Grant Proposal – Peer Reviews

PSY625: Biological Bases of Behavior

Instructor John Cosma

April 2, 2018

Using Technology to Increase Academic Outcomes for Students with Learning Impairment

Specific Aims

Can the use of technology increase academic outcomes among students with learning impairment? Technology has been used global for years to reshape and transform modern society. Today, the use of technology is being utilized to bring information and resources to the comfort of your own home without ever having to leave.

According to research, over 5% of students in public schools experience one or more impairment. The purpose of this study is to examine the effects of technology on students with learning impairments. For this study, we will be examining the effects of online tutoring for students with learning impairments. The goal is to explore how the use of technology can aid in the support of students with learning impairments.

Significance

The proposed research will use an online-based tutoring program to support academic intervention for students experiencing learning impairment.

Proposed Study

Participants:

40 students with learning impairment will be recruited. Participants will be recruited from various elementary public schools from the same financial background. The students will be randomly assigned to two groups: academic tutoring (baseline) control. Online academic tutoring with licensed and certified assistance. Training Program will run over a six month period. The waitlist control will not receive the online tutoring but instead, extra handouts. We, expect that the online tutoring will prove successful, so waitlist students will be provided the same benefits post- assessment. This ensures fair and ethical support for all participants.

There are no major risks to patients who participate in the research. The tutoring program is designed to be self-paced so that students can manage frustrations or adjustments needed. All students are required to participate until the end of the study. The potential benefits of the proposed research are considerable. The study should show how students can utilize technology to achieve academic success.

Procedures:

Once identified as a candidate for enrollment, students will be met with in person at their residence. Students will have the tutoring described and the families must provide consent if they wish to receive services. Availability of necessary internet access will be assessed. Once enrolled, students will be provided with access to an online tutoring Program and a research assistant will guide and oversee the initial setup process.

Hypotheses & Analysis:

At the end of the six month tutoring group, one is expected to exhibit an increase on test scores. Group two should also exhibit some sort of increase, but not as great as group one, thus proving that the use of technology is a valuable tool in supporting academic achievement among students with learning impairment.

Budget Justification

Funding is requested for a half-time graduate research assistant to be responsible for all aspects of subject recruitment, training and data collection. Addition funding of 10% is requested for the principal investigator who will oversee the study and conduct data analysis and publication of results.

Travel funding is requested for the PI to attend one national meeting to present the preliminary results of the study. Additional travel expenses are requested to pay for costs of transportation by the research assistant to each subject’s home.

Subject payment of $50 for each subject (40 totals) is requested to reimburse subjects for their participation time.

Funding is requested for 1 Apple Laptop computer (15” with retina display, 2.8 GHz processor, 1 TB hard drive), to be used for data collection and analysis. The additional 40 Dell laptop computers for students participating in the study (20 for group one, and the other 20 for group two post tutoring). Additional funding will be used to purchase the Quality of Life Scale and office supplies.

See Appendix A: Budget for detailed budget figures.

References

Anthony, T.L. (2017, November). Partnering with Parents and Families to Facilitate the Learning of Children with Visual Impairments. Journal of Visual Impairment and Blindness. 111(6). pp.611-615.

Bruhn, L.A., Langel, B.K., Troughton, L., Langan, S., Lodge, K., kortemeyer, S. (2015, November, 01). Assessing and Treating Stereotypical Behaviors in Classrooms Using a Functional Approach. Behavioral Disorders. pp.21-37.

Correa-Torres, M.S. (2008, May). The Nature of the Social Experience of Students with Deaf-Blindness Who Are Educated in Inclusive Setting. Journal of Visual Impairment & Blindness. pp. 272-283.

Datta, P., Palmer, C. (2015, December). Insight into the Support Services for Students with Vision Impairment. Australasian Journal of Special Education. 39(2). pp.143-158

Flower, A., McKenna, W.J., Haring, D.C., Pazey, B. (2015, October, 01). School to Life Transition: Perception of Youth in Behavior Intervention Program. Preventing School Failure. 59(4). pp.217-226.

Gresham, M.F. (2016, September, 01). Social Skills Assessment and Intervention for Children and Youth. Cambridge Journal of Education. 46(3), pp.319-332

He, J., Zhao, C., Liu, W., Huang, J., Liangs, S., Chen, L. & Tao, J. (2018). Neurochemical Changes in the Hippocampus and Prefrontal Cortex Associated with Electroacupuncture for Learning and Memory Impairment. International Journal of Molecular Medicine. 41(2). pp.709-716.

Jones, B.A., Hensley-Maloney, L. (2015, March) Meeting the Needs of Students with Coexisting Visual Impairment and Learning Disabilities. Intervention in School & Clinic. 50(4). pp.226-233.

Kelly, M.S., Smith, J.T. (2008, September, 08). The Digital Social Interactions of Students with Visual Impairments: Finding from Two National Surveys. Journal of Visual Impairment & Blindness. pp.528-539

Landa-Vialard, O., Ely, S. M. & Lantz, M. (2018, January). Early Learning Visual Services Training and Advancement (EL VISTA) Project: Leading the Way for A New Profession within in A Profession. Journal of Visual Impairment & Blindness. pp.103-112.

Pandurevikj, R., Radojichikj,-Dimtrova, B.D., (2012, January, 08).Continuous Evaluation of the Literacy and Learning Media of Students with Visual Impairment. Journal of Special Education and Rehabilitation. 13(3-4), pp.20-38

Paulo, A.A., Alexandre de Souza, C.J. (2013). Social Anxiety Disorder and Social Skills: Critical Review of Literature. International Journal of Behavioral Consultation and Therapy. 7(4). pp.16-23.

Quinnies, K.M., Cox, K.H., Rissman, E.F. (2015, June). Immune Deficiency Influences Juvenile Social Behavior and Maternal Behavior. American Psychological Association. 129(3). pp.331-338.

Tarjiah, I. (2017). The Planning of Learning Model for Students with Hearing Impairments in the Elementary School Inclusion. Portal Journal Elektronik Universitas Negeri Malang.

Timmer, H.B.B., Hickson, L. & Launer, S. (2017, September, 01). Hearing Aid Use and Mild Hearing Impairment: Learnings from Big Data. Journal of the American Academy of Audiology. pp.731-741.

Appendix A: Budget

PSY625: Biological Bases of Behavior Ashford University