Investigating Evidence-Based Practices and Interventions Using Multifaceted Learning Theory for Students in a Special Education Self-Contained Classroom

Autor/in	Maitland, Adam M.
Titel	Investigating Evidence-Based Practices and Interventions Using Multifaceted Learning Theory for Students in a Special Education Self-Contained Classroom
Quelle	(2023), (233 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lincoln Memorial University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-6810-8
Schlagwörter	Hochschulschrift; Dissertation; Evidence Based Practice; Intervention; Learning Theories; Students with Disabilities; Special Education; Self Contained Classrooms; Experienced Teachers; Program Implementation; Special Education Teachers; Planning; Reinforcement; Fidelity + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Learning theory; Lerntheorie; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Ablaufplanung; Planungsprozess; Positive Verstärkung
Abstract	Teachers working in a special education self-contained classroom were required to implement evidence-based practices and interventions, rarely researched in a school setting, with fidelity to meet the needs of students with intellectual disabilities. Evidence-based practices and interventions for students with intellectual disabilities were researched in clinical settings with one to three student participants and without a common evaluation tool. The purpose of this qualitative case study was to use the Tennessee Educator Acceleration Model General Educator Rubric to investigate how experienced teachers used multifaceted learning theory when implementing evidence-based practices and interventions in a diverse special education self-contained classroom to help students access Tennessee state standards. Special education teachers from eight different schools across Tennessee were interviewed and observed using the Tennessee Educator Acceleration Model General Educator Rubric, which I aligned to different learning theories. I found how special education teachers planned activities, used reinforcements, and developed their knowledge of the content and their students to accommodate and modify evidence-based practices and interventions. I observed teachers in special education self-contained classrooms apply 150 (50%) behavioral learning theory strategies, 106 (36%) cognitive learning theory strategies, and 42 (14%) constructivist learning theory strategies. These findings should continue to be explored to further develop a common evaluation tool to monitor the use of multifaceted learning theory in a special education self-contained classroom instead of requiring fidelity of evidence-based practices and interventions. [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	2024/1/01