Effects of Asynchronous Audio Feedback on the Story Revision Practices of Students with Emotional/ Behavioral Disorders

Autor/inn/en	McKeown, Debra; Kimball, Kathleen; Ledford, Jennifer
Titel	Effects of Asynchronous Audio Feedback on the Story Revision Practices of Students with Emotional/ Behavioral Disorders
Quelle	In: Education and Treatment of Children, 38 (2015) 4, S.541-564 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Asynchronous Communication; Feedback (Response); Audio Equipment; Elementary School Students; Middle School Students; Grade 6; Disabilities; Instructional Effectiveness; Emotional Disturbances; Behavior Disorders; Residential Institutions; Special Education Teachers; Writing (Composition); Revision (Written Composition); Computer Oriented Programs; Individualized Instruction; Intervention; Writing Improvement; Validity; Writing Instruction; Prompting; Scores; Word Frequency; Writing Exercises + Suchen Sie Ihr Suchwort? Audio-CD; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Handicap; Behinderung; Unterrichtserfolg; Gefühlsstörung; Wohnumgebung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schreibübung; Korrektur; Computerprogramm; Individualisierender Unterricht; Gültigkeit; Schreibunterricht; Benutzerführung; Word analysis; Frequency; Wortanalyse; Häufigkeit
Abstract	Young writers, especially students with disabilities, have difficulty writing complete essays, and when asked to revise often make only surface-level changes. Individualized feedback may lead to gains in writing achievement, but finding class time for feedback is difficult. Using a multiple probe across participants design, the effectiveness of asynchronous audio feedback was assessed on the story revision behavior of six 6th grade students with emotional/behavioral disorders in a residential facility in southeastern U.S. Using a self-regulated strategy development (SRSD) instructional framework, the special education teacher modeled the revising process and then transitioned to independent student use. Using Notability, an iPad app, the teacher provided individualized audio feedback simultaneously to multiple students during class. Following intervention, students were more likely to revise, resulting in increased story length and quality. Fidelity of implementation was measured. Social validity was measured qualitatively by documenting spontaneous declarations. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01