Marilyn Ault

Analysis of State Organizational Patterns among Students with Profound Disabilities.

A review is presented of recent research on state behavior among children and youth with profound disabilities. A model depicting interactions of state with endogenous and exogenous variables is presented along with a discussion of the importance of state diversity potential to this analysis and considerations for investigating and understanding state organization patterns in this population. Applications of the model are illustrated through case studies of four students with profound disabilities who display different state patterns. Measurable attributes of state reveal major characteristics that define functionally profound disabilities and have important implications for intervention.

Classroom Procedures for the Measurement of Behavior State among Students with Profound Disabilities

This study implemented two procedures for the measurement of behavior state conditions of students with profound handicaps who spend a large portion of their school day in the state conditions of sleep, daze, or drowse. The purpose of the study was to determine if classroom measurement procedures of shorter duration would be as reliable as the longer duration research procedures. Both measurement procedures were implemented in four classrooms by observing six students who spent a large portion of their time asleep, dazed, or drowsed. The findings indicate that the more frequent measurements of shorter duration produced outcomes that were similar to the research procedures.

The Effectiveness of Reason Racer, a Game Designed to Engage Middle School Students in Scientific Argumentation.

Abstract Reason Racer is an online, rate-based, multiplayer game that applies specific game features in order to engage middle school students in introductory knowledge of and thinking related to scientific argumentation. Game features include rapid and competitive play, timed performance, immediate feedback, and high rates of response across many game-play sessions and science scenarios. The areas of argumentation addressed in the game include understanding a claim, judging evidence about a claim based on type (fact, opinion) and quality, determining the reasoning applied to the claim (authority, theory, or logic), considering counterarguments and rebuttals, and making judgments. These skills have been identified as important by previous research. Students who played the game at least 10 times improved in every aspect of argumentation skill and judgment. Students who played the game also reported an increase in confidence and motivation to engage in science compared to students who did not play the game. This study has implications for the use of rate-based, multiplayer, competitive games as a component of instruction for difficult-to-teach skills. We also assume that the engaging and fun aspects of Reason Racer contributed to students reporting an increased interest in science.

Social media: How the next generation can practice argumentation

Abstract In this article the authors share how social media, paired with gaming and in-class supports, can facilitate the practice of scientific argumentation and report data that show how students can learn and practice argumentation through these highly interactive and engaging mediums. Social media will continue to evolve and fluctuate in popularity, but no matter the service or software, there will continue to be online spaces for communication, collaboration, learning, and future career growth. Since the role of education is to prepare students to be college and career ready, the use of social media as a component of schooling should be explored. This work has parsed out specific strategies and methods to support higher order thinking through gaming and social media.