Education Commons^™

An Analysis Of Teacher Training Concerning The Identification Of Students With Autism Spectrum Disorder, Brittany Jo Desnoyer

UNLV Theses, Dissertations, Professional Papers, and Capstones

Given recent revisions to the diagnostic criteria as it pertains to students with ASD (DSM-V; APA, 2013), several studies have raised concern that future diagnosis will be limited (McPartland et al., 2012). However, prevalence rates of Autism Spectrum Disorders (ASD) have continued to rise since its release (Baio et al., 2018). Because special education referrals are subject to bias, and positively correlated with a high probably of subsequent diagnosis (Ysseldyke & Algozzine, 1981), the role of the educator warrants exploration.

This study investigated the level of training provided to pre-service and in-service general and special educators in the DSM-IV (APA, …

Using Positive Self-Talk And Goal-Oriented Thinking To Improve Behavioral Outcomes For Students With Learning Disabilities, Danielle M. Feeney

UNLV Theses, Dissertations, Professional Papers, and Capstones

Positive self-talk is the experience of carrying on an internal conversation with oneself in the form of praise and encourages the individual to persist despite risks or challenges. Goal- oriented thinking is a purposeful mental process used when solving a problem or working on a task and generally occurs when an individual is reasoning, problem solving and decision making. When engaged in goal-oriented thinking, individuals must interpret their current situation, determine their desired state, and then connect the two through a series of actions in an attempt to transform the former to the latter. Individuals who frequently use positive self-talk …

Exploring Mathematics Anxiety Of Students At-Risk For Mathematics Difficulties, Sarah Mccarthy

UNLV Theses, Dissertations, Professional Papers, and Capstones

Students in mathematics classrooms are found to experience various levels of stress and anxiety during instructional time. Negative feelings associated with participation in math activities can lead to both physical and emotional manifestations, affecting performance, achievement, and even confidence with the academic subject. Students found to be at-risk for mathematics difficulties have greater risks when it comes to the possible experience of mathematics anxiety. Students with learning disabilities, students needing supplemental interventions, and students who are English learners can experience potential bouts of anxiety and stress, magnifying academic struggles in the math classroom. In addition, academic deficits can intensify levels …

Informal Interactions: A Mini-Ethnographic Case Study Of Students With Emotional And Behavioral Disorders, Katelyn Jessie Zirkus

UNLV Theses, Dissertations, Professional Papers, and Capstones

Most educational professionals are committed to supporting the students they serve in developing the skills needed to achieve the highest educational life potential they possibly can. The Individuals with Disabilities Education Improvement Act (IDEIA, 2004) reaffirms that the purpose of special education is to prepare students for further education, employment, and independent living. However, post-school outcomes for students with emotional and behavioral disorders (EBD) often run counter to this stated purpose. Outcomes for students with EBD into adulthood are often not positive, substantiating the need of congressional intent to strengthen preparation and consequently improve these students’ quality of life.

Therefore, …

Transition Perceptions Of High School Students With Emotional And Behavioral Disorders And Their Teachers, Kristopher Hawk Yeager

UNLV Theses, Dissertations, Professional Papers, and Capstones

After school, students with EBD often have poor outcomes related to employment, postsecondary education, and independent living. Individualized strengths-based transition planning that provides a multitude of services and supports can improve these outcomes. There is limited research on the perspectives of students with EBD and how these viewpoints compare with those of teachers. Additional research in this area can provide researchers and practitioners with a more complex understanding of youth perspectives that can influence the development of authentic, strengths-based, and culturally responsive interventions. This mixed-methods study analyzed the transition-related strengths, needs, and social supports of students with EBD. Across three …

The Experience Of Students With Attention-Deficit/Hyperactivity Disorder During The Transition To Middle School, Hannah M. Berry

UNLV Theses, Dissertations, Professional Papers, and Capstones

The transition to the middle school setting from elementary school has been the subject of research for decades as data shows a decline in academic success, socio-emotional health and motivation for students. There is a lack of research based transitional programs to support the needs of students at this time, specifically those with special needs. Though the name and specific criteria for students with ADHD has shifted, the impact this neurological disability has on students and learning is comprehensive. Symptoms of this disorder reach and affect each part of the student and their school experience, as well as those around …

Large Group Video Modeling: Increasing Social Interactions In An Inclusive Head Start Classroom, Jennifer Margaret Buchter

UNLV Theses, Dissertations, Professional Papers, and Capstones

Social skills are associated positive academic and well-being outcomes across the lifespan, especially for individuals with disabiliites (Carter, Sisco, Chung, & Stanton-Chapman, 2010; Hirsh-Pasek, Golinkoff, Berk, & Singer, 2009; Lifter, Mason, & Barton, 2011; Rubin, Bukowski, & Laursen, 2009). Without instruction, children with disabilities often have social skill delays that result in social isolation and peer rejection (Barton, 2015; Goldstein, English, Shafer, & Kaczmarek, 1997; Gresham, 1982; Nelson, McDonnell, Johnson, Crompton, & Nelson, 2007; Rogers, 2000; Travis, Sigman, & Ruskin, 2001). Direct and explicit instruction, not only for the targeted child but also for their peers, is required to support …

Creative Self-Efficacy: Students In General Education, With Learning Disabilities, And With Gifts And Talents, Jennifer Elaine Smith

UNLV Theses, Dissertations, Professional Papers, and Capstones

Creative self-efficacy is the belief in one’s own ability to be creative. It is a component of creativity and is vital for future success. Within the construct of creative thinking, four areas of creative thinking (i.e., fluency, flexibility, elaboration, and originality) have been suggested.

The purpose of this study was to investigate the perception of creative self-efficacy in third, fourth, and fifth grade students in general education, with learning disabilities, and with gifts and talents in terms of fluency, flexibility, elaboration, and originality. Along with educational sub-type and grade level, an exploration of the relationship of gender and ethnicity were …