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

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    Author
    Rivera, M. Christina
    Issue Date
    2015
    Keywords
    deaf/hard of hearing
    itinerant teachers
    teaching
    treatment integrity
    vocabulary learning
    Special Education & Rehabilitation
    coaching
    Advisor
    Antia, Shirin
    
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    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
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Special Education & Rehabilitation
    Degree Grantor
    University of Arizona
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