A Modified "Talk Aloud Problem Solving" Intervention to Improve IEP Decision Making in Pre-Service Special Education Teachers

Simple item page
dc.contributor.advisorMachalicek, Wendy
dc.contributor.authorQuinn, Sarah
dc.date.accessioned2024-08-07T21:48:21Z
dc.date.available2024-08-07T21:48:21Z
dc.date.issued2024-08-07
dc.description.abstractIn this randomized multiple baseline across participants single-case design study, pre-service special education teachers received a modified Talk Aloud Problem Solving (TAPS) intervention to improve their use of problem-solving verbal behavior and reasoning skills when making instructional decisions. Special education teacher candidates may have limited opportunities for meaningful practice with the problem-solving required to synthesize various information about student strengths, needs, and current performance into high-quality instructional decisions. This is evidenced in the field by IEP analyses that consistently demonstrate poor quality documents that lack evidence of strong instructional decisions. In this study, instructional decisions include a goal, an evidence-based instructional practice that will be used to reach that goal, and modifications or accommodations based on the student’s needs that ensure access to the general curriculum. Dyads were trained using the TAPS curriculum to use effective problem solving and active listening language when presented with a student vignette. Visual analysis, Tau-U overlap analysis, and a between-case standardized mean difference effect size were calculated. Overall, the TAPS intervention improved the use of problem-solving language but an effect on decision-making quality could not be established. Implications and future research are discussed.en_US
dc.identifier.urihttps://hdl.handle.net/1794/29767
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectIEP developmenten_US
dc.subjectspecial educationen_US
dc.subjectteacher trainingen_US
dc.titleA Modified "Talk Aloud Problem Solving" Intervention to Improve IEP Decision Making in Pre-Service Special Education Teachers
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Special Education and Clinical Sciences
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Quinn_oregon_0171A_13878.pdf
Size:
3.38 MB
Format:
Adobe Portable Document Format
Download

Collections

Theses and Dissertations
Special Education Theses and Dissertations