Research in Practice: Preservice Teachers of the Deaf Action Research With DHH K-12 Learners and Self-Graphing

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Detalles Bibliográficos
Publicado en:	American Annals of the Deaf vol. 169, no. 5 (Winter 2025), p. 473-496
Autor principal:	Beal, Jennifer S
Publicado:	Gallaudet University Press
Materias:	Action research Student teachers Intervention Behavior disorders Students with disabilities Deafness Hearing loss Feedback Preservice teachers Social skills Classrooms Education Learning Behavior modification Language maintenance Teachers General education Candidates Preservice training Learning Motivation Educational Methods Educational Equipment Academic Achievement Individualized Programs Individualized Instruction Interpersonal Competence Individualized Education Programs Attention Deficit Hyperactivity Disorder Instructional Effectiveness Data Analysis Student Motivation Evidence Based Practice Elementary Secondary Education Intermediate Grades Outcomes of Education Attention Deficit Disorders Behavior Change Preservice Teacher Education Educational Strategies
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Descripción
Resumen:	When an instructional strategy lacks evidence of its effectiveness with certain learner groups, educators can conduct action research in their classroom to determine strategy effectiveness. In the present study, seven preservice teachers of the deaf (TODs) implemented self-graphing interventions with deaf/hard of hearing (DHH) learners to change target on- and off-task behaviors. Preservice teachers were master 's-level candidates in a university teacher preparation program. DHH learners were 5-16 years old, attended general education classrooms at their local schools or schools for the deaf, and used multiple forms of communication/language. Candidates successfully completed ABAB design studies, and three candidates collected maintenance data after the interventions were withdrawn.They conducted their studies with high interobserver agreement. All DHH learners changed their target behavior when self-graphing was introduced. This study expands self-graphing evidence from high-incidence disability groups to a diverse group of DHH students.
ISSN:	0002-726X 1543-0375 0093-1284
Fuente:	Science Database