Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Prompting with Wearable Technology to Increase Teaching Behaviors of a Preservice Special Education Teacher

Andrew M. Markelz M.Ed., Jonte C. Taylor Ph.D., Mary Catherine Scheeler Ph.D., Paul J. Riccomini Ph.D., David B. McNaughton Ph.D.
  • Andrew M. Markelz M.Ed. (Author) The Pennsylvania State University image/svg+xml
    Andrew Markelz is a doctoral candidate in Special Education at the Pennsylvania State University. His research interests include expediting the novice to expert teaching curve with technology in teacher education, behavioral fluency, and programming for generalization.
  • Jonte C. Taylor Ph.D. (Author) The Pennsylvania State University
    Jonte Taylor (JT) is an Assistant Professor in Special Education at the Pennsylvania State University. Dr. Taylor investigates science, technology, engineering, arts, and mathematics (STEAM) education as well as classroom and behavior management strategies for students and teachers.
  • Mary Catherine Scheeler Ph.D. (Author) The Pennsylvania State University
    Mary Catherine Scheeler is an Associate Professor of Special Education at the Pennsylvania State University. Her research interests include teacher preparation in special education, immediate feedback in supervision using Bug-in-Ear technology, and generalization of teaching techniques from university to K-12 classroom settings.
  • Paul J. Riccomini Ph.D. (Author) The Pennsylvania State University
    Paul J. Riccomini is an Associate Professor of Special Education at the Pennsylvania State University. His current research interests are effective instructional practices and interventions in mathematics for students with high-incidence disabilities.
  • David B. McNaughton Ph.D. (Author) The Pennsylvania State University
    David McNaughton is a Professor in Special Education at the Pennsylvania State University. His teaching and research focuses on the development of effective educational programs for individuals with severe disabilities. He is especially interested in the effective use of technology by individuals who use augmentative and alternative communication (AAC), and how AAC can be used to achieve important educational and vocational outcomes.
DOI
https://doi.org/10.64546/jaasep.374
Abstract
Classroom management is essential for student related academic and behavioral outcomes. Novice teachers, as well as faculty members, of special education teacher preparation programs report insufficient preparedness in providing meaningful behavioral supports to exceptional learners. With advancements in technology, tactile prompting is a promising modality for teachers to overcome cognitive overload and facilitate more effective practice of classroom management behaviors. We used a multiple-baseline, across behaviors design to assess the effects of prompting with wearable technology (i.e., Apple Watch™) to increase behavior-specific praise, active questioning, and classroom scanning of a preservice special education teacher. Results indicate a functional relation between prompting with wearable technology and targeted increases across multiple behaviors. Behavior-specific praise rates, however, faded synchronously with prompting fades. The participant rated the intervention as a non-intrusive, effective device to increase teaching behaviors. Implications for future research and classroom use are discussed.
Keywords
Assistive Technology, Barriers, Classroom Techniques, Intervention, Outcomes of Education, Preservice Teacher Education
References

Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press.

Alberto, A., & Troutman, P. (2012). Applied behavior analysis for teachers (9th ed.). New York, NY: Merrill.

Allday, R. A., Hinkson-Lee, K., Hudson, T., Neilsen-Gatti, S., Kleinke, A., & Russel, C. S. (2012). Training general educators to increase behavior specific praise: Effects on students with EBD. Behavioral Disorders, 37, 87-98. Retrieved from http://www.jstor.org/stable/23890733 DOI: https://doi.org/10.1177/019874291203700203

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: John Wiley & Sons. Beaver, L. (2016, September 27). The smartwatch report: Forecasts, adoption trends, and why the market isn't living up to the hype. Business Insider. Retrieved from http://www.businessinsider.com/smartwatch-and-wearables-research-forecasts-trends-market-use-cases-2016-9

Blessing, S. B., & Anderson, J. R. (1996). How people learn to skip steps. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 576-598. doi:10.1037//0278-7393.22.3.576 DOI: https://doi.org/10.1037//0278-7393.22.3.576

Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473-498. doi:10.3102/00028312026004473 DOI: https://doi.org/10.3102/00028312026004473

Brophy, J. E. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51(1), 5-32. doi:10.2307/1170249 DOI: https://doi.org/10.3102/00346543051001005

Brophy, J. (1986). Teacher influences on student achievement. American Psychologist, 41, 1069-1077. http://dx.doi.org/10.1037/0003-066X.41.10.1069 DOI: https://doi.org/10.1037//0003-066X.41.10.1069

Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17–43). Mahwah, NJ: Lawrence Erlbaum.

Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press. DOI: https://doi.org/10.4159/9780674419377

Colvin, G., Sugai, G., Good, R. H., & Lee, Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344-363. doi:10.1037/h0088967 DOI: https://doi.org/10.1037/h0088967

Conroy, M. A., Sutherland, K. S., Snyder, A. L., & Marsh, S. (2008). Classwide interventions effective instruction makes a difference. Teaching Exceptional Children, 40(6), 24-30. doi:10.1177/004005990804000603 DOI: https://doi.org/10.1177/004005990804000603

DePry, R. L., & Sugai, G. (2002). The effect of active supervision and pre-correction on minor behavioral incidents in a sixth-grade general education classroom. Journal of Behavioral Education, 11, 255-267. doi:10.1023/A:1021162906622 DOI: https://doi.org/10.1023/A:1021162906622

Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103-112. doi:10.1207/S15326985EP3602_5 DOI: https://doi.org/10.1207/S15326985EP3602_5

Friedman, I. A. (2006). Classroom management and teacher stress and burnout. In C. Evertson & C. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues, (pp. 925-944). Mahwah, NJ: Lawrence Erlbaum.

Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of the research. Review of Educational Research, 71, 279-320. doi:10.3102/00346543071002279 DOI: https://doi.org/10.3102/00346543071002279

Good, T., & Brophy, J. (2008). Looking in classrooms (10th ed.). Boston, MA: Pearson Education.

Haydon, T., & Musti-Rao, S. (2011). Effective use of behavior-specific praise: A middle school case study. Beyond Behavior, 20(2), 31-39. Retrieved from http://www.jstor.org/stable/24011804

Hemmeter, M. L., Santos, R. M., Ostrosky, M. M. (2008). Preparing early childhood educators to address young children’s social-emotional development and challenging behavior. Journal of Early Intervention, 30, 321-340. doi:10.1177/1053815108320900 Heward, W. L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. The Journal of Special Education, 36, 186-205. doi: 10.1177/002246690303600401 DOI: https://doi.org/10.1177/1053815108320900

Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179. doi:10.1177/001440290507100203 DOI: https://doi.org/10.1177/001440290507100203

Kang, S. H. (2016). Spaced repetition promotes efficient and effective learning policy implications for instruction. Policy Insights from the Behavioral and Brain Sciences, 3, 12-19. doi:10.1177/2372732215624708 DOI: https://doi.org/10.1177/2372732215624708

Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research 86, 643-680. doi:10.3102/0034654315626799 DOI: https://doi.org/10.3102/0034654315626799

Kounin, J. S. (1970). Discipline and group management in classrooms. New York, NY: Holt, Rinehart & Winston.

Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. What works Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. L. (2002). Reducing problem behaviors on the playground: An investigation of the application of school-wide positive behavior and supports. Psychology in the Schools, 39, 181-190. doi:10.1002/pits.10029 DOI: https://doi.org/10.1002/pits.10029

Markelz, A. M., Scheeler, M. C., Taylor, J. C., & Riccomini, P. J. (in press). A review of interventions to increase behavior specific praise. Journal of Evidence Based Practice for Schools.

McDonald, M. E., Reeve, S. A., & Sparacio, E. J. (2014). Using a tactile prompt to increase instructor delivery of behavior-specific praise and token reinforcement and their collateral effects on stereotypic behavior in students with autism spectrum disorders. Behavioral Development Bulletin, 19(1), 40-43. doi:10.1037/h0100573 DOI: https://doi.org/10.1037/h0100573

Nelson, J., & Roberts, M. (2000). Ongoing reciprocal teacher-student interactions involving disruptive behaviors in general education classrooms. Journal of Emotional and Behavioral Disorders, 8, 27-37. doi:10.1177/106342660000800104 DOI: https://doi.org/10.1177/106342660000800104

Oliver, R. M., & Reschly, D. J. (2007). Effective classroom management: Teacher preparation and professional development. Washington DC: National Comprehensive Center for Teacher Quality.

Rhine, S., & Bryant, J. (2007). Enhancing pre-service teachers’ reflective practice with digital video-based dialogue. Reflective Practice, 8, 345-358. http://dx.doi.org/10.1080/14623940701424884 DOI: https://doi.org/10.1080/14623940701424884

Rogers, E. M. (2010). Diffusion of innovations. New York, NY: Simon and Schuster. Scheeler, M. C., Budin S. G, & Markelz, A. M. (2016). The role of teacher preparation in promoting evidence-based practice in schools. Learning Disabilities: A Contemporary Journal 14, 171-187.

Solomon, B. G., Klein, S. A., Hintze, J. M., Cressey, J. M., & Peller, S. L. (2012). A meta‐analysis of school‐wide positive behavior support: An exploratory study using single‐case synthesis. Psychology in the Schools, 49, 105-121. doi:10.1002/pits.20625 DOI: https://doi.org/10.1002/pits.20625

Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11, 107-125. doi:10.1007/s10857-007-9063-7 DOI: https://doi.org/10.1007/s10857-007-9063-7

Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 1, 2-9. doi:10.1177/106342660000800101 DOI: https://doi.org/10.1177/106342660000800101

Sutherland, K. S., Wehby, J. H., & Yoder, P. J. (2002). Examination of the relationship between teacher praise and opportunities for students with EBD to respond to academic requests. Journal of Emotional and Behavioral Disorders, 10, 5-13. doi:10.1177/106342660201000102 DOI: https://doi.org/10.1177/106342660201000102

Sweller, J. (1989). Cognitive technology: Some procedures for facilitating learning and problem solving in mathematics and science. Journal of Cognitive Psychology, 81, 457-466. doi:10.1037/0022-0663.81.4.457 DOI: https://doi.org/10.1037//0022-0663.81.4.457

Willingham, D. T. (2009). Why don't students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass. DOI: https://doi.org/10.1002/9781118269527

There are 36 references in total.
How to Cite
Markelz, A. M., Taylor, J. C., Scheeler, M. C., Riccomini, P. J., & McNaughton, D. B. (2018). Prompting with Wearable Technology to Increase Teaching Behaviors of a Preservice Special Education Teacher. Journal of the American Academy of Special Education Professionals, 13(3), 74-90. https://doi.org/10.64546/jaasep.374

Fall 2018

Article Information

  • Article Type Articles
  • Submitted August 12, 2018
  • Published October 15, 2018
  • Issue Fall 2018
  • Section Articles
  • File Downloads 0
  • Abstract Views 0
  • Altmetrics
  • Share
Download data is not yet available.