Identify the three most ineffective practices/interventions used in academic, therapeutic, or home settings.

Identified effective and ineffective classroom practices and interventions.
For this assignment you can use the effective practices from Assignment 1, but your analysis of the professional literature needs to be expanded and more thorough than in Assignment 1(attached you will find the assignment one). In addition, examine the impediments for teacher use of the most effective interventions.
Next, identify the three most ineffective practices/interventions used in academic, therapeutic, or home settings. Provide multiple professional references and clear statements about why these interventions are ineffective or inappropriate. Be sure to clearly explain why/how you selected the three most ineffective strategies. Be concise and to-the-point. Examine why teachers still use these ineffective strategies.
Explore if the ineffective strategies are ineffective because of poor implementation or a flawed theoretical foundation. Remember – Use professional references and clear statements about why these interventions or practices are ineffective or inappropriate – not your opinion. You should use interventions that have been used within the last 20 years

Use these headings in your paper

Introduction (State the purpose of the paper. List your 3 effective and 3 ineffective strategies.)

Effective strategies

Strategy One (Name and describe how the strategy works. What criteria did you use to determine this strategy is effective?)

Examination of Professional Literature

Impediments to their use

(Repeat headings for strategies 2 and 3.)

Ineffective strategies

Strategy One (Name and describe how the strategy works. What criteria did you use to determine this strategy is ineffective?)

Examination of Professional Literature (Why are they ineffective? Poor practice or flawed theory?

Why did teachers use them? Are they still used?

(Repeat headings for strategies 2 and 3.)

Conclusion
References

very Important to do:
1.In the heading Examination of professional Literature(his is a brief literature review. You should have at least 4 resources including 1 meta-analysis. You do not report on each resource individually. You compare and contrast among the resources)
2.You are looking at practices that are already acknowledged as evidence-based.
3.Choose studies with the largest numbers of participants as they will be the strongest
4.Do not use direct quotes. Paraphrase in your own words. Do not write in first person. Use APA style.
5. CHOOSE A SPECIFIC STRATEGY, NOT A BROAD TOPIC. Broad areas such as Differential Reinforcement, Positive Reinforcement, etc. are not what was looking for.
6.look at What Works Clearing House site, NCAEP or a similar site to find a specific strategy.
7.Here is another way to narrow a topic using PALs as an example. The topic of PALs can be narrowed by adding search terms such as age, grade, gender, subject or skill being taught. You may be able to show that PALs is generally an EBP but what if you are searching to see if it is specifically evidence-based for use in a science lab with high school students? In that case you would only want to search for research on PALs with high school students and lab projects. Other research would be irrelevant. If I were a teacher wanting to use PALs with developmentally delayed adults I would narrow e my topic to that population.
8.Attached you will find the Assignment 1 with the effective strategies that I used, but I want to change the PALS for other one specific or changed for that PALS be specific strategies and not a broad topic

Example of an Acceptable Literature Review
Bellini and Akullian (2007) conducted a meta-analysis of twenty-three single-subject design studies to evaluate the effectiveness of video self-monitoring and video modeling on behavioral functioning, social communication skills, and functional skills in children with autism ages 3 to 21. They found that video modeling and video self-monitoring were effective in all areas, maintained over time, and generalized across settings and people. Qi et al. (2018) conducted a synthesized systematic review of 18 single-case research studies utilizing the What Works Clearinghouse SCRD standards. Their analysis included 53 children between the ages of 3 and 11. They found that the 18 studies met WWC design standards (with and without reservations) exceeding the minimum of 5 and demonstrated strong and moderate causal effects between video modeling and improved social communication skills. Wright, Knight, and Barton (2020) conducted a systematic literature review utilizing the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education to code studies to determine if Video modeling was an evidence-based practice for teaching STEM to students with autism. Reviewing 10 studies, which included 36 participants with autism and/or intellectual disabilities, 75% of whom were male with limited information on ethnicity, they found that video modeling met evidence-based criteria for math but not other STEM components (science, technology, and engineering).

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