Award Date

12-1-2014

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational & Clinical Studies

First Committee Member

Joshua Baker

Second Committee Member

Thomas Pierce

Third Committee Member

Cori More

Fourth Committee Member

Randy Boone

Fifth Committee Member

Richard Tandy

Number of Pages

239

Abstract

Students with disabilities often have behavior that interferes with classroom learning. Serious problem behaviors are identified as the most significant factor interfering with learning in the classroom. Unfortunately, chronic behaviors often lead to a student dropping out of school. Current research typically focuses on areas of intervention for these students with little attention towards teacher fidelity of implementation of these interventions. Because of this, student's behavior intervention plans may not show effectiveness (e.g., progress monitoring, data driven decisions). It is important that researchers begin to explore systematic improvements in fidelity of implementation of behavior intervention plan components for general education teachers teaching students with disabilities.

This study focused on improving the fidelity of implementation of intervention strategies within behavior intervention plans by general education teachers teaching individuals with disabilities. Currently, there are no prior studies published that have been conducted to evaluate the effects of a digital behavior intervention plan using multimedia anchored-instruction on teachers' fidelity of implementation of a behavior intervention plan. A multiple probe design was used to investigate the effects of a digital behavior intervention plan using multimedia anchored-instruction. Six teacher participants were paired with six student participants to form six individual dyads. Data were compared across baseline, intervention and maintenance to determine the effects of a multimedia anchored-instruction digital behavior intervention plan on general education teacher's fidelity of implementation. The effects on student desirable and undesirable behavior were also examined across all phases of the study. Teacher opinions of digital behavior intervention plans using multi-media anchored-instruction in general education classrooms for students with disabilities were evaluated at the conclusion of the study.

Data for all six teacher participants demonstrated high levels of experimental control. The teachers' fidelity of implementation of the behavior intervention plans had a moderate to high effect on increasing desirable student behavior and neutralizing undesirable student behavior. Four out of the six teacher participants indicated that digital behavior intervention plans with multimedia anchored-instruction were acceptable upon completion of the study. The remaining two teachers remained undecided.

Keywords

Anchored instruction; Behavior disorders in children; Behavior intervention plans; Fidelity of implementation; Multimedia; Positive behavior support; Students with disabilities; Teacher education; Teachers – Training of

Disciplines

Child Psychology | Psychology | School Psychology | Social and Behavioral Sciences | Teacher Education and Professional Development

File Format

pdf

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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