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CraftMicheleAnderson1996 mt.pdf (1.58 MB)

ETD Abstract Container

Abstract Header

Training elementary students with developmental disabilities to recruit teacher attention in an inclusive classroom: effects of teacher praise and academic productivity

Craft, Michele Anderson
http://rave.ohiolink.edu/etdc/view?acc_num=osu1406711230

Abstract Details

1996, Master of Arts, Ohio State University, EDU Teaching and Learning.
Inclusion is the current trend in special education. At the setting for this study, the special education students were included into a regular education classroom. These students had difficulty completing assignments and asking for help from the general education teacher. A method to help these students is to teach them how to ask for help. Research has shown that students can be taught to recruit attention from the teacher and to increase the amount of praise they receive. This study evaluated an instructional program designed to teach students to recruit teacher attention. Training consisted of direct instruction, role playing, modeling, error correction, and reinforcement in the special education classroom. The effects of the recruitment training was assessed by a measure of; (1) the frequency and type of recruiting responses by students in the general education classroom, (2) the rate and type of teacher attention and feedback given to the students while in the general education classroom and (3) academic productivity and accuracy on academic work while in the general education classroom. The subjects were four elementary student ages 10 to 11 with developmental disabilities. The students were trained by their special education teacher within the special education classroom to recruit teacher praise. The students were then taught to recruit teacher praise while in the general education classroom when working on spelling assignments provided by the special education teacher. Students were able to cue the teacher in the general education classroom 2 to 3 times per 20-minute session. Each student averaged 2 cues per session that resulted in teacher praise at least one time. This was an improvement from baseline where students were not cueing the teacher and not receiving teacher praise. Students also were able to improve the frequency in which they completed their assignments. Three of the four students completed 40% more work in generalization phase than baseline. The accuracy on these assignments also increased. Accuracy for the assignments was at least 30% more in generalization than baseline for three of the four students.
William L. Heward (Advisor)
John O. Cooper (Committee Member)
89 p.
Teaching

Recommended Citations

Citations

  • Craft, M. A. (1996). Training elementary students with developmental disabilities to recruit teacher attention in an inclusive classroom: effects of teacher praise and academic productivity [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406711230

    APA Style (7th edition)

  • Craft, Michele. Training elementary students with developmental disabilities to recruit teacher attention in an inclusive classroom: effects of teacher praise and academic productivity. 1996. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1406711230.

    MLA Style (8th edition)

  • Craft, Michele. "Training elementary students with developmental disabilities to recruit teacher attention in an inclusive classroom: effects of teacher praise and academic productivity." Master's thesis, Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406711230

    Chicago Manual of Style (17th edition)

osu1406711230
146
© 1996, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.