A Functional Assessment of the Use of Virtual Simulations to Train Distance Preservice Special Education Teachers to Conduct Individualized Education Program Team Meetings

Autor/in	Mason, Lee Landrum
Titel	A Functional Assessment of the Use of Virtual Simulations to Train Distance Preservice Special Education Teachers to Conduct Individualized Education Program Team Meetings
Quelle	(2011), (362 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Utah State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1248-7697-9
Schlagwörter	Hochschulschrift; Dissertation; Preservice Teachers; Individualized Education Programs; Self Efficacy; Disabilities; Functional Behavioral Assessment; Special Education Teachers; Individualized Instruction; Children; Computer Simulation; Distance Education; Case Studies; Stimuli; Teacher Education; Educational Technology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Individualized education program; Individualisierendes Lernen; Self-efficacy; Selbstwirksamkeit; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Individualisierender Unterricht; Child; Kind; Kinder; Computergrafik; Computersimulation; Distance study; Distance learning; Fernunterricht; Case study; Fallstudie; Case Study; Anreizsystem; Lehrerausbildung; Lehrerbildung; Unterrichtsmedien
Abstract	The individualized education program (IEP) is a critical component of providing special education services to children with disabilities, outlining the services and modifications that will be provided to help them make progress towards the general curriculum. While simulations have been shown to be an effective means of teaching special education policies and procedures, this can be challenging when working with distance students. The purpose of this study was to identify and examine how virtual simulations function to train preservice teachers learning to conduct IEP team meetings. Seven preservice special education teachers enrolled in a mild/moderate distance degree and licensure program participated in this research. Through multiple case study analysis, this study examined the specific behaviors emitted by each participant throughout these simulated meetings, as well as the antecedent stimuli and consequences controlling these behaviors. Additionally, participants were each asked to construct rules, based on their own simulated experiences, to govern their future behaviors for in vivo individualized education program team meetings. Results indicate that virtual simulations served a variety of functions for training teachers to work on a collaborative team, including increased practice opportunities and self-efficacy to collaborate with parents in the future. Although teacher trainees had difficulty generating complete verbal statements to govern future behaviors, each was able to identify discrete antecedents, behaviors, and consequences responsible for controlling their actions throughout the simulations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10