Research in Practice: Preservice Teachers of the Deaf Action Research With DHH K–12 Learners and Self-Graphing.
When an instructional strategy lacks evidence of its effectiveness with certain learner groups, educators can conduct action research in their classroom to determine strategy effectiveness. In the present study, seven preservice teachers of the deaf (TODs) implemented self-graphing interventions wit...
| Publicado en: | American Annals of the Deaf Vol. 169; no. 5; pp. 473 - 496 |
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| Formato: | research tables/charts Journal Article |
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American Annals of the Deaf
Winter2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184797457&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184797457 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0002726X AOD jtl: American Annals of the Deaf issn: 0002726X maglogo: N pubinfo: dt: Winter2025 vid: 169 iid: 5 pid: 2466 pub: American Annals of the Deaf place: Washington, District of Columbia artinfo: ui: 184797457 184797457 184797457 10.1353/aad.2025.a957987 184797457 ppf: 473 ppct: 23 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Research in Practice: Preservice Teachers of the Deaf Action Research With DHH K–12 Learners and Self-Graphing. aug: au: Beal, Jennifer S. sug: subj: Deaf Education Teachers Education Students with Disabilities Self Assessment Methods Academic Performance Outcomes of Education Human Action Research Education, Masters Male Female Child, Preschool Child Adolescence Program Implementation Program Evaluation Social Behavior Professional Competence Adult Child, Preschool: 2-5 years Child: 6-12 years Adolescent: 13-18 years Adult: 19-44 years Male Female ab: When an instructional strategy lacks evidence of its effectiveness with certain learner groups, educators can conduct action research in their classroom to determine strategy effectiveness. In the present study, seven preservice teachers of the deaf (TODs) implemented self-graphing interventions with deaf/hard of hearing (DHH) learners to change target on- and off-task behaviors. Preservice teachers were master's-level candidates in a university teacher preparation program. DHH learners were 5–16 years old, attended general education classrooms at their local schools or schools for the deaf, and used multiple forms of communication/language. Candidates successfully completed ABAB design studies, and three candidates collected maintenance data after the interventions were withdrawn. They conducted their studies with high interobserver agreement. All DHH learners changed their target behavior when self-graphing was introduced. This study expands self-graphing evidence from high-incidence disability groups to a diverse group of DHH students. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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