APPLYING BEHAVIOR ANALYTIC PROCEDURES TO EFFECTIVELY TEACH LITERACY SKILLS IN THE CLASSROOM

Online Literacy Instruction for Young Korean Dual Language Learners in General Education

English language development is a critical component for young children's school readiness. In this study, we examined the effect of Read it again-Pre-K! (Justice and McGinty in Read it again!-Prek: a preschool curriculum supplement to promote language and literacy foundations, Crane Center for Early Childhood Research and Policy, Columbus, 2013), a literacy curriculum designed to prepare young children's school readiness on the English literacy skills of Korean dual language learners in general education. Using a multiple probe design, eight 4- to 5-year-old Korean dual language learners (1 female, 7 males) received 1:1 online synchronous daily instruction over 2 months during the summer before entering their kindergarten programs. Through the intervention, all eight children demonstrated increases in the use of English vocabulary, story comprehension, and oral fluency. Post-intervention data on vocabulary and reading fluency through three standardized tests, Dynamic Indicators of Basic Early Literacy Skills, Peabody Picture Vocabulary Test, and Expressive Vocabulary Test, showed improvement over baseline for most children. Discussion and implications for future research were provided.

The Evidence is in the Design

To better understand the effectiveness of Direct Instruction (DI), the empirical base related to DI's instructional design components (explicit teaching, judicious selection and sequencing of examples) and principles (identifying big ideas, teaching generalizable strategies, providing mediated instruction, integrating skills and concepts, priming background knowledge, and providing ample review) are analyzed. Attention is given to the converging evidence supporting the design characteristics of DI, which has broad applicability across different disciplines, teaching methodologies, and perspectives.

Endrew and FAPE: Concepts and Implications for All Students With Disabilities

The opinion of the Supreme Court of the United States in the Endrew case has implications for the education of all students with disabilities. Implications for several categories of disability are discussed: those with autism spectrum disorder and those with disabilities often considered high incidence, particularly those placed for a significant portion of their school day in general education. The aspects of the Individuals with Disabilities Education Act most relevant to the Endrew case are also compared with Article 24 of the United Nations’s Convention on the Rights of Persons with Disabilities. The opinion in Endrew may affect the course of special education and the role of behavior modification in meeting the needs of all students with disabilities.

Helping Parents Understand Applied Behavior Analysis: Creating a Parent Guide in 10 Steps

Interventions based on applied behavior analysis (ABA) have been shown to be effective for children with a wide range of cognitive, adaptive, and functional abilities. Many special education teachers understand the principles of ABA and are adept at implementing ABA interventions for students. However, as the principles of ABA can be complex, communicating with parents about ABA interventions can be challenging. Providing parents with clear and succinct information in the form of a brief customized reference guide can be instrumental for facilitating and extending communication about their child's behavioral interventions. This article provides school personnel with guidelines and resources for helping parents understand and use interventions that are based on ABA. Specifically, this article presents 10 steps for creating an information guide for parents and provides recommendations for explaining the guide to parents.