Now showing 1 - 10 of 48
  • Publication
    Open Access
    The Paradox of "What is Good"
    (National Institute of Education (Singapore), 2017)
      42  78
  • Publication
    Restricted
    An experimental evaluation on the effectiveness of a web based training program in functional behavioral assessment and interventions with special education schools in Singapore
    (Office of Education Research, National Institute of Education, Singapore, 2020) ; ;
    Rahul Nair
    Over the last several decades, behavioral methods have proven to be most effective in reducing challenging behaviors (Murphy et al. 2005). Developed on the principles of applied behavior analysis (ABA), behavioral methods such as functional behavior assessments (FBA) and behavioral interventions, have been established as “best practice” to address a student’s challenging behavior (Alberto & Troutman, 2013; Cooper, Heron & Heward, 2007). Additionally, in the international context, research findings within the behavioral literature seem to suggest a critical training need in FBA and behavior intervention skills among school personnel who work with children with disabilities, especially those with challenging behaviors. Similar findings were documented within the local context. In an effort to evaluate competencies and training needs in FBA and behavioral interventions in Singapore, Dutt, Chen, and Nair (2018) conducted an exploratory study that investigated skills and training needs reported by 378 special educators and 38 teaching assistants in FBA and behavioral interventions across seven SPED schools in Singapore. This study was funded by the Office of Educational Research, NIE (SUG 18/11 AD). Results indicated a high need for training among special educators and teaching assistants in a) effective behavioral intervention strategies to manage severe challenging behaviors (e.g., differential reinforcement procedures), b) behavior assessment procedures to identify the function of challenging behaviors (e.g., direct and indirect measures used in an FBA), and (c) skill training programs to teach functional skills to replace challenging behaviors (e.g., use of various graduated prompting procedures). Additionally, findings revealed that training needs in FBA and behavioral interventions were higher for teaching assistants than special educators. Being the first study of its kind in Singapore to explore training needs of SPED school personnel in this area of behavior supports, the results of this study provides insightful evidence to inform the creation of professional development programs in FBA and behavioral interventions, customized to the diverse training needs of various groups of school personnel.

    Given the large numbers of school personnel that could benefit from training in function based behavior assessments and interventions, web-based training platforms could be employed to reach a larger audience. With current advances in modern technology and greater accessibility, online and technology-mediated learning have become a plausible and sustainable means of providing professional development opportunities, especially when faced with financial, geographical limitations and the lack of trainers/experts to provide on-site support (Daytner, Robinson, Schneider, & Johanson, 2009; Stone-MacDonald & Douglass, 2015; Yang, Tzuo, & Komara, 2011). Online instruction refers to the delivery of training with the use of communication technology that can be accessed by teacher(s) on a device at any place, possibly at any time, with internet (Allen, Jones, Davies, Lowe, & Jarman, 2008). Communication and learning could happen in real time (e.g., through a videoconference), or asynchronously (e.g., through emails, forums). Thus, training can be continuous and accessible at all times and it need not always depend on the trainers’ availability (Allen et al., 2008).
      239  14
  • Publication
    Open Access
    Science teachers and teaching of special education needs students.
    (National Institute of Education (Singapore), 2021) ; ;
    Pua, Ching Yee
      104  104
  • Publication
    Open Access
    Improving the working memory capacity of children: A comparison of two intervention programmes
    (2013-04)
    Lee, Kerry
    ;
    Ang, Su Yin
    ;
    Bull, Rebecca
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    ;
    Cheam, Fiona
    ;
    Kerk, Alethea
      177  244
  • Publication
    Restricted
    A development project for the scoping of the Singapore early years longitudinal study
    (2009)
    Wright, Susan (Susan Kay)
    ;
    Lim, Audrey Swee Eng
    ;
    Lim, Sirene May Yin
    ;
    Ng, Zi Jia
    ;
    ;
    Tan, Liang See
    ;
    Yang, Chien Hui
    "This was a pilot study designed to inform the possible design of a large scale longitudinal study of a nationally representative sample of preschoolers in Singapore - Objective 1: To identify the most compelling issues in developmental outcomes for children in relation to the impact of the family/home environment, as well as early care and education experiences. This objective shaped the direction for addressing objectives 2-4: Objective 2: To identify and validate instruments to measure children's developmental outcomes Objective 3: To identify scales and design/pilot a survey instrument to measure family/home factors Objective 4: To design and pilot survey instruments to measure characteristics of early care and education institutions." -- p. 1.
      320  114
  • Publication
    Open Access
    Classroom support for students with special educational needs (SEN): What do we know and what else can be done?
    (National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2023) ;
    Xie, Huichao
    ;
    Yang, Xueyan
    ;
    Roodra Veera
      66  155
  • Publication
    Open Access
    Local evidence synthesis on early childhood education
    (Office of Education Research, National Institute of Education, Singapore, 2021) ; ;
    Tay, Fann
    ;
    Manasi Pande
      470  305
  • Publication
    Open Access
      180  290
  • Publication
    Open Access
    A development project for the scoping of the Singapore early years longitudinal study
    (Office of Education Research, National Institute of Education, Singapore, 2020)
    Wright, Susan (Susan Kay)
    ;
    Lim, Audrey Swee Eng
    ;
    Lim, Sirene May Yin
    ;
    Ng, Zi Jia
    ;
    ;
    Tan, Liang See
    ;
    Yang, Chien Hui
    Much of early childhood care and education policies and practices worldwide have been informed by a knowledge base derived from longitudinal studies of child outcomes in the United States, United Kingdom and other countries in the Northern hemisphere. There is an urgent need to acknowledge that research on young children in Singapore (as much as in other Asian contexts) needs to be supported by indigenous research to validate measures developed and normed elsewhere, and to verify and ascertain the factors that influence children’s developmental pathways across culturally diverse contexts. This pilot study, thus, set out to trial a selection of child measures, as well as design and pilot a parent survey that aims to yield useful baseline data on how families in Singapore are raising their 4-to-5-year-olds in this particular climate of academic pursuit and educational competition.
      463  243