Papers by Dennis McDougall
Behavioral Interventions
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Behavioral Interventions
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Exceptionality, 2016
Some researchers have characterized Universal Design for Learning (UDL) as a promising framework ... more Some researchers have characterized Universal Design for Learning (UDL) as a promising framework to provide diverse students with access to the general education curriculum, but to what extent and how have UDL- based interventions fulfilled that promise? The purpose of this review was to analyze studies that investigated impacts of UDL-based instruction on academic and social outcomes for pre-K to grade 12 students. For the 13 studies that qualified for our review, we analyzed how researchers applied UDL principles as well as outcomes and efficacy of UDL-based interventions. Results of this analysis suggest that overall, UDL-based instruction has the potential to increase engagement and access to general education curricu- lum for students with disabilities, and improve students’ academic and social outcomes. However, we found mixed results; the efficacy of UDL- based interventions varied considerably within and across many studies, with effect sizes ranging from small to large. In addition, we found that although authors noted that their interventions were UDL-based, there was considerable variance in how authors reported connections between spe- cific UDL guidelines and components of their interventions.
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Edulearn11 Proceedings, Sep 22, 2011
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Learning Disabilities a Multidisciplinary Journal, 2012
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Journal of Research and Development in Education, 1997
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Journal For Vocational Special Needs Education, 1998
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Professional School Counseling, 2006
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Journal of Instructional Psychology, Jun 1, 2012
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Behavior analysis in practice, 2008
This study illustrates how a behavioral self-management intervention, which combined tactile and ... more This study illustrates how a behavioral self-management intervention, which combined tactile and visual cued self-monitoring, self-graphing, and goal setting, improved the math fluency of five high school students with various disabilities during independent math practice. The intervention helped students monitor, adjust, and increase the pace at which they produced answers to simple addition and subtraction problems during daily 3-minute sessions. Using the self-management techniques, the students systematically increased the number and pace of correct responses, and concurrently, kept the number of error responses minimal and maintained or improved accuracy of responses. The paper includes recommendations for teaching students how to monitor their own academic performances rather than relying on teachers.
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The Journal of Educational Research, 1995
... MICHAEL P. BRADY Florida International Universily ... vestigated (Hallahan, 1981; Hallahan, L... more ... MICHAEL P. BRADY Florida International Universily ... vestigated (Hallahan, 1981; Hallahan, Lloyd, Kneedler, & Marshall, 1982; Hallahan, Lloyd, Kosciewicz, Kauff-man, & Graves, 1979; Hallahan, Marshall, & Lloyd, 1981; Heins, Lloyd, & Hallahan, 1986; Rooney, Pollo-way, & ...
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The Journal of Experimental Education, 1996
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Journal of Behavioral Education, 2006
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Journal of Applied Sport Psychology, 2013
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Emotional and Behavioural Difficulties, 1996
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EDUCATION-INDIANAPOLIS-, 1997
... of correct, fill-in-the-blank responses written by subjects on the unannounced, written quiz ... more ... of correct, fill-in-the-blank responses written by subjects on the unannounced, written quiz over ... used data from this study to engage students in activities related to selected course objectives (ie ... power (1-[Beta]) of each t-test and for effect sizes [Mathematical Expression Omitted]. ...
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Behavioral Interventions, 2005
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Journal of College Teaching & Learning (TLC), 2014
Results from a multiple baseline with changing conditions design across high school students with... more Results from a multiple baseline with changing conditions design across high school students with Attention Deficit Hyperactivity Disorder (ADHD) indicated that the students increased the percentage of independent work they completed in their general education biology class after learning tactile-cued self-monitoring. Students maintained high percentages for completed work when the rate of tactile cues was faded from 1 per minute to 1 every 5 minutes, as well as when all tactile cues were withdrawn during a short-term maintenance phase. Moreover, the students increased their correctly completed work from percentages substantially lower than the mean of their classmates to percentages that matched and surpassed the mean of their classmates. Qualitative data indicated that the participants and their co-teachers approved of the tactile-cued self-monitoring procedures. Results confirm and extend prior research findings that students improve performance during independent tasks after lea...
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This article reports key findings from a process-focused external evaluation that compared a subs... more This article reports key findings from a process-focused external evaluation that compared a subset of Getting Results project schools and comparison schools in order to understand the dynamics of school-wide reform efforts at these primary schools. Findings shed light on the “black box” of school reform and illuminate the limited empirical basis for understanding the inner workings of most reform efforts. We describe how Getting Results Model elements—goals, indicators, assis- tance, leadership, and settings—worked in concert to improve teaching and learning at project schools. We also describe factors that inhibited and promoted change, as well as implications for how whole-school reform might be accomplished through purposeful manipulation of these essen- tial change elements.
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Focus on Autism and Other Developmental Disabilities, 2006
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Papers by Dennis McDougall