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A Modified "Talk Aloud Problem Solving" Intervention to Improve IEP Decision Making in Pre-Service Special Education Teachers
A Modified "Talk Aloud Problem Solving" Intervention to Improve IEP Decision Making in Pre-Service Special Education Teachers
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151954
- ISBN
- 9798383564721
- DDC
- 371
- 저자명
- Quinn, Sarah.
- 서명/저자
- A Modified Talk Aloud Problem Solving Intervention to Improve IEP Decision Making in Pre-Service Special Education Teachers
- 발행사항
- [Sl] : University of Oregon, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 187 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
- 주기사항
- Advisor: Machalicek, Wendy.
- 학위논문주기
- Thesis (Ph.D.)--University of Oregon, 2024.
- 초록/해제
- 요약In this randomized multiple baseline across participants single-case design study, pre-service special education teachers received a modified Talk Aloud Problem Solving (TAPS) intervention to improve their use of problem-solving verbal behavior and reasoning skills when making instructional decisions. Special education teacher candidates may have limited opportunities for meaningful practice with the problem-solving required to synthesize various information about student strengths, needs, and current performance into high-quality instructional decisions. This is evidenced in the field by IEP analyses that consistently demonstrate poor quality documents that lack evidence of strong instructional decisions. In this study, instructional decisions include a goal, an evidence-based instructional practice that will be used to reach that goal, and modifications or accommodations based on the student's needs that ensure access to the general curriculum. Dyads were trained using the TAPS curriculum to use effective problem solving and active listening language when presented with a student vignette. Visual analysis, Tau-U overlap analysis, and a between-case standardized mean difference effect size were calculated. Overall, the TAPS intervention improved the use of problem-solving language but an effect on decision-making quality could not be established. Implications and future research are discussed.
- 일반주제명
- Special education
- 일반주제명
- Education
- 일반주제명
- Teacher education
- 키워드
- Teacher training
- 기타저자
- University of Oregon Department of Special Education and Clinical Sciences
- 기본자료저록
- Dissertations Abstracts International. 86-01A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798383564721
■035 ▼a(MiAaPQ)AAI31328740
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aQuinn, Sarah.▼0(orcid)0000-0002-7309-0110
■24512▼aA Modified "Talk Aloud Problem Solving" Intervention to Improve IEP Decision Making in Pre-Service Special Education Teachers
■260 ▼a[Sl]▼bUniversity of Oregon▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a187 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-01, Section: A.
■500 ▼aAdvisor: Machalicek, Wendy.
■5021 ▼aThesis (Ph.D.)--University of Oregon, 2024.
■520 ▼aIn this randomized multiple baseline across participants single-case design study, pre-service special education teachers received a modified Talk Aloud Problem Solving (TAPS) intervention to improve their use of problem-solving verbal behavior and reasoning skills when making instructional decisions. Special education teacher candidates may have limited opportunities for meaningful practice with the problem-solving required to synthesize various information about student strengths, needs, and current performance into high-quality instructional decisions. This is evidenced in the field by IEP analyses that consistently demonstrate poor quality documents that lack evidence of strong instructional decisions. In this study, instructional decisions include a goal, an evidence-based instructional practice that will be used to reach that goal, and modifications or accommodations based on the student's needs that ensure access to the general curriculum. Dyads were trained using the TAPS curriculum to use effective problem solving and active listening language when presented with a student vignette. Visual analysis, Tau-U overlap analysis, and a between-case standardized mean difference effect size were calculated. Overall, the TAPS intervention improved the use of problem-solving language but an effect on decision-making quality could not be established. Implications and future research are discussed.
■590 ▼aSchool code: 0171.
■650 4▼aSpecial education
■650 4▼aEducational administration
■650 4▼aEducation
■650 4▼aTeacher education
■653 ▼aTalk Aloud Problem Solving
■653 ▼aSpecial education teachers
■653 ▼aTeacher training
■653 ▼aInstructional decisions
■690 ▼a0529
■690 ▼a0530
■690 ▼a0514
■690 ▼a0515
■71020▼aUniversity of Oregon▼bDepartment of Special Education and Clinical Sciences.
■7730 ▼tDissertations Abstracts International▼g86-01A.
■790 ▼a0171
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162275▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
