Presentation on theme: "Bridging the Gap Between Research and Practice Belva C. Collins Victoria Knight Ann Katherine Griffen University of Kentucky."— Presentation transcript:
Bridging the Gap Between Research and Practice Belva C. Collins Victoria Knight Ann Katherine Griffen University of Kentucky
Reasons That Teachers Need to be Researchers To implement and evaluate evidence-based practices in applied settings To problem solve independently To understand and critique the professional literature for applications To become leaders in their profession at all levels To disseminate practices that work
How Personnel Preparation Programs Can Facilitate Research in Practice Require that students read and critique the professional literature Facilitate a research culture early in the preparatory program Assign literature reviews Address empirical questions in class discussions Teach research methodologies that can be applied in school and community settings Require field-based research projects to address practical questions
Examples of Research-Based Coursework at the University of Kentucky Undergraduate (and alternate certificate) courses EDS 516 – Basic ABA course requiring behavioral program EDS 530 – Survey course requiring literature review EDS 549/550 – Application of evidence-based practices with data collection
Examples of Research-Based Coursework at the University of Kentucky Graduate courses EDS 633 – Single subject research design EDS 601 – Basic ABA course requiring publishable research project EDS 603 – ABA course requiring publishable data-based consultation EDS 630 – Course on evidence-based instructional practices requiring publishable research project in applied setting
Examples of Research-Based Coursework at the University of Kentucky Graduate courses EDS 631 – Course on evidence-based instructional practices requiring publishable literature review EDS 632 – Field-based practica with options that include literature reviews, behavioral/instructional research projects and consultations EDS 634 – Leadership course that facilitates completion of capstone research project in applied setting EDS 768 – Thesis research
Requirements for EDS 633: Single Subject Research Design Study guides Quizzes Research to Practice Lesson Plans Evidence-based Practice Assignment (Paper for Doctoral Students)
Examples from EDS 633: Single Subject Research Design Example #1: Procedures Using class wide peer tutoring to increase academic performance in children with ADHD-like behaviors Example #2: Data Collection Data Recording Sheet Used to Monitor the Occurrence of Social Communicative Skills
Requirements for EDS 601: Applied Behavior Analysis Study guides Quizzes SAFMEDS (Say All Fast Minute Every Day Shuffled) Behavior change project Behavior change presentation Article Review (Doctoral students only)
Examples from EDS 601: Applied Behavior Analysis Example #1: Self-monitoring of On-task behaviors Using the MotivAider by a Middle School Student with an Intellectual Disability Example #2 The Effect of Video Modeling on Tooth Brushing in High School Students with Down Syndrome
Requirements for EDS 603: Behavioral Consultation in the schools FBA-BIPs Case Presentations Teacher Intervention Plan Information Sheet for Teachers and Behavior Specialists Class Instruction
Examples from EDS 603: Behavioral Consultation in the schools Example #1: Information Sheet for Teachers Example #2: Recommendations from a FBA-BIP Access Reinforcement in the Environment: Engaging the student in up and down movements may also help to wake him up and provide stimulation before sitting down at the morning meeting table (Schaaf, 2011; Van Rie, & Heflin, 2009) Differential Reinforcement of Alternative Behavior (DRA) Every instance should be met with praise coupled with a reinforcer that has been determined from a stimulus preference assessment (Carr & Wilder, 2003; Wallace & Najdowski, 2009). Communication Board: The communication could be used in more than one setting, programmed with various requests and comments to promote expression of needs/wants and comments on activities (Boutot et al., 2009).
Requirements for EDS 630: Advanced Methods Comprehensive exam Discussion of refereed studies focused on evidence-based practices in systematic instruction Abstracts on additional refereed studies focusing on instruction Investigation of instructional practice as evidence-based Single subject applied study of an instructional strategy
Example from EDS 630: Advanced Methods Student project Simultaneous prompting procedure Paragraph writing as chained task Middle school students with disabilities Inclusion of non-targeted information on grammar Multiple probe design across student Accepted for publication by Journal of Behavioral Education
Examples from EDS 632: Field-based Practica Content Knowledge Application Problem-Solving Leadership Mentoring Research
Guidelines for Bridging the Gap from Research to Practice Make research an expectation Require readings and discussion from refereed journals (including those by student authors) Teach single subject research methodologies Teach that the questions drives the methodology Continually generate research questions in lectures and discussion Familiarize students early with IRB requirements
Guidelines for Bridging the Gap from Research to Practice Require data collection and a minimum of an AB design on all applied projects Always give the option of applied research across coursework Encourage critical analysis of hot topics in the field Find opportunities for student to present their work Provide mentoring opportunities for beginning researchers Make publication and presentation a collaborative process Get students excited about research!!!
Discussion How do you prepare teachers to become lifelong active consumers of research? How do you encourage teachers to use best practices as active consumers of research? How do you prepare teachers with skills to problem solve in their classrooms by conducting applied research? How do you facilitate dissemination of applied research conducted by classroom teachers?