The raters were trained in the use of the coding system to rate the videos, through the self-guided DVD training and by reading the YMQI manual. Then, the raters were tested on the understanding of EIBI by completing the worksheets in the first week and obtaining around 80% correct answers on the multiple choices exam that tests behaviour principles. As for rating IBI sessions on five practice video recordings (5 minutes long), the rater must have at least 80% agreement on three training video recordings before starting to rate (Whiteford et al., 2012). Before start coding, the rater received 90% correct answers on the multiple choices exam and more than 80% agreement on five training video recordings; 80.64%, 85%, 88%, 91%, and 85%. The …show more content…
process of rating an IBI session starts with selecting 2 IBI segments out of a video around 20 minutes in length. The two segments were selected randomly by using a random number generator through statistical and database programmes by using Microsoft Excel. Then, the rater chose a part from each segment to observe very thoroughly. Care was taken that each part was 5 minutes long and the two segments did not overlap (Perry et al., 2008). The rater watched and rated each video with no information about the therapist (double- blind, i.e. the rater did not know which videos are video recordings of therapists who had completed MSc in ABA or which videos are video recordings of classroom assistants). There are five steps in the coding of video recording that were followed. They are as follows: 1. Watched the first 5-minute segment throughout once without taking notes, but keeping key issues in mind. 2. Repeated watching of the segment and paused the video on the interesting parts, wrote down the significant information (e.g., the discriminative stimuli, the use of prompt, the frequency of reinforcement, the therapist’s mistakes and so on.). Then completed Part I and Part II of the YMQI rating form at this time. 3. Continued watching certain parts of the segment again to finish scoring until full confidence in rating is reached. There is no time limit; the approximate time for working on each segment is 30 - 60 minutes. 4. Repeated the three steps described above in another segment. 5. Scored the segments and compiled the total score. Measures The observation form of YMQI has 2 parts. The first part is the Teaching goal and the second part consists of the nine categories of the YMQI. A copy of the observation form of YMQI is Appendix C. Rating form: Part I There are three parts of the Rating form: Part I, Teaching Goal, Repeated Exemplars and Data Recording. - Teaching goals Before rating the YMQI, the coder watched the entire video recording and identified what the teaching goal of the session was, and selected relevant check boxes of teaching goals on the Rating form.
Teaching goals are the outcomes that the therapist targets and focusses on in each session. They are a type of target that a therapist uses to create a particular instruction. Teaching goals include ten teaching skills; attending, imitation, receptive and expressive communication, visual performance, self-help, pre-academics, academic, social skills and plays, and independence. Teaching goals in each session were planned to follow the children’s individual education programme by supervisors, therapists and relevant …show more content…
staff. The teaching goals which were targeted during the entire segment were indicated by checking the corresponding boxes on the Rating Form of at least two trials focus on the same teaching goal. Certainly the rater clearly understands the 10 teaching goals. For example, if the therapist asked the child to label the card of cow for the first trial and asked to label the card of lion for the second trial, then this can be called “Receptive communication” as a teaching goal. Many teaching goals can be identified from the video recordings in this study. For example, receptive and expressive communication, visual performance, pre-academics, and academic. The teaching goals are not the criteria that we use to assess the quality of IBI; they are the guideline for us to identify the exemplars during the segment. - Repeated Exemplars The specific teaching goal being targeted (exemplars) is different from the discriminative stimulus (SDs) and the task. For example, if the therapist is teaching a task that involves learning to label food, each food that the child is learning within the task is a different exemplar (e.g., ice-cream, chips, candy). The rater identified exemplars in a number of items and noted whether an exemplar occurred more than once during the segment. Further the YMQI requires the rater to identify identical exemplars within the segment. The identical exemplar is the same exemplar, which can be requested by using different instructions (Discriminative stimulus (SDs)). For instance, in a task identifying foods (3 different kinds of food), exemplar 1: identify ice-cream, exemplar 2: chips, exemplar 3: candy, the therapist can ask using different instructions such as point to the chips, show me a picture of the chips or what picture is on the table. - Data recording The rater also checked the data recording boxes on the Rating Form to see if the therapist collected the data, for example, whether the therapist presses a clicker after every correct response. Figure 1: Example of rating form of YMQI Part I Rating form: Part II The York Measure of Quality of Intensive Behavioural Intervention (YMQI) has the rating approach. The second part consists of nine categories. 1. Discriminative stimulus (item1: Attending during SDs, item2: Varying SDs), 2. Reinforcement (item3: Rapid reinfocer delivery, item4: Motivating reinforcers, item5: Varying reinforcers, item6: Relation of reinforcers to the task, item7: Sincere/motivating verbal reinforcement, item8: Differential reinforcement) 3. Prompting (item9: Effectiveness of prompts, item10: Fading and augmenting of prompts, item11: Lack of prompting error, item12: Follow through, item13: implementation error correction) 4. Organisation (item14: Clear plan and teaching goal, item15: Accessible materials) 5. Pacing (item16: Length of Inter-trials interval, item17: Suitable pace for the child, item18: Intensive teaching) 6. Teaching Level (item19: Suitable task difficulty, item20: Evidence of skill acquisition) 7. Instructional Control (item21: On task following request, item22: Maintenance of the child focus) 8. Generalisation (item23: Varying teaching materials, item24: Mixing tasks, item25: Teaching away from table, item26: Teaching embedded in naturalistic activities, item27: Response generalisation, item28: Flexible teaching) 9. Problem Behaviour (item29: Result of problem behaviour, item30: Reinforcement of appropriate behaviour, item31: Use of prevention strategies) Each item is rated on a five point scale; 1, 1.5, 2, 2.5, and 3 with 1 depicting poorest quality, 2 medium quality, and 3, highest quality.
Also, the rating N/A could be used when there is nothing related with that item. For example, rated N/A when no repeated trials of the same exemplar or rated N/A when there is no prompt. The YMQI has two main approaches to rating items: the frequency approach and the evidence approach. Some items use both approaches. The frequency approach is looking for mistakes (problems that may occur in each session), significant mistakes (serious problems that may occur in each session) or how much the therapist corrected (such as total number of trials, reinforers given within 2-3 seconds after the correct response or use of the variety of prompts in different way, and so on.). As for the evidence approach, to show the evidence of high quality of teaching, that is looking for evidence that there are no clearly indentified mistake (such as item2: there are two or more exemplars for, which wording is varied), and missed opportunities (such as item2: there are many repeated trails (5 or more) of the same exemplars). A lower score on an item that is based on an evidence approach does not mean that teaching is poor. However, high scores can indicate high quality for each specific
item. For example, Item 2: Varying SDs, the rater checks the ‘Evidence box’ if there are two or more exemplars for which wording is varied and checks the ‘Missed opportunity box’ if there are many repeated trails (5 or more) of the same exemplars for which the therapist does not vary the SDs. The rater will rate 3 when there is evidence and no missed opportunity or rate 1 when there is no evidence and one or more missed opportunities. The two parts of scoring forms include the Total YMQI scoring form and the Supplemental scoring form. To begin calculating the Total scores, for the segment 1; sum all nine categories then divided by the number of items that were not including N/A item. Do the same for the segment 2. Then, take the average of the segment scores and divided by two (the segment 1 and segment 2). Inter-observer Agreement (IOA) and procedural integrity Two raters calculated the score of YMQI then compared all scores in each YMQI category. IOA was calculated by dividing the number of agreed item (all Ys) by the total number of items (excluding N/A) and multiplying this number by 100. The agreement on almost all data was 100%.
Jarrod will work with a peer who is reading at 650L or higher on a text that is Jarrod’s frustration level. Jarrod and his partner will begin work on lesson 1 on the red LLI kit. The red LLI kit is designed for students reading in between 300L and 600L. Jarrod Jarrod will read the first 100 words on the passage by himself and running record will be completed to assess his correct words per minute. Then, Jarrod will begin working with the peer using choral reading or echo reading. Jarrod and his partner will read the text aloud at the same time, for at least two readings. On the second day Jarrod will read one time with partner using choral reading, then Jarrod and his partner will take turns reading a page to each other. Jarrod will continue this pattern for two days, then Jarrod will be assessed using a running record and 5 basic comprehension questions, with the target score of 80 percent
There are several main points that Danielson emphasized in this article. She began by explaining why there is a need to improve teacher evaluations; that the goal of any teacher evaluation should be to foster both student and
What will be the goals of counseling and what intervention strategies are used to accomplish those goals?
...man states (1960), “In order to effectuate any objective, teachers must develop a set of intermediate objectives, which will provide direction for their efforts in the classroom” (Rose, 126).
Tests consisting of only multiple-choice items are given a raw score based on correct answers on the test (ETS, 2011). No penalty is imposed for incorrect answers. Constructed response only tests are given a raw score from a composite of scores on individual items. Each item is read and scored by two qualified scorers who score according to a rubric and the sum of scores is the raw score for the item. For tests including both question types, raw scores are a weighted composite of raw multiple-choice score and individual constructed response scores.
rate the criteria best to my liking. I rated the criteria from 1 to 100 and multiplied it to the
. As the assessment is not a 100% accurate, there may be little or no
The second step is to examine the primary presentation forms. The four primary presentation forms are rules, examples, recall and practice. Depending on the performance level desired and then content classification, a different performance presentation is preferred. This also includes determining the practice requirements.
As a teaching assistant, I should have a clear vision of what the learning objectives are and what are the intended outcomes of these objectives and how the teacher wish to achieve it. Sometimes the objective may have set for half termly but still however before each lesson I should discuss the learning objective with the learning group I have been assigned for . Depending on the objectives I should plan activities and prepare materials that are chorded at the apt tune for the learner’s different skills. It is also vital to make sure that the learner understands how each activity relates to his or her goals and targets.
The instrument is designed to collect nominal data from participants who have been interviewed as part of the study. Content analysis will be used to find potential emergent themes. The one question administered is, "Do you like the way this course was conducted?". The pilot returns the following data: "I love the course", "I liked the course", "I liked the way the course was delivered", "I hate the course", "This course sucked", "Potatoes". Please explain if the instrument is reliable and
An example of what a certified therapist might do at the beginning of a therapy session is place the horse in the middle of a big circle and ask the student to move the horse to the outside of the circle without touching the horse. This therapy teaches the children that when other people want to help the way they help isn’t by screaming or forcing but by being patient and understanding what they want. Another lesson they go through is trying to the lead the horse. The kids have to learn that in order to lead they can’t be ahead and force the horse to
The teacher was rated using a rubric with specific criteria in four domains including planning and preparation, the classroom environment, instruction, and professional responsibilities (Hillsborough County Public Schools, 2012). Within each of these domains are components which are the performance factors that are relevant to classroom teachers. In domain one the components include: demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, setting instructional outcomes, demonstrating knowledge of resources and technology, designing coherent instruction, and designing student assessments. The components for domain two include: creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behavior, organizing physical space. In domain three the components included are: communicating with students, using questioning and discussion, engaging students in learning, using assessment in instruction, and demonstrating flexibility and responsiveness. There is only one component that was rated for domain four which is reflecting on teaching.
Center for Advanced Research on Language Acquisition. (2010, Jul 15). Process: Creating rubrics. Retrieved from http://www.carla.umn.edu/assessment/vac/Evaluation/p_7.html
The next stage was to find appropriate texts; ones which would both match the specifications and yield suitable items (Alderson et al. 1995:43). In this case I decided to write and record my own listening texts as I found it very difficult to find authentic or published texts which matched the requirements of the test specifications and the level of the students, and therefore have content validity (Brown 2004:22-3).
The most successful teaching begins with clarity about important learning outcomes and about the evidence that will show that learning has occurred (Marzano, 2010, p. 74)