Community-based Instruction Research Articles

Cultural Competence: How Qualified Are You?

Cultural Competence: How Qualified Are You?

A Qualitative Study on Exper ience of Special Education Teachers who have undertaken Community-based Instruction

장혜성. 지역사회중심교수를 시행한 특수교사의 경험에 대한 질적연구. 『특수교육』, 2011, 제10권, 제3호, 5-31. 본 연구는 지역사회중심교수를 시행한 교사들의 경험에 초점을 둔 질적연구이다. 연구의 참여자는 지역사회중심교수를 시행하여 긍정적인 경험을 한 특수학교 고등부 담임교사 5명과 교사와 함께 지역사회중심교수에 참여하여 교사의 경험을 말할 수 있는 담임교사가 추천한 자원봉사대학생 5명이었다. 데이터 수집은 문서면담, 구술면담, 포커스그룹면담으로 세가지 면담법을 사용하여 교사의 경험이 무엇이며 어떠한 과정으로 경험이 변화되는지에 대한 현상을 데이터로 수집하였다, 연구결과는 6가지 주제와 22개의 범주가 도출되었다. 연구결과인 교사의 경험은 주제 1 학생들에게 독립적 수행의 기회를 제공하게 됨; 주제 2 장애학생에 대한 잠재력을 발견하게 됨; 주제 3 지역사회중심교수는 체계적으로 지도해야 함; 주제 4 학생에게 경험과 지도를 병행해야 함; 주제 5 교사의 교육방향이 변화됨; 주제 6 교육자로서 역량의 재발견이다. 이와 같은 연구결과는 교사의 지역사회중심교수 경험기회를 위한 학교지원, 지역사회중심교수 연수의 기회제공 등을 제언하였다.

Teaching children with autism how to respond to the lures of strangers

A multiple probe design was used to assess the combined effects of videomodeling, graduated guidance and community-based instruction for teaching children with autism how to protect themselves from the lures of strangers. Parental opinions were also assessed in the study. Three children with autism (aged 6 to 11 years) participated in the study. Data indicated that videomodeling with graduated guidance and community-based instruction was effective for teaching children with autism how to protect themselves from the lures of strangers. Also it can be seen that participants maintained the acquired skill over time and applied it to novel settings. Furthermore, generalization was maintained over time. The parents of the participants reported positive opinions regarding the aims, procedures, and results of the study. Based on an evaluation of the findings, implications and future research needs are discussed.

Autism & the Transition to Adulthood: Success Beyond the Classroom

Autism & the Transition to Adulthood: Success Beyond the Classroom

Preparing school librarians in rural areas through distance education and communities of practice

As distance education and online learning continue to redefine higher education, graduate programs in library and information science remain a popular course of study for this type of instructional delivery method. Programs that target the unique needs of adult students, focused on constructivist learning, can provide increased levels of access to higher education for students in rural communities. As a recipient of an Institute for Museum and Library Services (IMLS) grant, one institution is providing distributed, community-based instruction to rural areas and encouraging a community of practice to support pre-service school library candidates.

Domestic Violence Simulated Patient Case

OPEN ACCESSMay 15, 2007Domestic Violence Simulated Patient Case Susan Glick, MD Susan Glick, MD University of Chicago Division of the Biological Sciences The Pritzker School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.624 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstract Introduction: Learning to care for vulnerable populations, including survivors of domestic violence, is an essential part of undergraduate and graduate medical education. While classroom instruction may increase learners' knowledge, it may not teach the skills required to successfully screen and respond to survivors of violence in the office. Formal office-based teaching about domestic violence is hampered by difficulty predicting when and where survivors of violence will be seen. As a result, learners' experiences with domestic violence are fragmented and inconsistent. Simulated patients can fill this void, reliably enabling learners to apply their knowledge to the clinical environment. This simulated patient case aims to enable learners to recognize and respond to victims of domestic violence. Methods: The patient presents with a complaint (headache) commonly encountered in the primary care setting. Triggers to encourage learners to ask about domestic violence (e.g. chronic unexplained pain, miscarriages, and possible family history of violence) are embedded within the case. Results: Twelve primary care internal medicine residents participated in this case. Four had participated in an 8-week seminar series in domestic violence 18 months prior to the simulated patient program that included 24 hours of classroom and community-based instruction on this topic. Eight residents had received only a 1-hour conference on domestic violence. Of the four residents with extensive instruction in domestic violence, only three screened the simulated patient for domestic violence. All three of these residents responded appropriately to the survivor, including validating her experience, assessing her safety, and referring her for appropriate advocacy, counseling, and legal services. Of the eight residents with minimal prior instruction in domestic violence, five screened the simulated patient for domestic violence. All five of these residents referred the patient for appropriate services, yet only three of the five validated the patient's experience and four out of five assessed her safety. Of the 12 residents who participated in this case, 10 found the case highly educational and two found it very educational. Eight residents found the case highly realistic, three found it very realistic, and one found it somewhat realistic. Residents felt the best components of the simulated patient program were the opportunity to obtain feedback about their communication skills, the postclinic conference, learning about vulnerable populations, and the overall quality of the program. Eleven of the residents recommended that the residency program offer another simulated patient program in the future; one resident did not wish to participate in another simulated patient program. Discussion: The postencounter discussion and videotape review provide opportunities to reinforce and further strengthen learners' knowledge and skills. Educational Objectives By the end of this resource, learners will be able to: Recognize risk factors for domestic violence.Recognize chronic unexplained pain as a common presenting symptom in survivors of domestic violence.Demonstrate screening for domestic violence.Respond appropriately to survivors of violence. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Domestic Violence Simulated Patient Case.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Cited ByRagavan M, Karpel H, Bogetz A, Lucha S and Bruce J (2016) Health Education for Women and Children: A Community-Engaged Mutual Learning Curriculum for Health Trainees, MedEdPORTAL, 12, Online publication date: 1-Jan-2016.Clithero A, Albright D, Bissell E, Campos G, Armitage K, Solan B and Crandall C (2016) Addressing Interpersonal Violence as a Health Policy Question Using Interprofessional Community Educators, MedEdPORTAL, 12, Online publication date: 1-Jan-2016. Copyright & Permissions© 2007 Glick. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial license.KeywordsAbuseVulnerable PopulationsHeadacheMiscarriagesChronic Unexplained Pain Disclosures None to report. Funding/Support None to report. Prior Presentations Glick SB, Lemon M. Beyond “Call Social Work”: a simulated patient program to improve residents' ability to care for vulnerable populations [Society of General Internal Medicine National Meeting, Poster, Vancouver, British Columbia, Canada]. J Gen Intern Med. 2003;18(Suppl 1):109. Glick S, Abrams R, Buchanan D, Cohen M, Francis L, Lemon M, McAuley J, Riordan K, Rohr L, Smith J, Whitaker E. Teaching and learning about vulnerable populations. Half-day presession at: Society of General Internal Medicine National Meeting; 2002; Atlanta, GA. Loading ...

The Use of Self-Monitoring to Reduce Off-Task Behavior and Cross-Correlation Examination of Weekends and Absences as an Antecedent to Off-Task Behavior

ABSTRACT Decreasing the off-task behaviors of students with disabilities through self-monitoring has been a focus of repeated study in the literature. This study investigated the effects of self-monitoring and self-recording on the duration of off-task behaviors in a 6-year-old male with mild mental retardation and behavior problems. A reversal design was used to collect data over a 12-week period in a community-based instruction classroom. Visual and statistical analyses indicate that self-monitoring was effective in decreasing off-task behaviors. Also, a cross correlation between duration of off-task behavior and the occurrence of student absence from school as an antecedent indicates an extremely weak relationship between the two variables. Results of this study indicate that self-monitoring was highly effective in decreasing the duration of off-task behaviors and that absence from school is not related to increases in off-task behavior the following day.

Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants

In the study reported on here, the authors used computer-based video instruction (CBVI) to teach 3 high school students with moderate or severe intellectual disabilities how to order in fast-food restaurants by using an augmentative, alternative communication device. The study employed a multiple probe design to institute CBVI as the only intervention tool and measured generalization of skills to community restaurants. For 2 of the 3 students, the ability to order their meals dramatically increased immediately following CBVI; for the third student, the ability to perform this task increased during a second generalization condition. Performance was maintained for each student. The authors discuss their results as support for this approach, which would be one solution for providing instruction in a simulated environment when community-based instruction is limited.

Status of Community-Based Transition Programs: A National Database

The goal of transition services is to improve the postschool outcomes for students with disabilities, but more than 10 years after the Individuals with Disabilities Act (IDEA) mandated transition services, students with disabilities are still exiting high school with significantly different postschool outcomes than their peers. Community-based instruction, work experience, family involvement, interagency collaboration, and postsecondary training have been highlighted as methods to improve student outcomes. This article identifies 101 community-based transition programs that incorporate community-based instruction, work experience, and postsecondary education especially designed for students aged 18-21 years old. Findings regarding disability populations, ages served, community locations, funding sources, interagency collaboration, and staffing of these programs are discussed.

A Statewide Initiative in Service-Learning and Community-Based Instruction

Residential institutes for K- 12 Spanish teachers were held in 2001 and 2002 on the main campus of The Ohio State University. The institutes focused on Latinos in Ohio and incorporated service-learning and community-based instruction as key principles. Participants surveyed resources in their home communities and developed thematic instructional units for use with their own students. Consciousness about Latino issues, service-learning, and community based instruction was further raised through workshops presented by the institute participants at the annual meeting of the state foreign language association.

An investigation of instructional scheduling arrangements for community-based instruction

The instructional scheduling arrangements of simulated and community-based instruction across an equivalent set of functional and vocational skills were examined. Five secondary age students with moderate intellectual disabilities participated in four instructional scheduling arrangements measuring skill acquisition, generalization, and maintenance of functional tasks. The four instructional scheduling arrangements examined were simulated-only instruction (SOI), community-based instruction only (CBI), combination of SOI and CBI on consecutive school days (CCD), and combination of SOI and CBI on the same school day (CSD). The CSD schedule was significantly more effective for student acquisition performance than SOI, CBI, and CCD schedules. Although the CBI schedule resulted in the fewest number of instructional sessions for students to acquire the targeted skill, fewer sessions for skill generalization were required for students during the combined simulation and community instruction CSD schedule. Overall, both combined instructional scheduling arrangements (e.g., CCD, CSD) produced more efficient outcomes for generalization than SOI and CBI scheduling arrangements.

Meeting the Challenge of Conducting Community-Based Instruction in Rural Settings

Community-based instruction for students with moderate to severe disabilities facilitates generalization for learning to real world settings, yet balancing CBI with the students' need to spend time in inclusive classroom settings can be a challenge. Dealing with the constraints of offering CBI in rural settings can add an additional challenge. This article describes how rural special education teachers confronted these challenges in conducting CBI with students across five age groups: (a) preschool, (b) elementary, (c) middle school, (d) secondary school, and (e) transition to adulthood. In addition, guidelines are provided for rural special education teachers who are striving to meet the same challenges.

Preparing Teachers for the Transition of Students with Disabilities Through Community-Based Instruction

Increasing demand for effective transition programs for individuals with disabilities has created a need for more comprehensive teacher preparation. Community and service learning experiences may be effective ways to accomplish this task. This article describes the planning and implementation of an on-campus transition project for students with disabilities and its impact on preservice teachers who participated in the project as job-sampling mentors. Data sources included university student journals, instructor field notes, course assignments, and open-ended questionnaires. Emergent themes indicated that university students gained new expectations of individuals with disabilities, became more aware of attitudes toward and treatment of individuals with disabilities, supported the benefits of first hand experience, and learned ways to teach individuals with disabilities. The perspectives of the university instructor and implications for teacher preparation programs are discussed.

The Future of Computer-Based Interactive Technology for Teaching Individuals with Moderate to Severe Disabilities: Issues Relating to Research and Practice

There are a number of community adjustment and transition models that indicate individuals with disabilities will require instruction across numerous domains that represent skills such as community literacy, mobility, purchasing, social interactions, and safety. To accomplish the instruction of such skills, community-based activities have been increasingly employed to teach these transition skills. However, the amount of time and the number of community-based learning trials needed for students with moderate to severe disabilities to acquire targeted skills can be in excess of the fiscal resources allotted. To overcome many of the logistical and fiscal problems associated with community-based instruction, educators have developed simulated activities that involve training in non-target environments with materials that simulate the targeted, or natural, settings. These simulated activities may or may not be successful depending on the attention given to strategies that promote generalization. These strategies are well known and have been extensively discussed in the literature. One method of instruction that can potentially expose learners to numerous stimuli designed to promote generalization of learned functional skills is computer-based multimedia. The purpose of this article is to identify and discuss the salient features of multimedia instructional tools that may be able to provide students with more effective and efficient simulated instructional activities in the area of transition skills. Also presented is information related to a federally funded project designed to develop a multimedia environment for providing this type of instruction as well as a vision for developing a research agenda designed to test the effectiveness of such instruction.

Postsecondary Options for Students with Significant Disabilities

Danny is 18 years old and has been in high school for 4 years. He has worked on his individualized education program (IEP) goals in general education and special education classes. He has participated in community-based instruction once a week on Fridays for the past 2 years. He has had unpaid work experiences in the school cafeteria and at a local gas station, and just recently started a parttime job in the grocery store on the

Use of the timeout ribbon procedure during community-based instruction.

Involvement in community-based instruction can be adversely affected when students engage in behavior that interferes with participation in instruction. A multiple probe across settings design with an embedded reversal was used to investigate the effectiveness of the nonseclusionary timeout ribbon procedure for two middle-school students with moderate mental retardation in community and school settings. An athletic wristband served as the timeout ribbon, which functioned as the stimulus for the availability of reinforcement. When the student was wearing the wristband, he could earn reinforcers. On occurrence of inappropriate behavior, the wristband was removed and the student was placed in nonseclusionary timeout. Implementation of the timeout ribbon procedure resulted in target behaviors reduced to zero occurrences for both youths. This was maintained at a 2-week follow-up, even as the reinforcement schedule was thinned. The timeout ribbon procedure provided an efficient, effective, and socially valid means of supporting positive behavior across settings for these students.

Simulated and community-based instruction involving persons with mild and moderate mental retardation

In this study of simulated instruction and/or community training of four functional living tasks was compared across groups of adolescents and young adults with mild and moderate retardation. Forty individuals participated in the assessment and training activities of this study, including 20 participants with mild retardation and 20 individuals with moderate retardation. A mixed factorial design was used to evaluate differences associated with level of mental retardation, simulated versus community-based instruction, and assessments in school and community settings. Participants with mild retardation performed better than their counterparts with moderate retardation on the simulated tasks and in the community settings. Participants with mild retardation were more successful in generalizing from the simulated instructional experiences to the community settings than were their counterparts with moderate retardation. However, in many of the situations, community training was sufficiently powerful to eliminate any advantage associated with some of the participants having experienced prior simulated instruction. Results are discussed in relation to the need to more closely examine the design and delivery of functional living skills instruction involving individuals with different levels of mental retardation. Specifically, the effectiveness of instructional simulations for teaching functional living skills does not appear to be uniform across level of retardation and targeted tasks. The highest priority question no longer appears to be whether or not simulated versus community-based instruction is more efficacious. Future research might more productively focus on the quality of different instructional simulations in combination with community assessment and/or training opportunities for teaching functional living skills to persons who experience different levels of mental retardation.

Analyzing Special Educators' Views on Community-Based Instruction for Students with Mental Retardation and Developmental Disabilities: Implications for Teacher Education

Community-based instruction continues to grow as a preferred curricular option for teachers of students with moderate to severe mental retardation. Although long advocated as an important instructional approach for students with mild mental retardation (Brolin, 1995; McDonnell et al., 1993), the relationship has not been very clearly established between community-based instruction (CBI) and the general education curriculum emphasizing traditional academic skills. This investigation was designed to gather relevant findings related to the process of community-based instruction and to translate these findings into implications that the implementation of this innovation may have on teacher education and future research in special education. As findings indicate, there appear to be differing attitudes between teachers who engage in CBI programming and those who do not. There also appears to be some indication that teachers who have characteristics as risk takers appear to be more able to develop CBI activities. In addition, the need for administrative support, both at the outset of program development and during the instructional process, appears to be a major indicator of success. Future researchers should investigate the effects of administrator perceptions and attitudes, CBI effects on the learning of more traditional academic skills, and the development of high-quality CBI activities.

Variables Considered by Teachers of Students with Moderate and Severe Disabilities When Making Placement Decisions

For teachers to make appropriate inclusive placement decisions, it is necessary to identify variables within the school environment that will foster successful learning experiences for students with moderate and severe intellectual disabilities. Numerous variables are identified in the literature as being important for successful placement in general education settings. The purpose of this study was to investigate which variables teachers currently consider when making placement decisions and to learn if discrepancies exist between what teachers actually consider and what they indicated they should consider. A survey was developed to gather this information from teachers currently implementing inclusive practices in Georgia. Results indicated, in general, that the variables teachers currently consider are the same as those they indicate should be considered when making inclusive placement decisions. Results also showed that teachers are concerned with more than physical inclusion of students, indicating that they consider, for example, opportunities for social skills learning, community-based instruction, hands-on learning, and the ability to address functional content within the general education setting.

An effective ECG curriculum for third-year medical students in a community-based clerkship

Student surveys, clinical performance and pretest scores indicated that third-year students at the University of Wisconsin Medical School were lacking in the basic skills needed to systematically interpret electrocardiograms (ECGs). We describe an ECG mini-course developed for use in the community-based primary care clerkship and taught at sites throughout the state. Evaluation of the course showed a significant difference between the mean scores on the pretests and posttests. More importantly, the combined group of all students who took the course had significantly better scores (25.7 - 5.4) than students who did not take the course (20.1 - 6.8), (p = 0.0001) on a year-end skills assessment.The modest degree of preceptor involvement and self-study/workshop format make this course a transportable and cost-effective means for community-based instruction.