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Systematic academic instruction for students with EBD

the construction and use of a tool for teachers

Systematic academic instruction for students with EBD

the construction and use of a tool for teachers

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Educating students with behavioural, emotional and social difficulties requires a thorough systematic approach with the focus on academic instruction. This study addresses the development of a tool, consisting of two questionnaires, for measuring systematic academic instruction. The questionnaires cover the Plan-Do-Check-Act cycle and academic versus behavioural instruction. The questionnaires are both practically oriented as well as theoretically well founded. The reliability turned out to be acceptable (0.76) to high (0.89). Observation scales were developed to determine the validity of both questionnaires. Moderate correlations between questionnaires and observation scales were found (0.31, 0.32). Bland–Altman plots offered us valuable information about the differences between questionnaires and observation scales, supplying us with important issues for further research. It is concluded that the questionnaires might be a valuable tool for assessing teachers' systematic academic instruction. DOI: 10.1111/1471-3802.12096

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OrganisatieHanzehogeschool Groningen
Gepubliceerd inJournal of Research in Special Educational Needs Wiley-Blackwell, Vol. 15, Uitgave: 2, Pagina's: 31-40
Datum2017-01
TypeArtikel
ISSN1471-3802
DOI10.1111/1471-3802.12096
TaalEngels

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