Subjective Evaluation of Data Checking Techniques

The aim of this research was to analyze people\u27s subjective opinions about the data checking techniques double entry, visual checking, and read aloud. Previous research has shown that entering data twice is more effective in reducing the data entry errors. Thus, the research aims to hypothesize that participants would perceive the double entry technique as most accurate and reliable. A total of forty-eight undergraduate students answered a set of sixteen items which were used to gather participants\u27 opinions on the three techniques. The results showed that the double entry technique was perceived as significantly more accurate (F (2, 47): 5.734, p: .006) and reliable (F (2, 47): 7.91, p: .001). No other technique received better ratings than double entry on any of the other items. Based on our results and the information found by previous research, we recommend that researchers use the double entry technique to check data

Activity-Based Intervention and One-to-one Correspondence for Children with Developmental Delays

PreK children with developmental delays in inclusive classrooms need access to math interventions helps them develop foundational math skills that are needed to succeed during their K-12 education. Research is significantly lacking that addresses increasing math skills for children with disabilities in PreK classrooms. The purpose of this study was to examine how using activity-based intervention (ABI) increases one-to-one correspondence for children with disabilities in an inclusive classroom. A single subject multiple probe design across participants was implemented to embed one-to-one correspondence math goals into daily routines and preferred activities. The participants of the study were two 3–5-year-old children categorized as having a developmental delay under the Individuals with Disabilities Education Act (IDEA) and enrolled in the school district’s IDEA Part B 619 program. Research was conducted in a public PreK inclusive classroom which consisted of 18 students, eight of which were children with disabilities in the AM session and 16 students, six of which were children with disabilities in the PM session. A lead teacher and special education teacher’s aide were in the classroom. The findings indicated an increase in one-to-one correspondence for the children with disabilities and the participants continued to be included in the activities in the classroom. The findings of this study will help teachers in inclusive PreK classrooms target and increase one-to-one correspondence math skills for children with developmental delay

2011-2012 UNLV McNair Journal

Journal articles based on research conducted by undergraduate students in the McNair Scholars Program Table of Contents Biography of Dr. Ronald E. McNair Statements: Dr. Neal J. Smatresk, UNLV President Dr. Juanita P. Fain, Vice President of Student Affairs Dr. William W. Sullivan, Associate Vice President for Retention and Outreach Mr. Keith Rogers, Deputy Executive Director of the Center for Academic Enrichment and Outreach McNair Scholars Institute Staf