2017 Session I: Suzanne M. Scharer Room

Session I - Suzanne Scharer

From left: Scott Dueker, Alana Oif, Denis Priebe, Rachel Seaman, Amy Heider.


SCOTT DUEKER

DUEKER.1@OSU.EDU
EDUCATIONAL STUDIES, SPECIAL EDUCATION
HELEN MALONE, ADVISOR

COMPARING VIDEO PROMPTING AGAINST IN-VIVO PROMPTING TO TEACH TWO PERSONAL CARE SKILLS

This study compared video prompting against in-vivo prompting for teaching children with moderate to severe disabilities to perform two daily living tasks: shoe tying and buttoning a shirt. Results of a multiple baseline across participants with embedded alternating treatments design showed that all learners acquired skills through intervention.


ALANA OIF

OIF.3@OSU.EDU
EDUCATIONAL STUDIES, SPECIAL EDUCATION
MOIRA KONRAD, ADVISOR

A CULTURALLY RESPONSIVE READING FLUENCY INTERVENTION FOR AFRICAN-AMERICAN URBAN STUDENTS AT RISK FOR READING FAILURE

This study discusses the effects of a computer-delivered, culturally relevant, repeated reading intervention on the oral reading fluency and comprehension of urban learners. Five first-grade African American students at risk for reading failure were selected to participate in this study. Student growth and future implications will be discussed.


DENNIS PRIEBE

PRIEBE.11@OSU.EDU
EDUCATIONAL STUDIES, WORKFORCE DEVELOPMENT AND EDUCATION
DAVID STEIN, ADVISOR

FIRST-YEAR INTERNATIONAL UNDERGRADUATE STUDENTS’ ACADEMIC LISTENING AND NOTE-TAKING IN MULTIMEDIA LECTURE SETTINGS

Regression analysis was conducted to examine the variance in engagement explained by predictor variables. Work engagement, role overload, job enrichment, organizational support, person-job fit, and occupational self-efficacy measures were collected using published scales. The ordinal data was transformed to interval data using the Rasch model.


RACHEL SEAMAN & AMY HEIDER

SEAMAN.72@OSU.EDU, HEIDER.30@OSU.EDU
EDUCATIONAL STUDIES, SPECIAL EDUCATION
HELEN MALONE, ADVISOR

EFFICACY OF JOB-COACH IMPLEMENTED VIDEO MODELING ON VOCATIONAL SKILLS OF STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES

Video prompting is an evidence-based practice that can be used to quickly and efficiently teach a variety of skills, and offers several advantages when implemented in an employment setting. Given its feasibility with students with ASD and IDD, as well as its effectiveness in teaching vocational skills, it is key that practitioners are trained in video prompting. This study uses a multiple-probe-across-participants design to evaluate the efficacy of job coach implemented video prompting for students with ASD and IDD in their place of employment.