Transcript Bridging the Gap Between Research and Practice

Bridging the Gap Between
Research and Practice
Belva C. Collins
Victoria Knight
Ann Katherine Griffen
University of Kentucky
Reasons That
Teachers Need to be Researchers

To implement and evaluate evidence-based practices in applied
settings

To problem solve independently

To understand and critique the professional literature for
applications

To become leaders in their profession at all levels

To disseminate practices that work
How Personnel Preparation Programs Can
Facilitate Research in Practice

Require that students read and critique the professional literature

Facilitate a research culture early in the preparatory program

Assign literature reviews

Address empirical questions in class discussions

Teach research methodologies that can be applied in school and
community settings

Require field-based research projects to address practical questions
Examples of Research-Based Coursework at
the University of Kentucky
 Undergraduate
(and alternate certificate) courses
EDS 516 – Basic ABA course requiring behavioral program
 EDS 530 – Survey course requiring literature review
 EDS 549/550 – Application of evidence-based practices with
data collection

Examples of Research-Based Coursework at
the University of Kentucky
 Graduate
courses
EDS 633 – Single subject research design
 EDS 601 – Basic ABA course requiring publishable research
project
 EDS 603 – ABA course requiring publishable data-based
consultation
 EDS 630 – Course on evidence-based instructional practices
requiring publishable research project in applied setting

Examples of Research-Based Coursework at
the University of Kentucky
 Graduate
courses
EDS 631 – Course on evidence-based instructional practices
requiring publishable literature review
 EDS 632 – Field-based practica with options that include
literature reviews, behavioral/instructional research projects
and consultations
 EDS 634 – Leadership course that facilitates completion of
capstone research project in applied setting
 EDS 768 – Thesis research

Requirements for EDS 633: Single Subject
Research Design

Study guides

Quizzes

Research to Practice Lesson Plans

Evidence-based Practice Assignment (Paper for Doctoral
Students)
Examples from EDS 633: Single Subject
Research Design
Example #1: Procedures
Using class wide peer tutoring to increase academic
performance in children with ADHD-like behaviors
Example #2: Data Collection
Data Recording Sheet Used to Monitor the Occurrence of
Social Communicative Skills
Requirements for EDS 601: Applied
Behavior Analysis

Study guides

Quizzes

SAFMEDS (Say All Fast Minute Every Day Shuffled)

Behavior change project

Behavior change presentation

Article Review (Doctoral students only)
Examples from EDS 601: Applied Behavior
Analysis
Example #1:

Self-monitoring of On-task behaviors Using the
MotivAider by a Middle School Student with an
Intellectual Disability
Example #2

The Effect of Video Modeling on Tooth Brushing in High
School Students with Down Syndrome
Requirements for EDS 603: Behavioral
Consultation in the schools

FBA-BIPs

Case Presentations

Teacher Intervention Plan

Information Sheet for Teachers and Behavior Specialists

Class Instruction
Examples from EDS 603: Behavioral
Consultation in the schools
Example #1:
Information Sheet for Teachers
Example #2:
Recommendations from a FBA-BIP



Access Reinforcement in the Environment:
Engaging the student in up and down
movements may also help to wake him up and
provide stimulation before sitting down at the
morning meeting table (Schaaf, 2011; Van Rie,
& Heflin, 2009)
Differential Reinforcement of Alternative
Behavior (DRA) Every instance should be met
with praise coupled with a reinforcer that has
been determined from a stimulus preference
assessment (Carr & Wilder, 2003; Wallace &
Najdowski, 2009).
Communication Board: The communication
could be used in more than one setting,
programmed with various requests and
comments to promote expression of
needs/wants and comments on activities
(Boutot et al., 2009).
Requirements for EDS 630:
Advanced Methods

Comprehensive exam

Discussion of refereed studies focused on evidence-based
practices in systematic instruction

Abstracts on additional refereed studies focusing on instruction

Investigation of instructional practice as evidence-based

Single subject applied study of an instructional strategy
Example from EDS 630:
Advanced Methods

Student project
Simultaneous prompting procedure
 Paragraph writing as chained task
 Middle school students with disabilities
 Inclusion of non-targeted information on grammar
 Multiple probe design across student
 Accepted for publication by Journal of Behavioral Education

Example from EDS 630:
Advanced Methods
Baseline
I ntervention
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Requirements for EDS 632: Field-based
Practica

Journal Article Abstracts

Instructional Programs

Reflection Assignments

Consultations

Presentations/Trainings

Advocacy
Examples from EDS 632: Field-based
Practica

Content Knowledge Application

Problem-Solving

Leadership

Mentoring

Research
Guidelines for Bridging the Gap from
Research to Practice

Make research an expectation

Require readings and discussion from refereed journals (including
those by student authors)

Teach single subject research methodologies
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Teach that the questions drives the methodology

Continually generate research questions in lectures and discussion

Familiarize students early with IRB requirements
Guidelines for Bridging the Gap from
Research to Practice

Require data collection and a minimum of an AB design on all applied projects

Always give the option of applied research across coursework

Encourage critical analysis of hot topics in the field
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Find opportunities for student to present their work
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Provide mentoring opportunities for beginning researchers

Make publication and presentation a collaborative process

Get students excited about research!!!
Discussion
 How
do you prepare teachers to become lifelong active
consumers of research?
 How
do you encourage teachers to use best practices as
active consumers of research?
 How
do you prepare teachers with skills to problem solve
in their classrooms by conducting applied research?
 How
do you facilitate dissemination of applied research
conducted by classroom teachers?