Students need to develop computational proficiency with basic facts (i.e., addition, subtraction, multiplication and division) to be successful in more advanced mathematics such as instruction in fractions, decimals, ratios, and rates (Gersten et al., 2009; NCTM, 2010; NMAP, 2008). Specifically, the Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics (NCTM, 2006) stresses the importance of automaticity in basic facts and the application of these skills to solving word problems. For older elementary students, it is vital that they are proficient in multiplication and related division facts in preparation for working with fractions and other algebra readiness skills. Thus, the purpose of this study was to teach multiplication and division facts using systematic, strategic instruction with and without self-regulation strategies. A single-subject, time-series design was employed to measure items correct on daily probes with nine, fourth grade students. The daily probes were designed with 15 review facts and 25 new facts to measure the ability to solve easy, review facts with automaticity and hard facts specifically taught during instruction. All instruction occurred in small groups (4 – 5 students), after school, with a trained instructor. The students received strategic, systematic instruction in hard multiplication and division facts (9s, 4/6/8s and 7s) with and without additional self-regulation components (self-correction, graphing and goal setting). Multiplication and division were taught together as a fact family, rather than apart, to increase conceptual understanding of the relation between multiplication and division. The findings showed that the students made positive growth in both operations in terms of items correct and fluency; with an increase in accuracy and decrease in time to reach phase change criteria when the intervention was embedded with self-regulation components. Findings from social validity measures from participants support the use of self-regulation as a means to increase motivation. / text

No description available.

Early reading literacy is foundational to all other academic learning. It is imperative that elementary students with and without disabilities be provided with evidence-based reading instruction. Elementary students with developmental disabilities (DD) and complex communication needs (CCN) benefit from evidence-based reading instruction that incorporates individualized, explicit instruction and appropriate assistive technology. Research to identify evidence-based practices for students with DD and CCN is necessary to assist teachers to close the gap in overall achievement for this group of learners. The purpose of this study was to determine the efficacy of the early reading program Go Talk Phonics (Ahlgrim-Delzell, Browder, &Wood, 2014) that incorporated evidence-based systematic instruction delivered through assistive technology to teach reading to elementary students ( n = 2 ) with DD and CCN. The two participants in this single-case designed study did not make adequate progress toward the objectives of Lesson One of the intervention in order to continue on to Lessons Two and Three. Although the participants in this study were less successful in the objectives of the lesson than participants in the Ahlgrim-Delzell et al., (2014) study, there were differences in the participants, assistive technology, and design of the experiment. Important considerations were revealed when selecting academic interventions for students with CCN and DD. Assessment of broader aspects of the students' skills and literacy experience, as well as differential reinforcement procedures specific to instructional demands may be necessary to see gains from instruction.

No description available.

This presentation will inform participants of the results from a year-long randomized control trial study targeting a comprehensive approach to teach grade aligned ELA via an App for middle school students with significant disabilities. Participants will learn about the embedded evidence based practices that led to significant outcomes. By the end of this session, participants will be able to: a) identify instructional strategies that lead to increases in grade aligned ELA skills. b) discuss ways to provide meaningful grade aligned access to ELA skills for students with significant disabilities from diverse backgrounds c) incorporate technology (ipad) and grade aligned adapted fictional and nonfiction novels that address complex and diverse themes into ELA instruction as a means for increasing engagement and access for students with significant disabilities.

xiii, 171 p. : ill. / Although there is arguably substantial evidence in the literature on what works for students at risk of reading failure, the evidence on effective interventions for English-language learners (ELs) is rather meager. Moreover, there are limited curriculum programs and instructional materials available to support schools in the inclusion of ELs in reading-reform efforts. This study examined the efficacy of a systematic transition intervention designed to increase the early literacy achievement of Spanish-speaking ELs in transitional bilingual programs. The intervention included a set of 12 scripted transition lessons that made explicit for ELs the orthographic, lexical, and syntactic differences between Spanish and English. In addition, the lessons addressed the story content knowledge and vocabulary and academic language necessary to ensure that ELs could access the English literacy curriculum and classroom discourse. Seventy-eight first-grade ELs identified as at risk for reading difficulty were randomly assigned to receive either the transition lessons in the treatment condition or the standard school-based intervention in the control condition. Students in both conditions received 60 thirty-minute sessions of small-group instruction as a supplement to their first-grade core reading program. Instruction in both conditions was explicit and focused on the core reading components (i.e., phonemic awareness, phonics, word work, fluency, vocabulary, and comprehension). Student performance was measured on the following dimensions of early reading: (a) phonemic decoding and word reading, (b) oral reading fluency, (c) vocabulary development, and (d) comprehension. In addition, fidelity of implementation, time devoted to the different literacy components, and feasibility of implementation data were collected during and after the study. A gain-score analysis was employed in this study to compare the effect of the treatment (transition lessons) and control (standard school-based intervention) conditions on scores obtained from the pretest and posttest measures of reading achievement. The results indicated that the difference in gain scores between the treatment and control conditions was not statistically significant on any of the measures utilized in the study. Therefore, the transition intervention did not appear to be more effective than the typical school-based intervention. Findings are discussed in light of current research on improving the academic performance of ELs. / Committee in charge: Dr. Edward J. Kame‘enui, Chair; Dr. Roland H. Good, III, Member; Dr. Elizabeth Harn, Member; Dr. Doris A. Baker, Member; Dr. Robert R. Davis, Outside Member

This study investigated the effects of an electronic visual activity schedule (eVAS; i.e., FIRST THEN Visual Schedule application) paired with the system of least prompts on the latency period and level of independence that a fifth-grade student with Intellectual Disability needed to transition throughout the day. Also investigated were the value that the teacher and student placed on the use of an eVAS to teach daily life and school routines instead of typical instruction (e.g., traditional visual schedule) and the student’s ability to generalize the use of the eVAS across instructors and materials (display). An ABAB single case design was used to investigate the effects of the eVAS app. Study research results indicated a functional relation between the use of the eVAS paired with the system of least prompts and the students correct responding and decreased latency. Limitations of the study and the suggestions for future research are discussed.

We share the results from a year-long randomized control trial study targeting a comprehensive approach to teach grade aligned ELA via an App for middle school students with significant disabilities. Participants will learn about the embedded evidence-based practices that led to significant outcomes.

The What Works Clearinghouse guidelines for high-quality professional development were used to develop a Tell, Show, Try, and Apply (TSTA) method of training. This method was used to train teachers to align instruction to grade-level content for students with severe developmental disabilities. A total of 193 teachers of students who participate in alternate assessment based on alternate achievement standards from three states participated in the first 2 days of training. A subset of 37 teachers participated in a 3rd day of training and submitted products from classroom applications. The impact of the TSTA training was evaluated to determine its effect on teachers instructional fidelity across three content areas (e.g., English language arts [ELA], mathematics, science) with their own students. In addition, generalization to new academic content aligned to grade-aligned standards developed by the teachers was taken. Results indicated that the professional development was effective not only in increasing teachers knowledge of alignment but also grade-aligned instruction with generalization across content. Future research questions and practical application also are discussed.