Assignment #2 - The Prequel Before you begin the assignment, please review the tips provided in the ...

Assignment #2 - The Prequel Before you begin the assignment, please review the tips provided in the announcement for Assignment 1. Also, apply the feedback you received in your paper for Assignment 1 to Assignment 2. To write a strong paper for Assignment 2, there are some skills you must have. Review the information contained in the file named EEX6051 APA Formatting and Other Assignment Resources. You are responsible for the information contained in the instructional videos. About Literature Reviews It is mandatory you view the video the library created especially for this assignment. It is found in the file EEX6051 APA Formatting and Other Assignment Resources. You will not be able to write an acceptable literature review without this information. You will probably need to narrow your effective strategies from Assignment 1. For example, you cannot do an effective literature review on Positive Reinforcement. Search for Positive Reinforcement in Library One Search and you get millions of hits. It would take a lifetime to review that many articles! The instructional video will show you how to effectively narrow your topic. Sample Literature Reviews - Literature Review: Conducting & Writing - LibGuides at University of West Florida Libraries (uwf.edu)Links to an external site. Above is another link to a resource on writing a literature review. The examples are for much longer papers. The first example is 15 pages long. Your literature review will not be this exhaustive as you will have a title page, approximately 5 pages of text, and a reference page. You are looking at practices that are already acknowledged as evidence-based. Choose studies with the largest numbers of participants as they will be the strongest. A meta-analysis reviewing 25 studies with 300 participants is a much stronger piece of research than 10 studies with a single case design. Example of an Acceptable Literature Review Review of the Literature Bellini and Akullian (2007) conducted a meta-analysis of twenty-three single-subject design studies to evaluate the effectiveness of video self-monitoring and video modeling on behavioral functioning, social communication skills, and functional skills in children with autism ages 3 to 21. They found that video modeling and video self-monitoring were effective in all areas, maintained over time, and generalized across settings and people. Qi et al. (2018) conducted a synthesized systematic review of 18 single-case research studies utilizing the What Works Clearinghouse SCRD standards. Their analysis included 53 children between the ages of 3 and 11. They found that the 18 studies met WWC design standards (with and without reservations) exceeding the minimum of 5 and demonstrated strong and moderate causal effects between video modeling and improved social communication skills. Wright, Knight, and Barton (2020) conducted a systematic literature review utilizing the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education to code studies to determine if Video modeling was an evidence-based practice for teaching STEM to students with autism. Reviewing 10 studies, which included 36 participants with autism and/or intellectual disabilities, 75% of whom were male with limited information on ethnicity, they found that video modeling met evidence-based criteria for math but not other STEM components (science, technology, and engineering). Example of a Statement Determining EBP The What Works Clearinghouse (2023) identifies CW-FIT as an evidence-based intervention for students in grades pre-kindergarten to 10th grade. It met the evaluation criteria for strong causal evidence of increased student outcomes across multiple settings and a unique range of individuals in 8 of the 19 studies reviewed. Assignment #2 Directions In Assignment One, you identified effective classroom practices and interventions. For this assignment you can use the effective practices from Assignment 1, but your analysis of the professional literature needs to be expanded and more thorough than in Assignment 1. In addition, examine the impediments to teacher use of the most effective interventions. Next, identify the three most ineffective practices/interventions used in academic, therapeutic, or home settings. Provide multiple professional references and clear statements about why these interventions are ineffective or inappropriate. Be sure to clearly explain why/how you selected the three most ineffective strategies. Be concise and to the point. Examine why teachers still use these ineffective strategies. Explore if the ineffective strategies are ineffective because of poor implementation or a flawed theoretical foundation. Remember – Use professional references and clear statements about why these interventions or practices are ineffective or inappropriate - not your opinion. You should use interventions that have been used within the last 20 years. No need to discuss trepanning (You'll have to look that up.) Have some fun with this assignment. The end product will be a paper from 5-10 pages long (plus the Title and Reference page) examining 3 effective and 3 ineffective interventions or practices. These interventions do not need to be listed in any order - such as best to worst or good to the best. You must receive a score of at least 80% in order to pass the class. If you receive a score of less than 80%, you will have to work with the instructor to complete a remedial program for this assignment. You cannot receive a score of 80% if any part of the assignment is missing. Do not use direct quotes. Paraphrase in your own words. Do not write in first person. Use APA style. Submit your paper as a word document. Use these headings in your paper (Headings must be in APA format) Introduction (State the purpose of the paper. List your 3 effective and 3 ineffective strategies.) Effective strategies Strategy One (Name and describe how the strategy works.) Literature review- Examination of Professional Literature- Discuss how the strategy has been shown to be effective Impediments to their use (Repeat headings for strategies 2 and 3.) Ineffective strategies Strategy One (Name and describe how the strategy works.) Literature Review- Examination of Professional Literature (Why are they ineffective? Poor practice or flawed theory? Why did teachers use them? Are they still used? (Repeat headings for strategies 2 and 3.) Conclusion Checklist 1. Did you use the headings provided? Are they in APA format? Check them off to be sure. Introduction Effective Strategy 1 Literature Review Impediments to Use Effective Strategy 2 Literature Review Impediments to Use Effective Strategy 3 Literature Review Impediments to Use Ineffective Strategy 1 Literature Review Why was it used? Is it still used? Ineffective Strategy 2 Literature Review Why was it used? Is it still used? Ineffective Strategy 3 Literature Review Why was it used? Is it still used? Conclusion 2. Compare the quality of your Literature Reviews to the sample provided. Did you use multiple articles including meta-analyses? Remember, single case designs or designs with a low number of participants are not powerful enough to prove a strategy is effective. 3. Carefully proofread your paper. It is a good idea to have someone else read it as you are so familiar with what you want to say that you may not catch errors. 4. Open your paper in the Home Screen. Find the “Editor” tool. Check your paper for errors in all the categories displayed in the Editor feature. Note: After I return your paper with my comments, I will then open a new dropbox (INST report) and you will then place the paper in this dropbox. Do not make the suggested changes. Submit it as I returned it to you. Rubric EEX 6051 – Program Level Outcome Data Collection Rubric EEX 6051 – Program Level Outcome Data Collection Rubric Criteria Ratings This criterion is linked to a Learning OutcomeProgram Level Outcome EEX 6051Explain and analyze evidence-based instructional strategies designed to reduce learning barriers and increase engagement and learning for students with diverse learning needs. Excellent: Describe and critically examines an array of EBPs with diverse learners and students with special needs Thorough discussion and analysis of EBP and interventions in relation to needs of the diverse learner Good: Describes and examines an array of EBPs with diverse learners and student with special needs Discusses and provides a limited analysis of EBP and interventions in relation to needs of the diverse learner Developing: Only provides a limited number of EBP interventions commonly used and/or educational practices that may not have evidence of being EBP for diverse learners and students with special needs Provides only personal opinion or inadequate analysis of EBP and interventions Unsatisfactory: Does not provide evidence of EBP in interventions used with diverse learners and students with special needs Does not critically examine EBP interventions used with diverse learners and students with special needsMastery