EFFECTIVE CLASSROOM MANAGEMENT PRACTICES FOR CLASSROOM

TEACHERS OF STUDENTS WHO ARE DEAF AND HARD OF HEARING

Institute of Education Sciences

CFDA 84.324A Special Education Research Grant

TOPIC: Professional Development for Teachers and Related Service Providers

GOAL 1: Exploration

8/22/2016 – 5/11/2018

University of Arizona

Jennifer Catalano

Submitted to Dr. C. June Maker, professor of Special Education,

on behalf of the faculty of the College of Education in partial fulfillment of the degree

requirements for the doctorate in Special Education

Fall 2015

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TABLE OF CONTENTS

PROJECT SUMMARY/ABSTRACT……………………………………………….. 2

PROJECT NARRATIVE…………………………………………………………….. 4

1. Significance…………………………………………………………………….. 4

2. Research Plan…………………………………………………………………… 7

3. Personnel……………………………………………………………………….. 13

4. Resources……………………………………………………………………….. 15

APPENDIX A………………………………………………………………………….. 18

APPENDIX B………………………………………………………………………….. 19

1. Figure B.1 Quality of Classroom Learning Environment (Q-CLE) Rating

Scale..……………………………………………………………………………

20

2. Figure B.2 Roles and Responsibilities of Personnel……………………………. 33

APPENDIX C………………………………………………………………………….. 34

APPENDIX D………………………………………………………………………….. 35

1. Letter of Agreement from Michael N. Griffith…………………………………. 36

2. Letter of Agreement from Mark Borgstrom……………………………………. 37

3. Letter of Agreement from Amy Lederberg…………………………………….. 38

APPENDIX E………………………………………………………………………….. 39

BIBLIOGRAPHY AND REFERENCES CITED…………………………………… 40

RESEARCH ON HUMAN SUBJECTS NARRATIVE…………………………….. 43

BIOGRAPHICAL SKETCHES OF SENIOR/KEY PERSONNEL……………….. 44

1. Jennifer Catalano, Principal Investigator………………………………….......... 45

2. Shirin Antia, Co-Principal Investigator ……………………………….……….. 49

CURRENT AND PENDING SUPPORT OF SENIOR/KEY PERSONNEL……… 53

1. Jennifer Catalano, Principal Investigator………………………………….......... 54

2. Shirin Antia, Co-Principal Investigator ……………………………….……….. 55

NARRATIVE BUDGET JUSTIFICATION………………………………………… 56

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PROJECT SUMMARY/ABSTRACT

Title: EFFECTIVE CLASSROOM MANAGEMENT PRACTICES FOR CLASSROOM

TEACHERS OF STUDENTS WHO ARE DEAF AND HARD OF HEARING

Topic: Professional Development for Teachers and Related Services

Goal 1: Exploration

PI: Jennifer Catalano, M.A.

Purpose: The ultimate purpose of this project is to increase student academic engagement by

identifying effective classroom management practices (i.e., strategies and methods) used by

kindergarten through second grade teachers of students who are deaf and hard of hearing (DHH)

in self-contained classrooms. This study will (1) measure the effectiveness of classroom

management practices through the use of a classroom learning environment rating scale and (2)

determine the academic engagement of elementary students who are DHH in self-contained

classrooms. Through this exploration, the research team will identify, quantify, and evaluate

malleable factors that contribute to effective classroom management practices. The findings of

this research will be used to develop professional development of effective classroom

management practices for teachers of DHH students.

Setting: Existing video recordings of language arts instruction from a larger study implemented

by the Center on Literacy and Deafness (CLAD) during the 2013-14 (Year 1) and 2014-15 (Year

2) school years will be used for observation. Video recordings from the spring of each school

year occurred in K-2 self-contained DHH classrooms in several locations including four states

during Year 1 and six states and one Canadian province during Year 2.

Sample: Video recordings of approximately 66 self-contained classrooms including

approximately 67 teachers and approximately 207 DHH students will be observed and analyzed.

The language of instruction of the classrooms was 41% American Sign Language (ASL), 35%

spoken language, and 24% total communication (TC), a hybrid of spoken language and signing.

The selection of students was skewed toward deaf students with greater than a 90 decibel hearing

loss attending self-contained classrooms because this is the portion of the population of DHH

students that has the greatest need for literacy instruction support.

Research Design and Methods: Classroom management practices will be coded using the

Quality of Classroom Environment (Q-CLE) rating scale. Student academic engagement will be

determined using Time sampling observation recording. To investigate the relationships between

classroom management practices and student engagement, a correlational research design will be

applied.

Key Measures: Using Interact©, a video observation software package, the effectiveness of

classroom management practices will be rated using a six point scale across five general

descriptive categories, including (1) instructional clarity, (2) instructional delivery, (3) classroom

orientation, organization, and planning, (4) behavior management and control/discipline, and (5)

warmth and responsiveness. Student academic engagement will be measured in terms of degree

of engagement, including (1) active engagement, (2) passive engagement, (3) non-engagement,

and (4) disruptive behaviors.

Data Analytic Strategy: Descriptive statistics will be used to summarize the main features of

the data collection. Multiple regression analyses will be used to determine the degree of

relatedness between classroom management practices (independent variables) and student

academic engagement (dependent variable) in self-contained K-2 classrooms for DHH students.

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PROJECT NARRATIVE

SIGNIFICANCE

Purpose The ultimate purpose of this study is to increase student academic engagement by

identifying effective classroom management practices (i.e., strategies and methods) used by

kindergarten through second grade teachers of students who are deaf and hard of hearing (DHH)

in self-contained classrooms. The immediate purpose of this study is to (1) measure the

effectiveness of classroom management practices through the use of a classroom environment

rating scale and (2) determine the academic engagement of kindergarten through second grade

(K-2) students who are DHH in self-contained classrooms. The researchers will use the findings

of this study to provide in-service teachers with classroom management professional

development specifically geared toward promoting active engagement and student participation

of DHH students.

The following research question will guide this study: What are the relationships between

classroom management practices and student academic engagement in self-contained, K-2

classrooms for DHH students? To explore this relationship, the research team will identify,

describe, quantify, and evaluate malleable factors that contribute to effective classroom

management practices for the purpose of maintaining student academic engagement in language

arts instruction and improving reading, writing, and language skills of DHH students.

While research exists in the area of problem behaviors among DHH children (Barker,

Quittner, Fink, Eisenberg, Tobey, Nirparko, & the CDaCI Investigative Team, 2009; Davis, et

al., 1986; Gann, Gaines, Antia, Umbreit, and Liaupsin, 2015; Stevenson, McCann, Watkin,

Worsfold, & Kennedy, 2010; Theunissen et al., 2013), there is minimal research available

relating to effective classroom management practices in classrooms specific to DHH classrooms.

The analysis of existing video recorded observations of self-contained K-2 classrooms for DHH

students will result in an exploration and determination of the relationship between malleable

factors and student education outcomes specific to DHH classrooms. Classroom management

practices may be different in DHH classrooms than in general education classrooms due to the

differences in teacher preparation and communication needs (e.g., need for visual attention). This

study will explore classroom management practices specific to DHH classrooms.

Description of Malleable Factors

Classroom management is an essential skill for all teachers. Effective classroom

management and universal classroom practices (Trussell, 2008) have been directly linked to

decreased disruptive behaviors, increased student academic engagement, and improved academic

achievement (McGarity & Butts, 1984; Oliver & Reschly, 2010; Piwowar, Thiel, & Ophardt,

2013; Reinke, Lewis-Palmer, & Merrell, 2008; Simonsen, Fairbanks, Briesch, Myers, & Sugai,

2008). Day, Connor, and McClelland (2015) found that the reduction of unproductive time (e.g.,

off-task time, waiting, disruptions) will likely help improve first grade students’ behavioral

regulation and literacy skills. This was especially true for first grade students that demonstrated

weaker behavioral regulation at the beginning of the school year. The malleable factors that

contribute to improved educational outcomes for students are teacher classroom management

practices and student academic engagement.

According to Simonsen et al. (2008), classroom management practices can be grouped

into five general categories including (a) physical arrangement of classroom (i.e., classroom set-

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up), (b) structure of classroom environment (e.g., teacher directed activity, routines), (c)

instructional management (e.g., questioning, wait time, reactions to students’ responses), (d)

procedures designed to increase appropriate behavior, and (e) procedures designed to decrease

inappropriate behavior. Student or academic engagement is a multi-dimensional construct

(Fredericks, Blumenfeld, & Paris, 2004) that exists in the absence of disruptive, off-task, and

inattentive behaviors (Finn, Pannozzo, & Voelkl, 1995) and in the presence of classroom

enabling behaviors (Greenwood, Horton, & Utley, 2002). Higher engagement rates achieved

through effective classroom management practices have been identified as a significant correlate

of student achievement (Brophy, 1988; Cameron, Connor, and Morrison, 2005; Connor, Son,

Hindman, & Morrison, 2005; Connor et al., 2014; Day, Connor, McClelland, 2015). For DHH

students in general education classrooms, participation is related to academic achievement

(Antia, Sabers, & Stinson, 2007).

Rationale

Results from standardized testing have demonstrated significant gaps in academic

achievement when comparing DHH students with their typically hearing peers (Davis, Elfenbein,

Schum, & Bentler, 1986; Meinzen-Derr et al., 2014; Qi & Mitchell, 2011). Fifty percent of a

national sample of high-school aged DHH students demonstrated performance below proficiency

level in the areas of reading comprehension and math problem-solving (Traxler, 2000).

Several relatively large-scale correlational studies involving DHH children have

indicated relationships between low-language ability and increased behavior problems (Barker et

al., 2009; Davis et al., 1986; Stevenson et al., 2010; Theunissen et al., 2013). Disruptive or

inappropriate behaviors are associated with lower levels of attention and engagement that

interfere with learning (Finn et al., 1995). Therefore, when DHH students are less engaged, the

likelihood of problem behaviors increases and academic achievement is increasingly impeded.

Additionally, the “Regional and National Summary Report of Data from the 2009-10 Annual

Survey of Deaf and Hard of Hearing Children and Youth” (2011) shows that approximately 40%

of DHH students in the United States have additional disabilities including, but not limited to,

developmental delay, learning disabilities, Attention-Deficit/Hyperactivity Disorder, traumatic

brain injury, emotional disturbances, and autism, which may further affect a student’s academic

engagement and achievement.

A survey by Wesley and Vocke (1992, cited in Emmer & Stough, 1996) indicates that

only 37% of students in teacher education preparation programs take a course in classroom

management. Oliver and Reschly (2010) reviewed the course syllabi of 26 special education

teacher preparation programs in one state and found that only 27% of the programs had an entire

course dedicated to classroom management. Fewer numbers of pre-service teachers enrolled in

DHH education teacher preparation programs (6%) take a classroom management course as

demonstrated by the investigation of plans of study for Master’s level DHH education students at

an elite university in the southwestern United States (K. H. Kreimeyer, personal communication,

January 27, 2014). Despite these significant findings, no studies focusing on the classroom

management practices of self-contained classroom teachers of DHH students have been

identified.

Exploratory investigations of self-contained classrooms for DHH students through

classroom observation will provide insight into the relationship between classroom management

practices and academic engagement for DHH students. This insight will guide the researchers

toward the development of pre-service education and in-service professional development of

effective classroom management practices for teachers of DHH students.

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Aims

Teacher classroom management practices and student academic engagement are

malleable factors that can be identified, analyzed, and transformed through exploration of

teaching practices in self-contained classrooms for DHH students. The findings of this

exploratory research will lead to the development of classroom management professional

development for in-service teachers of DHH students and the integration of classroom

management instruction into teacher preparation programs for pre-service teachers of DHH

students at both the undergraduate and Master’s levels. Short-term outcomes for teachers of

DHH students will be the independent use of effective classroom management practices.

Intermediate outcomes will be increased instructional effectiveness. Professional development

will ultimately impact the number of effective classroom managers teaching DHH students in

self-contained classrooms. Consequently, students will demonstrate increased time on task

during language arts instruction allowing for improved reading, writing, and language skills

(Brophy, 1988; Cameron, Connor, and Morrison, 2005; Connor, Son, Hindman, & Morrison,

2005; Connor et al., 2014; Day, Connor, McClelland, 2015). The long-term effects of teachers

acquiring effective classroom management skills will be an increase in the number of DHH

students functioning on grade level in the areas of reading, writing, and language development.

Practical importance

A significant amount of research has been conducted on evidenced-based classroom

management practices in general education settings (Emmer & Stough, 2001; Simonsen et al.,

2008). However, little to no research exists in the area of classroom management practices for

teachers working with DHH students, specifically in self-contained classrooms. Due to delays in

the areas of reading, writing, and language development, language arts instruction has been the

main focus for researchers in the improvement of education for DHH students over the last

several decades. An exploration of classroom management practices in classrooms with DHH

students during language arts instruction, supported by evidence-based practices used in general

education classrooms (Brophy, 1988; Cameron, Connor, and Morrison, 2005; Simonsen et al.,

2008), will provide the researchers with critical information about the effectiveness of practical

strategies and methods that can be immediately disseminated to teachers of DHH students for

implementation.

Future work

The results of this study will inform researchers of the development and application of

future research in the area of effective classroom management practices with teachers of DHH

students in self-contained classrooms. Future research will include single subject and group

experimental research of interventions supporting effective classroom management practices in

the areas of (a) physical arrangement of classroom, (b) structure of classroom environment, (c)

instructional management, (d) procedures designed to increase appropriate behavior, and (e)

procedures designed to decrease inappropriate behavior (Simonsen et al., 2008).

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RESEARCH PLAN

Research Question

The following research question will guide this study: What are the relationships between

classroom management practices and student academic engagement in self-contained, K-2

classrooms for DHH students?

Research Design The research team will utilize a correlational research design to investigate the

relationships between classroom management practices and student academic engagement in

self-contained, K-2 classrooms for DHH students. Malleable factors that contribute to improved

educational outcomes for students include teachers’ classroom management practices and student

academic engagement. Classroom management practices will be coded using the Quality of the

Classroom Learning Environment (Q-CLE) rating scale developed by the Center on Literacy and

Deafness (CLAD), referred to as the CLAD Q-CLE. Student academic engagement will be

measured using a Time sampling observation recording system. Existing video recorded sessions

of language arts instruction from the CLAD research project will be observed as the primary

source of data collection.

First, the researchers will pilot the observation coding systems to develop a ‘gold

standard’ for preparing additional coders. Next, the research team will use the observation

coding systems to code the video recordings and enter the results into a database system. Finally,

data will be analyzed using descriptive statistics and multiple regression analyses by determining

the relationships between classroom management variables and student engagement as well as

the interactions between the variables.

Sample

The existing data set of recorded videos being used for this study is from the CLAD

research project. The classroom observations were recorded during the fall, winter, and spring of

the 2012-13 and 2013-14 school years. Simultaneous video recordings of the teacher and the

students were made for each taping. The videos have been edited and formatted to show the view

of the teacher and the students at the same time on a split screen.

Classrooms were identified as self-contained DHH only (67.6%), inclusion settings

(15%), and resource settings (14%). For the purposes of this study, only the spring recordings of

language arts instruction in self-contained classrooms will be used. Spring video recordings of

language arts instruction took place in several locations including four states during Year One

(i.e., Arizona, Colorado, Georgia, and Missouri) and six states and one Canadian province during

Year Two (i.e., Arizona, Colorado, Florida, Georgia, New York, South Carolina, and Vancouver,

B.C.). The CLAD research project represents the largest study of DHH students to date in terms

of sample size and geographical locations.

For this project, video recordings of approximately 66 self-contained classrooms

including approximately 67 teachers and approximately 207 DHH students will be used for data

collection. Based on the demographic data from the larger study by CLAD, the language of

instruction of the classrooms was 41% American Sign Language (ASL), 35% spoken language,

and 24% total communication (TC), a hybrid of spoken language and signing.

Demographics. The following teacher and student demographic information represents

the entire sample of teachers and students involved in the CLAD research project during the

2012-13 and 2013-14 school years. Videos of classrooms were organized by communication

mode (i.e., signing, spoken language, and TC) rather than educational setting (e.g., self-

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contained, inclusion, itinerant). For the purposes of this study, only self-contained classrooms

will be observed and analyzed. Therefore, the first step in this project will be to reorganize the

videos of classrooms into two categories (i.e., self-contained and other). At that point, teacher

and student demographic information specific to self-contained classrooms will be generated.

Teachers. Teacher demographic information will be obtained from the CLAD central

office at Georgia State University as soon as it is released.

Students. Data were collected for 311 students with Better Ear Pure Tone Averages

greater than 45 dB loss. There are 123 kindergarteners, 104 first graders, and 84 second graders.

The students were diverse along several dimensions. The preferred communication modes or

languages for the students are 41% sign only, 35% spoken language only, and 24% both sign and

spoken language. Speech perception assessments revealed that 56% have consistent spoken word

identification and 40% have no speech perception. Thirty-nine percent of the students have a

cochlear implant. Twenty-seven percent have at least one deaf parent. Race demographics

include 53% white, 15.5% African-American, 7% Asian, 3% Native American or Alaskan

Native, and 15% other. Ethnically, 34% are Hispanic. Fifty-three percent of the students included

in the sample are female. The selection of students for the sample was skewed toward deaf

students with greater than a 90 dB hearing loss attending self-contained classrooms because this

is the portion of the base population of DHH students that has the greatest need for literacy

instruction support.

Measures

Classroom management practices and student academic engagement are the key variables

to be measured in this study.

Classroom management practices. The CLAD Q-CLE rating scale, developed by

members of the CLAD research team, will be used to code classroom management practices (see

Appendix B). The Q-CLE includes six general categories and uses a six point Likert scale

ranging from least effective (rating one) to most effective (rating six). Categories on the teacher

rating scale include (1) instructional clarity, (2) instructional delivery, (3) classroom orientation,

organization, and planning, (4) behavior management and control/discipline, (5) warmth and

responsiveness and (6) student participation/active engagement. Only the first five categories

will be included in the observation of classroom management practices. Student participation and

active engagement will be observed using a Time sampling observation recording system.

Definitions. Instructional delivery is the process in which teachers apply a variety

of instructional strategies to teach, communicate, and interact with students around academic

content, and to support student engagement. Effective instructional delivery is purposeful and

focused on student outcomes. Instructional clarity is the ability of the teacher to provide

instruction and directions that help students come to a clear understanding of the content.

Instructional clarity is evident when students are able to follow instructions independently.

Classroom orientation, organization, and planning are the systems, strategies, and methods that

a teacher implements to manage the daily operation of the classroom or learning environment.

Classroom orientation, organization, and planning are effective when the classroom is well

organized and advanced planning and routines are evident. Behavior management and

control/discipline are the systems, strategies, and methods that teachers use to manage the

behaviors of their students. A consistent and effective behavior management plan contributes to a

high quality classroom learning environment. Warmth and responsiveness is measured as the

learning environment that teachers create in which students are comfortable taking risks,

participating in classroom activities, and approaching the teacher. A teacher that is warm and

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responsive generates a learning environment that is consistently positive with students

functioning as active members of the learning community. Finally, student participation and

active engagement is the observable behavior a student demonstrates that shows productive

membership in the classroom. An effective classroom learning environment will likely result in

students showing sustained and active involvement during instruction.

Validity. The CLAD Q-CLE was adapted from the Quality of Classroom Learning

Environment rating scale developed by Dr. Carol Connor and her research team at the Institute

for the Science of Teaching and Learning at Arizona State University. Literature in the area of

classroom teacher behavior and organization guided the development of the rating scale (Brophy,

1988; Cameron, Connor, and Morrison, 2005). Specific observable indicators within each

category were developed based on findings from related research. Procedures for ensuring

validity of the CLAD Q-CLE were conducted during the development of the rating scale. To

ensure that the CLAD Q-CLE was, in fact, measuring observable classroom management

behaviors, two CLAD research team members piloted the rating scale by observing 10% of the

videos of self-contained classrooms prior to implementation of the rating scale.

Instructional delivery. Teacher practices within this category that enhance student

achievement include appropriate pacing of instruction, responding to students in ways that

maximize their learning, and increased time spent in academic activities (Connor et al., 2005;

Kern & Clemens, 2007). According to Brophy (1988), use of appropriate wait time, systematic

methods for delivering content, proper frequency and level of question asking, and specific

feedback and responses toward students are essential characteristics of effective instructional

delivery that affect student achievement. Furthermore, individualized instruction that

accommodates for individual differences among students in the classroom is generally more

effective than global instruction to all students (Connor et al., 2009).

Instructional clarity. Instructional clarity influences students’ on-task behavior and

amount of involvement in academic activities (Cameron, Connor, & Morrison, 2005). Students

learn more when the language of instruction is clear and specific (Brophy, 1988) and when

objectives and expectations are overtly stated (Kern & Clemens, 2007). Visual access to speakers

and materials with limited visual and auditory distractions may lead to increased focus on

academic tasks (Guardino & Antia, 2012). Furthermore, teachers who provide consistent and

extensive feedback to students elicit higher achievement gain than those who give minimal or no

feedback to students (Brophy, 1988).

Classroom orientation, organization, and planning. Classroom orientation, organization,

and planning are effective when the classroom is well organized including the set-up of the room

(Guardino & Antia, 2012), advanced planning, and the use of a structured, predictable schedule

and routines (Connor et al., 2014; Kern & Clemens, 2007). Teachers who implement effective

management systems to organize instruction have higher levels of student success (Cameron,

Connor, & Morrison, 2005). Preparation of the physical environment, execution of specific rules

and procedures for transitions, and advanced organization of instructional materials contribute to

appropriate classroom behaviors (Connor, Spencer, Day, Giuliani, Ingebrand, McLean, &

Morrison, 2014; Kern & Clemens, 2007), student achievement (Brophy, 1988), and literacy

outcomes (Day, Connor, & McClelland, 2015).

Behavior management and control/discipline. In a classroom with evidence of an

effective behavior management system, the teacher is clearly in charge and is taking proactive

measures to ensure students are ready to learn. Disruptions from within and outside of the

classroom are handled quickly and efficiently. Discipline is consistently proactive, positive, and

CATALANO 10

corrective and includes the use of behavior specific praise (Reinke, Lewis-Palmer, & Merrell,

2008). Teachers who use a continuum of strategies to respond to inappropriate behaviors will be

more effective in decreasing disruptive behaviors and more capable of allowing for increased on-

task, productive engagement in academic tasks (Day, Connor, & McClelland, 2015; Simonsen et

al., 2008).

Warmth and responsiveness. Warmth and responsiveness embodies the overall emotional

climate of a classroom (Connor et al., 2014). Specifically, warmth and responsiveness involves

the way a teacher delivers instruction, not the content of instruction (i.e., how the teacher says

things, not what is said). Connor et al. (2005) found that first grade students who had teachers

that were more ‘warm and responsive’ achieved greater gains in reading skills.

Reliability. During the first two months of the study the PI and the research collaborators

will develop a ‘gold-standard’ for reliability of coding of classroom management variables by

viewing a random selection of language arts instruction from the pre-existing video recordings of

classrooms. One classroom for each communication mode (i.e., signing, spoken language, and

TC) will be randomly selected for a total of three classrooms. For each classroom, the five

general categories of the Q-CLE will be rated and coded on Interact©. IOA will be determined

by dividing the number of agreements by the total number of observed intervals and then

multiplying the results by 100. The goal of IOA will be 80% or better (Umbreit et al., 2007). For

the remainder of the project, 20% of the recordings will be coded by two members of the

research team for IOA according to the same standards. The co-Principal Investigator will act as

a mediator when agreements cannot be reached between the coders.

Student academic engagement. Time sampling observation recording will be used to

measure student academic engagement. Student academic engagement will be categorized as

either productive on-task behavior (active or passive), unengaged, or disruptive behavior

(Guardino & Antia, 2012).

Definitions. Active engagement is defined as any physical behavior demonstrated by the

student that shows productive membership in the classroom (e.g., raising his/her hand, answering

a question, following teacher directions). Passive engagement is behavior by the student that

shows productive membership in the classroom without active participation (e.g., listening and

watching the teacher during instruction). Disruptive behaviors are any behaviors that interrupt

instruction including speaking or signing without permission, getting out of seat without

permission and that causes distraction, making unwanted physical contact with adults, peers, or

materials without permission, not following directions, and making loud noises. Unengaged

behavior is defined as neither active engagement, passive engagement, nor disruptive behavior.

Validity. Time sampling observation recording is a simple and useful method for

measuring behavior during an observation period that is divided into blocks of time or intervals

(Umbreit et al., 2007). Guardino and Antia (2012) utilized time sampling recording to examine

the effect of modifying the physical environment of classrooms on academic engagement and

disruptive behavior of DHH students in self-contained classrooms. The researchers found that

modifications to the classroom increased academic engagement while decreasing disruptive

behaviors. A similar observation system will be used in the proposed research.

Reliability. During the first two months of the study the PI and the research collaborators

will develop a ‘gold-standard’ for reliability of coding for student engagement by viewing a

random selection of language arts instruction from the pre-existing video recordings of

classrooms. One classroom for each communication mode (i.e., signing, spoken language, and

TC) will be randomly selected for a total of three classrooms. IOA will be determined by

CATALANO 11

dividing the number of agreements by the total number of observed intervals and then

multiplying the results by 100. The goal of IOA will be 80% or better (Umbreit et al., 2007). For

the remainder of the project, 20% of the recordings will be coded by two members of the

research team for IOA according to the same standards. The co-Principal Investigator will act as

a mediator when agreements cannot be reached between the coders.

Primary Data Collection. Observational coding systems will be used to code and

analyze classroom management practices and student academic engagement from existing video

recordings of K-2 self-contained classrooms for DHH students using Interact©, a behavioral

research software package, during language arts instruction. The videos have been edited and

compiled into ‘sets’ that only include instruction thereby eliminating instances of non-instruction

and down-time (e.g., getting ready for lunch). A CLAD Q-CLE score and a student academic

engagement score will be determined for each 30-minute segment. Each set will be viewed two

times by each observer.

During the first viewing, a rating of one to six (least effective to most effective) will be

given for each category including (1) instructional clarity, (2) instructional delivery, (3)

classroom orientation, organization, and planning, (4) management plan and discipline, and (5)

warmth and responsiveness.

During the second viewing, time sampling interval recording will be used to code degree

of student academic engagement for each 30-minute segment. The researchers will observe

academic engagement by rotating from student to student, noting the degree of engagement that

was observed at the end of the interval (i.e., active engagement, passive engagement, unengaged,

or disruptive behavior). The duration of each interval will be 10 seconds. During the subsequent

10 seconds, the researcher will record the degree of engagement. The scores for student

engagement will be averaged across students for each 30-minute segment.

Data analysis

Multiple regressions and descriptive statistics will be used to analyze the scores and to

determine the relationships between classroom management variables and student academic

engagement as well as the interactions between the variables. Multiple regression will allow the

researchers to learn more about the relationship between several independent or predictor

variables and a dependent or criterion variable. Specifically, multiple regressions will be run to

predict the outcome of student engagement (dependent variable) as a function of the CLAD Q-

CLE rating variables (independent variables). Descriptive statistics will be used to summarize

and describe the data (e.g., means, standard deviations).

Missing Data. Video recordings from the spring from the CLAD research project that are

missing (e.g., teacher withdrew from study) or inadequate (e.g., poor video quality) will not be

included in this study.

Moderator Analysis. The researchers will investigate if teacher expertise (i.e., years

teaching) is a factor (moderator) that affects the strength of the relationship between

effectiveness of classroom management practices and degree of student academic engagement.

Experienced teachers have been found to be more effective classroom managers than novice and

pre-service teachers as demonstrated by their ability to effectively organize and run classroom

activities and routines, as well as their flexibility in responding to new events occurring in their

classrooms (Emmer & Stough, 2001). By examining teacher demographics, the researchers will

determine if number of years teaching moderates effective use of classroom management

practices.

Timeline

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The tentative timeline, activities, and responsible person(s) are as follows:

Table 1: Grant timeline, activities, and responsible personnel

Year Month(s) to

complete

Activity Responsible

Personnel

One

August Organize and prepare videos

Set-up Interact© program for

coding of video recordings

Jennifer Catalano

Christina Rivera

August – September Pilot and refine observation

coding system to create a ‘gold

standard’ for coding reliability

Jennifer Catalano

Christina Rivera

Carol Buuck

September Hire research assistants Jennifer Catalano

Shirin Antia

October Teach research assistants how

to code using Interact© and the

observation coding system

Jennifer Catalano

Christina Rivera

Carol Buuck

October – February Use observation coding systems

to code all videos

Check for IOA using 20% of

videos

Enter codes into database

system

Jennifer Catalano

GAs

March – May Analyze data using descriptive

statistics and multiple

regressions

Jennifer Catalano

Shirin Antia

Statistician

May – June Prepare descriptive and

correlational results for

professional development

workshops, conference

presentations, and publications

Jennifer Catalano

Shirin Antia

Christina Rivera

GAs

Two

July – August Create professional

development workshops and

web-based modules for teachers

of DHH students

Prepare conference

presentations

Jennifer Catalano

Christina Rivera

Media Specialist

September – May Ongoing professional

development, consultation, and

support for teachers of DHH

students

Conference presentations

Develop manuscripts for

publication

Jennifer Catalano

Christina Rivera

CATALANO 13

PERSONNEL

Senior/Key Personnel

Jennifer Catalano, M.A., Principal Investigator and Project Director (.75 FTE-AY/1.0

FTE-one summer month), is a Doctoral student at the University of Arizona in the department of

Disability and Psychoeducational Studies (DPS). She is a 2014 recipient of a Personnel

Preparation Fellowship in Special Education. For over two years, she has worked as a research

assistant for the federally funded research project The Center on Literacy and Deafness (CLAD).

Mrs. Catalano has a Bachelor’s degree in Elementary Education from the State University of

New York College at Cortland and a Master’s degree in Deaf Education from the University of

Arizona. She has 14 years of experience as a teacher of students who are Deaf and Hard of

Hearing (DHH), students in special education classrooms and resource settings, and struggling

readers in general education classrooms. Mrs. Catalano will oversee all aspects of the project

including budget oversight, completing reports, research design, recruitment, coding, data

analysis, and coordinating with senior/key personnel, graduate research associates (GRAs), and

CLAD leadership. Upon completion of the study, Mrs. Catalano will conduct professional

development workshops at school sites for DHH students that include ongoing consultation and

support for teachers, develop a web-based classroom management module for teachers across the

country, present at conferences in the field of Deaf Education, and compose manuscripts for

publication in journals

Shirin Antia, Ph.D., Co-Principal Investigator (.10 FTE-AY), is the Meyerson

Distinguished Professor in the Department of Disability and Psychoeducational Studies in the

College of Education at the University of Arizona. She is a co-principal investigator for CLAD.

Throughout her 35 years in the field, Dr. Antia has been PI on numerous large-scale funded

projects, including two research grants funded by the Office of Special Education Programs.

Prior to the establishment of CLAD, she completed a major longitudinal study on academic

outcomes of DHH students. She is a Senior Research Fellow for the federally-funded National

Leadership Consortium in Sensory Disabilities and an associate editor for the Journal of Deaf

Education and Deaf Studies, the premier international research journal in deafness. At the

University of Arizona, she directs the teacher preparation program in education of DHH

children, a federally-funded grant program. Dr. Antia has published extensively in the areas of

social skill development and literacy of children who are DHH in various refereed professional

journals including the Journal of Deaf Studies and Deaf Education and Exceptional Children.

Dr. Antia will assist with recruitment, research design, and data analyses, as well as

communicate with CLAD leadership. She will also act as a mediator for interrater observer

agreement disputes and conflicts between team members. Upon completion of the study, she will

assist in the dissemination of the results via professional development workshops, presentations,

and publications.

M. Christina Rivera, Ph.D., Research Collaborator (.15 FTE-AY/1.0 FTE-one summer

month), is an Adjunct Associate Professor at the University of Arizona and has assisted in the

federally funded research project CLAD for three and half years as a research assistant and

coder. Dr. Rivera has a Bachelor’s degree in Elementary Education from Arizona State

University and a Master’s degree in Special Education/Deaf Education from the University of

Arizona. She has over 20 years of experience in Deaf education, in a variety of placement

options for DHH students. She was a 2011 recipient of the National Leadership Consortium in

Sensory Disabilities fellowship. Her research focus is in the area of effective vocabulary

CATALANO 14

instruction and behavior management through coaching with itinerant teachers of DHH students.

Dr. Rivera will assist in the establishment of reliability for the observational coding systems and

instruction of coding procedures to the GRAs. In addition, she will serve as a consultant

throughout the course of the project. Upon completion of the study, Dr. Rivera will assist in the

dissemination of the results via professional development workshops, presentations, and

publications.

Carol Buuck, M.A., Research Collaborator (.05 FTE-AY), is the Research Coordinator

for CLAD at the University of Arizona. In addition to organizing and managing the research

activities of CLAD, her responsibilities include working as a research teacher in the development

and implementation of a syntax and vocabulary intervention and as a coder. Ms. Buuck has a

Bachelor’s degree in Education of the Deaf from the University of Tennessee and a Master’s

degree in Counseling from the University of Arizona. She worked as a teacher and case manager

of DHH students for over 30 years. Ms. Buuck will assist in the establishment of reliability for

the observational coding systems and instruction of coding procedures to the GRAs.

Other Project Personnel Graduate Research Associates (.50 FTE-AY/.50 FTE-1 summer month) will be

recruited by the PI and co-PI. During the academic year, both GRAs will work 20 hours per

week on the project in addition to 20 hours per week for one month in the summer. During year

one, the two GRAs will assist with coding and interrater observer agreement. During the summer

month, the GRAs will assist in the preparation of descriptive and correlational results for

professional development workshops, presentations, and publications. The GRAs must have a

Master’s in Deaf Education or related field as well as experience teaching DHH students and/or

knowledge of language and literacy development in young DHH children. Proficiency in

American Sign Language and spoken and written English is a requirement for the positions.

For a summary of the roles and responsibilities of personnel for this project see Figure

B.2 in Appendix B.

Management Structure and Procedures

The PI will be responsible for the overall management of this research project.

Senior/Key personnel (i.e., PI, co-PI, and research collaborators) will meet on a weekly basis

during University of Arizona (UA) CLAD meetings to discuss the progress of the project and to

work toward resolving any problematic circumstances. Mrs. Catalano, the PI, will meet with the

GRAs on a weekly basis to discuss coding. All meetings will be held in person whenever

possible. Team members will meet via video conferencing only when absolutely necessary. Dr.

Antia, co-PI, will update CLAD leadership during weekly phone meetings. Additionally, Dr.

Antia will act as a mediator for resolving disputes related to interrater reliability disagreements.

CLAD leadership from Georgia State University will act as an advisory committee to the

research team to provide consultation and conflict resolution as needed.

All members of the research team will have access to the grant file in Dropbox, a web-

based file hosting service. Dropbox will be used to store schedules, coding materials, and other

grant related resources. Identifying information for the participants will be stored on the

protected UA server. Video recordings of classrooms will be accessed from portable hard drives

that will be stored in cabinets under lock and key. The PI will be the primary manager of the

Dropbox file, project data stored on the server, and coding equipment and materials.

CATALANO 15

RESOURCES

Resources to Conduct the Project

Resources from the University of Arizona (UA) will be utilized to successfully

implement this project. UA is a Tier 1 research university with the necessary resources and

facilities needed for successful completion of the project. The National Science Foundation ranks

UA 19th in research and development expenditures among public universities and colleges, and

30th among public and private universities and colleges.

Institutional Resources. This project will be conducted in the Department of Disability

and Psychoeducational Studies (DPS) at the College of Education (COE) in the Education North

Building on the north side of the UA campus. UA will provide fiscal resources in personnel,

equipment, and budget control. The team members will have access to computers, general

software, and UA WiFi network and server.

The COE will provide space, office resources, and technology assistance from two full-

time IT support analysts to complete the project. The COE houses the Department of

Instructional and Learning Technologies with a full-time media specialist that specializes in the

development of high quality videos for the purposes of web-based modules and workshops.

Refer to Appendix D for the letter of agreement from the Department of Instructional and

Learning Technologies.

The Department of DPS offers undergraduate, Master’s, educational specialist, and

doctoral degrees in special education, rehabilitation counseling, school psychology, and school

counseling. The Department of DPS has approximately 59 full and part-time faculty members, all

of whom hold doctoral degrees. In 2014, the DPS faculty received $4,095,390 in external

funding, which is the highest amount of external funds earned by any department in the College

of Education. Faculty members from the Deaf Education and Positive Behavior Supports

programs will be available to provide expert consultation throughout the course of the project.

The Department of DPS will provide the assistance needed for purchasing equipment/materials,

travel, and conference call arrangements.

The University Information Technology Services (UITS) at the University of Arizona is a

campus wide resource that includes the Office of Student Computing Resources, IT support

services, and Research Computing. UITS has a 24/7 help desk that is available to help faculty

and students with administrative support, network assistance, and general computing support

including hardware and software installation and troubleshooting. The Research Computing team

facilitates all campus research by providing hardware and software resources. Specifically, a

statistical consultant from the Research Computing group will provide support for the

completion of data analytic procedures. Refer to Appendix D for the letter of agreement from the

Research Computing group.

The University Office of Sponsored Projects and the College of Education Business

Office will provide assistance with fiscal management of the project by monitoring expenditures

and providing the PI with monthly budget reports.

Center on Literacy and Deafness Resources. Existing video recordings of language arts

instruction in self-contained K-2 classrooms for DHH students from the spring of the 2012-13

and 2013-14 school years will be acquired from CLAD leadership housed at Georgia State

University. Refer to Appendix D for the letter of agreement from CLAD.

Project Funded Resources

CATALANO 16

Additional resources and research team members’ salaries will be funded through the

grant award. During the first year of the project, resources funded by the grant award will include

1. Interact© professional software for behavioral research (Mangold International)

2. SPSS Statistics software (IBM)

3. Notebook computers

4. Extra monitors and connective hardware

5. Dongles (flash drives that enable Interact© to operate)

6. Hard drives

During the second year of the project, resources funded by the grant award will include

mileage reimbursement to and from the Arizona State Schools for the Deaf and Blind in Tucson

and the Phoenix Day School for the Deaf in Phoenix for purposes of dissemination of the results

via professional development workshops.

Resources to Disseminate Results

Findings of this research will benefit self-contained classroom teachers of DHH students

and supervisors of programs for DHH students by identifying potentially important associations

between classroom management practices and student academic engagement. During the second

year of the project, the grant award will be used to develop and disseminate results. Prior

accomplishments of senior/key personnel on the research team and association with CLAD will

increase the team’s capacity to disseminate the results of this project. Mrs. Catalano has provided

professional development to teachers of DHH students throughout Arizona. She has supervised

pre-service teachers in the Deaf education teacher program at the University of Arizona and has

provided guided mentorship in the area of classroom management. Dr. Antia has presented and

published extensively throughout her career. Recently, she developed a web-based series of

literacy workshops presented by leading researchers in the field of Deaf education. The

workshops were made available to 60 participants across the nation. Within two days, the 60

available slots were filled and another 80 interested participants were put on a waiting list for the

next broadcasting of the workshop series. Dr. Antia’s position as the director of the Deaf

education teacher preparation program at the University of Arizona over the last 30 years will

provide the team with numerous contacts in programs and schools for DHH students throughout

the country to widen the scope of our dissemination measures. Dr. Rivera has conducted several

workshops with teachers at local and remote programs for DHH students (e.g., Clarke Schools

for the Deaf in Northampton, MA and the Desert Valleys Regional Cooperative in Phoenix, AZ).

She has also provided coaching to teachers of DHH students in the area of behavior

management.

Specifically, the research team will use the results of this study to design professional

development for teachers of DHH students in local programs and web-based modules for

teachers of DHH students across the country, present at conferences, and generate publications to

be submitted to practitioner and research journals within Deaf education. The goal of the

workshops, modules, presentations, and publications will be to provide teachers and supervisors

with practical strategies and methods for classroom management that have been correlated with

improved student academic engagement specifically for DHH students.

Future dissemination of findings from this project, beyond the duration of this project,

will involve (1) the incorporation of methods to classroom management practices specific to

DHH students in Deaf education teacher preparation programs and (2) the continued

development of classroom management video webinars to provide continuing education credits

for teachers. Teachers of DHH students living in remote areas and across the country will benefit

CATALANO 17

from the video webinars. Furthermore, the findings of this project will highlight the need for

further research that investigates the impact of classroom management professional development

for teachers on the reading, writing, and language skills of DHH students.

CATALANO 18

APPENDIX A

Not applicable

CATALANO 19

APPENDIX B

1. Figure B.1 CLAD Quality of Classroom Learning Environment (Q-CLE) Rating Scale

2. Figure B.2 Roles and Responsibilities of Personnel

CATALANO 20

Figure B.1 CLAD Quality of Classroom Learning Environment (Q-CLE) Rating Scale

Category: Instructional Delivery (ID)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

Descriptor Descriptor Descriptor Descriptor Descriptor Descriptor

Exemplary

instructional

delivery is almost

never purposeful

and focused on

student outcomes

almost never.

Exemplary

instructional

delivery is rarely

purposeful and

focused on student

outcomes.

Exemplary

instructional

delivery is

purposeful and

focused on student

outcomes less than

half of the time.

Exemplary

instructional

delivery is

purposeful and

focused on student

outcomes more

than half of the

time.

Instructional

delivery is often

purposeful and

focused on student

outcomes.

Instructional

delivery is

exemplary of being

purposeful and

focused on student

outcomes.

Indicators Indicators Indicators Indicators Indicators Indicators

According to the

Classroom

Observation Coding

Scheme, <10% of

class time is spent in

instruction, rather

than non-instruction.

Teacher almost

never checks for

student

understanding.

Checks for

understanding are

According to the

Classroom

Observation Coding

Scheme, 11-25% of

class time is spent in

instruction, rather

than non-instruction.

Teacher rarely

checks for student

understanding.

Checks for

understanding are

According to the

Classroom

Observation Coding

Scheme, 26-49% of

class time is spent in

instruction, rather

than non-instruction.

Teacher checks

understanding for a

few students.

Checks for

understanding are

According to the

Classroom

Observation Coding

Scheme, 50-75% of

class time is spent in

instruction, rather

than non-instruction.

Teacher checks

understanding for

some students.

Checks for

understanding are

According to the

Classroom

Observation Coding

Scheme, 76-89% of

class time is spent in

instruction, rather

than non-instruction.

Teacher checks

understanding for

most students.

Checks for

understanding are

According to the

Classroom

Observation Coding

Scheme, 90-100%

of class time is spent

in instruction, rather

than non-instruction.

Teacher consistently

and routinely checks

for all student

understanding (e.g.,

think, pair, share;

thumbs up, thumbs

down).

Checks for

understanding are

CATALANO 21

Category: Instructional Delivery (ID)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

not used to inform

instruction.

Teacher almost

never individualizes

instruction. Teacher

does not take

advantage of

opportunities to

differentiate

instruction.

Teacher does not

deliver content and

material in a

systematic way

and/or stated

objective was not

followed. Essential

elements of

instruction are not

present.

rarely used to

inform instruction.

Teacher rarely

provided

individualized

instruction; whole

class instruction was

observed for most of

the set with rare

evidence that the

teacher takes

advantage of

opportunities to

differentiate

instruction.

Teacher rarely

delivers content and

material in a

systematic way that

vaguely follows the

stated objective.

Three or more

essential elements

are not evidenced.

seldom used to

inform instruction.

Teacher provides

individualized

instruction less than

half the time.

Teacher primarily

uses whole class

instruction and may

take advantage of

opportunities to

differentiated

instruction.

Teacher delivers

content and material

in a systematic way

that somewhat

follows the stated

objective less than

half the time.

Essential elements

are not clearly

evidenced.

used to inform

instruction for some

students.

Teacher provides

individualized

instruction more

than half the time.

Teacher uses whole

class instruction, but

takes advantage of

opportunities to

differentiate

instruction more

than half the time.

More than half the

time, teacher

delivers content and

material in a

systematic way that

may follows the

stated objective.

Essential elements

of instruction are

observed more than

half the time; one or

two elements were

used to inform

instruction for most

students.

Teacher often

provides

individualized

instruction for

remediation or

reinforcement.

Teacher may use

whole class

instruction, but takes

advantage of

opportunities to

differentiate

instruction.

Teacher often

delivers content and

material in a

systematic way that

follows the stated

objective. Most

essential elements of

instruction are

observed or are

present with some

detail.

used to inform

instruction for all

students.

Teacher consistently

and routinely

provides

individualized

(differentiated,

personalized,

tailored) instruction

for remediation

and/or

reinforcement.

Teacher consistently

and routinely

delivers content and

material in a

systematic way that

follows the stated

objective. Essential

elements of

instruction are

observed (i.e.,

anticipatory set,

input, modeling,

CATALANO 22

Category: Instructional Delivery (ID)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

Pacing is almost

always too fast or

too slow.

Teacher questions

are not appropriate

for the instructional

content and so not

promote student

learning. Questions

do not promote

higher level

thinking.

Wait time is almost

never provided;

teacher typically

answers questions

Pacing of instruction

is too fast, too slow,

or the same

regardless of

content.

Few teacher

questions are

appropriate for the

instructional content

and promote student

learning. Questions

rarely promote

higher level

thinking.

Wait time is rarely

evidenced.

Less than half the

time pacing of

instruction is

appropriate

(instruction is too

fast, too slow, or the

same regardless of

content).

Some teacher

questions are

appropriate for the

instructional content

and promote student

learning. Questions

promote higher level

thinking less than

half the time.

Wait time is

inconsistent (often

too long or too

short) and/or

not observed and/or

are not presented

clearly.

More than half the

time pacing of

instruction is

appropriate (may be

too fast at times or

too slow at times).

Many teacher

questions are

appropriate for the

instructional content

and promote student

learning. Questions

promote higher level

thinking more than

half the time.

Wait time may vary

but is sometimes

long enough to

allow students to

Pacing of instruction

is mostly

appropriate (not too

fast, not too slow).

Almost all teacher

questions are

appropriate for the

instructional content

and promote student

learning. Questions

usually promote

higher level

thinking.

Wait time is usually

long enough to

allow students to

consider their

checks for

understanding,

guided practice,

independent

practice, and

closure).

Pacing of instruction

is consistently and

routinely

appropriate (not too

fast, not too slow).

All teacher

questions are

appropriate for the

instructional content

and promote student

learning. Questions

promote higher level

thinking.

Wait time is

sufficiently long to

allow students to

consider their

CATALANO 23

Category: Instructional Delivery (ID)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

without waiting for

students to respond.

Teacher almost

never gives all

students

opportunities to

participate; only 1-2

students are called

on all the time.

Teacher rarely gives

all students

opportunities to

participate. Teacher

calls on the same

students repeatedly.

inappropriate for

instructional

content.

Teacher gives some

students

opportunities to

participate less than

half the time.

consider their

responses. Unclear

if wait time is

appropriate for

instructional

content.

Teacher gives some

students

opportunities to

participate more

than half the time.

responses and

usually appropriate

for instructional

content.

Teacher often gives

most students

opportunities to

participate.

responses and is

appropriate for

instructional

purpose (e.g.,

shorter for reviews,

longer for new

content)

Teacher consistently

and routinely gives

all students

opportunities to

participate.

Category: Instructional Clarity (IC)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

Descriptor Descriptor Descriptor Descriptor Descriptor Descriptor

Clarity of instruction

is almost never

evident; teacher

instruction is

confusing or lacks

purpose. Students

unable to follow

instruction.

Clarity of instruction

is rarely evident.

Students do not

always follow

instruction.

Clarity of instruction

is evident less than

half of the time.

Students follow

instruction less than

half of the time.

Clarity of instruction

is evident more

than half of the

time. Students

follow most teacher

instructions

independently.

Clarity of instruction

is often evident.

Students

consistently follow

instructions with

minimal

clarification.

Clarity of instruction

is evident and

exemplary.

Students follow

instructions

independently.

CATALANO 24

Category: Instructional Clarity (IC)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

Indicators Indicators Indicators Indicators Indicators Indicators

Objectives are not

shared with

students.

Explanation of

instructional content

and directions lacks

clarity and intent.

Teacher almost

never responds to

Objectives are

shared with students

during instruction

but are vague and/or

confusing.

Explanation of

instructional content

and directions is

rarely delivered with

clarity and intent.

Teacher rarely

responds to students

Objectives are

shared with students

some time during

instruction but may

or may not be

complete.

Explanation of

instructional content

and directions is

delivered with

clarity and intent

less than half of the

time.

Teacher responds to

students in ways that

maximize learning

Objectives are given

at the beginning of

instruction but are

too general.

Explanation of

instructional content

and directions is

delivered with

clarity and intent

most of the time.

Teacher responds to

students in ways that

maximize learning

Objectives are stated

by the teacher at the

beginning of

instruction with

some detail.

Explanation of

instructional content

and directions is

often delivered with

clarity and intent.

Teacher often

responds to students

Objectives are

explicitly stated at

the beginning of a

lesson and involve

students (e.g.,

students repeat or

read objectives).

Explanation of

instructional content

and directions is

delivered with

clarity and intent

(e.g., adjusts mode

of communication,

explains content or

directions in

different ways,

breaks down content

or directions into

smaller steps,

provides examples

and/or non-

examples).

Teacher consistently

and routinely

responds to students

CATALANO 25

Category: Instructional Clarity (IC)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

students in ways that

maximize learning.

Teacher almost

never ensures that

all students have

visual and auditory

access to instruction,

materials, and

interactions among

adults and peers

(e.g., instructs with

back to students,

does not use FM

systems, does not

allow time for

students to adjust to

speaker, or does not

call attention to

individual speakers).

in ways that

maximize learning.

Teacher rarely

ensures that all

students have visual

and auditory access

to instruction,

materials, and

interaction among

adults and peers.

less than half the

time.

Teacher ensures that

students have visual

and auditory access

to instruction,

materials, and

interaction among

adults and peers less

than half of the time.

more than half the

time.

Teacher ensures that

students have visual

and auditory access

to instruction,

materials, and

interaction among

adults and peers

more than half of the

time.

in ways that

maximize learning.

Teacher often

ensures that all

students have visual

and auditory access

to instruction,

materials, and

interaction among

adults and peers.

in ways that

maximize learning

(e.g., extends

students’ responses,

requires students to

support responses,

remediates

responses, and

provides feedback

that supports student

learning and higher

order thinking).

Teacher consistently

and routinely

ensures that all

students have visual

and auditory access

to instruction,

materials, and

interaction among

adults and peers

(e.g., instructs in full

view of students

except for auditory

training purposes,

uses FM systems,

allows time for

students to adjust to

speaker, and calls

CATALANO 26

Category: Instructional Clarity (IC)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

attention to

individual speakers).

Category: Classroom Orientation, Organization and Planning (COOP)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

Descriptor Descriptor Descriptor Descriptor Descriptor Descriptor

Classroom

organization is

almost never evident. Planning

and routines are

almost never

evident.

Classroom is rarely

organization.

Planning and

routines are rarely

evident.

Classroom is

organized less than

half the time.

Planning and

routines are evident

less than half the

time.

Classroom is

organized more

than half the time.

Planning and

routines are evident

more than half the

time.

Classroom is often

organized. Planning

and routines are

consistently evident.

Classroom

organization is

exemplary.

Advanced planning

and routines are

evident.

Indicators Indicators Indicators Indicators Indicators Indicators

Classroom has a

generally chaotic

feel.

No observable,

efficient, and

working system is in

place for organizing

students. High

reliance on

reminders for routine

activities.

An observable,

efficient, and

working system is

rarely in place for

organizing students.

Some reliance on

reminders for routine

activities.

Less than half of the

time an observable,

efficient, and

working system is in

place for organizing

students. Students

somewhat reliant on

reminders for routine

activities.

More than half of the

time an observable,

efficient, and

working system is in

place for organizing

students. Students

not as reliant on

reminders for routine

activities.

Observable,

efficient, and

working system in

place for organizing

students. Students

not reliant on

specific reminders

for routine activities.

Use of system may

be explicit.

Classroom runs like

a well-oiled

machine.

Exemplary evidence

that an observable,

efficient, and

working system in

place for organizing

students. Teacher is

observed explicitly

using system.

CATALANO 27

Category: Classroom Orientation, Organization and Planning (COOP)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

Activities do not run

smoothly. Teacher

frequently disrupts

instruction to

reorganize students

and materials.

Students spend

substantial amounts

of time waiting for

the teacher to

instruction.

Materials for

instruction are

almost never

organized and

available.

Disruptions to locate

materials are

common. Students

almost never have

access to materials

for learning (e.g.,

journals, worksheets,

pencils, markers,

etc.).

Teacher almost

never communicates

expectations for

Activities rarely run

smoothly. Teacher

frequently disrupts

instruction to

reorganize students

and materials.

Materials for

instruction are rarely

organized and

available. Teacher

frequently disrupts

instruction to locate

materials. Students

rarely have access to

materials for

learning (e.g.,

journals, worksheets,

pencils, markers,

etc.).

Teacher rarely

communicates

expectations for

Activities run

smoothly less than

half of the time.

Teacher may disrupt

activities to

reorganize students

or materials.

Materials for

instruction are

organized and

available less than

half the time.

Students have access

to materials for

learning (e.g.,

journals, worksheets,

pencils, markers,

etc.) less than half of

the time.

Less than half of the

time teacher

communicates

Activities run

smoothly more than

half the time;

occasional

disruptions from

within the classroom

sometimes affect

instruction.

Materials for

instruction are

organized and

available more than

half the time.

Students have access

to materials for

learning (e.g.,

journals, worksheets,

pencils, markers,

etc.) more than half

of the time.

More than half of the

time teacher

communicates

Activities run

smoothly; occasional

disruptions happen

from within the

classroom but do not

affect instruction.

Materials for

instruction are often

organized and

readily available.

Students often have

access to materials

for learning (e.g.,

journals, worksheets,

pencils, markers,

etc.).

Teacher often

communicates

expectations for

Activities run

smoothly;

disruptions from

within the classroom

are rare. Students

spend virtually all of

their time in

meaningful

instruction.

Materials for

instruction are

consistently and

routinely organized

and readily

available. Students

have easy access to

materials for

learning (e.g.,

journals, worksheets,

pencils, markers,

etc.).

Teacher consistently

and routinely

communicates

CATALANO 28

Category: Classroom Orientation, Organization and Planning (COOP)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

transitions.

Transitions are

almost never

effective for students

and are

unnecessarily long.

transitions.

Transitions are

rarely effective for

students and are

unnecessarily long.

expectations for

transitions.

Transitions are

effective for students

less than half of the

time.

expectations for

transitions clearly

and precisely.

Transitions are quick

and effective for

students more than

half of the time.

transitions clearly

and precisely.

Transitions are often

quick and effective

for students.

expectations for

transitions clearly

and precisely.

Transitions are quick

and effective for

students.

Category: Behavior Management and Control/Discipline (BMCD)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

Descriptor Descriptor Descriptor Descriptor Descriptor Descriptor

A behavior

management system

is almost never

evident.

A behavior

management system

is rarely evident.

A behavior

management system

is evident less than

half the time.

A behavior

management system

is evident more

than half the time.

A behavior

management system

is often in place.

An exemplary,

consistent, and

effective behavior

management plan is

in place.

Indicators Indicators Indicators Indicators Indicators Indicators

Teacher is almost

never in charge.

Teacher does not

recognize

opportunities to

Teacher is rarely in

charge. Students

seem to choose what

activities to

participate in and

complete.

Teacher rarely

recognizes

opportunities to

Teacher is in charge

less than half of the

time.

Teacher recognizes

opportunities to

redirect students less

Teacher is in charge

more than half of the

time.

Teacher recognizes

opportunities to

redirect students

Teacher is often in

charge.

Teacher often

recognizes

opportunities to

Teacher is clearly in

charge (i.e.,

authoritative).

Teacher consistently

recognizes

opportunities to

CATALANO 29

Category: Behavior Management and Control/Discipline (BMCD)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

redirect students.

Discipline is

reactive, negative,

and/or punitive. A

behavior

management system

is not evident.

Non-student

disruptions are

almost never

handled effectively

(e.g., visitor to the

room, fire drill).

When disruptions

occur, students

become chaotic.

redirect students.

Discipline is

frequently reactive

and rarely proactive.

Teacher reacts to

student behavior

issues as they occur.

Non-student

disruptions are

rarely handled

effectively (e.g.,

visitor to the room,

fire drill). When

disruptions occur,

students don’t know

what to do.

than half the time.

Discipline is

proactive less than

half of the time and

reactive more than

half the time. A

behavior

management system

may or may not be

in place (e.g.,

teacher gives

frequent warnings,

holds lengthy

discussions about

behavior).

Less than half of the

time non-student

disruptions are

handled quickly and

effectively (e.g.,

visitor to the room,

fire drill). When

disruptions occur,

students don’t seem

to know what to do.

more than half the

time. Discipline is

proactive, positive,

and corrective more

than half of the time.

A behavior

management system

is in place, but may

not be used

effectively.

More than half of

the time non-student

disruptions are

handled quickly and

effectively (e.g.,

visitor to the room,

fire drill).

redirect students.

Discipline is often

proactive, positive,

and corrective. A

behavior

management system

seems to be in place.

Non-student

disruptions are often

handled quickly and

effectively (e.g.,

visitor to the room,

fire drill).

redirect students.

Discipline is

consistently

proactive, positive,

and corrective. An

effective behavior

management system

is in place.

Non-student

disruptions are

consistently and

routinely handled

quickly and

effectively (e.g.,

visitor to the room,

fire drill). Students

remain working or

reorient quickly after

the disruption is

over.

CATALANO 30

Category: Behavior Management and Control/Discipline (BMCD)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

Teacher almost

always

communicates to

students what

behaviors they did

wrong, rather than

what they did right

or how they can

correct their

behavior.

Teacher

communicates what

behaviors students

did wrong, rather

than what they did

right or how they

can correct their

behavior.

Less than half the

time, teacher

communicates

behavioral

expectations clearly

and correctively.

More than half the

time, teacher

communicates

behavioral

expectations clearly

and correctively.

Teacher often

communicates

behavioral

expectations clearly

and correctively.

Teacher consistently

and routinely

communicates

behavioral

expectations clearly

and correctively by

using student models

for corrective

behaviors,

communicating what

a student did

correctly so

appropriate behavior

continues, and/or

providing corrective

feedback to improve

inappropriate

behaviors.

Category: Warmth and Responsiveness (WR)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

Descriptor Descriptor Descriptor Descriptor Descriptor Descriptor

Learning

environment is

almost never positive. Students

are almost never

active members of

Learning

environment is

rarely positive.

Students are rarely

active members of

Learning

environment is

positive less than

half the time.

Students are active

members of the

Learning

environment is

positive more than

half the time.

Students are active

members of the

Learning

environment is often

positive. Students

are consistently

active members of

Learning

environment is

positive and

exemplary. Students

are active members

CATALANO 31

Category: Warmth and Responsiveness (WR)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

the learning

community.

the learning

community.

learning community

less than half the

time.

learning community

more than half the

time.

the learning

community.

of the learning

community.

Indicators Indicators Indicators Indicators Indicators Indicators

During instructional

and non-

instructional

situations, teacher

talk is never

encouraging and

respectful.

Teacher talk is

sarcastic and/or

angry.

Teacher affect is

negative (e.g.,

scowls, frowns).

Teacher does not

encourage respect

among students.

When students work

together, peer

support is not

encouraged.

During instructional

and non-

instructional

situations, teacher

talk is rarely

encouraging and

respectful.

Teacher talk is often

negative.

Teacher affect is

rarely positive; it is

neutral or hard to

read.

Teacher rarely

encourages respect

among students.

When students work

together, peer

support is rarely

encouraged.

Students are rude or

During instructional

and non-

instructional

situations, teacher

talk is encouraging

and respectful less

than half the time.

Teacher affect is

positive less than

half the time.

Teacher affect is

frequently neutral or

hard to read.

Teacher encourages

respect among

students less than

half the time.

Students are

occasionally rude or

disrespectful to each

other. When students

During instructional

and non-

instructional

situations, teacher

talk is encouraging

and respectful more

than half the time.

Teacher affect is

positive more than

half the time.

Teacher affect is

occasionally neutral

or hard to read.

Teacher encourages

respect among

students more than

half the time. When

students work

together, peer

support is

During instructional

and non-

instructional

situations, teacher

talk is often

encouraging and

respectful.

Teacher affect is

often positive (not

neutral or negative).

Teacher often

encourages respect

among students.

When students work

together, peer

support is often

encouraged.

During instructional

and non-

instructional

situations, teacher

talk is always

encouraging

(positive and

supportive) and

respectful.

Teacher affect is

consistently positive

(not neutral or

negative).

Teacher consistently

encourages respect

among students.

When students work

together, peer

support is

consistently

encouraged.

CATALANO 32

Category: Warmth and Responsiveness (WR)

Rating 1

<10%

Rating 2

11-25%

Rating 3

26-49%

Rating 4

50-75%

Rating 5

76-89%

Rating 6

90-100%

Students are rude or

disrespectful to each

other; teacher does

not intervene or

joins in.

Teacher almost

never provides

specific positive

attention to reinforce

instruction or

behavior.

disrespectful to each

other; teacher rarely

intervenes.

Teacher rarely

provides specific

positive attention to

reinforce instruction

or behavior.

work together, peer

support is

encouraged less than

half the time.

Teacher provides

specific positive

attention to reinforce

instruction and/or

behavior less than

half the time.

encouraged more

than half the time.

Teacher provides

specific and/or

appropriate amount

of positive attention

to reinforce

instruction and/or

behavior more than

half the time.

Teacher often

provides specific

positive attention to

reinforce instruction

and/or behavior.

Teacher consistently

provides specific

positive attention

(e.g., feedback,

praise,

acknowledgement)

to reinforce

instruction and/or

behavior.

CATALANO 33

Figure B.2 Roles and Responsibilities of Personnel

Roles Team Member Responsibilities Time/Months

Principal

Investigator/

Project

Director

Jennifer Catalano Overall management of project,

including coordinating with

senior/key personnel and

stakeholders, research design,

budget oversight, recruitment of

GRAs, coding, data analysis, and

completion of reports for IES

Development and

implementation of workshops,

publications, and presentations

.75 FTE/two

academic years

and

1.0 FTE/one

summer month

Co-Principal

Investigator

Dr. Shirin Antia Consultation with research

design and data analyses for this

project

Recruitment of GRAs

Communication with CLAD

leadership

Mediator for disputes and

conflicts among team members

Development and

implementation of workshops,

publications, and presentations

.10 FTE/two

academic years

Research

Collaborator

Dr. Christina Rivera

Establishment of reliability for

the observational coding systems

Preparation of GRAs for coding

Consultation

Development and

implementation of workshops,

publications, and presentations

.15 FTE/two

academic years

and

1.0 FTE/one

summer month

Research

Collaborator

Carol Buuck Establishment of reliability for

the observational coding systems

Preparation of GRAs for coding

.05 FTE/one

academic year

Graduate

Research

Associates (2)

TBH Coding

Preparation of descriptive and

correlational results for

publication and presentation

.50 FTE

each/one

academic year

and

.50 FTE

each/one

summer month

FTE = Full Time Employment

AY = Academic Year = 9 months

CATALANO 34

APPENDIX C

Not applicable

CATALANO 35

APPENDIX D

The following Letters of Agreement demonstrate the support that will be provided to the research

team toward the successful completion of this project.

1. Michael N. Griffith, M.S., Director of the Department of Instructional and Learning

Technologies at the University of Arizona, College of Education

2. Mark Borgstrom, Ph.D., Principal Statistical Consultant for the Research Computing

Group of the University Information Technology Services (UITS) at the University of

Arizona

3. Amy Lederberg, Ph.D., Principal Investigator for Center on Literacy and Deafness

(CLAD) at Georgia State University

CATALANO 36

November 9, 2015

Mrs. Jennifer Catalano

University of Arizona, College of Education

Department of Disability and Psychoeducational Studies

Box 210069

Tucson, AZ 85721

Dear Mrs. Catalano,

As the Director of the Department of Instructional and Learning Technologies at the University

of Arizona, College of Education, I am pleased to offer my support and cooperation toward the

successful completion of your research project. During the second year of the project, I

understand that your research team will be developing video modules for professional

development in the area of classroom management to disseminate to teachers of DHH students

across the country. I gladly offer you full access to video production services through the

Department of Instructional and Learning Technologies in the College of Education. With the

support of our media specialist, Do Pham, you will be able to record, edit, and produce video

modules for web-based dissemination.

We look forward to working with you.

Sincerely,

Michael N. Griffith, M.S.

University of Arizona, College of Education

Office of the Dean

Director, Department of Instructional and Learning Technologies

P.O. Box 210069

Tucson, AZ 85721

CATALANO 37

November 10, 2015

Mrs. Jennifer Catalano

University of Arizona, College of Education

Department of Disability and Psychoeducational Studies

Box 210069

Tucson, AZ 85721

Dear Mrs. Catalano,

As the principal statistical consultant with the Research Computing Group of University

Information Technology Services (UITS) at the University of Arizona, I am pleased to offer my

support and cooperation toward the successful completion of your research project. During the

first year of the project, I understand that your research team will require statistical support for

the data analytical procedures associated with your study. I gladly offer you access to my

services as a statistical consultant by providing expert consultation and guidance based on 30

years of experience as a statistician. Specifically, I will provide assistance with the

implementation and analyses of multiple regression and descriptive statistic procedures via SPSS

software.

I look forward to working with you.

Sincerely,

Mark Borgstrom, Ph.D.

University of Arizona, University Information Technology Services

Principal, Research Computing Group

1077 North Highland Avenue

Tucson, AZ 85721

CATALANO 38

November 12, 2015

Mrs. Jennifer Catalano

University of Arizona, College of Education

Department of Disability and Psychoeducational Studies

Box 210069

Tucson, AZ 85721

Dear Mrs. Catalano,

As principal investigator of the Center on Literacy and Deafness (CLAD), I am pleased to offer

my support and cooperation toward the successful completion of your research project. We offer

full access to our video recordings of classrooms serving Deaf and Hard of Hearing (DHH)

students from the 2012-13 and 2013-14 school years. The CLAD Co-Principal Investigators and

I understand that you will be using the videos to investigate classroom management practices and

student academic engagement. We also understand that after the completion of your study you

will make professional development opportunities available to teachers of DHH students

throughout the country to improve their classroom management practices. We are excited that

you will be using the videos to work toward improving the engagement and performance of

DHH students in self-contained classrooms. Additionally, the CLAD Co-Principal Investigators

and I at Georgia State University will act as an advisory committee to your research team to

provide consultation and conflict resolution as needed.

We look forward to working with you.

Sincerely,

Amy R. Lederberg, Ph.D.

Regents’ Professor

Educational Psychology, Special Education, & Communication Disorders

Director, Center on Literacy and Deafness

Co-Director, Research on the Challenges of Acquiring Language and Literacy

Box 3979

Georgia State University

Atlanta, GA 30302

CATALANO 39

APPENDIX E

Not applicable

CATALANO 40

BIBLIOGRAPHY AND REFERENCES CITED

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participation questionnaire with deaf and hard of hearing students in public schools.

Journal of Deaf Studies and Deaf Education, 12(2), 158-171.

Barker, D. H., Quittner, A. L., Fink, N. E., Eisenberg, L. S., Tobey, E. A., Niparko, J. K., &

CDaCI INVESTIGATIVE TEAM. (2009). Predicting behavior problems in deaf and

hearing children: The influences of language, attention, and parent–child communication.

Development and Psychopathology, 21(2), 373-392. doi:10.1017/S0954579409000212

Brophy, J. (1988). Research linking teacher behavior to student achievement: Potential

implications for instruction of Chapter 1 students. Educational Psychologist, 23(3), 235-

286.

Cameron, C. E., Connor, C. M., & Morrison, F. J. (2005). Effects of variation in teacher

organization on classroom functioning. Journal of School Psychology, 43(1), 61-85.

Connor, C. M., Son, S. H., Hindman, A. H., & Morrison, F. J. (2005). Teacher qualifications,

classroom practices, family characteristics, and preschool experience: Complex effects on

first graders' vocabulary and early reading outcomes. Journal of School Psychology,

43(4), 343-375.

Connor, C. M., Spencer, M., Day, S. L., Giuliani, S., Ingebrand, S. W., McLean, L., & Morrison,

F. J. (2014). Capturing the complexity: Content, type, and amount of instruction and

quality of the classroom learning environment synergistically predict third graders’

vocabulary and reading comprehension outcomes. Journal of educational psychology,

106(3), 762.

Davis, J. M., Elfenbein, J., Schum, R., & Bentler, R. A. (1986). Effects of mild and moderate

hearing impairments. Journal of Speech and Hearing Disorders, 51(1), 53-62.

Day, S. L., Connor, C. M., & McClelland, M. M. (2015). Children's behavioral regulation and

literacy: The impact of the first grade classroom environment. Journal of School

Psychology, 53(5), 409-428.

Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational

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Finn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and inattentive-withdrawn

behavior and achievement among fourth graders. The Elementary School Journal, 421-

434.

CATALANO 41

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the

concept, state of the evidence. Review of educational research, 74(1), 59-109.

doi:10.3102/00346543074001059

Gallaudet Research Institute. (2011). Regional and national summary report of data from the

2009-10 Annual Survey of Deaf and Hard of Hearing Children and Youth, Washington,

DC: GRI, Gallaudet University.

Gann, C. J., Gaines, S. E., Antia, S. D., Umbreit, J., & Liaupsin, C. J. (2015). Evaluating the

effects of function-based interventions with deaf or hard of hearing students. Journal of

Deaf Studies and Deaf Education, 0(0), 1-14. doi: 10.1093/deafed/env011

Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: Current

perspectives on research and practice. School Psychology Review, 31(3), 328-349.

Guardino, C., & Antia, S. D. (2012). Modifying the classroom environment to increase

engagement and decrease disruption with students who are deaf or hard of hearing.

Journal of Deaf Studies and Deaf Education, 17(4), 518-533.

Doi:10.1093/deafed/ens026

McGarity, J. R., & Butts, D. P. (1984). The relationship among teacher classroom management

behavior, student engagement, and student achievement of middle and high school

science students of varying aptitude. Journal of Research in Science Teaching, 21(1), 55-

61.

Meinzen-Derr, J., Wiley, S., Grether, S., Phillips, J., Choo, D., Hibner, J., & Barnard, H. (2014).

Functional communication of children who are deaf or hard-of-hearing. Journal of

Development and Behavioral Pediatrics, 35(3), 197-206. doi:

10.1097/DBP.0000000000000048

Oliver, R. M., & Reschly, D. J. (2010). Special education teacher preparation in classroom

management: Implications for students with emotional and behavioral disorders.

Behavioral Disorders, 35, 188-199.

Piwowar, V., Thiel, F., & Ophardt, D. (2013). Training inservice teachers' competencies in

classroom management. A quasi-experimental study with teachers of secondary schools.

Teaching and Teacher Education, 30, 1-12.

Qi, S., & Mitchell, R. E. (2012). Large-scale academic achievement testing of deaf and hard-of-

hearing students: Past, present, and future. Journal of Deaf Studies and Deaf Education,

17(1), 1-18. doi:10.1093/deafed/enr028

Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The classroom check-up: A classwide

teacher consultation model for increasing praise and decreasing disruptive behavior.

School Psychology Review, 37(3), 315-332.

CATALANO 42

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based

practices in classroom management: Considerations for research to practice. Education

and Treatment of Children, 31(3), 351-380.

Stevenson, J., McCann, D., Watkin, P., Worsfold, S., & Kennedy, C. (2010). The relationship

between language development and behaviour problems in children with hearing loss.

Journal of Child Psychology and Psychiatry, 51(1), 77-83. doi: 10.1111/j.1469-

7610.2009.02124

Theunissen, S. C. P. M., Rieffe, C., Kouwenberg, M., De Raeve, L. J. I., Soede, W., Briaire, J. J.,

& Frijns, J. H. M. (2014). Behavioral problems in school-aged hearing-impaired children:

The influence of sociodemographic, linguistic, and medical factors. European Child &

Adolescent Psychiatry, 23(4), 187-196. doi:10.1007/s00787-013-0444-4

Traxler, C. B. (2000). The Stanford Achievement Test: National norming and performance

standards for deaf and hard-of-hearing students. Journal of deaf studies and deaf

education, 5(4), 337-348. doi:10.1093/deafed/5.4.337

Trussell, R. P. (2008). Classroom universals to prevent problem behaviors. Intervention in

School and Clinic, 43(3), 179-185. doi:10.1177/1053451207311678

Umbreit, J., Ferro, J., Liaupsin, C. J., & Lane, K. L. (2007). Functional behavioral assessment

and function-based intervention. Upper Saddle River, NJ: Pearson.

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FL.

CATALANO 43

RESEARCH ON HUMAN SUBJECTS NARRATIVE

Exempt Research on Human Subjects Narrative

According to the U.S. Department of Education’s Regulations for the Protection of

Human Subjects overview, this research project, “Effective Classroom Management Practices for

Classroom Teachers of Students who are Deaf and Hard of Hearing (DHH)”, qualifies for

exemption from coverage by the Human Subjects Regulations. The involvement of human

subjects included in the research activities for this project falls under the first exemption

category:

(1) Research conducted in established or commonly accepted educational settings,

involving normal educational practices, such as (a) research on regular and special

education instructional strategies, or (b) research on the effectiveness of or the

comparison among instructional techniques, curricula, or classroom management

methods.

The video recordings that will be coded and analyzed were recorded during the 2013-14

and 2014-15 school years in classrooms for DHH students in several states and one province

during the first phase of a larger study implemented by the Center on Literacy and Deafness

(CLAD). The purpose of these video recordings was to capture normal educational practices for

students who are DHH across three times in one year (i.e., fall, winter, and spring). The videos

are currently being coded and analyzed for literacy instruction. Additionally, in the fall and

spring of these school years, a battery of assessments were conducted with some DHH students

in the observed classrooms, including phonological awareness, decoding, fluency, passage

comprehension, writing, speech perception, syntax, expressive vocabulary, receptive language,

fingerspelling, and sign language reception and production. To determine the relationships

between results of the assessments and the literacy instruction codes across time, data analytic

procedures will be conducted.

For the purposes of the proposed study, video recordings from the spring of both school

years will be observed to (1) measure the effectiveness of classroom management practices

through the use of a classroom learning environment rating scale and (2) determine the academic

engagement of elementary students who are DHH in self-contained classrooms through whole

interval recording procedures. The focus of the proposed project is on the effectiveness of

classroom management methods for “business-as-usual” instruction in self-contained elementary

classrooms for DHH students without the implementation of an intervention as an independent

variable. Additionally, the schools, teachers, and students on the video recordings are de-

identified through the use of assigned ID numbers.

CATALANO 44

BIOGRAPHICAL SKETCHES OF SENIOR/KEY PERSONNEL

Biographical sketches are included for the following senior/key personnel:

1. Jennifer Catalano, Principal Investigator

2. Shirin Antia, co-Principal Investigator

CATALANO 45

Jennifer Catalano, M.A.

jennifercatalano@email.arizona.edu

EDUCATION

PhD University of Arizona, Tucson, Arizona Expected 05/2018

Degree: PhD – Special Education

MA University of Arizona, Tucson, Arizona 12/1997 Degree: M.A. – Deaf Education

Thesis: Assessing the Multiple Intelligence of Children who are Deaf with the

DISCOVER Process and the Use of American Sign Language

BS S.U.N.Y. College at Cortland, Cortland, New York 05/1995

Degree: B.S. – Elementary Education

RESEARCH INTERESTS

Academic engagement of students who are deaf or hard-of-hearing (D/HH)

Function Behavioral Assessment and Function-Based Interventions with D/HH students

Universal classroom practices and classroom management strategies for pre- and in-

service teachers of D/HH students

Center-based learning for D/HH preschool and school-aged students

Literacy and language instruction for D/HH students

PROFESSIONAL EXPERIENCE

Research Assistant 8/2013 – Present Center for Literacy and Deafness

University of Arizona – Tucson, AZ

Perform data analysis for three single-subject vocabulary intervention studies

Organize data collection

Collaborate with research team on all aspects of the intervention

Developed treatment integrity procedures

Developed a vocabulary intervention program and piloted the intervention with four

D/HH students

Teacher of Exceptional Student Education/SST Coordinator 8/2011 – 5/2013 Key West Montessori Charter School – Key West, FL

Provided ESE services to students in grades 1-7 in resource and inclusion settings while

aligning individualized goals with the Common Core standards and Montessori

philosophy

Coordinated Student Services Team process for students with behavioral and academic

needs by conducting observations, progress monitoring, and team meetings with teachers

and parents

Implemented small group reading intervention sessions with struggling readers

Assessed ESE and general education students in reading using the Developmental

Reading Assessment-2 and Florida Assessments for Instruction in Reading (FAIR)

CATALANO 46

ASD/Varying Exceptionalities Teacher 8/2008 – 5/2011 Glynn Archer Elementary School – Key West, FL

Provided ESE services in a self-contained/resource K-2 classroom while teaching all

subject areas, meeting diverse educational and behavioral needs, and adhering to the

Florida Sunshine State Standards

Developed and implemented individualized behavior implementation plans for a variety

of behavioral needs including: eating with a spoon, following directions, minimizing

violent temper tantrums

Administered Florida Comprehensive Assessment Tests and Florida Alternate

Assessment Tests while ensuring students received individualized accommodations

Itinerant Teacher for D/HH Students 8/2003 – 5/2008 Monroe County School District – Key West to Key Largo, FL

Provided D/HH students with support in all areas including reading, writing, and

organizational skill building

Consulted directly with general education teachers to improve classroom conditions for

HI students

Conducted in-services for general education teachers in the areas of classroom

amplification systems, strategies for working with D/HH students, and basic sign

language

Implemented lessons to prepare inclusive students for the Florida Comprehensive

Assessment Tests

Provided technological support to students with visual impairments

Intensive Reading Teacher Grades 9-12 8/2004 – 5/2007

Key West High School – Key West, FL

Utilized CRISS (CReating Independence through Student owned Strategies) strategies to

teach struggling readers in the lowest 25th percentile in 9-12th grade

Implemented explicit, strategic, highly motivating lessons across all areas of reading

utilizing the Read 180 program

Managed whole group instruction and small group rotations including small group

instruction, instructional software, and modeled and independent reading

Preschool Teacher of Students who are Deaf 1/1998 – 7/2002

The Learning Center for the Deaf – Framingham, MA

Implemented activities in all areas of development while aligning goals with newly

developed curriculum state standards

Completed home visits with students and their parents to develop home/school

connections

Worked as a cooperating teacher with student teachers embarking on careers in Deaf

Education

Developed and led workshops on the Theory of Multiple Intelligences for fellow teachers

UNIVERSITY/COLLEGE TEACHING EXPERIENCE

SERP 402 Behavior Principles and Disability:

CATALANO 47

Assessment and Intervention 8/2015-12/2015

College of Education, Disability and Psychoeducational Studies

University of Arizona, Tucson, AZ

Supervisor: John Umbreit, Ph.D.

Graded and evaluated assignments

Internship/Practicum Supervisor 8/2013 – 12/2014 Education of D/HH Students, College of Education, Disability and Psychoeducational Studies

University of Arizona, Tucson, AZ

Supervisor: Kathryn Kreimeyer, Ph.D.

Provided feedback for weekly lesson plans

Provided detailed feedback via Panopto for video lesson plans

Evaluated and graded internship/practicum-related assignments

Conducted mid-term and final evaluations with interns and cooperating teachers

Collaborated with university supervisor to restructure assignments and maintain D2L

course website

SERP 556 Research Methods in Education – Assistant 6/2014 – 7/2014 College of Education, Disability and Psychoeducational Studies

University of Arizona, Tucson, AZ

Supervisor: Phil Johnson, Ph.D.

Graded and maintained weekly discussion posts

Introduction to Sign Language, Part 1 and Part 2 8/2004 – 5/2006

Continuing Education

Florida Keys Community College, Key West, FL

PUBLICATIONS

Liaupsin, C. J., Catalano, J., & Hartzell, R. (In Press). Special education. In Wenzel, A.E. (Ed.),

The SAGE Encyclopedia of Abnormal and Clinical Psychology. (pp. TBD). Thousand Oaks,

CA: Sage Publications.

PRESENTATIONS

Bohjanen, S. & Catalano, J. (2015). Re-examination of the Psychometric Properties of the

Preschool Wide Evaluation Tool. 39th Annual Teacher Educators for Children with

Behavioral Disorders Conference. Tempe, Arizona.

Rivera, M.C. & Catalano, J. (2015). Vocabulary Intervention for Deaf and Hard of Hearing

Students. Sequoia School for Deaf and Hard of Hearing. Mesa, Arizona.

HONORS AND AWARDS

Personnel Preparation Fellowship, University of Arizona, 2014-2018

Erasmus Circle Scholar, College of Education, University of Arizona, 2015

PEPSA/CARD Mentoring Program Partner, University of Miami, FL, 2012-2013

Inclusion Teacher of the Year, Glynn Archer School, Key West, FL, 2008-2009

CATALANO 48

David Wolkowsky Teacher of Merit Award, Key West High School, Key West, FL, 2006

PROFESSIONAL MEMBERSHIPS

Council for Exceptional Children – Division of Communicative Disabilities and Deafness

American Educational Research Association – Divisions: Research on the Education of

Deaf Persons, Classroom Management, and Teaching and Teacher Education,

CERTIFICATIONS

Arizona Teaching Certificate, Hearing Impaired

Arizona Teaching Certificate, Cross-Categorical Special Education

Arizona Teaching Certificate, Elementary Education

Arizona Teaching Endorsement, English as a Second Language

PROFESSIONAL DEVELOPMENT

Council for Exceptional Children, San Diego, CA, 4/2015

Center for Autism and Related Disabilities (CARD) 20th Annual Statewide Conference,

St. Petersburg, FL, 1/2013

Response to Intervention Training, ongoing

Florida Educators of Deaf/Hard of Hearing Individuals Annual Conference, Orlando, FL,

12/2007

Professional Crisis Management Certification, 8/2009-5/2010

Other noteworthy professional development/trainings includes: Functional Behavior

Assessments, Florida Alternate Assessment, LAS Links, Standing Up For Me, Sunshine

Connections, LEAPS, Read 180, CRISS, FAIR, Everyday Counts, SUMS

SERVICE ACTIVITIES

Reviewer for Beyond Behavior (BB). 3/2015

Reviewer for Council for Exceptional Children 2016 Conference proposals for the

Strategies for Entry into the Special Education Career topic area. 8/2015

CATALANO 49

Shirin Dara Antia, Ph.D.

santia@email.arizona.edu

Current Position

Meyerson Distinguished Professor of Disability and Rehabilitation. Special Education Program,

Department of Disability and Psychoeducational Studies, University of Arizona

Responsibilities: Coordinate Graduate Program to prepare teachers of the Deaf/Hard of

Hearing students; teach master's and doctoral courses in the area of education of

Deaf/Hard of Hearing, language development, and research, advise master's and doctoral

students, obtain funding for research and teacher preparation.

Education B.A., (Education) 1971, Calcutta University

M.Ed., (Education of Hearing Impaired) 1973, University of Pittsburgh

Ph.D., (Special Education) 1979, University of Pittsburgh

Current Certification

Council on Education of the Deaf, Professional Certification, Elementary and Multi-

handicapped, 1972-present

Recent Selected Professional Publications

Antia, S. D. (2015) Enhancing academic and social outcomes:Balancing individual, family, and

school assets and risks for DHH students in general education. In H. Knoors & M.

Marschark (Eds.), Educating deaf students: Creating a global evidence base (pp 527-

546). Oxford University Press.

Easterbrooks, S. R., Lederberg, A. R., Antia, S. D., Schick, B., Kushalnagar, P., Webb, M., et al.

(2015). Reading among diverse DHH learners: What, how, and for whom? American

Annals of the Deaf, 159, 419-432.

Gann, C. J., Gaines, S., Antia, S. D., Umbreit, J., & Liaupsin, C. J. (2015). Evaluating the effects

of function-based interventions with Deaf or Hard-of-Hearing students. Journal of Deaf

Studies and Deaf Education, 20, 252-265.

Antia, S.D. & Kreimeyer, K.H. (2015). Social competence of Deaf and Hard-of-Hearing

Children. New York: Oxford University Press.

Antia, S.D., & Metz, K. (2014). Co-enrollment in the United States: A critical analysis of

benefits and challenges. In M. Marschark, G. Tang, & H. Knoors (Eds.) Bilingualism and

Bilingual Deaf Education (pp 424-443). New York: Oxford University Press.

Antia, S. D., Reed, S., & Shaw, L. (2011). Risk and resilience for social competence: Deaf

students in general education classrooms In D. H. Zand (Ed.), Risk and resilience:

Adaptation in context of being deaf. New York: Springer.

Antia, S. D., Jones, P., Luckner, J., Kreimeyer, K. H., & Reed, S. (2011). Social outcomes of

students who are deaf and hard of hearing in general education classrooms. Exceptional

Children, 77, 487-502.

Benedict, K., Johnson, H., & Antia, S. D. (2011). Faculty needs, doctoral preparation, and the

future of teacher preparation programs in the educatio(Antia, In press)n of Deaf and hard

of Hearing students. American Annals of the Deaf, 156, 35-46.

CATALANO 50

.Antia, S. D., Kreimeyer, K. H., Metz, K., & Spolsky, S. (2011). Peer Interactions of Deaf and

Hard-of-Hearing children. In M. Marschark & P. Spencer (Eds.), Handbook of Deaf

Studies and Deaf Education (Vol. 1). New York: Oxford University Press.

Antia, S. D., Kreimeyer, K., H., & Reed, S. (2010). Supporting students in general education

classrooms. In M. Marschark & P. Spencer (Eds.), Oxford Handbook of deaf studies,

language, and education (Vol. 2, pp 72-92). New York: Oxford University Press.

Antia, S. D., Jones, P. B., Reed, S., & Kreimeyer, K. H. (2009). Academic status and progress of

deaf and hard-of-hearing students in general education classrooms. Journal of Deaf

Studies and Deaf Education, 14, 293-311.

Reed, S., Antia, S.D., & Kreimeyer, K.H. (2008) Academic status of deaf and hard-of-hearing

students in public schools: Student, home and service facilitators and detractors. Journal

of Deaf Studies and Deaf Education, 13, 458-502

Antia, S. D., Sabers, D., & Stinson, M. S. (2007). Validity and Reliability of the Classroom

Participation Questionnaire with Deaf and Hard of Hearing Students in Public Schools.

Journal of Deaf Studies and Deaf Education, 12, 158-171.

McCain, K., & Antia, S. D. (2005). Academic and social status of Hearing, Deaf, and Hard-of-

Hearing students participating in a co-enrolled classroom. Communication Disorders

Quarterly, 27, 20-32.

Antia, S.D., Reed, S. & Kreimeyer, K.H. (2005) Written language of Deaf and Hard of Hearing

students in public schools. Journal of Deaf Studies and Deaf Education, 10, 244-255.

Antia, S. D., Stinson, M. S., & Gaustad, M. G. (2002). Developing membership in the education

of Deaf and Hard-of-Hearing students in inclusive settings. Journal of Deaf Studies and

Deaf Education, 7, 214-229.

Antia, S. D., & Kreimeyer, K., H. (2001). The role of interpreters in inclusive classrooms.

American Annals of the Deaf, 146, 355-365.

Recent Grant Activity U.S. Department of Education, Institute of Educational Sciences. “Center for Literacy and

Deafness”. July 2013-June 2017. (Co-principal investigator at .30 FTE).

U.S. Department of Education, Office of Special Education Programs. “High-Need Students who

are Deaf or Hard-of-Hearing: Teachers for the future”. January 2012 – Dec. 2017. Total

funds $1,249,746. (Principal Investigator at .20 FTE)

U.S. Department of Education, Office of Special Education Programs. “Southwest Project to

Prepare Teachers of children who are Deaf or Hard of Hearing”. January 2009-

December 2012. Total funds $ 800,000.

U.S. Department of Education. “Excellence through collaboration: A doctoral preparation

planning grant proposal for DHH Education”. 2007-2008. Extended to Sept. 30 2009.

Subcontract with Michigan State University. Total funds $100,000; UA subcontract

$24,443. (Co-principal Investigator with Dr. H. Johnson, MSU).

U.S. Department of Education. “Preparing Special Education Faculty for Universities and

Colleges”. 2004-2007 Extended to 2008. Total funds $ 654,956. (Co-principal

Investigator with Drs. Umbreit and Ofiesh. Responsibility .20FTE)

U.S. Department of Education. “Longitudinal Study of Academic and Social Status of Deaf/Hard

of Hearing students attending general education classrooms in public schools”. 2001-

2006. Extended to December 2007. Total funds $884,109.

CATALANO 51

Recent In-service Workshops

Facilitating academic success for deaf and hard-of-hearing students in general education

classrooms. Presentation to the Arizona Chapter of Hands and Voices. Phoenix,

September 2008.

Academic and social status and progress of DHH students in general education. Presentation to

leadership group of the Arizona State Schools for Deaf and Blind. Tucson, September

2008. (with Dr. Kathryn Kreimeyer).

Deaf and Hard of Hearing Children in the public schools: School, family and student influences

on success. Conference of Educators of Deaf and Hard of Hearing, British Columbia:

Vancouver, British Columbia, October 2006.

Longitudinal Study of Academic and Social Status of D/HH Students in Public Schools: Factors

influencing progress. Arizona State Schools for Deaf and Blind, Statewide Conference

Tucson, Arizona: October 2005 (with Drs. Reed and Stryker and graduate students Sarah

Goins, Caroline Guardino and Denise Tarpley).

Deaf and Hard of hearing students in public schools: Who are they and how are they doing?

Arizona State Schools Statewide Inservice, Phoenix, Arizona: October 2004 (with Drs.

Reed, Stryker, and doctoral student Sarah Goins).

Recent Conference Presentations

Antia, S. D. (2008). No child (with hearing loss) left behind. Keynote paper presented at the 29th

Annual Conference on mainstreaming students with hearing loss. Northampton, MA.

Antia, S.D. (2008). Academic and social status and progress of DHH students in general

education. National Technical Institute for the Deaf. Rochester, NY.

Antia, S.D., (2008). Facilitators of academic success for DHH students in general education

classrooms. National Technical Institute for the Deaf. Rochester, NY.

Johnson, H. & Antia, S.D. (2008) A collaborative model for doctoral candidate preparation in

deaf education. Paper presented at the Association of College Educators: Deaf/Hard of

Hearing. Monterey CA.

Antia, S.D., & Kreimeyer, K.H. (2008). DHH students’ communication participation in general

education classrooms. Paper presented at the Association of College Educators:

Deaf/Hard of Hearing. Monterey CA.

Reed, S., Antia, S. D., & Kreimeyer, K., H. (2007). Longitudinal investigation of the academic

status of deaf and hard of hearing students in public schools: School, home and program

facilitators and detractors. Paper presented at the American Education Research

Association. Chicago IL.

Antia, S. D., & Reed, S. (2006). Longitudinal investigation of the academic and social status of

Deaf and Hard of Hearing students in public schools. Poster presented at the Office of

Special Education Programs: Project Director's Conference. Washington DC

Antia, S. D., Reed, S., Foster, S., & Cue, K. (2006). Developing curricula for itinerant teachers:

In pursuit of a moving target. Poster presented at the Association of College Educators-

Deaf/Hard of Hearing, Denver, Colorado.

Guardino, C., Goins, S., Antia, S.D., & Reed, S. (2006) Assessing Classroom Participation,

Social Behavior and Academic Competence. Poster presented at the Association of

College Educators-Deaf/Hard of Hearing, Denver, Colorado.

CATALANO 52

Antia, S.D. (2006) Factors influencing the Academic and Social integration of Deaf and Hard of

Hearing students in inclusive settings: Implications for Research and Practice. Plenary

Paper; International Congress: Deafness, Communication and Learning, Barcelona.

Spain.

Antia, S.D. & De Conde, J. (2005) Academic progress of Deaf and Hard of Hearing students in

public schools: Description and correlates of success. Paper presented at the

International Congress on Education of the Deaf, Maastricht, Netherlands.

Recent Professional Activities Editorial Board member: Journal of Deaf Studies and Deaf Education, Communication

Disorders Quarterly, Teaching Exceptional Children

Evaluator for Promotion and Tenure proposals: Georgia State University, 2002; University of

Melbourne 2004, 2005; University of Colorado, Boulder, 2007; Tel-Aviv University,

2007, Thessaly University 2013.

CATALANO 53

CURRENT AND PENDING SUPPORT OF SENIOR/KEY PERSONNEL

Current and pending grants are listed for the following senior/key personnel:

1. Jennifer Catalano, Principal Investigator

2. Shirin Antia, co-Principal Investigator

CATALANO 54

Jennifer Catalano, Principal Investigator

Grant Type Proportion of Time

(% effort/12-month calendar year)

Center on Literacy and Deafness current 19%/AY

Proposed Research Project

pending 65%/12-month calendar year

Total 84%/12-month calendar year

CATALANO 55

Shirin Antia, Co-Principal Investigator

Grant Type Proportion of Time

(% effort/12-month calendar year)

Center on Literacy and Deafness

current 27%/12-month calendar year

Personnel Preparation Grant

(Deaf Education)

current 15%/12-month calendar year

Proposed Research Project

pending 8%/12-month calendar year

Total 50%/12-month calendar year

CATALANO 56

NARRATIVE BUDGET JUSTIFICATION

Personnel

Principal Investigator/Project Director (.75 FTE-AY/1.0 FTE-one summer month).

Jennifer Catalano, M.A., Postdoctoral Researcher in the Department of Disability and

Psychoeducational Studies at the University of Arizona will receive 75% of her salary during the

academic year (9 months) for two years plus one month summer salary. Mrs. Catalano will

oversee all aspects of the project including budget oversight, completing reports for IES,

research design, recruitment of graduate research associates (GRAs), coding, data analysis, and

coordinating with senior/key personnel, student workers, and CLAD leadership. During year one

she will be responsible for organizing and preparing videos, setting up Interact© for coding,

piloting and refining the observation coding system to create a ‘gold standard’ for coding

reliability, hiring GRAs, and teaching them how to code classroom video observations using

Interact© and the observation coding systems. She will also code videos, manage interobserver

agreement, and analyze data with the support of the statistician. During the summer month, she

will begin to prepare the results for dissemination via presentations and publications. During year

two, Mrs. Catalano will conduct professional development workshops at school sites for DHH

students that include ongoing consultation and support for teachers, develop a web-based

classroom management module for teachers across the country, present at conferences in the

field of Deaf education, and compose manuscripts for publication in journals such as The

Journal for Deaf Studies and Deaf Education and The American Annals of the Deaf.

Co-Principal Investigator (.10 FTE-AY). Shirin Antia, Ph.D., Professor in the

Department of Disability and Psychoeducational Studies at the University of Arizona will

receive 10% of her salary during the academic year (9 months) for two years. Dr. Antia will

provide guidance and support to the PI throughout the duration of the project. She will

communicate with CLAD leadership. During year one, she will assist with research design,

recruitment of GRAs, and data analyses. During year two, she will assist in the dissemination of

the results via professional development workshops, presentations, and publications.

Research Collaborator (.15 FTE-AY/1.0 FTE-one summer month). Christina Rivera,

Ph.D., Adjunct Associate Professor in the Department of Disability and Psychoeducational

Studies at the University of Arizona will receive 15% of her salary during the academic year (9

months) for two years plus one month summer. Dr. Rivera will provide consultation as needed

throughout the course of the project. During year one, she will assist in the establishment of

reliability for the observational coding systems and preparation of graduate assistants for coding.

During the summer month, she will begin to prepare the results for dissemination via

presentations and publications. During year two, Dr. Rivera will assist in the implementation of

professional development workshops at school sites for DHH students that include ongoing

consultation and support for teachers, development of a web-based classroom management

module for teachers across the country, presentations at conferences in the field of Deaf

education, and composition of manuscripts for publication in journals such as The Journal for

Deaf Studies and Deaf Education and The American Annals of the Deaf.

Research Collaborator (.05 FTE-AY). Carol Buuck, M.A., Research Coordinator for

CLAD in the Department of Disability and Psychoeducational Studies at the University of

Arizona will receive 5% of her salary during the academic year (9 months) during the first year.

During year one, she will assist in the establishment of reliability for the observational coding

systems and preparation of graduate research associates for coding.

CATALANO 57

Graduate Research Associates (.50 FTE-AY/.50 FTE-1 summer month). Two GRAs

will be hired by the PI and will receive 50% of their salary (equivalent to 20 hours per week)

plus graduate tuition remission during the first year and one summer month. During year one, the

graduate associates will assist with coding. During the summer month, they will assist with the

preparation of descriptive and correlational results for presentations and publications.

Fringe Benefits. The established rates for employee benefits are 34.7% for University of

Arizona employees and 13.9% for graduate associates.

Operations

Technology. The following equipment and software will be purchased for use during

year one:

1. Interact© professional software for behavioral research by Mangold International

2. Seagate external hard drives (3)

3. Software protection dongles or flash drives (3)

4. Lenovo Z51 laptop computers (2)

5. Dell 20-inch computer monitors (3)

6. VicTsing VGA to HDMI output connective hardware (3)

7. SPSS Statistics software by IBM

Interact© is the software that is currently being used by CLAD to complete coding of

classroom video observations. The purchase of this software is essential for the completion of

this project. Three sets of external hard drives will be needed to store videos for the three coders.

First, the hard drives will be used by the PI and the two research collaborators for purposes of

establishing reliability and a ‘gold standard’ for coding. Next, the three hard drives will be used

by the PI and the two GRAs for coding and interobserver agreement. The three software

protection dongles will enable Interact© to work in conjunction with the external hard drives.

Two laptop computers will be purchased for use by the GRAs for coding. The PI and the

research collaborators will use the computers that they already have. Three additional monitors

will enable the coders to simultaneously watch the classroom videos and the Interact© coding

screen. The VGA to HDMI output connective hardware is needed to connect the coders’ laptops

to their additional computer monitors. Finally, one copy of the most current version of SPSS

Statistics software will be needed to perform statistical operations for purposes of analyzing the

results.

Travel

Domestic. During both years of the project, Mrs. Catalano, PI, and Dr. Rivera, Research

Collaborator, will travel to two national conferences: Association of College Educators-Deaf and

Hard of Hearing (ACE-DHH) conferences in February and the Council for Exceptional Children

(CEC) conferences in April. During the first year, the researchers will provide updates on the

progress of the study. During the second year, the researchers will present project results and

updates on the dissemination of results with teachers. Travel costs include economy airfare, per

diem, and hotel stay.

Local. During year two of the project, mileage reimbursement will be given to research

team members traveling to the Arizona State Schools for the Deaf and Blind in Tucson and the

Phoenix Day School for the Deaf located in Phoenix for purposes of classroom management

professional development approximately one time per month.

Indirect Costs

The University of Arizona has negotiated an Indirect Cost Rate of 53.5% MTDC for

Organized Research-On Campus.