Annotated Bibliography

Research Question: How will implementing interactive SMART Boards software across the curriculum in a Section 22 Behavior classroom impact student engagement, behavior, and self-confidence?


1. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman

The topic of self-efficacy was discusses as something that has emerged during recent decades a highly effective predictor of students' motivation and learning. Self-efficacy was described as a performance-based measure of perceived capability and one that researchers have verified as being valid when predicting motivational outcomes, and emotional reactions. Self-efficacy beliefs have been found to be sensitive to subtle changes in students' performance context, to interact with self-regulated learning processes, and to mediate students' academic achievement.

2. Burkett, Christopher. The Neglected Majority: Recognizing Divergent Learners in the Middle School Classroom. South Carolina Middle School Association Journal, Winter 2007

This article outlined that technology was one of the proven best practices that could assist in meeting the needs of diverse learners, especially those who tended to be divergent. Readers were informed that divergent learners were characteristically those who disliked repetitive practices and could benefit from chunking larger amounts of information. For these reasons, technology use has been proven to be successful. Using SMART board technology was found to provide learners with a rich learning experience that appealed to their needs and allowed them to participate in hands-on instruction. Research found that using a SMART board in the classroom assisted divergent math students in increasing their scores during a unit on division. Students were actively engaged at the SMART board, working on the problems created by the teacher as well as visiting additional websites for further explanation and practice.
By infusing technology into the daily lessons, divergent learners’ needs are met through hands-on application and creativity. Important strategies, like technology, help ensure that all students, especially divergent learners, are engaged in the classroom setting.


3. Bullis, M. & Davis, C. (1996). Further Examination of Job-Related Social Skills Measures forAdolescents and Young Adults with Emotional and Behavioral Disorders. Behavioral Disorders,21 (2), p. 160-171.
This study conducted item reduction analyses on two measures of job-related social behavior for adolescents and young adults with emotional/behavioral disorders (Scale of Job-Related Social Skill Knowledge and Scale of Job-Related Social Skill Performance). The shortened measures contained 40 and 94 items, respectively. Two distinct groups were used and reliability was satisfactory.

4. Burrello, L. (2001). Educating All Students Together: How School Leaders Create Unified Systems. Thousand Oakes, California: Corwin Press.
In this book, Burrello focuses on student learning as the central goal of school administrators, and discusses ways to establish a plan for creating a truly integrated educational system that unifies the separate and parallel systems of special and general education. Burrello provides practical ways that administrators, school leaders, and the community can collaborate on decisions to implement personalized education plans, accountable curricular outcomes, and appropriate instructional adaptations. Readers are cautioned to end the authors call for an end to the piecemeal strategy of including students one classroom, one grade level, or one school at a time. Key concepts such as schools embracing special services personnel, the roles of the community and other stakeholders, program evaluation and incentives, adapting curriculum and instruction and reconceptualizing schools based on learner-centered principles were discussed.

5. ConnectAbility. (2008). Using Visuals. Retrieved July, 2010, from ConnectAbility Web site: http://www.connectability.ca/connectability/library/documents/using_visuals.pdf#search=%22visuals%22

This article discusses ways that visual supports make it easier for students to understand and communicate. Readers are reminded that visual cues are something that adults can take for granted but that using these visual cues in our environment allows us to plan, organize and ultimately be independent. Thus, visuals are also critical for young people to use because they are beginning to learn about the way their world works. Numerous visual aids are discussed as well as appropriate ways of integrating their use within the classroom.

6. Delaney, M. (2000). Lines, curves, and graphs. Smarter Kids Foundation. Retrieved July, 2010 from http://smarterkids.org/research/librar y_subject.asp

This article provided evidence to prove that students are actively engaged when at the SMART board, working on problems created by the teacher as well as visiting additional websites for further explanation and practice. This type of success was confirmed by a study conducted by Smarter Kids Foundation. Delaney (2007) stated, “The SMART Board interactive whiteboard allowed eigth graders at Woodstown Middle School to use a hands-on approach to understanding linear, non-linear and exponential relationships. This opportunity to use the SMART Board interactive whiteboards increased the creativity and alertness of the students in my class” (p.16).

7. Dunlop, G. & Childs, K. E. (1996). Intervention Research in Emotional and Behavioral Disorders:
An Analysis of Studies from 1980-1993. Behavioral Disorders, 21 (2), 125-136.
This study surveyed 12 journals in the field of emotional and behavior disorders to explore trends in five dimensions of research: (1) subject characteristics; (2) settings; (3)research design; (4) dependent variables; and (5) independent variables (interventions). Findings were of so little consequence as to warrant little or no attention regarding the trend trends were found and few studies reported interventions that were individualized on the basis of assessment data.

8. Eber, L., Nelson, C. M., & Miles, P. (1997). School-based Wraparound for Students with
Emotional and Behavioral Challenges. Exceptional Children, 63 (4), 539-555.
The idea of trying to meet the complex needs of students with emotional and behavioral disabilities (EBD) was discussed. Historically, educational programs for this student population have not been associated with generally positive outcomes. Excessive dropout rates, high rates of academic failure and poor achievement test scores, low graduation rates have been noted consistently among students with EBD. A national study of school programs, indicated that lack of appropriate services, little coordination or integration with other provider agencies, and limited support for families contributed to these poor outcomes. On the one hand, the educational system bears the mandate to support programming under Individuals with Disabilities Education Act (IDEA) that enables students with disabilities to receive a free and appropriate education. On the other hand, education, mental health, social service, and other providers are struggling with lack of agreement on prioritized target populations, financial challenges, liability, and coordination of resources.

9. Heacox, D. (2002). Differentiating instruction in the regular classroom. Minneapolis, MN: Free Spirit Publishing.
This book shares a variety of strategies for differentiating instruction. It describes the diversity of learners in today’s classrooms and the implications of these differences for teaching. It describes differentiated instruction as a way of think about teaching and learning. Ways of integrating these new ideas and methods are discussed in an effort to ensure teachers that not all tactics will work in each classroom with every student.

10. MacMillan, D., Gresham, F. M., & Forness, S. R. (1996). Full Inclusion: An Empirical Perspective. Behavioral Disorders, 21 (2), 145-159.

This paper examines empirical evidence and arguments for full inclusion of students with emotional and behavioral disorders. It reports a lack of empirical evidence supporting inclusion of this population and identifies problems in the arguments of full inclusion proponents. The paper also summarizes evidence contradicting the position that "more restrictive" placements are never beneficial.

11. Marzano, R.J. (2009). Teaching with interactive whiteboards. Educational Leadership, 67(3), 80.
In this article, Marzano discusses the features inherent in interactive whiteboards that have a statistically significant relationship with student achievement. He also shares the potential pitfalls in using the technology, and how to use it more effectively. In addition, information is provided to explain what an interactive whiteboard is and how it works.

12. McMahon, C.M.,Wacker, D. P., Sasso, G. M., & Melloy, K. J. (1994). Evaluation of Multiple
Effects of a Social Skills Intervention. Behavioral Disorders, 20 (1), 35-50.
This article discussed how the implementation of a social skill training package with three elementary-school children who had behavioral and learning disorders resulted in increasing student acquisition of targeted social behaviors, which in turn led to lengthier peer interactions. Increases in nontargeted social responses were also demonstrated.

13. Murray, Sue. (2003, March/April) Mapping the Mind. InteracTIVE, 17-18.

In this article, Sue Murray discusses the benefits of supporting learning skills with mind and concept mapping techniques making use of ICT tools. Educators are reminded that the key to success is to teach in a way that is based upon what we already know about the way students learn best. Piaget’s model of child development and the way that children learn was discussed. Piaget recognized that the developing child builds cognitive structures or mental ‘maps’ when trying to understand and respond to experiences within their environment. SMART technologies like the interactive SMART board and SMART Ideas were discussed and their effectiveness was evaluated.

14. Schunk, Dale. (1984, Winter). .Self-efficacy Perspective on Achievement Behavior. Educational Psychologist, 19 (1), 48-58.

This article examines the idea that perceived self-efficacy is an important variable in understanding achievement behavior. Self-efficacy refers to personal judgments of one's capability to organize and implement behaviors in specific situations. Students gain information about their level of self-efficacy from self-performances, vicarious experiences, verbal persuasion, and physiological indices. In forming efficacy judgments, people take into account factors such as perceived ability, task difficulty, effort expenditure, performance aids, and outcome patterns. Even when students acquire efficacy information from self-performances, efficacy judgments are not mere reflections of those performances because educational practices differ in the type of information they convey about students' capabilities. Some experimental tests of these ideas are summarized along with their educational implications. The self-efficacy framework is compared with locus of control, attribution, and self-worth theories of achievement behavior.

15. Smith, Roger. (2000). Measuring Assistive Technology Outcomes in Education Assessment for Effective Intervention, 25: 273-290.

Providing assistive technology in educational settings could be seen as a positive educational intervention. However, the reality that it is often difficult to measure assistive technology outcomes was discussed. This could be the result because interventions possess many attributes, outcomes affect many domains, and few measurement instruments are available. The paper reviewed relevant theory and the practical implications of measuring assistive technology outcomes. Investigations and resources relating to assistive technology not often found in educational literature were also reviewed and future research directions were recommended.