Using SAFMEDS to Teach Evidence-Based Practices to Preservice Teachers: An Action Research Study

• In Event: Teacher Preparation in Special and Inclusive Education

Abstract

New teachers will encounter issues regarding students with disabilities that they need to be made aware of in their training programs and the general education teacher will be the one most likely to identify struggling students. In this action research study, two sections of an undergraduate survey of exceptionalities class were taught to progress monitor their own performance on either of two evidence-based strategies to teach special education acronyms; SAFMEDS and online quizzes, with SAFMEDS producing stronger results. Social validity data indicated positive student perspectives toward both interventions with negative reactions to the length of time for both procedures. Both groups also liked using progress monitoring and all said they would use both interventions with their future classrooms.

Author

• Renee Lastrapes, University of Houston - Clear Lake