Education and Training in Developmental Disabilities - Division on ...

TABLE 1
Def<strong>in</strong>ition of Target Behaviors by Four Subcategories
Instrument
Categories Def<strong>in</strong>ition
Listen to a lecture Look at a teacher who is speak<strong>in</strong>g with attention or behaviors that are related with the
ongo<strong>in</strong>g lecture (e.g., answer a teacher’s question, look at other students who are
answer<strong>in</strong>g a teacher’s question, or ask a question)
Take down notes Write down what a teacher wrote on the board or delivered to students verbally
Work with peers Work on a task or an activity together with one or more peers (Peers provide physical,
verbal, or material support)
Work <strong>in</strong>dependently Work on a task or an activity which is related (same or similar) with the ongo<strong>in</strong>g class
(e.g., read<strong>in</strong>g, writ<strong>in</strong>g, speak<strong>in</strong>g, manipulat<strong>in</strong>g, or present<strong>in</strong>g)
Instructional rubric. Based on related studies
(Hall & Salmon, 2003; Whittaker et al.,
2001), the <strong>in</strong>structional rubric for this study
was developed to target <strong>in</strong>dividual but st<strong>and</strong>ards-based
lesson objectives for students with
mild mental retardation, <strong>and</strong> st<strong>and</strong>ards-based
lesson objectives on the Korean language for
typical students. Specific components of the
two-page-long rubric were: 1) st<strong>and</strong>ards-based
lesson objectives for typical students <strong>and</strong> st<strong>and</strong>ards-related
but <strong>in</strong>dividually accommodated
lesson objectives based on IEP goals for students
with mild mental retardation; 2) levels
of performance criterion (four levels for typical
students; three for students with mild mental
retardation); 3) examples of performance
<strong>in</strong>dicators for each level that represent the
characteristics to which the assessment task
should perta<strong>in</strong>; <strong>and</strong> 4) section for self-assessment.
Individual lesson objectives for students
with mild mental retardation specified the levels
of content <strong>and</strong> process st<strong>and</strong>ards of Korean
language for a specific grade, which were
related to the students’ IEP goals, led by analyz<strong>in</strong>g
the fundamental functions of target<strong>in</strong>g
st<strong>and</strong>ard (Hoover & Patton, 2004; Wehmeyer,
Lance, & Bash<strong>in</strong>ski, 2002).
Students with mild mental retardation received
an ‘on-task-rubric-application-form’ on
a daily basis along with the rubric. The form
conta<strong>in</strong>ed specific task-related objectives
based on <strong>in</strong>dividual lesson objectives on the
rubric, questions for self-monitor<strong>in</strong>g on class
engagement behaviors, <strong>and</strong> a section for selfevaluation
<strong>and</strong> teacher-check. A set of rubrics,
<strong>in</strong>clud<strong>in</strong>g an on-task-rubric-application form,
were provided to all students <strong>in</strong> the <strong>in</strong>clusive
class so that typical students could be <strong>in</strong>formed
about <strong>in</strong>dividual lesson objectives <strong>and</strong>
<strong>in</strong>structional support for the students with
mild mental retardation.
Initially developed rubrics went through a
content validity check by one general education
teacher <strong>and</strong> one special education
teacher, each hold<strong>in</strong>g a master’s degree,
based on ‘guidel<strong>in</strong>es for review<strong>in</strong>g quality of
<strong>in</strong>structional rubrics’ (Stigg<strong>in</strong>s, 2005), <strong>and</strong> 12
rubrics, four for each class, were f<strong>in</strong>ally implemented
for <strong>in</strong>tervention.
Data Collection Procedures
Dependent variables. Two dependent variables
were measured <strong>in</strong> the study. First dependent
variable was class engagement behaviors
of students with mild mental retardation.
Class engagement behaviors consisted of four
subcategories (listen to lecture, take down
notes, work with peers, work <strong>in</strong>dependently)
under the operational def<strong>in</strong>itions, which are
<strong>in</strong>dicated <strong>in</strong> Table 1. Us<strong>in</strong>g the 15 m<strong>in</strong>-partial<strong>in</strong>terval
record<strong>in</strong>g method, the target behaviors
were observed for 25 m<strong>in</strong>. dur<strong>in</strong>g class
after five to six m<strong>in</strong>. passed from the beg<strong>in</strong>n<strong>in</strong>g
of the class. The occurrence of the behaviors
was calculated by divid<strong>in</strong>g the number
of <strong>in</strong>tervals that the behaviors occurred with
the total number of the <strong>in</strong>tervals <strong>and</strong> multiply<strong>in</strong>g
it by 100. The second dependent variable
was performance level of class objectives
of all participants. Until the students with mild
mental retardation reached the <strong>in</strong>tervention
term<strong>in</strong>ation criterion, which was more than
80% of occurrence of the target behaviors <strong>in</strong>
three consecutive sessions, four <strong>in</strong>structional
Effects of Instructional Rubrics / 399