Running head: A REVIEW OF “TEACHING OBJECT PERMANENCE” 1

A review of “Teaching Object Permanence: An Action Research Study”

Dona Thanushi N S Hettipathirana

Liberty University

EDU 500 – Advance Educational Psychology

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A review of “Teaching Object Permanence: An Action Research Study”

The article, “Teaching Object Permanence: An Action Research Study” presents a

research report of an action research conducted with the objective of teaching object permanence

to a student with multiple disabilities and visual impairment. It employs a case study in

demonstrating how a consistent team approach to direct instruction is of benefit to the subject. It

also introduces the reader to some contemporary research based tools, techniques and practices

that are of significance in carrying out the research and will be of benefit for further study on the

use of the approach.

Summary

The study is designed as an action research and conducted by a team of three people

experienced in the field, abled in providing direct instruction and familiar with the subject,

Jamie: the classroom teacher, the occupational therapist and teacher consultant of the visually

impaired.

It presents a review of prior literature that emphasize the significance of object

permanence in the development of language, thought and orientation in early childhood (Bruce

and Vargas, 2013) and profiles the participant’s developmental and medical background which

plays a significant role in understanding the individual strengths, needs and limitations of the

child.

The research team use different research-based assessment tools, instructional strategies,

lesson planning practices and collaborative team decision making in the design and execution of

the research. The collection of data is done at end of each lesson, through the baseline

assessment and monthly video tape evidence.

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The baseline assessment is conducted at the beginning of the study to determine the

student’s current level of performance on object permanence. By the end of the study, Jamie was

able to use her knowledge of object permanence to a functional level, which she was not able to

do prior to the introduction of direct instruction (Bruce and Vargas, 2013).

Discussion

The purpose of the study is to develop a teaching-learning model to provide systematic

instruction in teaching object permanence to a young child with multiple disabilities and visual

impairment through consistent team-based approach to direct instruction without disrupting the

student’s typical learning environment.

The designing of the teaching process and lessons in the study are done to cater the

individual needs and limitations of the participant. Thus, the learning process becomes a

profoundly personal experience. This makes the study successful in terms of achieving its goal

which is, enabling the student to master the skill by the end of the study. Therefore,

generalization of the study is profoundly limited, as the case study is based on a single child.

However, the consistent team approach to direct instruction studied in the research can be

adapted accordingly when teaching others with multiple disabilities.

The article facilitates the reader in familiarizing with, interpreting and understanding the

study by providing information on the research-based assessment tools, instructional strategies,

lesson plans and a list of reference materials employed in the study. This encourages educators to

engage in further study of the approach and adaption and development of lessons, activities and

teaching/learning material using these research-based techniques in the special education

classroom when teaching kids with multiple disabilities.

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Conclusion

In conclusion, the study demonstrates consistent team-based approach to direct

instruction of object permanence was of benefit to a young child with multiple disabilities and

visual impairment (Bruce and Vargas, 2013). Several other factors such as, the use of standard

assessment tools, assessment-based lesson planning, research-based instruction and collaborative

decision making too played significant roles in the success of the research. Thus, based on study,

the interpretation of the role of research in educational psychology is the systematic and

objective examination of the factors that contribute to optimize the effectiveness of the

teaching/learning process. Further research in the use of consistent team approach to direct

instruction can be of benefit to some special education areas such as teaching kids with speech,

hearing and cognitive impairment and language and sensory motor developmental issues.
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References

Bruce, S. M., & Vargas, C. (2013). Teaching Object Permanence: An Action Research Study.

Journal of VisualImpairment & Blindness, 107(1), 60-64. Retrieved from

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