EBD Science

Research-Based Instructional Strategies in Science fo r Students W ith EBD

J onte C. T aylor, T he P ennsylvania State U niversity- U niversity P ark, P ennsylvania

s the three teachers sat in their STEM careers (National Science special needs scored below basic, and

A professional development in-

service training, each wondered
just how well they would perform their
task. Jefferson School District assigned
Foundation [NSF], 2013). Only 2% of
individuals with disabilities
participate in the STEM workforce
(NSF, 2006). For students with
only 11% scored proficient or higher
(National Center for Education
Statistics, 2012).
After their science in-service
Mr. Blair, Mrs. Michaels, and disabilities to improve their prospects, professional development, Mr. Blair,
Mrs. Ritchie to be science support they will likely need to attain a Mrs. Michaels, and Mrs. Ritchie decided
teachers for their students with emotional bachelor's degree in a STEM related to compare notes regarding their
and behavioral disorders (EBD) in the field (Vilorio, 2014). Unsurprisingly, respective students and ivhat possible
elementary, middle, and high schools, students with disabilities are less problems they may encounter. All three
respectively. While Mrs. Michaels was a likely to enroll in college and more agreed that they would likely encounter
bit less nervous having volunteered likely to drop out of high school and / three big questions they would need to
herselffor the task due to her interest and or college (NSF, 2013). answer. First, how do I keep each
experience in science teaching, Mr. Blair Although each of the disciplines student's attention to decrease potential
and Mrs. Ritchie felt quite apprehensive that make up STEM contributes to behavioral problems? Second, how do I
about having to provide science supports. improved quality of life, science, and address academic problems that students
Mr. Blair was doubly worried, having more specifically, science education may have including reading/vocabulary,
spoken to the elementary teachers that he and literacy, which has received the math-related, and science content/
was to support. He had a hard enough most attention. The Next Generation background knowledge deficits? Lastly,
time convincing them that his students Science Standards (NGSS) explains what can I do to maximize each student's
could excel in their classes. He now how science knowledge is important science achievement?
discovered that none of the general to the decision making process.
education teachers felt prepared or Understanding science allows for Barriers to Science Learning for
confident in their knowledge of science informed choices when making Students With EBD
content or their abilities to teach it. educational, occupational, and daily
Mrs. Ritchie's concerns zvere rooted living decisions (NGSS Lead States, Most interventions for students
whether she zvould be able to keep up 2013) (see Figure 1). Knowledge of with EBD have focused on improving
with the science content teachers in science concepts and related science behavior-related objectives (e.g.
biology and chemistry, the classes in skills is believed to increase an on/off task behavior; Vaughn, Levy,
which her students were enrolled. individual's opportunity for self- Coleman, & Bos, 2002). Along with
All three teachers wondered just how sufficient living and independence behavior-related deficits, students
much time could be devoted to teaching (NGSS Lead States, 2013). with EBD have been found to display
science when they believed there was Accessing these opportunities to large gaps in achievement in core
more pressing material to teach in use science as a means of content areas (Lane, 2004), this
math, language arts, and behavior independence can be a struggle. includes the content areas of science.
skills. Students with disabilities tend to score Those content area academic
Due to their importance in lower on curriculum-based and interventions for students with EBD
the global economy, the areas of standardized science measures than have mainly focused on reading/
science, technology, engineering, and their nondisabled peers (Therrien, literacy skills and mathematics.
mathematics (STEM) have garnered Taylor, Watt, & Kaldenberg, 2014). Although touted for years as an
major attention. According to the U.S. Based on national standardized important content area, science
Bureau of Labor Statistics (2014), the measures, students with disabilities instruction has received little attention
annual mean wages and projected have not fared well in science (Therrien et al., 2014).
employment growth between STEM achievement. The National A number of factors contribute to
and non-STEM careers have Assessment of Educational Progress poor science performance for students
differences of almost $40,000 and 8%, (NAEP) science scores for 2011 are with EBD. Barriers to science
respectively. Unfortunately, the lower for students with disabilities achievement include student
population of students with than nondisabled peers. Sixty-six behavior, teacher training and
disabilities is underrepresented in percent of eighth grade students with confidence, and instructional format.

34 B eyond B ehavi or
 EBD Science Beyond B ehavior

s s

Figure 1 I ntersectionality of S cience U nderstanding in the A reas of E ducation, O ccupation, and D aily L iving for S tudents with EBD

Post-Secondary

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Independence/Self-Sufficiency

Students with EBD exhibit problem science content and curriculum. are in upper elementary inclusive science
behaviors consistent with the Teaching science using lecture-style classrooms, he is planning to focus on
characteristics associated with their presentation and textbook-based learning more about inquiry-based
disability such as relating to peers and instruction is ineffective for students instruction and using visual support
adults, following directions, and using with EBD (Therrien et al., 2014) and based strategies. Mrs. Michaels is
critical thinking skills (Brigham, for teaching science content (National responsible for students in a self-contained
Scruggs, & Mastropieri, 2011). The Research Council [NRC], 2012). These classroom as well as students who receive
extent to which teachers receive traditional methods have heavy pull-out science support at the middle
training to teach science content or language and literacy demands school level. Her plans are to provide
students with disabilities contributes (Parmar, Duluca, & Janczak, 1994) instruction using mnemonic strategies for
to how poorly students with EBD requiring content and prior her self-contained students, detailed
perform in science. Content area knowledge in science (Scruggs & explanations for the pull-out students,
teachers in middle and high school Mastropieri, 2000). and peer strategies for both groups.
report being underprepared to As they compared notes on how to Mrs. Ritchie's game plan for her high
work with students with disabilities teach science to their students with EBD, school students in inclusive biology and
(Moon, Todd, Morton, & Ivey, 2012). Mr. Blair, Mrs. Michaels, and chemistry classes includes using visual
Elementary and special education Mrs. Ritchie each began thinking about support based strategies and response
teachers have reported that they what strategies could work for each of cards for teaching students science
do not feel confident in teaching their students. Since Mr. Blair's students vocabulary.

V o l . 25, I ss. 03, 2 0 1 6 35

 EBD Science

Figure 2 Key C omponents of S cience -R elated I nstructional S upports for S tudents W ith EBD

Supplemental
Inquiry-Based Supplemental
Non-
Instruction Mnemonics
Mnemonics

3 r

1 Peer Strategies,
Use of hands-on Keyword, Pegword Response Cards,

1
1 w

r
and Letter

J L

r
Generated
Explanations

Assists with
Use of data to make 1 Best used to
vocabulary or
claims and support support inquiry-
science content
evidence j based instruction
recall
L. J L .......... 1
r ^ r
Use of student Each encourage
argumentation Allows students to active student
about scientific make associations participation in
claims instruction

Research-Based Science Instructional Structured Inquiry-Based Instruction instruction, across approaches there
Strategies for Students With EBD For students with EBD, inquiry- are similar characteristics.
based instruction with supports is The NRC (2012) and Therrien
Research studies that examine successful in teaching science content et al. (2014) suggested that inquiry-
science instruction for students with and concepts (Therrien et al., 2014). based approaches should incorporate
EBD are limited (Therrien et al., 2014). While inquiry-based instruction is the students using hands-on activities and
Only 11 studies met the inclusion recommended method of science conducting experiments aligned with
criteria for a review of science instruction (NRC, 2012), there has the content. Students can also learn
instruction and students with EBD, been no consensus on how inquiry- how to recognize data sources and
with three broad instructional based instruction should look in demonstrate the ability to collect and
categories (i.e., structured inquiry, classrooms (Klahr & Li, 2005). Inquiry- analyze different types of data (e.g.,
supplemental mnemonic, and based instruction is a continuum with producing measurement variables
supplemental non-mnemonic) one end of the spectrum being pure and/or using text/online resources).
identified (see Figure 2). The discovery learning (open inquiry) and Inquiry-based science instruction
supplemental non-mnemonic category increased amounts of explicit supports can also include students' use of
was comprised of three subtypes (i.e., (structured inquiry; see Figure 4; debate, argumentation, and/or
response cards, peer teaching Martin-Hansen, 2002; Rizzo & Taylor, negotiation with peers to develop
strategies, and teacher/student 2016). While there is no consensus on claims about science and use data as
generated explanations; see Figure 3). the definition of inquiry-based evidence to support their claims.

36 B eyond B ehavior
 EBD Science

F ig u re 3 O n l in e R eso u rces fo r S c ie n c e - S p e c if i c I n s t r u c t io n a l S t r a t e g ie s

| Instructional Strategies Online Resources

Inquiry-based Instruction http://scholarworks.rit.edu/jsesd/

Search: inquiry or inquiry-based instruction

Mnemonic Instruction http://www.ldonline.ora/article/591 2

Peer-related Strategies http: / / www.education.com/reference/article/oeer-tutorina/

Teacher/Student Generated http://www.auestia.com/librarv/iournal/lGl-

Science Explanations 14965960/promotina-relational-thinking-elaborative-
interrogation

Response Cards http://ebi.missouri.edu/wp-content/uploads/2011 / 04/EBI-

Brief Response-cards 2010.pdf

Science Instruction http://www.sesd.info

(across all disabilities)

Many science-instruction programs studies have examined their use for assist students with EBD in learning key
apply the continuum of inquiry as the science instruction for students with terms. The use of keyword mnemonics
foundation for instruction that is often EBD. Brigham and Brigham (2001) allows students to use a word they are
paired with other instructional defined mnemonics as cues that are familiar with and sounds similar to a
strategies. Additional inquiry-specific structured to provide explicit recall target word on a concept in an effort to
instructional supports include student strategies connected to important provide memorable association.
and teacher templates, graphic information. Mastropieri and Scruggs Pegword mnemonics are words in a
organizers, large and small group (1998) described the use of keyword, concept or idea that can be associated
discussion, teacher modeling, guided pegword, and letter-based mnemonic with a corresponding rhyming number
practice, multimodal representations, strategies for students with disabilities (e.g., eight and skate).
and the use of manipulatives. Teachers in classroom settings. Mastropieri, Pairing pegwords with visuals
are advised to use these supports,
Emerick, and Scruggs (1988) and King- can strengthen associations. The use
either as individual strategies or
Sears, Mercer, and Sindelar (1992) used of letter mnemonics is generally
strategy packages, when engaging in
keyword mnemonics to improve associated with the use of acronyms
inquiry-based instruction with
student retention of science factual (i.e., the first letter of key terms used to
students with EBD.
knowledge and vocabulary terms and create another word to assist in
definitions. remembering the key terms). For
Supplemental Mnemonic Strategies Mnemonic strategies are a memory example, N.E.W.S. associates the four
Using mnemonic devices to help strategy for learning content area directional words of north, east, west,
students remember information, facts, vocabulary. Science content is heavy and south. Similar to an acronym, an
or vocabulary is not new but only a few with vocabulary and mnemonics can acrostic uses the first letters of key terms

V o l . 25, Iss. 03, 2016 37

 EBD Science

Figure 4 I nquiry-B ased I nstructional C ontinuum . I nquiry-B ased S cience I nstruction C ontinuum

LEAST EXPLICIT M O S T EXPLICIT

Reprinted from Effects of Inquiry-based Instruction on Science Achievement for Students with Disabilities: An Analysis of the Literature," hy K. L.
Rizzo and J. C. Taylor, 2016, Journal of Science Education for Students with Disabilities, 19(1), 2. Copyright 2016 hy the Journal of Science Education
for Students with Disabilities. Reprinted with permission.

as words. As an example, the sentence, science facts. In a study that compared students with disabilities, including
My very educated mother just sent us the use of explanations about science students with EBD (Rizzo & Taylor,
nine pizzas" (Mastropieri & Scruggs, phenomenon versus using only 2016). Understanding science leads to
1998, p. 271) can represent the ordered science facts, Scruggs, Mastropieri, a higher level of independence and
names of planets from the sun (i.e., and Sullivan (1994) found that improved quality of life for students
Mercury, Venus, Earth, Mars, Jupiter, students remembered more with with EBD demonstrating predictable
Saturn, Uranus, Neptune, and Pluto). explanations. Instead of giving deficits in academic and post
students "just the facts," teachers secondary life outcomes (Rizzo &
should provide more explanation, Taylor, 2016; NSF, 2006, 2013). The
Supplemental Non-Mnemonic
telling student the "why" of a growing need for all students,
Strategies
phenomenon that elaborates on the fact. including those with EBD, to have
Other strategies and tools are
For example, for the science fact that science understanding is evident
effective with students with EBD.
frogs' eggs sink to the bottom of a when examining occupational
Therrien et al. (2014) identified use of
lake, a science explanation could opportunities and job growth
response cards for learning science
suggest that frogs' eggs sink to lake (Vilorio, 2014).
vocabulary, peer-assisted learning
bottoms so that they are hidden from A t the end of the school year,
strategies, and student- or teacher
predators. Mr. Blair, Mrs. Michaels, and Mrs. Ritchie
generated explanations as effective
Finally, the use of peer-related reconvened to share their experiences
non-mnemonic strategies.
strategies were examined to measure with teaching science over the past year.
Cavanaugh, Heward, and
their impact on science achievement All three discussed strengths, weaknesses,
Donelson (1996) used response cards
and on-task behavior (Bowman- and surprises they encountered while
successfully to review science
Perrott, Greenwood, & Tapia, 2007; teaching. Mr. Blair was surprised by how
vocabulary for students with EBD.
Mastropieri et al., 2006). When using much students enjoyed doing science and
Students can engage in active learning
peer-related learning strategies, how much easier instruction was by using
when practicing science vocabulary
Mastropieri, Scruggs, and Berkeley science kits. He was also impressed by
terms and definitions using response
(2007) suggested the following: how well students were able to learn by
cards. This strategy was more effective
(a) teaching students to be tutors, supplementing the use of the science kits
than passive vocabulary reviews, with
(b) making sure partnerships made with both encouraging multimodal work
the teacher reading science definitions
sense, (c) carefully selecting (e.g., using alternative means to display
to students. In using response cards,
instructional materials for peer information besides textual) and
teachers should provide students with
tutoring, (d) supplying and reviewing mnemonics. Mrs. Michaels agreed with
cards containing vocabulary words
procedures to tutors, (e) explaining Mr. Blair with the successful use of
while actively reciting vocabulary
procedures for role switching, and (f) mnemonics. Her students did well in
word definitions, allowing students to
monitoring tutor and tutee progress. remembering facts when she paired
raise the card with the appropriate
response. mnemonics and student generated
Another effective non-mnemonic Conclusion explanations. Mrs. Ritchie shared a
instructional strategy for learning number of successes for her students with
scientific concepts is teacher- or Science instruction plays an EBD in high school chemistry and
student-generated explanations of important role in the education of biology. While response cards worked well

38 B eyond B ehavior
 EBD Science BeyondBehovior

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V o l . 25, Iss. 03, 2016 39

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