bridging the gap between research and practice belva c. collins victoria knight ann katherine...
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Bridging the Gap Between Research and Practice
Belva C. CollinsVictoria Knight
Ann Katherine GriffenUniversity 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) coursesEDS 516 – Basic ABA course requiring behavioral programEDS 530 – Survey course requiring literature reviewEDS 549/550 – Application of evidence-based practices with
data collection
Examples of Research-Based Coursework at the University of Kentucky
Graduate coursesEDS 633 – Single subject research designEDS 601 – Basic ABA course requiring publishable research
projectEDS 603 – ABA course requiring publishable data-based
consultationEDS 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 coursesEDS 631 – Course on evidence-based instructional practices
requiring publishable literature reviewEDS 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 MethodsComprehensive 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 MethodsStudent project
Simultaneous prompting procedureParagraph writing as chained task Middle school students with disabilities Inclusion of non-targeted information on grammarMultiple probe design across studentAccepted for publication by Journal of Behavioral Education
Example from EDS 630: Advanced Methods
Requirements for EDS 632: Field-based Practica Journal Article Abstracts
Instructional Programs
Reflection Assignments
Consultations
Presentations/Trainings
Advocacy
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!!!
DiscussionHow 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?
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