EPISODE 3 ACTIVITY

What are the concepts that were emphasized in the Models of Action Research? Give at

least 4 concepts.

A. OBSERVE

B. REFLECT

C. PLAN

D. ACTION

2. What are the common elements of the three models of Action Research?

 The problem
 Action research question
 A plan
 Implementation/action
 The findings
 A dissemination of result

3. Choose the Action Research sample Abstract that you submitted in Episode 2 then

analyze the components in line with the 3 models presented.

Choose 1 model among the 3 then answer using the chosen model. Write below using the

format in matrix format:

The Impact of Using Visual Supports to Increase Independence for Students with Autism That Require
Very Substantial Support in a Vocational Classroom
 By Emily Elwell

KEY ENTRY FROM YOUR SAMPLE AR

COMPONENT
S

OBSERVE The purpose of this study was to determine the impact of using visual supports to
increase student independence of a high school student who requires substantial
supports in a special education vocational setting. This study is a case-study of a
single subject.

REFLECT Many individuals with Autism have strengths in visual processing. They learn from
what they see by thinking in pictures. Visual supports provide the ability to use
language to communicate, socially interact, and know how to respond to
expectations placed on them. Visual supports create structure by providing
organization of their space, helping them to learn routines. Visual supports
promote independence as students build confidence in themseleves and improve
their understanding of expectations placed on them. When these students know
how to respond, problem behaviors decrease and their willingness to work
increases. Visual supports increase oppurtunity for students to respond to and
engage in learning oppurtunities (Kliemann, 2014). Being that they can be used in
a variety of settings, visual supports provide the ability to increase generalizing of
skills in a variety of different learning contexts. For educators, using visual
supports provides meaningful data by better helping them understand what
students can do independently and areas where they need additional support.
They provide valuable data for the classroom, which drives instruction and helps
to target specific student learning goals. The teacher and the student both
benefit from this intervention, as students are able to process language in a way
that provides meaning and context and teachers are able to use data to shape
their teaching to create and enhance visuals that further develop independence
while building on their strengths and interests and reducing their anxiety and
frustration.

PLAN In the implementation of VAS, the student had a laminated, colored-coded file
folder matching all of his other student materials. Inside was a strip of Velcro and
visual icons that were adhered to the Velcro in the order that the student
completed each transition or task. The student was prompted to “check your
schedule”, which prompted him to open and look at the first thing. He then took
 off the first icon and matched it to the same corresponding icon that was much
bigger and located where the student needed to transition or where the task or
activity to be completed was. After the transition, task, or activity was completed,
staff verbally prompted student to “check your schedule” again. Student
continued until there were no more icons.

In the implementation of the visual job skill checklist for “Counting Garden
Items,” the student completed steps numbered one through three in order. The
student read the visual steps one at a time and upon completion checked the
box, communicating that they were finished with that step. This visual checklist
also included a visual inventory sheet, where the student had to physically
identify what they were counting, circle the picture of the item they were
counting, and record the total amount at the bottom of the page.

In the implementation of the visual work system, the student system began with
work bins that were set up with a schedule that told the student what to do first,
next, and what to do when they were finished. This schedule had numbered icons
(1, 2, 3, teacher check, and choice icons), in which each number corresponded to
a label on the outside of each bin. The student began by matching number one
and taking the bin with the matched numbered icon back to his desk to complete
the work system inside the bin. He took out the work system visual directions to
know what to do first, next and so forth until the visuals communicated the task
was done, where the tasks went when it was finished and what to do next. In this
specific work system bin, he was filling lip scrub containers by measuring a fake
lip scrub mixture with a measuring spoon six times per one container. He
completed 6 containers.

ACT This study examines the effects of visual supports on increasing independence of
a student with autism that requires substantial support in a special education
setting. In this case study, data was gathered on three major variables, using a
VAS, a visual job skill checklist, and a work system. The study established baseline
by implementing written directions to the students and monitored progress of
the student’s independence using the three types of visual support samples. Data
was gathered over a period of several weeks and each of the variables is shown
with data on a table and it is charted below.

VAS

TABLE 1

Date 2- 3-Jan 4-Jan 7-Jan 8- 10- 11- 14- 15- 17- 18-
Jan Jan Jan Jan Jan Jan Jan Jan

Percen 0% 33% 66% 0% 83 66% 83 14% 83 83 100

 t % % % % %

Date 21- 22- 24- 25- 28- 29- 31- 1-

Jan Jan Jan Jan Jan Jan Jan Feb

Percen 14 100 100 100 14 100 83 100

t % % % % % % % %

CHART 1

VISUAL JOB SKILL CHECKLISTS

Table 2

Date 2- 3-Jan 4-Jan 7-Jan 8- 10- 11- 14- 15- 17- 18-
Ja Jan Jan Jan Jan Jan Jan Jan
n

Percen 0% 0% 33% 0% 66 100 100 0% 66 66 100

t % % % % % %

Date 21- 22- 24- 25- 28- 29- 31- 1-

Ja Jan Jan Jan Jan Jan Jan Feb
n

Percen 0% 100 100 100 0% 100 100 100

t % % % % % %
 CHART 2

WORK SYSTEMS

TABLE 3

Date 2- 3-Jan 4-Jan 7- 8- 10- 11- 14- 15- 17- 18-

Ja Jan Jan Jan Jan Jan Jan Jan Jan
n

Percen 0% 33% 50% 0% 50 66% 83% 0% 100 83 100

t % % % %

Date 21- 22- 24- 25- 28- 29- 31- 1-

Ja Jan Jan Jan Jan Jan Jan Feb
n

Percen 0% 100 100 83 0% 100 100 100

t % % % % % %

CHART 3
 Note that in the three charts, the peaks correspond to when visual
supports were offered and the valleys correspond to baseline days when
only written instructions were offered.

In the study, each variable evaluated the effectiveness of visual supports to

decrease the amount of other supports and prompting provided while
simultaneously promoting the student’s independence. Over the course of
data collection, the student reached anticipated levels of independence
with the use of each of the three visual supports types. It may be noted that
the initial high points, or peaks, were initially only moderately elevated but
steadily improved and remained consistent by the end of data collection.
This indicated that his skill in using visual supports improved and was
maintained over time. When the visual supports were not available, the
student’s performance remained unchanged. The results show that the
student increased his skill acquisition and on-task behaviors when visual
supports were provided. His challenging behaviors also decreased when
the visual supports were in place.

4. As a future teacher, is conducting Action Research worth doing?

Why?

Yes of course, this is due to the fact that action research aims to bridge the gap between theory
and practice. It is worthwhile because it has the potential to create substantial changes in the
teaching and learning process, such as improving teachers' teaching tactics, identifying the most
appropriate teaching aid in presenting a lesson, and determining the best strategy to improve student
learning. Action research is worthwhile since it allows us to provide a solution to a problem in the
field of education. It is worthwhile because we, as practitioners, will be able to make big changes that
will be valuable to future generations while still being perceived as useful in the classroom.

5. How can Action Research be useful for every classroom teacher?

In the subject of education, action research is quite popular because there is always space for
improvement when it comes to teaching and educating others. Teachers can use action research to
reflect on what they want to improve, learn about what others are doing in the field, and experiment
with practice in a safe environment. Action research, in my opinion, is a tool that helps teachers find
the best ways to improve their teaching strategies/techniques and student learning through
classroom-based research. Action research allows teachers to apply their new knowledge in the
classroom, resulting in more effective and efficient teaching.