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ERIC Number: ED513013
Record Type: Non-Journal
Publication Date: 2009
Pages: 118
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1092-8466-9
ISSN: N/A
Direct Observation as a Decision Method for Evaluating Inclusionary Classroom Participation of Children with Mild Hearing Impairment: A Pilot Study
Borders, Christina Marie
ProQuest LLC, Ed.D. Dissertation, University of Cincinnati
An observation code was utilized to study how children with mild to moderate hearing loss participate within inclusive classroom settings. Participation was considered as active engagement as well as following routines and directions. Prevalence of behavior, responses to practice and prompt opportunities, levels of prompting required to follow classroom directions and engagement were analyzed across students with impaired hearing and those with normal hearing ability. One student had more responses to practice and prompt opportunities presented in the classroom than his normally hearing peers while the other students had rates of responding similar to their peers' data on this variable. A consistent finding was that children with hearing impairment required more levels of prompting and were less accurate at the level of class-wide verbal prompts than their normal hearing peers, and that variation occurred by types of activities. Engagement data indicated that four of the children with hearing loss had similar rates of engagement to their peers. One student had lower rates of engagement in the classroom than his normally hearing peers. Agreement data on all coded variables ranged between 82.76% and 98.99% for all variables except prompting at the individual level (73.50%) and visual level (50%). Social validity judgments by parents and teachers indicated that the information gleaned in this study was useful and important. They also indicated that the information addressed concerns and would be helpful with educational planning. Direct observation is used idiographically for intervention purposes, and students with hearing impairment may have been well placed in the selected inclusionary classrooms limiting observable differences. Still, potential uses for data derived from direct observation include consultation with teachers regarding interventions to increase student engagement and impact student learning within the inclusive classroom context. By repeated observations to obtain or clarify baseline, the observations may be used subsequently for prevention and intervention services. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A