2. An Evaluation of the Preference-Based Teaching Approach for children with Dyslexia and Challenging Behaviours

Sharyfah Nur Fitriya1*

1. Dyslexia Association of Singapore

Abstract

Dyslexia is characterised by difficulties inaccurate and/or fluent word recognition, reading comprehension, written expression, and poor spelling. Research studies have focused mainly on helping students diagnosed with dyslexia through educational remediation. Less research has been undertaken on increasing on-task behaviour and attentiveness while reducing behavioural problems for students diagnosed with dyslexia. This small-scale qualitative case study used a non-concurrent multiple baseline design across three participants and was conducted at DAS in Singapore between August 2016 and March 2017. The study examines the effectiveness of a preference-based teaching approach, based on identifying students preferences within the classroom setting and designing individual teaching programmes incorporating these preferences. An evaluation of the preference-based teaching approach was carried out through questionnaires and video observation of 15 teaching sessions. Analysis of the questionnaires revealed that the participants enjoyed the sessions and found the preference-based approach fulfilling. The video recorded sessions were analysed by the researcher and Inter-observer agreement (IOA) obtained.

The sessions revealed that all three students performed 100% on-task behaviours and active engagement from sessions eight to 12. The study concluded that the preference-based teaching approach had a major effect on the on-task behaviour and attentiveness level for all three students diagnosed with dyslexia. These findings can be used to improve teachers lesson planning skills with the aim to increase students’ on-task behaviour and active engagement levels.

Keywords:           preference, on-task behaviour, attentiveness, active engagement, classroom setting, inter-observer agreement (IOA), attentiveness hyperactivity disorder, dyslexia.

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2. An Evaluation of the Preference-Based Teaching Approach for children with Dyslexia and Challenging Behaviours
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