Using an Advance Organizer Guided Behavior Matrix to Support Teachers’ Problem Solving in Classroom Behavior Management
Wei-Chen Hung and James Lockard, Northern Illinois University, DeKalb, IL
Journal of Special Education Technology Volume 22, Number 1, ISSN 0162-6434
This study investigated the design and impact of a matrix-aided performance system (MAPS) to support teachers’ performance in developing intervention strategies for classroom behavior management. The design concept of MAPS is based on Ausubel’s (1963, 2000) advance organizers theoretical framework with the addition of electronic performance support system (EPSS) technology and matrix metaphor interface design principles. The MAPS design framework is described to demonstrate how the advance organizer concept can be exemplified through interactive multimedia and database technology to facilitate the problem-solving process and to offer a design instrument for EPSSs. A formative field evaluation was conducted to better understand the system’s applicability in the real world environment. Five inservice special education and resource teachers from two elementary schools and one junior high school participated in the evaluation. Participants used this system for four weeks, as often as they desired. Interviews were held after the four-week trial period to explore possible barriers to use and to identify potential performance improvements to enhance the system. Three EPSS design considerations—performance scaffolding, interface cues, and content comprehension—are offered to create true pedagogy-driven, usable EPSSs. Suggestions for future research conclude the paper.
Lockard, W.C.H.a.J. (2007). Using an Advance Organizer Guided Behavior Matrix to Support Teachers’ Problem Solving in Classroom Behavior Management. Journal of Special Education Technology, 22(1),.