Effects of children\u27s literature on students\u27 on-task behavior during mathematics instruction.

Nationally, there are increasing numbers of students who are at-risk for academic and/or social failure (U.S. Department of Education, 2009). In an attempt to address this trend, the 2004 reauthorization of the Individuals with Disabilities Education Act (PL 108-446) encouraged educators to provide early and appropriate interventions not only to identify and help children with disabilities, but to also provide additional supports for students with academic difficulties and challenging behaviors. Although there have been evidenced-based academic interventions pertaining to students with challenging behaviors, most of the literature has been focused on reading interventions rather than mathematics interventions (Bos & Vaughn, 2005). This study examined the effects of integrating children\u27s literature in mathematics instruction on the academic and behavioral outcomes of students with academic difficulty and challenging behaviors. A single subject, multiple baseline design across participants was implemented to examine the effects of this curricular approach on increasing student engagement, reducing disruptive behaviors, and increasing the teacher\u27s rate of providing opportunities to respond for four elementary students identified as exhibiting academic difficulty and challenging behaviors during Tier II mathematics instruction. In addition, two pretest/posttest designs were used to assess the academic achievement of the student participants. Results of this study suggest that integrating children\u27s literature in mathematics instruction is an effective curricular approach for increasing engagement for students with academic difficulties and challenging behaviors. Furthermore, results suggest that this curricular approach was effective in increasing the teacher\u27s rate of providing opportunities for students to respond. However, results were not definitive regarding the effectiveness of integrating children\u27s literature in mathematics instruction on decreasing disruptive behavior and there were no results of significance on student mathematics achievement. Directions for future research and educational implications are discussed

The grey eagle of Glen Lily : Simon Bolivar Buckner\u27s place in the lost cause, reunion, and politics of the late nineteenth century.

Simon Bolivar Buckner (1823-1914) lived a long and distinguished life. He began his career as solider at West Point and fought for the Confederacy as lieutenant general during the Civil War. Buckner took the skills, influence, and connections gained from his early life and transformed them into a postbellum political career. In the late nineteenth-century, he earned supporters by becoming a symbol for Civil War memories, both in the Lost Cause and reunion movements. Buckner’s popularity led to his success as governor of Kentucky from 1887 to 1891. His roots to the past also presented difficulties as the nation’s economic and political demands changed as the masses fell on hard times. In 1896, he tried but failed to maintain the status quo by running for vice-president on a third party ticket for the Gold Democrats. Again in 1914, his death stirred up Civil War memories and brought his popularity to new heights, but over time historians forgot about this prominent Kentuckian. This thesis illuminates Buckner’s forgotten journey through the complex and complicated political landscape of the late nineteenth-century

Increasing Student Engagement Through Opportunities to Respond

The evidence for providing sufficient opportunities for students to respond (OTR) has been established in terms of increasing student engagement while decreasing disruptive behavior. Although proven to be effective, teachers are demonstrating low rates of OTR across all grade levels and instructional content areas. Given the potential benefits of increasing OTR, it is critical that teachers find ways to increase the provision of OTR during instruction. This article will discuss the research behind providing sufficient OTR, examine the rate of OTR teachers are providing in schools in relation to optimal rates suggested by research, and provide strategies for increasing OTR during classroom instruction

An Examination of Response Requirements Associated with Teachers\u27 use of Different Opportunities for Student Response During Instruction

Providing effective instruction that increases the degree to which students are engaged with the instructional content has been identified as a research-based practice in that it is associated with positive academic and behavioral outcomes. One high-leverage practice for engaging students is the provision of opportunities to respond (OTR) during instruction. However, previous research has shown that teachers at every level typically use OTRs at rates far below research-based recommendations. This study adds to the literature by breaking OTRs into verbal, non-verbal, and partner categories to further examine how teachers typically foster student engagement. Across 1095 total observations, OTR rates were observed to be higher than previous research. However, teachers at every level were found to use simple verbal questioning greater than 75% of the of the time they provided an engagement opportunity. A discussion focuses on what this implies for students with verbal deficits and on practical implications and areas for future research

Using a Token Economy Combined with a Mystery Motivator for a Student with Autism Exhibiting Challenging Behavior

A common characteristic of students with autism spectrum disorder is difficulty attending to and staying on task in classrooms, which can lead to inappropriate and/or disruptive behavior. Benefits of a token economy have been examined with various individuals but few have examined its effects with children with autism spectrum disorder. This study examined the effectiveness of a token economy combined with a mystery motivator in decreasing inappropriate behaviors displayed by a student with an autism spectrum disorder in a small group setting. Results indicated that the token reinforcement program was effective in decreasing the inappropriate behaviors displayed by the student

Bringing High Leverage Practices to the Bluegrass: A Statewide Collaborative Effort

As a means to improve instruction for all students, Kentucky joined the national network of states engaged with the Collaboration for Effective Educator Development, Accreditation, and Reform (CEEDAR) Center. Part of this initiative was to hold a statewide summit for all Kentucky stakeholders in an attempt to build awareness of high leverage practices in educator preparation programs; strengthen and sustain partnerships; build capacity for continuous improvement; and share strategies for enhancing clinical practice. This article discusses the results of a survey given to those attending the statewide summit. Participants were asked to rate their knowledge and perceived importance of eight key variables associated with reimagining educator preparation in Kentucky. The results are discussed and next steps are outlined

On the Joys of Missing Data

We provide conceptual introductions to missingness mechanisms—missing completely at random (MCAR), missing at random (MAR), and missing not at random (MNAR)—and state-of-the-art methods of handling missing data—full-information maximum likelihood (FIML) and multiple imputation (MI)—followed by a discussion of planned missing designs: multiform questionnaire protocols, two-method measurement models, and wave-missing longitudinal designs. We reviewed 80 articles of empirical studies published in the 2012 issues of the Journal of Pediatric Psychology to present a picture of how adequately missing data are currently handled in this field. To illustrate the benefits of utilizing MI or FIML and incorporating planned missingness into study designs, we provide example analyses of empirical data gathered using a three-form planned missing design

Planned Missing Data Designs & Small Sample Size: How Small is Too Small?

Utilizing planned missing data (PMD) designs (ex. 3-form surveys) enables researchers to ask participants fewer questions during the data collection process. An important question, however, is just how few participants are needed to effectively employ planned missing data designs in research studies. This paper explores this question by using simulated three-form planned missing data to assess analytic model convergence, parameter estimate bias, standard error bias, mean squared error (MSE), and relative efficiency (RE).Three models were examined: a one-time point, cross-sectional model with 3 constructs; a two-time point model with 3 constructs at each time point; and a three-time point, mediation model with 3 constructs over three time points. Both full-information maximum likelihood (FIML) and multiple imputation (MI) were used to handle the missing data. Models were found to meet convergence rate and acceptable bias criteria with FIML at smaller sample sizes than with MI