Modeling Evidence-Based
Practices
Evidence-Based Practices
To Improve Academic Outcomes:
– Peer Assistance
– Technology-Based
– Self-Management
– Visual Display
– Mnemonics
Visual Display
Visual displays are tools used to represent the complexity of the mental
and physical world (Hyerle, 1996, 2000).
• Purpose: improve
comprehension
• Students with learning
disabilities, hearing
impairments, ADHD, &
typical students
• Graphic Organizers
• Cognitive Organizers
• Cognitive Maps
• Structured Overviews
• Tree Diagrams
• Concept Maps
• Thinking Maps
• Labeled Diagrams
Visual
Display
Task Specific
Organizer
Graphic
Organizer
Euler Diagramrepresents
sets and their
relationships.
Labeled
diagram is also
a task specific
visual display
Visual display
of
information
Teacher
constructed
Graphic
Organizers
Radial Circle- Central
idea and how the
outer ring of
information
contributes to the
central idea.
Student
constructed
Shows
relationship
between
textual ideas
& words
Used
before,
during, &
after
instruction
Low ability
rather than
high ability
students
What is
known…
Doesn’t
ensure
transfer of
knowledge &
skills
Elementary
& Secondary
Effectiveness
Doesn’t
ensure
proficiency
Reading
comprehension
Teacherdirected
Effect size (ES): The
average effect an
intervention has on
the outcome.
Effect Sizes
Small ES: .20
Medium ES: .50
Large ES: .80
Reading Comprehension, 1.38;
Problem Solving, 1.08;
Concept Instruction, .86
Student generated content, 1.24
Student/ teacher generated content
, 1.19
Example: Taking X diet
pill results in an
average weight loss of
15 lbs. ES = 15
Student Constructed , 1.32
Fill-in the blank, 1.19
Expository Text, 1.24
Other Text, 1.04
Used During Instruction, 1.05;
Used After Instruction, 1.27
Larger ES, better
outcome.
Provide completed example
Model how to construct
Teaching
Graphic
Organizers
Provide procedural knowledge
Coach students
Opportunities to Practice
More Examples of Visual Displays
Tree Diagrams
A tree diagram shows all the possible outcomes of an event.
You are at a carnival. One of the carnival games asks
you to pick a door and then pick a curtain behind the
door. There are 3 doors and 4 curtains behind each
door. How many choices are possible for the player?
Choose:
o 3
o 12
o 24
o 36
Mnemonics
A word, sentence, or picture device or technique for improving
memory .
• Improved academic
performance in school
• Purpose: enhanced
memory
• Helps students use what
they know to learn new
information
• Students: specific learning
disabilities, intellectual
impairment, emotionalbehavior disabilities
• Three types of mnemonics:
• Used in spelling, math,
science, English, music
• Effect Size: 1.38 across the
research studies
– Letter
– Keyword
– Pegwords
Letter - uses acronym to stand for factual information
• HOMES: Geography, naming the Great Lakes
• Huron, Ontario, Michigan, Erie, Superior
• FOIL: algebra, multiply 2 binomials in
• First, Outside, Inside, Last
• Order of taxonomy in biology:
• Kingdom, Phylum, Class, Order, Family, Genus, Species
• Kids Prefer Cheese Over Fried Green Spinach
• The order of operations for math:
• Parentheses, Exponents, Multiply, Divide, Add, & Subtract
• Please Excuse My Dear Aunt Sally.
Keyword – links an unknown word to a known word
using 2 links: acoustic link and mental image picture
(imagery link)
Oxalis – clover-like plant
Acoustic link: Ox
Imagery link: clover
Pegwords are used when numbered or ordered information needs
to be remembered. Pegwords are rhyming words for numbers and
include the following:
• One is buns
two is shoe
three is
tree
four is door
five is hive
Insect on a stick
(sticks rhymes with six,
insect has six legs)
• Six is sticks
seven is
heaven
eight is gate
nine is vine
ten is hen
Spider on gate
(gate rhymes with eight,
spider has eight legs)
Jigsaw of EBP
•
•
•
•
•
•
•
Least to Most Prompts
Self Management
Simultaneous Prompting
Time Delay
Peer-Mediated Instruction and Intervention
Negative Reinforcement
Positive Reinforcement
EBP Jigsaw
• Groups of 4 – count off 1 – 4
• Select a practice and form an expert group
–
–
–
–
1: Describe the practice
2: Describe the steps
3: Provide an example of use
4: Describe the fidelity of implementation
• Form like group of tasks (all 1s, 2s, 3s, & 4s)
• Spend 15 minutes with like group to review and practice
presentation of information to expert group
• Regroup with expert group and teach the practice to
members of the expert group
• Each expert group teaches the strategy to the large group
Self-Management
• Use/Description: to increase desired behaviors and or
decrease interfering behaviors
• Target skill/behavior: decrease inappropriate touching of
classmates (The student must not place her hands on a
classmate’s arm or leg more than 3 times in 10 minutes)
• Identify reinforcers: free time on computer
• Select a self-recording device: paper/pencil
• Teach student to use self-management system:
– Instruct student to demonstrate correct behavior through
modeling
– Instruct student to discriminate between correct versus
incorrect behavior
– Instruct student to use self-recording system
Self-Management
• Target skill/behavior: inappropriate touching of
classmates (The student must not place her hands on
her classmate’s arm or leg more than 3 times in a 10
minute period)
• Identify reinforcers: free time on computer
• Select a self-recording device: paper/pencil
• Teach student to use self-management system:
– Instruct student to demonstrate correct behavior through
modeling
– Instruct student to discriminate between correct versus
incorrect behavior
– Instruct student to use self-recording system
Self-management: Implementation
1. Provide student with materials needed to use selfmanagement system
2. Provide learner cues to signal them to use selfmanagement system
3. Teach student to self-record behavior using
prompting, reinforcement, and fading
4. Teach students to gain access to reinforcement when
criterion has been reached
5. Conduct ongoing, intermittent checks to determine if
student continues to self-record accurately and
acquire reinforcement when criterion is met
Practice with a Partner
Response Prompting
• Response prompting is defined as stimuli that
later functions as extra cues and reminders for
desired behavior.
• Prompts can be visual, auditory, textual, or
symbolic
(Cooper, Heron, & Heward, 2007).
Response Prompting
• Target skill/behavior: Write name on paper
• Target Stimulus: Teacher hands out paper
• Selecting Cue or Task Direction: say, “Write
your name on your paper”
• Identify the prompt hierarchy: independent,
point and give direction, touch hand and give
direction, hand-over-hand
• Select reinforcer: specific verbal praise
Response Prompting: Implementation
1. Establish learner’s attention by delivering the target
stimulus and providing task direction: Hand out
paper and say, “Write your name on your paper.”
2. Wait for learner to respond: generally 3-5 sec
3. Respond to learner’s attempts:
1. Correct: verbally praise
2. Incorrect: interrupt and provide next level of prompt in the
hierarchy
3. No response: use prompt in next level of hierarchy
4. Continue through hierarchy until a correct response then
deliver reinforcer
4. Monitor student outcomes: track type of response
Practice with a Partner