Embedded Files
Session Instructions
During this session, attendees can move among breakout rooms to view multiple posters and converse with the presenters. Each poster and presenter will be in a zoom breakout room. Below are the instructions for entering and leaving breakout rooms.
To enter a breakout room:
Determine the poster breakout room you'd like to attend.
Find the title of the session on the breakout room panel pop-up in the main zoom room.
Select join to the right of the title of the session you would like to attend.
Zoom will send you to the chosen breakout room.
Enjoy the session!
To leave a breakout room:
Select leave breakout room in the bottom right hand corner of the zoom screen. Make sure to NOT select leave meeting.
Zoom will send you back to the main room.
Use the enter breakout room instructions to choose another poster breakout room attend.
For more information about each poster, the abstract summary and poster PDFs for each poster are below. To read the abstract summary, click the downwards arrow next to each title. To access the poster PDFs, click the title.
The purpose of the presentation is to describe culturally responsive strategies which are recommended for implementation in the classroom to ensure adequate support and inclusion of students from diverse cultural and linguistic backgrounds. Remarkably, the article suggests culturally responsive strategies which can potentially increase teacher’s self-efficacy beliefs, and in the long run, benefit both teachers and students.
The study highlights the discrepancies between clinical diagnoses of Autism Spectrum Disorder (ASD) and the determination of special education eligibility for services within school settings. Specifically, the study investigates if educational eligibility and clinical diagnosis of autism are associated with specific language, social-emotional, and other key characteristics. The result of the study demonstrated that educational eligibility of Autism was not associated with key characteristics of Autism, but ADOS-2 proved to be a more solid diagnostics measure for characteristics associated with Autism.
All 50 states and Washington D.C. have enacted legislation related to bullying and bully prevention. Unfortunately, these legislative efforts do not provide direction for reporting bullying, conducting investigations, or implementing bully prevention programming at the state, district, or school level. The purpose of this study was to evaluate current law and policies to create a reporting protocol for school districts to use.
Discrete trail training (DTT) has been effective at teaching children with autism spectrum disorder (ASD) social, communication, and academic skills. Comparative research is beginning to demonstrate how isolating these procedural selections, such as teaching format or mastery criteria, affect the efficiency of learning. The current study assessed the efficiency and maintenance of teaching targets across a combination of two instructional formats (e.g., Massed Trial Instruction [MTI] and Task Interspersal [TI]) and mastery criteria (e.g., 100% and 60%).
Students with or at-risk for emotional disturbance (ED) often struggle socially, emotionally, and academically. One of the most effective interventions for students with ED includes immediate feedback paired with frequent prompts for appropriate behavior (i.e., self-monitoring). The purpose of this study is to examine the functional relationship of ICONNECT (i.e., self-monitoring application) on behavior targets (on-task engagement, disruptive behavior, and work completion) for four students with ED.
One way to best prepare novice teachers for teaching mathematics is by increasing their overall Pedagogical Content Knowledge (PCK). The presented research utilized a cross-sectional research design of a representative sample of pre-service teachers (N = 120) to explore the relationship of differing personal PCK variables on the pedagogical practice of Professional Noticing. Findings, limitations, recommendations for teacher preparation and future research will be presented.
This session will discuss the use of culturally responsive guiding questions to use within a Response to Intervention framework for students with and at risk for EBD diagnoses.
Bullying is regarded as a significant public health concern for school-aged youth. The foundation for any school- or district-wide bully prevention plan is the investigative process. This poster will outline a framework for conducting investigations and responding to reported bullying incidents.
The present study extends previous literature by assessing the effects of matrix training within activity schedules on thematic play skills for three children with ASD. Researchers used an alternating treatment design embedded in a concurrent multiple baseline design to assess the percentage of correct schedule following, engagement, and frequency of varied play. Preliminary results indicated low rates of engagement, schedule correct, and variability across baseline, schedule probe, and maintenance probe conditions. A discussion on limitations and future extensions will be included.
A Meta-analysis of the Effectiveness of Peer-Mediated Interventions for Emergent Bilingual Students’ Achievement
Monica E. Romero & Heba Abdelnaby
Research has shown that peer-mediated interventions produce positive academic outcomes for a wide range of students. This meta-analysis analyzed the effectiveness of peer-mediated interventions for emergent bilingual students in grades K-12. Fourteen studies using cross-age, same-age, class-wide peer tutoring, or cooperative learning met the criteria.
Middle School Teachers' Planned Instructional Support for Students with Learning Disabilities
Cassandra Smith & Rachel Juergensen
In this poster, we will describe the findings of the Educators Evaluating the Quality of Instructional Products (EQUIP) rubric for science evaluation of middle school science teachers’ lesson plans. The evaluations’ findings will provide important conclusions and implications regarding the instructional support for students with learning disabilities in general education science classrooms.
The purpose of the present study was to teach labeling of emotion picture cards to children with ASD by conducting a component analysis of the OL procedure (MacDonald & Ahearn, 2015), which includes attending, imitation, delayed imitation, and discriminated consequences. This study used a concurrent multiple baseline across participants design to evaluate a component analysis of the effects of each component of the OL procedure. The primary dependent variable was to demonstrate increases in percentage of independent correct responding to the OL responses and correct responding to task variation that occurs during the teaching phase.
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