Kathleen B. Aspiranti

Publications in Four Gifted Education Journals from 2001 to 2006: An Analysis of Article Types and Authorship Characteristics.

We reviewed articles from four premier journals in the field of gifted education for the years 2001 to 2006 (N = 506). We classified articles according to types, including narrative, descriptive, correlational, meta-analysis, causal-comparative, experimental, and qualitative. Results indicated that 46% of the articles were narrative, 16% qualitative, 13% causal-comparative, 10% correlational, 9% descriptive, 2% experimental, 1% meta-analytic, and 3% fell into multiple categories. We also collected information concerning the first authors of each article to determine the frequency of publication, gender, professional affiliation, and review board membership. Our results indicated that there is a need for more diversity in the gifted education field, particularly in terms of professional affiliation. The most salient need, however, is for more evidence-based research.

Balancing Participation Across Students in Large College Classes via Randomized Participation Credit

The study examines the effects of randomized credit on the percentage of students participating at four predefined levels. Students recorded their comments on specially designed record cards, and days were randomly selected for participation credit. This arrangement balanced participation across students while cutting instructor time for recording participation in half.

Using Taped-Problems and Rewards to Increase Addition-Fact Fluency in a First Grade General Education Classroom

We used a multiple baseline design across math facts to evaluate classwide use of a taped problem (TP) intervention on first graders’ digits correct per minute in a general education classroom. During TP, students attempted to respond to each math fact before they heard the answer on an audiotape. As problems were repeated, response intervals were varied and individual and group feedback and rewards were provided contingent upon improved performance. Across all 3 sets of problems, digits correct per minute increased following the use of TP. We discuss the efficacy of TP as an instructional (as opposed to remedial) procedure, practical implications for teachers, and areas for future research.

Evaluating a computer flash-card sight-word recognition intervention with self-determined response intervals in elementary students with intellectual disability.

A concurrent multiple-baseline across-tasks design was used to evaluate the effectiveness of a computer flash-card sight-word recognition intervention with elementary-school students with intellectual disability. This intervention allowed the participants to self-determine each response interval and resulted in both participants acquiring previously unknown words across all word sets. Discussion focuses on the need to evaluate and compare computer flash-card sight-word recognition interventions with fixed and self-determined response intervals across students and dependent variables, including rates of inappropriate behavior and self-determination in students with intellectual disability.