Teaching Evidence-Based Vocabulary Instruction to Undergraduate Clinicians: A Feasibility Study of Recorded Teaching Modules.
Purpose: The objective of this feasibility study was to determine whether or not brief, recorded teaching modules would increase the use of evidence-based practices (EBPs) for vocabulary instruction by undergraduate student clinicians. Method: This study used a single-case, multiple-baseline design...
| Published in: | Perspectives of the ASHA Special Interest Groups Vol. 3; no. 10; pp. 45 - 62 |
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| Main Authors: | , , |
| Format: | research tables/charts Journal Article |
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American Speech-Language-Hearing Association
2018
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=134054326&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 134054326 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: 2018 vid: 3 iid: 10 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 134054326 134054326 134054326 10.1044/persp3.SIG10.45 134054326 ppf: 45 ppct: 17 formats: fmt: @attributes: type: P tig: atl: Teaching Evidence-Based Vocabulary Instruction to Undergraduate Clinicians: A Feasibility Study of Recorded Teaching Modules. aug: au: Kelley, Elizabeth Hull, Greta Abell, Madison affil: Department of Communication Science and Disorders, University of Missouri Columbia, MO sug: subj: Teaching Methods Professional Practice, Evidence-Based Vocabulary Students, Undergraduate Psychosocial Factors Language Development Human Child, Preschool Female Young Adult Communicative Disorders Videorecording Speech-Language Pathologists Learning Methods Computer-Assisted Instruction Pilot Studies Reading Storytelling Data Analysis Methods Models, Theoretical Outcomes of Education Surveys Child, Preschool: 2-5 years Female ab: Purpose: The objective of this feasibility study was to determine whether or not brief, recorded teaching modules would increase the use of evidence-based practices (EBPs) for vocabulary instruction by undergraduate student clinicians. Method: This study used a single-case, multiple-baseline design across behaviors and was replicated across participants. Ten undergraduates were asked to watch 3 recorded teaching modules that taught EBPs for vocabulary instruction during shared storybook reading. Outcome measures were derived from lesson plans and videos of shared storybook reading sessions with preschoolers. Results: Engagement with teaching modules was low. Of the expected 30 viewings, participants watched just 14 teaching modules. However, when participants watched the teaching modules, moderate increases in the use of EBPs were frequently observed (9 treatment replications of a possible 14). In particular, participants increased in the selection of appropriate vocabulary targets. Conclusions: Findings provide preliminary information about the feasibility and potential effects of recorded teaching modules on the use of EBPs. Although rates of engagement with the teaching modules were low, participants who watched the modules often incorporated EBPs into shared storybook reading session. Further practice-based research is necessary to design and implement effective approaches to improve the use of EBPs by student clinicians and practicing speech-language pathologists. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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