From Left: Tiffany Halsell, Natalie Andzik, Rachel Seaman, Ziwei Xu. Not pictured: Marnie Shapiro.
TIFFANY HALSELL
HALSELL.5@OSU.EDU
EDUCATIONAL STUDIES, CULTURAL FOUNDATIONS OF EDUCATION
DORINDA GALLANT, ADVISOR
HIGH IMPACT PRACTICES: A MIXED METHODS STUDY OF ENGAGEMENT AMONG BLACK UNDERGRADUATE WOMEN AT A PREDOMINATELY WHITE UNIVERSITY
This study seeks to investigate how the intersections of race, gender, and class (using socioeconomic status as a proxy) combine to affect Black undergraduate women and their experiences with High Impact student engagement practices (HIPs) while attending a predominately White institution (PWI) of higher education.
NATALIE ANDZIK
ANDZIK.1@OSU.EDU
EDUCATIONAL STUDIES, SPECIAL EDUCATION
HELEN MALONE, ADVISOR
COMPARATIVE EFFECTS OF BEHAVIORAL SKILLS TRAINING ON EVIDENCE-BASED PRACTICE PERFORMANCE
Research has demonstrated the efficacy of Behavioral Skills Training (BST) as an instructional method with adult learners; however, few studies have examined its use in the college teaching environment. This study examined such effects using an alternating treatments design. Results implicate BST is an effective alternative to didactic instruction.
RACHEL SEAMAN
SEAMAN.72@OSU.EDU
EDUCATIONAL STUDIES, SPECIAL EDUCATION
HELEN MALONE, MATTHEW BROCK, ADVISORS
THE EFFECTS OF A TRAINING PACKAGE ON JOB COACH USE OF VIDEO PROMPTING
Very few individuals with autism spectrum disorder (ASD) are trained in the skills needed for employment. By implementing evidence-based practices, we can hopefully increase these opportunities. Using a training package, a job coach was trained to use the video prompting iPhone app (inPromptu) to teach a vocational skill to a student with ASD.
ZIWEI XU & MARNIE SHAPIRO
XU.1351@OSU.EDU, SHAPIRO.216@OSU.EDU
EDUCATIONAL STUDIES, SPECIAL EDUCATION
NANCY NEEF, ADVISOR
EVALUATION OF PRACTITIONER JOURNAL ARTICLES WITH AND WITHOUT GUIDED NOTES ON SPECIAL EDUCATION TEACHERS’ PROCEDURAL INTEGRITY
We used a multiple baseline single-subject design to examine the effects of written instructions drawn from practitioner-oriented journal articles with or without supplementary guided notes on inexperienced special education teachers’ accurate implementation of behavioral assessments and interventions.