Development and Validation of the Assessment of Culturally and Contextually Relevant Supports (ACCReS)

Disproportionate representation of certain racial and ethnic minority groups has been documented in both the referral and identification of students for special education services. Research has also highlighted disproportionality in disciplinary practices, and overrepresentation of racial and ethnic minority groups in exclusion from learning in the form of suspension and expulsion. These trends call for evaluation of Tier 1, classroom level supports to students with diverse cultural and linguistic backgrounds. Dr. Fallon and team are endeavoring to answer the call from educational researchers and policymakers to address disproportionality by developing and validating a teacher self-assessment for use with in-service teachers and related service providers. This self-assessment will serve as a professional development tool to strengthen educators’ delivery of academic and behavior supports to culturally and linguistically diverse students with and at risk for disabilities in classroom settings. The team has received a 4-year, $400K Early Career Development and Mentoring Program Award (R324) from the Institute of Education Sciences, U.S. Department of Education towards achieving these aims. (click here for Abstract)

The Impact of the Good Behavior Game on Writing Quality and Quantity

The Good Behavior Game (GBG) is an intervention targeting class-wide behavior concerns. The GBG effectively increases on-task behavior (Dion, Roux, Landry, Fuchs, Wehby, & Dupere, 2011) and decreases disruptive behavior (Donaldson, Vollmer, Krous, Downs, & Berad, 2001). Despite the positive impacts on class-wide behaviors, few studies have empirically examined the outcomes of students’ academic performance in relation to the GBG. Mentored by Dr. Amanda Marcotte, Dr. Fallon and her research team intend to explore the effects of the GBG on students’ writing quality and quantity using WE-CBM.

ACCReS Pilot Study

The purpose of the ACCReS pilot study (Fall 2016) was to field test the Assessment of Culturally and Contextually Relevant Supports (ACCReS) with teachers instructing culturally and linguistically diverse (CLD) learners in their classrooms. Specifically, teachers were asked to self-assess with the tool, set goals based on their responses, and create a classroom plan using goals set. Further, participant teachers were expected to monitor their implementation of the plan and student progress over time. It was hypothesized that the fidelity with which they implement steps of the plan would increase from baseline (and with performance feedback, as needed). Also, it was hypothesized that student engagement would increase and student disruptive behavior would decrease once the plan was implemented. Results are currently being analyzed for publication.

Feasible Implementation Supports

Despite the importance of delivering interventions with fidelity to ensure positive student outcomes, many educators struggle to consistently maintain high levels of implementation two weeks after initially delivering the intervention (Noell et al., 2005). There are numerous researched-based implementation supports, including antecedent- and consequence-based support (e.g., direct training, Sterling-Turner et al., 2002; performance feedback; Noell et al., 1997; prompts; Collier-Meek, Fallon, & DeFouw, 2017). In collaboration with Dr. Melissa Collier-Meek, Dr. Fallon and her research team sought to compare antecedent-based implementation supports (i.e., regular prompts and reminders about intervention implementation) which were designed to proactively set the occasion for high levels of treatment integrity behavior to more a more reactive, but an effective consequence-based support (e.g., giving educators performance feedback). Results suggest that prompts took less time to develop and deliver, provide proactive reminders to educators to implement components of an intervention, promoting treatment integrity, and viewed as more acceptable by educators than Performance Feedback (Collier-Meek et al., 2017; Fallon et al., 2017). 

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