The document proposes an intervention to reinforce the use of IEPs (Individualized Education Programs) daily for children with autism and learning disabilities. The intervention would use iPads loaded with applications to help students learn skills for independence. Data would be collected through observation and questionnaires to evaluate the effectiveness of daily reinforcement of IEP goals and use of technology. The intervention aims to help students become more self-sufficient through meeting their individual educational needs.
9. The purpose of my research proposal is to show how reinforcing
IEPs daily can alter behaviors in children with autism and
learning disabilities which in terms will help them become self-
sufficient. In reinforcing learners in Individualized Educational
Programs(IEPs), educators will assist in shaping the behaviors
of the students, as well as, becoming more self-sufficient
(Bambara, Koger, & Bartholomew, 2011). Several of the
learners acquire basic needs skills, such as ironing, cooking
microwavable items, basic cleaning, and showering
independently.
This proposal does require a surplus amount of teaching and
learning. The students’ educational needs are met in areas, such
as reading, writing, math, adaptive living, and science. The
objective is to meet the learners' needs via creating a plan that
will effectively ensure the students’ educational and behavioral
level are met or exceeded (Tyner, 2014).
2
Explanation of Problem
Lack of reinforcement by teachers
No use of different learning techniques
No use of technology
11. After several hours of observation I notice several teachers
were not reinforcing the students while charting their data. If
the students did not get the correct answer right the first time
the teachers would mark (E) for error and move on to the next
learning objective. There was no reintroducing the learning
concept or trying a different learning alternative to probe the
students to get the correct answers. There was no use of
technology tools to help aid in the learning process
3
Variables
Mixed Group of children
Verbally proficient but with behavioral difficulty
Nonspeaking children with severe behavioral difficulty
Basic speaking skills with minimal behavioral difficulty
13. In the school where the intervention was to be implemented, it
was noted that the students could be subdivided into three basic
groups. The first consisted of children who were proficient in
verbal communication, however, they exhibited several
behaviors that were disruptive. The second group included
students who were unable to speak and in terms of behavior
exhibited behavior that could cause harm to both the educators
and themselves. The last group consisted of students who had
basic communication skills and they could express or
communicate their needs thereby being less difficult.
4
Research Questions
Qualitative Questions
Why should I consider eLearning-based training?
Can eLearning courses be customized?
What is the perspective of researcher in regards to having daily
awareness of students IEP goals?
Quantitative Questions
What are 2-3 hardware and software requirements for online
14. training?
What is the difference in researchers expectations of students
when applying IEP goals daily verses being applied over three
weeks?
15. The research questions stated before are quite measurable and
through suitable research and documentation, one will be able
to effectively answer, as well as, show an adequate amount of
data in such an area. In successfully observing the students in
their learning environment, these questions will be properly
explained as it teaches self-directed learning to students in three
units:
Setting a goal,
Taking action, and
16. Adjusting the plan
5
Locus of Control
Being part of the intervention
Confidential Research for myself
Research Summaries
17. The main goal of being part of the intervention is the assurance
that that children are educated regardless of limitations or
disabilities (Wehmeyer, 2005). The same control can be handed
over to other educators with the same moral enthusiasm of
promoting education ((. Moreover, by collecting personal
details on the intervention the necessary changes can be applied
to ensure it complies with the conditions of the student as well
18. as level of understanding.
6
Intervention/Innovation
The Use of iPads
Use of designated applications
19. Advancements in technology have allowed computers to become
extremely lightweight and portable. Nonetheless, with devices
such as iPads. Students will be able to request things, and have
activities among others. This will all be provided by the
designed application known as “Proloquo” that is designed for
such activities (Brown, Dehoney, & Millichap, 2015).
This intervention provides a solution to the problem of
20. expression especially with children of difficult behaviors.
7
Negotiations
Observation of children in their learning environment
Terms set by the DHR had to be followed
21. Considering that the students in the research were under the
supervision of the DHR some requirements had to be followed.
Among these rules was the use of their specific names was
prohibited in the final report. Lastly, the only means of data
collection that was allowed was observation. This was to ensure
that their privacy rights were maintained mainly because they
were minors.
8
23. When the intervention is being implemented several things have
to be considered and at the top of the list is the maintenance of
the students rights (Bambara, Koger, & Bartholomew, 2011). It
is important to acknowledge that these students have rights.
Secondly, the implementation of the plan is intended to make
changes in the educational prospects of these students
(Bambara, Koger, & Bartholomew, 2011). It is therefore
necessary to provide as much training as possible to ensure that
24. the intervention benefits them. This training mainly includes the
use of the device as well as the application. Finally, the
restriction of the devices to specific sites is vital (Bambara,
Koger, & Bartholomew, 2011). By blocking sites such as those
of social media among others it will allow the students more
time to concentrate on their education.
9
Timeline
Scheduled phases
Extension of training time
25. To implement to the intervention, the prospects of implementing
it at once is impossible therefore the need for stages or phases
is warranted. This will therefore affect normal classes as the
26. class periods will be adjusted by an extra 45 minutes that will
allow the students to be trained on how to use the devices as
well as run the IEPs and TBOs.
10
Statement of Resources
Access to an iPad
Access to Art and craft kits with
flashcards,
markers,
dry erase boards,
construction paper,
scissors,
glue sticks.
28. When it comes to resources, some material will be needed to
make the intervention effective. The main resource that will be
required is access to an iPad for every student, each student will
then have the opportunity to learn in their own customized
means (Kiger & Herro, 2015). This will then be followed by a
learning reinforcement kit that will have the essentials such as
paper, scissors, erasers, glue sticks and flashcards among
others.
11
Data Collection
Data collection will mainly comprise of two methods
Observation
Questionnaires
30. Data collection is limited to these two as they are part of the
negotiation terms that were agreed with the DHR. The rights of
the students have to be maintained therefore, by observing their
normal learning environment data can be collected on the
necessary changes. Moreover, the educators can answer
questionnaires that would measure their level of diversity when
it comes to handling children with various attributes that limit
their educational experience.
12
Continuation of Data Collection
TBO data sheets
Help with collection of
Students learning objectives
Collection of behavioral data
32. TBOs allow educators to collect data from their respective
classes that would allow them to make the necessary
modifications that would benefit the children. Moreover, by
allowing the children to master their learning objectives the
data will be essential in making necessary modifications for
other institutions
13
Continuation of Data Collection
Incident Reports
Helps in the collection of behaviors with the following details
Where it happened
When it happened
Staff with the child
34. Incident reports are necessary to understand why, when and
what caused the child to go out of line. This intervention is
designed to benefit the students and also the educators by
making their work simpler and have better results. Therefore by
collecting such data necessary changes can be easily
implemented in future incidences.
14
Continuation of Data Collection
Probing
This report allows the collection of data directly from the
source through
Questionnaires about the students perception of the class
If the teaching techniques was adequate
And behavior relation to the educator
36. Finally, probing allows the students to be tested on what they
have learned. This is the most vital data collection process as it
involves both questionnaires and observation. It allows the
educators to benchmark the teaching techniques that have been
implemented thus ensuring the children benefit the most.
15
References
Bambara, L. M., Koger, F., & Bartholomew, A. (2011).
Building skills for home and community. In M. E. Snell & F.
Brown (Eds.), Instruction of students with severe disabilities
(7th ed., pp. 529-569). Upper Saddle River, NJ: Pearson
Wehmeyer, M. (1992). Self-determination: Critical skills for
outcome-oriented transition services. Journal for Vocational
Special Needs Education, 15, 3-7.
Wehmeyer, M. L. (2005). Self-determination and individuals
with severe disabilities: Re-examining meanings and
misinterpretations. Research and Practice for Persons with
Severe Disabilities, 30(3), 113-120. doi:10.2511/rpsd.30.3.113
Brown, M., Dehoney, J., & Millichap, N. (2015). The next
generation digital learning environment. A Report on Research.
ELI Paper. Louisville, CO: Educause April.
Kiger, D., & Herro, D. (2015). Bring your own device: Parental
guidance (PG) suggested. TechTrends, 59(5), 51-61.
Tyner, K. (2014). Literacy in a digital world: Teaching and
learning in the age of information. Routledge.
66. Edwards 1
INTERVENTION FOR EDUCATION Edwards 2
Intervention for Education
Markis’ Edwards
EDU 675: Change Leadership for the Differentiated Educational
Environment
Dr. Regina Miller
February 13, 2018
Research Focus
This research was focused on ensuring children with
autism, and behavioral problems become self-sufficient in the
education as well as their daily lives. This was to achieve with
the implementation of IEPs (Intervention of Education). These
IEPs will utilize the technology whereby the students will have
their own devices that will be calibrated or set-up to the
specific requirements of the student. These interventions will
focus on the normal K-12 educational courses as well as the
CTE courses that allow the students to have career options after
finishing the K-12 system. Though there are variables among
67. the students, the system will be able to compensate.
Literature Review
Among the main concerns that the intervention had been
the long classes as the students, as well as the educators, had to
be trained on how to utilize the system. (In Erchul, W. P., & In
Sheridan, S. M., 2014). However, the emphasis was placed on
the educators as they had to understand the various aspects of
the system to allow customization to the student’s needs
(Brown, Dehoney, & Millichap, 2015). Nonetheless, the
intervention is expected to continue as planned with data being
collected every day to estimate and make the necessary
modification and documentation of the intervention.
(Kratochwill, T. R., & Levin, J. R.,2014). With the educators
having the easier time they can concentrate their efforts on
students with difficulties while the others carry on with their
learning (Brown, Dehoney, & Millichap, 2015).
Variables
The main variables that were associated with this specific
intervention where the mixed groups of children. First, the
children who were verbally skillful but had behavioral
difficulties, these students as well as the students with severe
behavioral difficulties presented an issue when it comes to the
safety of themselves as well as that of the equipment. It was
essential to determine a plausible solution to the manner by
which they could be controlled as well as protect others.
Finally, the basic speaking students had to be designed
solutions that would enhance their speech.
Research Questions
1. Why should I consider eLearning-based training? This
question was set to determine why technology should be used in
such interventions. There are various techniques the government
has approved before, and by asking such questions, it allows the
researcher to analyze the various options available.
2. Why should I consider eLearning-based training? Technology
has been implemented in various governmental sectors with
education being one of the most important it is shocking that it
68. has barely been utilized. This results to the question if e-
learning can be customized to the various needs and levels of
education.
3. What are 2-3 hardware and software requirements for online
training? After this technology has been identified and is to be
implemented what are some of the hardware that will be used?
Various levels of the K-12 system have various needs.
Therefore each level will be customized to the requirements
needed.
Intervention
This intervention was mainly designed to eliminate the use
of outdated techniques used by educators and replace them with
modern means that have been researched on and approved.
Moreover, the use of technology reduces the load on the
educators allowing more time to be spent on helping those in
need thus having better outcomes n the standardized exams.
Finally, cheating has been a major problem in learning
institutions, and the use of this intervention will eliminate this
prospect.
Data collection
The data collected will be mostly observation, as this is a
learning institution with minors. Therefore, the data collected
will be on how the students fair with the changes. Positive
feedback will ensure that the intervention will be repeated in
other learning institutions. However, negative feedback will
warrant modifications with the help of educators.
References
Brown, M., Dehoney, J., & Millichap, N. (2015). The next
generation digital learning environment. A Report on Research.
ELI Paper. Louisville, CO: Educause April.
In Erchul, W. P., & In Sheridan, S. M. (2014). Handbook of
research in school Consultation. New York: Routledge.
Kratochwill, T. R., & Levin, J. R. (2014). Single-case
intervention research: Methodological and statistical advances.
Washington, DC: American Psychological Association.