Education Commons^™

An Individualized Adaptation To The Timely Transition Game To Reduce The Duration Of A Student's Hallway Transitions, Hannah C. Anselment, Agnieszka Kettlewell, Odessa Luna

SCSU Journal of Student Scholarship

Student inappropriate behavior can increase hallway transition duration and decrease academic time within the classroom. This study used a multiple-baseline design to examine whether an individualized Timely Transition Game (TTG) procedure would aid in the reduction of an eight-year-old’s disruptive hallway behavior and reduce the time spent transitioning between classes. Additionally, a delayed reinforcement procedure was implemented to decrease the latency to on-task behavior within the classroom. The individualized TTG procedure reduced the rate of inappropriate hallway behavior by 78% and decreased overall hallway transitions by 1.4 mins. In addition, the delayed reinforcement procedure reduced the latency to on-task behavior …

Equalizing Postsecondary Transition For At-Promise Youth Receiving Special Education Services: A Chance To Succeed, Karla R. Sanchez

Dissertations

Postsecondary transition can be difficult for At-Promise Youth Receiving Special Education Services (APYRSES). Special educators supporting postsecondary transition often manifest traditional and institutionalized forms of oppressive education while dismissing collective values and beliefs.

This qualitative case study examined the beliefs and attitudes shared by three special education teachers after being introduced to a justice-focused, humanizing intervention to facilitate postsecondary transition for APYRSES. The conceptualized intervention was grounded in liberatory educational frameworks and drew from critical, culturally affirming, sustaining, and humanizing theories that foster cultural reciprocity, self-determination skills, and antiracist social–emotional justice learning to afford opportunities for APYRSES to succeed. The …

An Exploration Of The Lived Experiences Of Special Education Teachers Engaged In Mentoring Programs For Novice Teachers, Donna M. Sowerby

Walden Dissertations and Doctoral Studies

Abstract Beginning special education teachers often leave the field within the first 3–5 years of employment. There is ample research available on mentoring programs for beginning teachers. However, limited research exists on mentoring programs for beginning special education teachers. The purpose of this qualitative study was to explore the lived experiences of novice special education teachers in urban schools to broaden the current understanding regarding their perceptions of mentoring. Self-determination theory was the conceptual framework for examining the mentoring relationships and the participants’ perceptions. Using a phenomenological approach, in-depth face-to-face interviews were used with a purposeful sample of 10 novice …

An Exploration Of The Lived Experiences Of Special Education Teachers Engaged In Mentoring Programs For Novice Teachers, Donna M. Sowerby

Walden Dissertations and Doctoral Studies

Abstract Beginning special education teachers often leave the field within the first 3–5 years of employment. There is ample research available on mentoring programs for beginning teachers. However, limited research exists on mentoring programs for beginning special education teachers. The purpose of this qualitative study was to explore the lived experiences of novice special education teachers in urban schools to broaden the current understanding regarding their perceptions of mentoring. Self-determination theory was the conceptual framework for examining the mentoring relationships and the participants’ perceptions. Using a phenomenological approach, in-depth face-to-face interviews were used with a purposeful sample of 10 novice …