The Effects of Treatment Integrity on Vocabulary Learning in Students Who are Deaf or Hard of Hearing

Persistent Link:
http://hdl.handle.net/10150/577216
Title:
The Effects of Treatment Integrity on Vocabulary Learning in Students Who are Deaf or Hard of Hearing
Author:
Rivera, M. Christina
Issue Date:
2015
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to investigate the effects of a supplemental vocabulary intervention on the content area vocabulary word and definition knowledge of DHH student in grades K-2, the integrity with which itinerant teachers implemented the supplemental vocabulary intervention, and the effects and benefits of coaching to support treatment integrity. Mixed methods were employed; a single subject multiple baseline across subjects and content design was used to investigate student word and definition knowledge, while quantitative and qualitative methodologies were used to examine the effects of coaching on teachers' treatment integrity. The supplemental vocabulary intervention included explicit and implicit strategies and was designed to fit the context of itinerant teacher services. Various levels of support were employed to coach teachers as they gained familiarity with the intervention and improved their treatment integrity during implementation. Student word and definition knowledge was examined in relation to teacher treatment integrity to determine if teacher implementation had an effect on student outcomes. Results showed a functional relationship between the supplemental vocabulary intervention and student word and definition knowledge. Teachers' treatment integrity was found to have a greater effect on student definition knowledge than word knowledge. Teachers responded positively to the coaching they received, and their implementation improved over the course of the study. Practical and research implications for using supplemental vocabulary instruction with DHH students, as well as the need to provide support to teachers to improve treatment integrity, are discussed.
Type:
text; Electronic Dissertation
Keywords:
deaf/hard of hearing; itinerant teachers; teaching; treatment integrity; vocabulary learning; Special Education & Rehabilitation; coaching
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education & Rehabilitation
Degree Grantor:
University of Arizona
Advisor:
Antia, Shirin

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleThe Effects of Treatment Integrity on Vocabulary Learning in Students Who are Deaf or Hard of Hearingen_US
dc.creatorRivera, M. Christinaen
dc.contributor.authorRivera, M. Christinaen
dc.date.issued2015en
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractThe purpose of this study was to investigate the effects of a supplemental vocabulary intervention on the content area vocabulary word and definition knowledge of DHH student in grades K-2, the integrity with which itinerant teachers implemented the supplemental vocabulary intervention, and the effects and benefits of coaching to support treatment integrity. Mixed methods were employed; a single subject multiple baseline across subjects and content design was used to investigate student word and definition knowledge, while quantitative and qualitative methodologies were used to examine the effects of coaching on teachers' treatment integrity. The supplemental vocabulary intervention included explicit and implicit strategies and was designed to fit the context of itinerant teacher services. Various levels of support were employed to coach teachers as they gained familiarity with the intervention and improved their treatment integrity during implementation. Student word and definition knowledge was examined in relation to teacher treatment integrity to determine if teacher implementation had an effect on student outcomes. Results showed a functional relationship between the supplemental vocabulary intervention and student word and definition knowledge. Teachers' treatment integrity was found to have a greater effect on student definition knowledge than word knowledge. Teachers responded positively to the coaching they received, and their implementation improved over the course of the study. Practical and research implications for using supplemental vocabulary instruction with DHH students, as well as the need to provide support to teachers to improve treatment integrity, are discussed.en
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectdeaf/hard of hearingen
dc.subjectitinerant teachersen
dc.subjectteachingen
dc.subjecttreatment integrityen
dc.subjectvocabulary learningen
dc.subjectSpecial Education & Rehabilitationen
dc.subjectcoachingen
thesis.degree.namePh.D.en
thesis.degree.leveldoctoralen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineSpecial Education & Rehabilitationen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorAntia, Shirinen
dc.contributor.committeememberAntia, Shirinen
dc.contributor.committeememberErin, Janeen
dc.contributor.committeememberLiaupsin, Carlen
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