Special Education,Mass Media Effects,Social Attitudes,Attitudes toward Disabilities,Teacher Attitudes,Student Attitudes,Peer Relationship

Weekly television series have more influence on American society than any other form of media, and with many of these series available on DVDs, television series are readily accessible to most consumers. Studying television series provides a unique perspective on society's view of individuals with disabilities and influences how teachers and peers view students with disabilities. Special education teachers can use select episodes to differentiate between the fact and fiction of portrayed individuals with disabilities with their students, and discuss acceptance of peers with disabilities. With its philosophy of infinite diversity in infinite combinations, Star Trek has portrayed a number of persons with disabilities over the last forty years. Examples of select episodes and implications for special education teachers for using Star Trek for instructional purposes through guided viewing are discussed.
Using a Mnemonic to Develop Effective Incentive Systems
Author: Forbringer, Linda L.
Date: 2007-09-00
Type: Journal Articles
Subjects: Student Behavior,Intervention,Incentives,Rewards,Special Education Teachers,Mnemonics,Teaching Methods,Behavior Problems,Behavior Modification,Student Motivation,Guides,Reinforcement

Special educators frequently provide consultation for parents and general education teachers who are struggling to manage student behavior. One intervention often discussed is the use of rewards to increase student motivation. While research has shown that well-designed incentive systems can provide an effective intervention, poorly designed systems are often ineffective, and can be counter-productive. Unfortunately, the special educator is often placed in the position of having to critique and try to improve poorly designed incentive systems. The author uses a mnemonic formed from the letters in the word "incentive" to propose a quick, research-based method for evaluating incentive systems. The mnemonic provides a useful tool to use when consulting with parents and general educators. Referring to the mnemonic can help when critiquing existing systems, and sharing the mnemonic can help others learn how to create more effective incentive systems in the future. (Contains 1 figure.)
Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology
Author: Parette, Howard P., Jr.
Date: 2007-09-00
Type: Journal Articles
Subjects: Behavior Disorders,Educational Technology,Assistive Technology,Emotional Disturbances,Learning Disabilities,Student Needs,Teaching Methods,Computer Software,Student Behavior,Self Control,Behavior Modification

The academic and social demands of school and classroom environments place unique demands on students with emotional and behavioral disorders (EBD). Assistive technologies provide a resource that largely remains untapped in the management of behaviors. This article outlines four tips teachers may use as they select from an array of assistive technologies designed to address specific learning and behavioral needs of students. In addition, the authors recommend available hardware and software teachers may use when teaching students with EBD. (Contains 1 table and 1 figure.)
Giving a Face to a Hidden Disorder: The Impact of Dyspraxia
Author: Stansell, Debi J.
Date: 2007-09-00
Type: Journal Articles
Subjects: Student Needs,Neurological Impairments,Developmental Disabilities,Psychomotor Skills,Brain,Symptoms (Individual Disorders),Teacher Role

Developmental Verbal Dyspraxia (DVD) is a disability with many names, yet it often goes without being diagnosed or treated. A neurological disorder, it involves motor planning throughout the body when the brain is unable to communicate directions to the muscles. With no obvious physical indications, it has been referred to as the hidden disability. Discussing the characteristics of dyspraxia in this article will, I hope, help teachers to recognize the possibility of this disorder, and ideally will act as a resource for possible interventions. As educators, we have a unique opportunity to help children reach their full potential, but we must first be aware of the special needs for the dyspraxic child that should be acknowledged and appropriately addressed.
Who Let the Dog in? How to Incorporate a Dog into a Self-Contained Classroom
Author: Anderson, Katherine L.
Date: 2007-09-00
Type: Journal Articles
Subjects: Behavior Disorders,Self Contained Classrooms,Animals,Disabilities,Emotional Disturbances,Classroom Environment,Teaching Methods,Student Behavior,Behavior Modification

Described in this article are outcomes, procedures, and suggestions for incorporating a dog into a classroom for students with emotional or behavioral disorders. First, the outcomes for the inclusion of a dog are presented and are reported from an empirical study conducted by the author. Next, details are provided on how teachers would initially prepare for the incorporation of a dog by conducting preliminary meetings, selecting a dog, establishing classroom policies and procedures, obtaining written consent, and providing information to colleagues. Then illustrations are given on how to utilize the dog in classrooms to benefit students through building relationships, providing lessons in character development, preventing and de-escalating emotional crises, and incorporating into academics. To conclude, the author provides a discussion of her study to report conclusions, implications, and recommendations. To support the inclusion of a dog into a classroom as a research-based intervention, a review of the literature is embedded. (Contains 1 table and 1 figure.)
Using Guided Reading with Students with Autism Spectrum Disorders
Author: Simpson, Cynthia G.
Date: 2007-09-00
Type: Journal Articles
Subjects: Classroom Techniques,Student Needs,Autism,Reading Skills,Reading Instruction,Special Education,Pervasive Developmental Disorders,Teaching Methods,Elementary School Teachers,Asperger Syndrome,Daily Living Skills

There is a national movement underway to assist teachers in connecting the ideas and practices found in multicultural, general, and special education (Sobel & Taylor, 2006, p.29). In particular, educators are seeking innovative ways to implements general education practices with students with low incidence disabilities. This article describes the model used by one elementary school teacher to implement guided reading, a research-based practice in a LIFE skills classroom in order to increase the reading skills of students with autism. The teacher shares how each student's reading levels were identified and describes the classroom management system that allowed for instruction based on student needs. The teacher's knowledge of the guided reading principles allowed the students to take responsibility for their learning, providing them with challenging reading lessons that lead to growth in their own reading abilities. Each component of the program can be replicated within a general or special education classroom.
The Importance of a Team Approach in Working Effectively with Selective Mutism: A Case Study
Author: Borger, Gary W.
Date: 2007-11-00
Type: Journal Articles
Subjects: Anxiety Disorders,Communication Disorders,Children,Mental Disorders,Teamwork,Interdisciplinary Approach,Case Studies,Verbal Communication,Outcomes of Treatment

Selective Mutism (SM) in children and adolescents is characterized by a persistent failure to speak in certain social situations including at school or with friends despite the ability to speak and comprehend language. Not due to a specific communication disorder, SM is actually a pervasive psychological problem that lies along the continuum of anxiety disorders, and therefore, requires expertise in determining how the problem is supported and maintained by a child's history, family, and environment (Giddan, Ross, Sechler & Becker, 1997). This article represents a case study of a selectively mute child and a successful comprehensive treatment plan that was developed by a multidisciplinary team in consultation with the child. (Contains 2 tables.)