26 Jul Strategy Name: ‘Peer-Assisted Learning Strategies’ (PALS) – this is the strategy to be used on this task.? Attached below is? – an example of how it should look like – the instruction
Strategy Name: "Peer-Assisted Learning Strategies" (PALS) – this is the strategy to be used on this task.
Attached below is
– an example of how it should look like
– the instructions of the task
– the template that is to be used on this task
MANDATORY 6 articles & should be used AND completed in APA 7th edition format.
EEX 6051 – Evidence-Based Practices Assignment
Synthesis Matrix Template
Student Name: Stuart Miller
Strategy Name: Visual supports (VS) for students with disabilities.
Strategy Description:
A VS is a visual representation of scheduled tasks and activities; it is typically composed
of pictures, images, symbols, or text prompts that are arranged to depict a sequence of
steps for a specific task, or a schedule of activities and how to transition between them.
(Spriggs et al, 2015). VSs are objects that can be seen and/or held, which are used to
provide information visually to enhance an individual’s understanding of the physical
environment, people, and the social environment. They are also used to supplement
communication (Rutherford et al, 2020). For example, a commonly used VS for students
with autism is a visual timeline. This can be set up, depending on the individual’s ability
or level. The timeline could be used in a ‘now & next format or it could highlight a full
day in school. Again, depending on ability, will determine how the timeline is displayed.
It could include objects of reference, photos, symbolic picture or even text. VS have the
potential to increase understanding, reduce anxiety, facilitate participation, support
communication, and increase independence, thereby reducing the risk of challenging
behaviour and supporting inclusion (Baxter, Rutherford, & Holmes, 2015).
Thesis:
Visual supports should be utilised by educators when working with children with
disabilities in order to promote independence, aid communication and reduce the
risk of problem behaviours.
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Main Idea #1 (required)
Utilizing VS can promote independent social interaction, engagement, and communication in
students with disabilities.
Source A Source B Source C Source D
-Last name(s) of
author and year
Donato, C., Shane,
H. C., & Hemsley, B.
(2014).
-Participants studied
3 focus groups of
parents, educators
and health
professionals.
-Intervention studied
To explore the views
of key stakeholders
on using visual
supports for children
with developmental
disabilities in early
intervention group
settings.
-Last name(s) of
author and year
Akers, J. S., Higbee, T.
S., Gerencser, K. R., &
Pellegrino, A. J. (2018)
-Participants studied
Three children
diagnosed with ASD,
between the ages of 3
to 5, who attended a
university-based
preschool for
individuals with ASD,
were the target
participants in the
study. Additionally,
twelve neurotypical
children, between the
ages of 4 to 5, who
attended a university-
based early childhood
-Last name(s) of
author and year
Duttlinger, C., Ayres,
K. M., Bevill-Davis, A.,
& Douglas, K. H.
(2013).
-Participants studied
Four students were
selected for
participation in this
study based on the
following criteria: (a)
age range from 11 to
15 years; (b) cognitive
level within the mild-
moderate range of
intellectual
functioning; (c) within-
average range of
visual and auditory
functioning (based on
successfully passing
-Last name(s) of
author and year
Foster‐Cohen, &
Mirfin‐Veitch, B.
(2017
-Participants studied
23 children: 4 girls
and 19 boys,
ranging in age from
5 years 7 months to
10 years old at entry
into the project and
between 7 years 8
months and 11
years 10 months at
the finish.
Intervention studied:
The use of VS with
children with
disabilities across a
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-Findings related to
the main idea.
Participants in the
parents' focus group
reported that visual
supports were used
with their children
both at home and at
the early intervention
centre, with positive
outcomes on their
children's language,
communication,
learning, and
behaviour. The
educators reported
using visual supports
'all the time' and 'for
everything', including
within the group
setting to facilitate
children's
comprehension,
expression, and
orientation to the
sequence of
activities.
center also
participated in this
study as peer
participants.
Intervention studied:
Efficiency of VAS on
children with ASD
when learning to
engage in complex
group play.
Finding related to the
main idea:
The three target
children with ASD in
the study showed to
have learned to play
hide-and-seek as a
result of the
implementation of VS
and continued to play
appropriately even
after most of the VS
materials were
removed. Depicting,
that VS is effective in
teaching children with
ASD how to properly
engage in group play.
school system’s vision
and hearing
screenings); (d) ability
to independently
complete tasks used
in study without
supervision; (e) goals
in his or her
Individualized
Education Plan (IEP)
that included skills
emphasizing
independence in the
self-contained
classroom, general
education classroom,
and community
settings; (f) no prior
training in
independently setting
up picture prompts as
a self-management
strategy for accurately
completing multi- task
verbal directives.
Intervention studied:
The independent
creation of picture
activity schedules
mainstream primary
school.
Finding related to
the main idea:
Overall, the study
found that both
parents and
teachers embraced
the use of VS and
that there was a
positive impact in
classroom
participation and
engagement and
home routines. Not
all children
progressed as well
as others, some
were at a lower
academic level and
found accessing the
VS more difficult.
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(PAS/VS) and how
four middle school
students with
intellectual disability
used them to
complete tasks
independently.
Finding related to the
main idea:
All participants
exhibited increased
abilities to complete a
sequence of three or
five tasks following
verbal directions when
using the PAS as
compared with the
conditions where no
PAS was utilized.
Summary Paragraph(s) for Main Idea #1:
The use of VS can promote independent social interaction, engagement, and
communication in students with disabilities. In various studies, the use of VS showed an
increase in engagement within the classroom, increased abilities to complete tasks and
activities independently and improved communication (Donato et al, 2014., Akers et al,
2018., Duttlinger et al 2013., Foster‐Cohen, & Mirfin‐Veitch, 2017). Additionally, the
study by Akers et al (2018) showed that by using the VS you can teach children with
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ASD how to engage in correct social interaction while playing games together. The
three children were able to play a game of hide and seek. This ability to social play,
engage and communicate continued even when the VS were removed. VS have been
shown to help improve social interaction, engagement, and communication in children
with disabilities. The visual cues and sequencing of events reduces the anxiety by
providing a visual representation of the plan ahead.
Main Idea #2 (required)
VS can promote independence and life skills at home and/or in the community.
Source A Source B Source C Source D
-Last name(s) of
author and year
Foster‐Cohen, &
Mirfin‐Veitch. (2017)
-Participants studied
23 children: 4 girls
and 19 boys, ranging
in age from 5 years 7
months to 10 years
old at entry into the
project and between
7 years 8 months
and 11 years 10
months at the finish.
Intervention studied:
– Last name(s) of
author and year
Marshal and Mirenda
(2002)
-Participants studied
The study followed a
family of a child with
ASD – Wyatt lived at
home with his mother
and father, Laura and
Martin, and with his
younger brother, Elliott.
A respite worker
provided childcare in
the family’s home two
mornings a week and
some evenings. Wyatt
attended an inclusive
-Last name(s) of
author and year
Donato, C., Shane, H.
C., & Hemsley, B.
(2014).
-Participants studied
3 focus groups of
parents, educators
and health
professionals.
-Intervention studied
To explore the views
of key stakeholders
on using visual
This study source was downloaded by 100000790520884 from CourseHero.com on 07-18-2023 12:50:34 GMT -05:00
https://www.coursehero.com/file/122132863/EBP-Assignment-docx/
The use of VS with
children with
disabilities across a
mainstream primary
school.
Finding related to the
main idea:
Overall the study
found that both
parents and teachers
embraced the use of
VS and that there
was a positive impact
in classroom
participation and
engagement and
home routines.
Parents found that
the VS brought a
more organised and
less disruptive
approach to home
life.
preschool program for
children with autism
and their typical peers
every weekday
afternoon for 3 hours.
-Intervention studied
Combining positive
behavior support and
family-centered
intervention in home
settings.
-Findings related to the
main idea
The parents found that
they were able to
implement consistently
the use of various VP’s
to assist Wyatt through
his daily schedule. This
helped reduce the
average number of
behavioural episodes
from approximately 20
to around four or fewer
per day. The parents
also witnessed a
marked increase in
Wyatt’s attempts to do
things for himself
supports for children
with developmental
disabilities in early
intervention group
settings.
-Findings related to
the main idea.
Participants in the
parents' focus group
reported that visual
supports were used
with their children
both at home and at
the early intervention
centre, with positive
outcomes on their
children's language,
communication,
learning, and
behaviour. The
parents appreciated
knowing their child’s
communication goals
and what they could
and should expect of
their child’s
development.
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during daily routines.
The areas where they
saw these increases
were toileting, hand
washing, brushing
teeth and mealtime.
Summary Paragraph(s) for Main Idea #2:
VS can promote independence and life skills at home and/or in the community.
Numerous studies showed that when the parents who were given the instruction on how
to use VS in the home setting, they recorded increased levels of independence and
increased communication from their children with disabilities at home (Foster‐Cohen, &
Mirfin‐Veitch, 2017, Marshal and Mirenda, 2002), Donato et al, 2014). The use of VAS
has shown to prepare the individual, for the following activity or the following step within
an activity, by visually depicting and providing clear expectations to the learner of what
is to be performed next. When students are taught to utilize VAS, they can then use the
support of it in order to determine how to proceed and what to do next, and how to
remain on-task and on- schedule. Although the study carried out by Marshal & Mirenda
(2002) is dated, it showed that by parents buying into the use of VS at home, the
parents were able to witness more independence in life skills such as toileting and at
mealtime. Overall the use of VS provides children with disabilities a support that is non-
intrusive and can assist with transitioning from activity to activity or to the next step in a
chain. Home life is often less structured than an educational or clinical setting, using the
VS at home can bring about more organisation and provide the opportunities for
children to become independent. Although VS showed a positive impact at home,
Rutherford et al (2020) suggested that greater studies need to be carried out to gather
even greater evidence on VS use at home and in the community.
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References
Akers, J. S., Pyle, N., Higbee, T. S., Pyle, D., & Gerencser, K. R. (2016). A synthesis of script fading effects with individuals with autism spectrum disorder: A 20-year review. Review Journal of Autism and Developmental Disorders,3, 1-17. https://doi- org.ezproxy.lib.uwf.edu/10.1007/s40489-015-0062-9
Baxter, J., Rutherford, M., & Holmes, S. (2015). The Visual Support Project (VSP): An authority-wide training, accreditation, and practical resource for education settings supporting inclusive practice. The Journal of Communication Matters, 29(2), 9–13.
Donato, C., Shane, H. C., & Hemsley, B. (2014). Exploring the feasibility of the Visual Language in Autism program for children in an early intervention group setting: Views of parents, educators, and health professionals. Developmental Neurorehabilitation, 17(2), 115–124. https://doi- org.ezproxy.lib.uwf.edu/10.3109/17518423.2014.880526
Duttlinger, C., Ayres, K. M., Bevill-Davis, A., & Douglas, K. H. (2013). The effects of a picture activity schedule for students with intellectual disability to complete a sequence of tasks following verbal directions. Focus on autism and other developmental disabilities, 28(1), 32–43. https://doi.org/10.1177/1088357612460572
Foster‐Cohen, & Mirfin‐Veitch, B. (2017). Evidence for the effectiveness of visual supports in helping children with disabilities access the mainstream primary school curriculum. Journal of Research in Special Educational Needs, 17(2), 79–86. https://doi.org/10.1111/1471-3802.12105
Marshall, J. K., & Mirenda, P. (2002). Parent-professionals collaboration for positive behaviour support in the home. Focus on Autism and Other Developmental Disabilities, 17, 216–228.
Rutherford, M., Baxter, J., Grayson, Z., Johnston, L., & O’Hare, A. (2020). Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review. Autism: The International Journal of Research and Practice, 24(2), 447–469.
Spriggs, A., van Dijk, W., & Mims, P. J. (2015). How to implement visual activity schedules for students with disabilities. DADD Online Journal: Research to Practice. Vol.2, 21-34. http://daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/dec2_2 015 %20DOJ_2.pdf ISSN: 2377-3677
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,
EEX 6051 – Evidence-Based Practices Assignment
This assignment is designed to help you develop skills in analyzing and synthesizing current research evidence on a specific instructional strategy or intervention. It is also designed to help you further develop your skills related to searching the library databases, concise writing, and APA formatting. (6 articles are referenced in APA 7th edition format and are MANDATORY REQUIRED!!!!!!!!!)
This assignment is used to assess student performance related to the following program-level learning outcome:
· Explain and analyze evidence-based instructional strategies designed to reduce learning barriers and increase engagement and learning for students with diverse learning needs.
Assignment Steps
1. Select a research-based instructional strategy or intervention designed to serve students with exceptionalities and conduct a review of peer-reviewed research studies investigating its effectiveness using the UWF library databases. You must select a specific technique/strategy and not a comprehensive program or broad group of strategies. If you are unsure of your selection, please check with the instructor before finalizing your decision.
Non-Example/Example
· Inappropriate topic (too broad) – “Effective communication techniques”
· More appropriate topic (more specific, but still needs to be refined) – “Picture Exchange Communication System (PECS). ( NOTE: PECS is off limits, please choose other strategies.)
· When I searched “PECS” in the library database for peer-reviewed articles, I had 100 results (too many). I added “speech” to narrow the focus and locate articles that researched PECS to improve speech (results were 24 articles). While this is better, I still narrowed by adding “autism” (results were 22 articles). After reviewing the returns, I noticed that there were 4 articles that were meta-analyses (reviews of multiple studies). I decided to narrow my topic to ”the use of PECS to increase speech for individuals with autism”. I could focus on the 4 meta-analyses and include other appropriate research articles as needed to support my thesis and main discussion points in the synthesis matrix.
2. Develop a thesis and 2-3 main ideas based on the research articles related to your strategy
a. A thesis is more than just a presentation of the professional literature about the topic. It is a one-sentence statement that is an argument or claim about the research findings on the strategy/technique based on a thorough level of analysis of the professional literature. Before finalizing your thesis, be sure that there is enough research in the professional literature to support it.
b. Your main ideas are two to three ideas or conclusions represented across the studies you have reviewed. If desired, it is appropriate to focus one of your main ideas on critical gaps or points of disagreement in the research. The main ideas must be supported by at least three of the studies you have selected.
3. Complete the synthesis matrix using the format provided in the assignment area. Please be sure to review the grading rubric (a separate document found at the eLearning assignment link) prior to completing the assignment. This synthesis matrix includes:
a. The name of the selected strategy and a detailed description based on the professional literature
b. A one-sentence thesis statement
c. Main ideas and corresponding notes describing the findings related to the main idea in each research article. It is best to write these notes in your own words so that you can avoid plagiarizing the authors’ works.
d. Summary paragraphs are written in your own words describing the support for each main idea. In your summary paragraphs, you need to present common conclusions/findings across the research studies as well as go into some depth about individual studies to support the main idea you have identified (thus supporting your thesis). if relevant, you may want to identify any points of disagreement across the articles.
Submission guidelines:
· Your assignment must be formatted in the Synthesis Matrix Template (provided at the end of this document)
· Your strategy description and summary paragraphs must be written in APA 7th edition format (including in-text citations and a reference page). You do not need a title page or abstract for this assignment. Use the Synthesis Matrix Template. (6 articles are referenced in APA 7th edition format and are MANDATORY REQUIRED!!!!!!!!!)
· Use peer-reviewed research studies that in
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