Evidence Based Practice
Kristen M. Randis
University of Nevada, Las Vegas
Evidence Based Practice Analysis
Evidence-based practice (EBP) distinguish the practices that we are using in our classrooms and what we should be using to help our students with disabilities (SWD). The evidence-based practice that will be the focus of this paper is immediate feedback. I will discuss three different research articles that all discussed and conducted studies on the implementation of immediate feedback with students who have disabilities. These articles include immediate feedback interventions using Effects of Corrective Feedback Delivered via Wireless Technology on Preservice Teacher Performance and Student Behavior. Teacher Education and Special Education Scheeler, M., McAfee, J., Ruhl, K., & Lee, D. (2006), Feedback Using Bug-in-Ear with Para educators Working with Students with Autism. Teacher Education and Special Education Scheeler, M., Morano, S., & Lee, D. (2018), and Immediate Feedback Delivered by Peer Tutors on the Oral Presentation Skills of Adolescents With Learning Disabilities. Remedial and Special Education Scheeler, M., Macluckie, M., & Albright, K. (2010).
Description of Findings
This paper describes data that was collected in three different research articles. The first article titled, “Effects of Corrective Feedback Delivered via Wireless Technology on
Preservice Teacher Performance and Student Behavior” studied the effectives of students receiving immediate and corrective feedback with the participants of the student being 5 teachers
who were enrolled at an eastern university.
The second research article. “Effects of Immediate Feedback Delivered by Peer Tutors on the Oral Presentation Skills of Adolescents With Learning Disabilities” focused on giving immediate feedback for a group of four high school female seniors who have a learning disability. This article specifically focused on self-selected change of behavior. The results showed that the intervention was effective, and it decreased the mean frequency of behaviors that were targeted.
The final research article, Effects of Immediate Feedback Using Bug-in-Ear with Para educators Working With Students With Autism, the intervention method was having the special education teacher providing immediate positive feedback to the students via the para educator with them wearing an ear bug piece.
The intent of each of the articles was to determine the effectiveness of this specified intervention as well as identify factors that promote use of the EBP in classroom settings. Each of the listed articles showed a common theme which the data showed to prove academic success amongst students with disabilities when the intervention was implemented.
Quality of the article analysis
The following data was collected from the three studies that were conducted.
Study 1 (2006): Educators and Para professions deemed the study effective and improved their reaching performance when interacting with students and lead to greater confidence. The data showed these results:
– (Ava, M = 78.6, range = 67-92; Gianna, M = 85.3, range 76-94; Milana, M = 82.6, range = 63-96; and Layla, M = 66.4, range = 44-93).
The results remained effective proving the intervention to be successful and the students did not to immediate feedback all the time, but it does steadily improve their academic success.
Study 2 (2018):
For the remaining two weeks of the intervention, the behaviors continued to decrease with fading and all the students maintained low rates of behavior. There behaviors continued to decrease when the intervention was removed all together. When they conducted the after assessment, the students felt comfortable with the BIE technology being integrated into their school setting. One student particularly stated, “[It] made me realize where my mistakes were as I was making them, and I could change things when I needed to.” (Scheeler, 2018).
Study 3 (2010): The research showed that immediate, corrective feedback when delivered via technology in this particular study did result in increases in the correct practice of implementing appropriate and correct behavior. It showed positive results on the students academic performance in school, with the benefit of it not disrupting the teachers and students during the conduction of the study.
Recommendations for Classroom Implementation
Based on the findings from this research, the following intervention could be translated into practice in grades k-12 which is beneficial to teachers who would like to implement this EBP in their classroom. Depending on the teacher, this intervention would need to put into practice with a selected number of students to collect baseline data, determine the social validity and method that would be introduced. Once this has been discussed and the procedures have been put into place, the special education teacher can determine when during the instructional day they would like to progress their intervention with more students.
The steps for implementation would vary, however, the beginning steps would remain the same and would follow as:
Choose a group of students who have disabilities who wanted to make a self-selected change of behavior
Choose the setting
Choose the self-selected change of behavior
Social validity
Implementation of the intervention
Collect data
Review data
Check the effectiveness of the intervention
Due to the nature of the intervention, materials would depend on the participants in the study and the type of research they are conducting. If the intervention is not using any wireless technology, then basic office material will suffice or a form/document to collect the data on will be needed to ensure successful data collection and feedback.
Impact
Based on the research articles this intervention could be positively impactful in the classroom. This intervention could be manipulated in a multitude of ways including, but not limited to: self-change behavior, via wireless bug, direct contact with the students. Depending on the demographics and population of the students, this intervention would need to be modified and scaffolder to their specific needs. For students who are in the primary stages of their educational journey, they would need direct contact and immediate feedback to progress on effectively. However, for students who are in their high school journey, they are able to do the self-change behavior and monitor their success when receiving immediate feedback.
This intervention would require some patience, and skill to gain the proper knowledge on how to implement it in an effective and efficient way amongst the special education teacher and other staff members who are working with the children.
The teachers could use the strategy in the classroom by following procedures and reading how to properly implement and find a s strategy that is conducive for the teacher and their students. It would need to follow the steps above to ensure accuracy and validity of the intervention. This is all easily manageable, especially with the success rate being high based off this research articles mentioned, the impact would simulate similar results.
References
Scheeler, M., McAfee, J., Ruhl, K., & Lee, D. (2006). Effects of
Corrective Feedback Delivered via Wireless Technology on Preservice Teacher Performance and Student Behavior. Teacher Education and Special Education, 29(1), 12-25.
Scheeler, M., Morano, S., & Lee, D. (2018). Effects of Immediate
Feedback Using Bug-in-Ear with Para educators Working with Students with Autism. Teacher Education and Special Education, 41(1), 24-38.
Scheeler, M., Macluckie, M., & Albright, K. (2010). Effects of
Immediate Feedback Delivered by Peer Tutors on the Oral Presentation Skills of Adolescents With Learning Disabilities. Remedial and Special Education, 31(2), 77-86.