Research SUPPORT
The instructional methodologies used throughout the Styer-Fitzgerald Program for Functional Academics are research based, however, the Styer-Fitzgerald Program itself has not yet undergone formal, large sample research. We do, however, have longitudinal data (Appendix A) that demonstrates gains in skill areas across a number of students in a variety of subject areas. The data clearly shows the impact of the intervention across different students in different content areas.
In addition, we have qualitative data from interviews of teachers, administrators, and families from both large urban and small rural school districts supporting the efficacy of the Styer-Fitzgerald Program. This document focuses on the research-based strategies, including curriculum-based assessments and teaching methodologies, which the authors used when developing this innovative Program. To review feedback from educators, please visit Success Stories.
The effectiveness of systematic instruction with students with learning challenges is well documented in the research (The National Institute of Direct Instruction 2017). The Styer-Fitzgerald Program is designed to maximize academic learning time, actively engage learners in meaningful activities, and emphasize proactive and positive approaches across tiers of instructional intensity.
The Styer-Fitzgerald Program integrates best practices using systematic instruction in the teaching of all skills presented in the Curriculum. The Direct Instruction (DI) format provides scripted, consistent procedures and lesson plans that are clearly outlined for teacher use. The research that supports the efficacy of the methods of DI specifically is extensive and clearly shows that these strategies significantly impact the rate at which students learn and maintain new behaviors and skills (The National Institute of Direct Instruction 2017). The Styer-Fitzgerald Program also incorporates strategies such as scaffolding and built-in supports that provide additional prompts for students when needed, as well as clear instructions for fading prompts over time so students do not become prompt dependent. The Curriculum further supports teachers with Applied Behavior Analysis (ABA)-driven organizational and classroom management strategies (Alberto and Troutman 2009).
The Styer-Fitzgerald Program for Functional Academics utilizes curriculum-based measurements combined with ongoing progress data in order to monitor student progression. Assessment plays a foundational role in special education as teachers need tools to establish baseline for each student in order to place him or her at an appropriate level within each content area. Once students are placed in lessons, it is critical teachers have the means for monitoring progress over time. Each Styer-Fitzgerald Program lesson comes with a corresponding data sheet. This type of built-in formative assessment allows teachers to determine when students have mastered lessons and are ready to move to the next level of instruction, or need additional interventions. The Program’s progress monitoring is also helpful for parents as it provides current, week-by-week information on how their child is progressing.
There is an abundance of recent research on High-Leverage Practices as they pertain to assessment and instruction (McLeskey, J. et al. 2017). The Styer-Fitzgerald Program embodies many, if not all, of these practices. To provide evidence of how the Styer-Fitzgerald Program is aligned with these evidence-based practices, we have included a section taken directly out of the Styer-Fitzgerald Curriculum Teaching Guide (Appendix B) and included samples of one of our discrete trial and task analysis (Appendix C) lesson plans (both follow previously mentioned research-based strategies). This evidence is found in The Styer-Fitzgerald Program for Functional Academics Curriculum manual, both Elementary and Secondary.
If you have a Review Set: Locate the Elementary and Secondary Curriculum manuals. Both have the #4 in the upper right-hand corner. The excerpt included in Appendix B can be found behind the Teaching Guide tab on page 4 in both manuals. In addition to what’s included here, you will also find a detailed explanation of the specific direct and systematic strategies incorporated throughout the Program. In Appendix C, the discrete trial lesson plan is found behind the Functional Reading tab on page 43 in the Elementary Level Curriculum manual. The task analysis lesson plan is found behind the Independent Skills tab on page 279 in the Secondary Level Curriculum manual.
References
Alberto, P.A., & A.C. Troutman. (2009). Applied Behavior Analysis for Teachers (8th Edition). Upper Saddle River, N.J.: Merrill/Pearson.
McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center.
Snell, M. E. & F. Brown. (2011). Instruction of STUDENTS with Severe Disabilities (7th ed.) Upper Saddle River, NJ: Pearson Education.
The National Institute of Direct Instruction. (2017, Spring). Writings on Direct Instruction: A Bibliography. Eugene, OR.
In addition, we have qualitative data from interviews of teachers, administrators, and families from both large urban and small rural school districts supporting the efficacy of the Styer-Fitzgerald Program. This document focuses on the research-based strategies, including curriculum-based assessments and teaching methodologies, which the authors used when developing this innovative Program. To review feedback from educators, please visit Success Stories.
The effectiveness of systematic instruction with students with learning challenges is well documented in the research (The National Institute of Direct Instruction 2017). The Styer-Fitzgerald Program is designed to maximize academic learning time, actively engage learners in meaningful activities, and emphasize proactive and positive approaches across tiers of instructional intensity.
The Styer-Fitzgerald Program integrates best practices using systematic instruction in the teaching of all skills presented in the Curriculum. The Direct Instruction (DI) format provides scripted, consistent procedures and lesson plans that are clearly outlined for teacher use. The research that supports the efficacy of the methods of DI specifically is extensive and clearly shows that these strategies significantly impact the rate at which students learn and maintain new behaviors and skills (The National Institute of Direct Instruction 2017). The Styer-Fitzgerald Program also incorporates strategies such as scaffolding and built-in supports that provide additional prompts for students when needed, as well as clear instructions for fading prompts over time so students do not become prompt dependent. The Curriculum further supports teachers with Applied Behavior Analysis (ABA)-driven organizational and classroom management strategies (Alberto and Troutman 2009).
The Styer-Fitzgerald Program for Functional Academics utilizes curriculum-based measurements combined with ongoing progress data in order to monitor student progression. Assessment plays a foundational role in special education as teachers need tools to establish baseline for each student in order to place him or her at an appropriate level within each content area. Once students are placed in lessons, it is critical teachers have the means for monitoring progress over time. Each Styer-Fitzgerald Program lesson comes with a corresponding data sheet. This type of built-in formative assessment allows teachers to determine when students have mastered lessons and are ready to move to the next level of instruction, or need additional interventions. The Program’s progress monitoring is also helpful for parents as it provides current, week-by-week information on how their child is progressing.
There is an abundance of recent research on High-Leverage Practices as they pertain to assessment and instruction (McLeskey, J. et al. 2017). The Styer-Fitzgerald Program embodies many, if not all, of these practices. To provide evidence of how the Styer-Fitzgerald Program is aligned with these evidence-based practices, we have included a section taken directly out of the Styer-Fitzgerald Curriculum Teaching Guide (Appendix B) and included samples of one of our discrete trial and task analysis (Appendix C) lesson plans (both follow previously mentioned research-based strategies). This evidence is found in The Styer-Fitzgerald Program for Functional Academics Curriculum manual, both Elementary and Secondary.
If you have a Review Set: Locate the Elementary and Secondary Curriculum manuals. Both have the #4 in the upper right-hand corner. The excerpt included in Appendix B can be found behind the Teaching Guide tab on page 4 in both manuals. In addition to what’s included here, you will also find a detailed explanation of the specific direct and systematic strategies incorporated throughout the Program. In Appendix C, the discrete trial lesson plan is found behind the Functional Reading tab on page 43 in the Elementary Level Curriculum manual. The task analysis lesson plan is found behind the Independent Skills tab on page 279 in the Secondary Level Curriculum manual.
References
Alberto, P.A., & A.C. Troutman. (2009). Applied Behavior Analysis for Teachers (8th Edition). Upper Saddle River, N.J.: Merrill/Pearson.
McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center.
Snell, M. E. & F. Brown. (2011). Instruction of STUDENTS with Severe Disabilities (7th ed.) Upper Saddle River, NJ: Pearson Education.
The National Institute of Direct Instruction. (2017, Spring). Writings on Direct Instruction: A Bibliography. Eugene, OR.
