Laura Hampton

570 Spring 2004

2nd draft

Research Design

Specific Topic: Using a Music Therapy Strategy to Teach Functional Braille to Students With Visual and Cognitive Impairments

Research Strategy: Outcome/Performance Based

Variables: 1. Student’s current literacy level

Pre-Braille student

Beginning Braille reader

2. Educational Placement

3. Regional Student Performance Inventory

4. Presence of Additional Disabilities

5. Adaptive Behavior Score

6. Frequency of trials

7. Duration of each trial

Measure of Variables:

  1. Complete a questionnaire for each subject (student):
  2. Student reads at one of the following levels:

Non-reader…. 

Pre-Braille….. 

Kindergarten,,, 

1st grade…….. 

2nd grade……. 

  1. Expressive Language

Verbal 

Non-verbal 

  1. Educational Placement

PPCD 

Spe/Self contained class 

Other______

  1. Presence of additional disabilities as reported on the PIEMS, in addition to visual impairment

MR……

SI……..

OH……

OI…….

DB……

ED……

AU……

AI…….

  1. Student Categories As defined by the TexasRegional Student Performance Indicators

Full Independence (FI)……..

Semi Independent (SI)…….. 

Functional Skills (FS) ……...

Supported (SUP-I)……….…

Participation (P)………….…

Full Independence (FI)

These students are expected to achieve full independence in adult living roles. They will probably be assessed using TAKS at their age appropriate grade level. They may have additional impairments so long as they function within 2 grade levels of their chronological peers. Post high school education for these students is likely to be college, trade school, or vocational programs.

Semi-Independent (SI)

These students are expected to be able to live independently without direct or constant assistance, They are likely to be assessed using either the TAKS or release TAKS. These students have reading, math, and writing skills at least 2 grade levels below their chronological peers, They can complete TAKS which require a moderate degree of abstraction, but they must first have a very concrete ;earning foundation. Post high school education for these students is likely to be a trade school or vocational program. It is expected that these students will be able to participate in competitive employment in the general job market with only minimal assistance or support.

Functional Skills (FS)

These students are in 6th grade or above. If this student category is being considered for a K-5 student, assign the student to the Semi-Independent category. These students will be assessed using an alternative instrument (as opposed to TAKS). They are not expected to read, write, and/or perform mathematical computations beyond second grade. The appropriate curricular focus for their students is on helping them to develop practical skills necessary for living as independently as possible. Their educational program is typically community based, concrete, and action oriented., These students learn best when they can practice what the are learning in age-appropriate settings which provide experience with tasks of daily living (e.g. Cooking, counting money, etc.). they are able to generalize concepts from one environment to another, the expected outcome for these students is that they will be able to participate in completive employment with assistance, and that they will be able to live with consistent support (e.g. Supported living facility, etc.).

Supported Independence (SUP-I)

These students are expected to requi4rew continuous ongoing support as adults. They will be assessed using alternative assessment procedures. Educational programs for these students are typically community based and emphasize routines and calendar systems. These students have difficulty generalizing form one environment to another. Instructional domains typically include domestic, vocational and recreation/leisure skills. Social competence, social interactions, emotional development, and organization skills are the emphasis of these students’ instructional programming.

Participation (P)

These students have multiple impairments, which usually include severe cognitive delays. the inability to generalize from one environment to another and the inability to use meaningful verbal communication. They are typically assessed with alternative assessment procedures which could include portfolio and biobehavioral state assessment. As adults, they are expected to requite extensive ongoing support. The emphasis of their instructional program should be placed on environmental awareness and appropriate forms of communication.

  1. Adaptive Behavior Score Based on the Vineland Adaptive Behavior Scale administered within the last 12 months:

90-80 

80-70 

70-60 

60-50 

50-40 

40-30 

  1. Administer Pre-Test

Full Independence Pre-Test

  1. Student tracks a line of Braille cells………………………………. .
  2. Student identifies a Braille cell that is different in a line of Braille.. 
  3. Student recognizes the letter A in Braille………………………….. 
  4. Student recognizes a full Braille cell………………………………..
  5. Student recognizes own name in Braille…………………………... 
  6. Student reads 7 food related vocabulary words in Braille………….

Semi Independent Pre-Test

1. Student tracks a line of Braille cells………………………………. .

2. Student identifies a Braille cell that is different in a line of Braille cells……………………………………………………………………...

  1. Student recognizes the letter A in Braille………………………….. 
  2. Student recognizes a full Braille cell………………………………..
  3. Student recognizes own name in Braille…………………………... 
  4. Student reads 5 food related vocabulary words in Braille……………………………………………………………….

Functional Skills Pre-Test

  1. Student tracks a line of Braille cells………………………………. .
  2. Student identifies a Braille cell that is different in a line of Braille.. 
  3. Student recognizes the letter A in Braille………………………….. 
  4. Student recognizes a full Braille cell………………………………..
  5. Student recognizes own name in Braille…………………………... 
  6. Student reads 3 food related vocabulary words in Braille………….

Supported Independence Pre-Test

  1. Student tracks a line of Braille cells………………………………. .
  2. Student identifies a Braille cell that is different in a line of Braille.. 
  3. Student recognizes the letter A in Braille………………………….. 
  4. Student recognizes a full Braille cell………………………………..
  5. Student recognizes own name in Braille…………………………... 
  6. Student reads 3 food related vocabulary symbols in Braille……….

3. Session Organization

1. Sing “Hello” song

  1. Sing “Find the Beginning” song
  2. Sing “Zig Zag” song
  3. Sing “Move Your Fingers” song
  4. Sing “Where Is The Box?” song
  5. Sing “Go And Do” song
  6. Sing “Where Is The A?” song
  7. Sing “Spell Your Name” song
  8. Sing “What Do You Do?” song
  9. Student participated in 10 sessions with the TVI 
  10. Each session was 30 minutes in duration………..

4. Administer Post Test

Full Independence Post-Test

  1. Student tracks a line of Braille cells………………………………. .
  2. Student identifies a Braille cell that is different in a line of Braille.. 
  3. Student recognizes the letter A in Braille………………………….. 
  4. Student recognizes a full Braille cell………………………………..
  5. Student recognizes own name in Braille…………………………... 
  6. Student reads 7 food related vocabulary words in Braille………….

Semi Independent Post-Test

1. Student tracks a line of Braille cells………………………………. ...

2. Student identifies a Braille cell that is different in a line of Braille cells……………………………………………………………………...

3. Student recognizes the letter A in Braille………………………….. ..

  1. Student recognizes a full Braille cell………………………………..
  2. Student recognizes own name in Braille…………………………... 
  3. Student reads 5 food related vocabulary words in Braille……………………………………………………………….

Functional Skills Post-Test

  1. Student tracks a line of Braille cells………………………………. .
  2. Student identifies a Braille cell that is different in a line of Braille.. 
  3. Student recognizes the letter A in Braille………………………….. 
  4. Student recognizes a full Braille cell………………………………..
  5. Student recognizes own name in Braille…………………………... 
  6. Student reads 3 food related vocabulary words in Braille………….

Supported Independence Post-Test

  1. Student tracks a line of Braille cells………………………………. .
  2. Student identifies a Braille cell that is different in a line of Braille...
  3. Student recognizes the letter A in Braille………………………….. 
  4. Student recognizes a full Braille cell………………………………..
  5. Student recognizes own name in Braille…………………………... 
  6. Student reads 3 food related vocabulary symbols in Braille……….