Education Commons^™

Systematic Review Of The Use Of Multiperson Activity Schedules For Individuals With Disabilities, Caili A. Johnson

All Graduate Theses and Dissertations, Fall 2023 to Present

Multiperson activity schedules capitalize on the benefits of independent activity schedules, a commonly used visual support for individuals with disabilities. Activity schedules minimize the need for adult prompting and increase independence with complex tasks by breaking them down into pictures, written words, or videos. Multiperson schedules allow pairs and small groups of individuals with disabilities to work together with minimal adult involvement to accomplish a task. This systematic review aims to inform researchers and other interested persons regarding the use of multiperson activity schedules to aid in decision-making and support implementation. We screened 146 articles and dissertations against our study …

Individualized Clinical Coaching With Bug-In-Ear: Enhancing Fidelity Of Implementation Of Behavior Specific Praise Among Novice Teachers Of Students With Developmental Disabilities In Rural Classrooms, Dennis P. Garland Ph. D.

Journal of Inquiry and Action in Education

Five novice special education teachers in rural classrooms received individualized clinical coaching (ICC) via the Internet to increase their use of behavior specific praise (BSP) with their students who had developmental disabilities (DD) during clinical supervision. Web cameras provided opportunities for the teachers to be observed during their regularly scheduled classroom teaching. The participants received brief coaching prompts through a wireless earpiece that they wore while teaching. A single subject multiple baseline across participants design was used to determine if a functional relation existed between the ICC and the rate of BSP use per minute for each of the participants. …

Buck V. Bell: Eighty Years Of Challenges For Parents With Developmental Disabilities, Kelley D. Jacobs

LC Journal of Special Education

On May 2nd, 1927, Justice Oliver Wendell Holmes delivered the Supreme Court‟s decision in the case of Carrie Buck v. J.H. Bell (Smith & Nelson, 1989). In the majority opinion, Holmes stated that, “It is better for all the world, if instead of waiting to execute offspring for crime, or to let them starve for their imbecility, society can prevent those who are manifestly unfit from continuing their kind. The principle that sustains compulsory vaccination is broad enough to cover cutting the Fallopian Tubes...” (Smith & Nelson, 1989, p.178). Thus, it was determined that “three generations of imbeciles [were] enough”, …

Teaching Students With Intellectual Disability To Create A Slope-Intercept Equation, Andrew Wojcik Ph.D., Alison R. King Ph.D.

The Journal of Special Education Apprenticeship

Increasingly individuals with Intellectual Disability (ID) are showing the capability of learning abstract mathematical skills like algebra. The purpose of the study was to show a method for teaching high school-aged individuals with ID the algebra skill of creating an equation from a line using a time-delay strategy and equation template. We employed a non-concurrent multiple probe across participants design with four participants who showed an increase in performance after the intervention. All participants showed improvements with a percentage of a nonoverlapping data effect size of 86.84%. The study supplied more evidence that the use of time delay approaches can …

Maternal Depression Moderated By Family Resources When Children Have Developmental Disabilities., Timothy B. Smith, Terisa P. Gabrielsen

Faculty Publications

Children with developmental disabilities require extensive parental involvement in intervention, but parents with depression may be less able to intervene effectively. We examined prevalence of depression symptoms and predictors among 131 mothers of children with disabilities enrolled in early childhood special education. Participants completed several self-report measures of depression and child and family functioning. Children were directly evaluated using the Battelle Developmental Inventory. One year later, 68 mothers repeated self-report measures. Participants (30%) reported elevated depression symptoms across time. Depression scores were correlated with parental stress and family resources. An interaction between higher maternal depression and higher child functioning with …

Building Collaborative Partnerships To Increase Postsecondary Education Opportunities For Students With Intellectual And Developmental Disabilities, Annemarie L. Horn, Kimberly M. Bean, Selena J. Layden, Judith E. Terpstra, Karen C. Holloway

Communication Disorders & Special Education Faculty Publications

Transitioning from high school to the next phase of life can be especially challenging for youth with intellectual and other developmental disabilities (IDD). Federal mandates are in place to provide individualized transition services to students with disabilities up to age 22; however, there is variability in the location of service delivery. A growing number of school districts have partnered with institutions of higher education (IHE) in an effort to enhance postsecondary education (PSE) opportunities for individuals with IDD who are between the ages of 18-21. While there are some differences in PSE programs, the core foundational component is constant across …

Self-Control Training For Parents Of Children With Autism And Related Disabilities In Albania, Amanda Jane Petersen

Theses and Dissertations

Self-control can be defined as the ability to select a larger, later reward over a smaller, sooner reward. This ability, also known as gratification delay, has been highly correlated with academic competence and success. Studies that examine gratification delay have identified strategies that have been observed to increase the delay time to reward. This study examined the extent to which parents of children with Autism or a related disability could be trained to teach these strategies. Participants were seven mothers who were all ethnic Albanian. The results indicated that these mothers were able to teach the three strategies they were …

The Relationship Between Self-Monitoring And On-Task Behavior For Students With Developmental Disabilities, Corrin Mann

Dissertations, Theses, and Projects

ABSTRACT The purpose of this research was to determine whether the practice of self-monitoring would improve the on-task behavior of high school students with developmental disabilities. The study tracked the effects of self-monitoring on a student’s on-task behavior while in a functional life skills class through a transition program. Students practicing in this study demonstrated off-task behavior while in the life skills class. The students were taught to keep track of their on-task behavior with the use of a timer and a self-monitoring checklist. The acronym CLAWS was used to help students remember what on-task behavior looked like. Data was …

Intrusiveness Of Behavioral Treatments For Children With Autism And Developmental Disabilities: An Initial Investigation, Michael R. Mayton, Stacy L. Carter, Jie Zhang, John J. Wheeler

John J. Wheeler

The behaviors frequently displayed by students with autism can place them at risk for overly reactive behavior interventions with unwanted side effects. The current study examined the level of intrusiveness of behavioral treatments developed for 198 students with disabilities from 13 different states. Results demonstrated that students diagnosed with autism had proportionally more intrusive behavior interventions when compared to students in five other disability categories and indicated that many students with autism were unnecessarily subjected to highly intrusive behavior interventions. The implications of these findings are discussed, and recommendations for future research are provided.

Data-Based Decisions Guidelines For Teachers Of Students With Severe Intellectual And Developmental Disabilities, Bree A. Jimenez, Pamela J. Mims, Diane M. Browder

Pamela J. Mims

Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and develop- mental disabilities. Although research in the area of data-based instructional decisions for students with severe disabilities shows benefits for using data, there is limited research to demonstrate teachers in applied settings can acquire the decision-making skills required. The purpose of this research was to demonstrate how teachers from five states acquired a set of data-based decisions implementation guidelines through online professional development. Recommendations for practice and future research are included.

A Comparison Of The Effects Of Peer Networks And Peer Video Modeling On Positive Social Interactions Performed By Young Children With Developmental Disabilities, Conrad Oh-Young

UNLV Theses, Dissertations, Professional Papers, and Capstones

A concern that parents of children with disabilities have is whether or not their offspring are able to interact and be accepted by children who do not have disabilities. Unfortunately children with developmental disabilities (DD) may experience difficulties when interacting with typically developing peers. One method of addressing this issue has been to ensure that children with DD receive instruction in the same school setting as their peers. However, simply attending the same school as children who are typically developing may not be enough. Hence the need for interventions such as peer network (PN) and peer video modeling (PVM), that …

Intrusiveness Of Behavioral Treatments For Children With Autism And Developmental Disabilities: An Initial Investigation, Michael R. Mayton, Stacy L. Carter, Jie Zhang, John J. Wheeler

ETSU Faculty Works

The behaviors frequently displayed by students with autism can place them at risk for overly reactive behavior interventions with unwanted side effects. The current study examined the level of intrusiveness of behavioral treatments developed for 198 students with disabilities from 13 different states. Results demonstrated that students diagnosed with autism had proportionally more intrusive behavior interventions when compared to students in five other disability categories and indicated that many students with autism were unnecessarily subjected to highly intrusive behavior interventions. The implications of these findings are discussed, and recommendations for future research are provided.

Effects Of The Integrated Symple Readers Curriculum On Expressive Vocabulary Acquisition In Elementary Students With Developmental Disabilities, Loralene Edvalson

Theses and Dissertations

Despite the emphasis society places on literacy, most students with developmental disabilities remain illiterate. One cause for this illiteracy may be that these students lack foundational language skills that contribute to being able to read. Research has shown that, among other contributions, multiple exposures across time increase students' abilities to acquire knowledge. The Symple Readers integrated curriculum plans for multiple exposures to novel picture vocabulary words by building them into all activities across the students' day and week. The purpose of this study was to determine the effects of the Symple Readers integrated curriculum on expressive vocabulary development. During the …

Performance As Therapy: An Intervention For Adults With Developmental Disabilities, Emily A. D'Annunzio

Creative Arts Therapies Theses

The research thesis titled, “Performance as therapy: An intervention for adults with developmental disabilities” examined how adults with developmental disabilities (DD) respond to this specific dance/movement therapy intervention. It shows how this intervention method addresses the psychosocial goal of increasing interpersonal skills. The research took place at a day rehabilitation center, located in Chicago, IL. The co-researchers are participants of a day rehabilitation program, which offers creative arts therapies. The co-researchers are both male and female who range in age from 21 to 60. Caucasian, African American and Hispanic ethnic backgrounds are represented. Co-researchers have DD, which include diagnoses of …

Development And Implementation Of A Video-Based Activity Preference Assessment For Children With Autism And Their Parents, Lena Sankovich

UNLV Theses, Dissertations, Professional Papers, and Capstones

Development and Implementation of a Video-Based Physical Activity Preference Assessment for Children with Autism and Their Parents

Individuals with autism often lack the necessary motivation to engage in physical activity. In addition, due to the characteristics defining autism, such as deficits in social skills, motor coordination, and behavior, individuals with autism are less likely to participate in physical activity with their peers than individuals without autism. Additionally, poor motor functioning, sedentary lifestyle, lack of information and lack of access to physical activity may be barriers to physical activity for individuals with developmental disabilities. These barriers, in addition to the characteristics …

Integrazione Scolastica In Italy: Implications For American Schooling Of Children With Disabilities, Michael Giangreco

College of Education and Social Services Faculty Publications

This sabbatical final report describes the preparation, activities, and initial outputs of a three month sabbatical journey to Italy in Fall 2011. Over the past two decades, educating students with disabilities in inclusive classrooms, alongside their peers without disabilities, has increasingly become a focus of global attention and advocacy (Ferguson, 2008; Vislie, 2003). In part, this has been evidenced internationally through the development and ratification of the Salamanca Agreement (UNESCO, 1994) and Article 24 (Education) of the Convention on the Rights of Persons with Disabilities (United Nations, 2006). These international accords strongly favor inclusive education for children and youth with …

Effects Of Functional Communication Training (Fact) On The Communicative, Self-Initiated Toileting Behavior For Students With Developmental Disabilities In A School Setting, Jinnie Kim

Dissertations

Far less is known about the effects of functional communication-based toileting interventions for students with developmental disabilities in a school setting. Furthermore, the currently available toileting interventions for students with disabilities include some undesirable procedures such as the use of punishment, unnatural clinic/university settings as opposed to more natural school/home settings, and prompt-based as opposed to communicative, self-initiating skills. The current study examined the effectiveness of FCT on the incidence of communicative, self-initiated toileting and of toileting accidents without any punishment components, which were often considered as necessary in traditional toileting procedures. A multiple baseline design was used for the …

A Comparison Of Traditional Versus Electronic Word Wall Instruction On Word Identification In Kindergarteners With Developmental Disabilities, Jenny Wells Ph.D., Drue E. Narkon Ph.D.

Electronic Journal for Inclusive Education

The purpose of this preliminary investigation was to examine the effectiveness of using a word wall strategy on the word identification skills of kindergarteners with developmental disabilities (DD). An alternating treatment design was used to examine the use of the word wall strategy and whether there were differences in children’s word identification and on the teacher’s sense of efficacy when using small-group traditional word wall instruction (Cunningham, 2000) versus an individualized electronic word wall (Narkon, Wells, & Segal, 2011) instructional format. Results indicated that both strategies were effective. However, children with motivational and attentional issues may differentially benefit from the …

Quality Of Life Of Families With Children Who Have Severe Developmental Disabilities: A Comparison Based On Child Residence, Joni Taylor Mcfelea, Sharon Raver

Communication Disorders & Special Education Faculty Publications

This study measured the quality of life of two groups of families with children who had severe developmental disabilities-families whose child lived at home and families whose child lived in a residential facility. Participants were 54 primary caregivers of children who had severe intellectual disabilities and who lacked the ability to both ambulate without assistance and communicate conversationally. Participants completed the "Family Quality of Life Scale" (Hoffman, Marquis, Poston, Summers, & Turnbull, 2006). Analyses revealed that both groups rated their family quality of life (FQOL) as exemplary. FQOL was higher in the family home group than in the residential facility …

Data-Based Decisions Guidelines For Teachers Of Students With Severe Intellectual And Developmental Disabilities, Bree A. Jimenez, Pamela J. Mims, Diane M. Browder

ETSU Faculty Works

Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and develop- mental disabilities. Although research in the area of data-based instructional decisions for students with severe disabilities shows benefits for using data, there is limited research to demonstrate teachers in applied settings can acquire the decision-making skills required. The purpose of this research was to demonstrate how teachers from five states acquired a set of data-based decisions implementation guidelines through online professional development. Recommendations for practice and future research are included.

Effects Of A Parent Training Workshop On Parent Perceptions Of Children With Developmental Disabilities, Stephanie Priscilla Call

Theses and Dissertations

Children with developmental disabilities often exhibit problem behaviors, such as physical aggression, tantrums, and self-injury. These behaviors can detrimentally affect the family's lifestyle. Research has shown that such families should take an active role in developing and implementing a behavior plan. However, families need support to promote effective changes in their child's behavior. This study investigated how a positive behavior support workshop that used the Family HOPE program affected behavior problems and parent/child relationships in families with children with developmental disabilities. Parents of eight children with disabilities and challenging behaviors participated in this research. A Project Director and Principal Investigator …

Perceptions Of Pre-Service Teacher Training Concerning Curriculum Alignment For Students With Developmental Disabilities, Kim Watkins

Education Dissertations and Projects

Legislative mandates require teachers to provide access to the general curriculum for all students in the least restrictive environment. Though policies are in place to ensure high quality instruction for all students, many students with developmental disabilities are still being served in self-contained settings with a life-skills instructional approach only, without the necessary supports for accessing the general curriculum. The purpose of this study was to reveal the extent of pre-service teacher perceptions of teacher training on curriculum alignment in order to improve pre-service teacher training in special education for access to the general curriculum for students with developmental disabilities. …

The Effect Of Video Self-Modeling On The Compliance Rates Of High School Students With Developmental Disabilities, Jacob Ammon Aukai Figueira

Theses and Dissertations

People with developmental disabilities must develop the ability to maintain socially acceptable behavior in order to become contributing, accepted members of society at large. Research indicates that compliance, or following directions, is a keystone behavior, which, if learned, may significantly decrease the occurrence of behavior difficulties in students. Many studies of individuals with disabilities have shown a dramatic increase across a wide range of academic and social skills using video self-modeling (VSM), a technique in which students watch edited videos of themselves performing skills correctly or at high rates. Despite the importance of compliance for individuals with disabilities and the …

Functional Analysis And Reduction Of Inappropriate Spitting, Stacy L. Carter, John J. Wheeler

John J. Wheeler

Preventing Challenging Behaviour Through The Management Of Instructional Antecedents, John J. Wheeler, Stacy L. Carter, Michael R. Mayton, Morgan Chitiyo

John J. Wheeler

The Inclusion Of Parents In Early Childhood Language And Behavior Development, Kathryn Lee Demoville

Theses Digitization Project

The purpose of this study was to determine what language and behavior changes occur when parents are included in a curriculum that provides intervention for children with language delays and behavior and social delays. This project was a collaborative effort between the Early Intervention Special Education Program for three-five year old children in the school distrtict, and the County of Riverside, Department of Mental Health Services.

Adaptive Behavior In Autism And Pervasive Developmental Disorder-Not Otherwise Specified: Microanalysis Of Scores On The Vineland Adaptive Behavior Scales, Rhea Paul, Stephanie Miles, Domenic Cicchetti, Sara Sparrow, Ami Klin, Fred Volkmar, Megan Coflin, Shelley Booker

Communication Disorders Faculty Publications

The purpose of this study is to provide a microanalysis of differences in adaptive functioning seen between well-matched groups of school-aged children with autism and those diagnosed as having Pervasive Developmental Disorder-Not Otherwise Specified, all of whom functioned in the mild to moderate range of intellectual impairment. Findings indicate that the major area of difference between children with autism and those with Pervasive Developmental Disorder-Not Otherwise Specified, was expressive communication; specifically, the use of elaborations in syntax and morphology and in pragmatic use of language to convey and to seek information in discourse. Linear discriminant function analysis revealed that scores …

Teacher Training And The Implementation Of Reading Instruction For Students With Mild To Moderate Mental Retardation, Nancy Sharlett Thompson

Theses Digitization Project

This study was designed to investigate whether special education teachers are adequately trained to meet the literacy needs of students with mild to moderate retardation.

Teaching A Child With Autism To Use An Independent Activity Schedule To Increase Play Behavior And Reduce Stereotypy, Korena Lyn Saunby

Theses Digitization Project

The purpose of this study was to teach play skills to a six year-old deaf male child with autism and to determine if these play skills would reduce self-stimulatory behaviors. The child was introduced to an independent play schedule duing two teaching phases using prompting and reinforcement procedures that have in the past been successful in teaching new skills to children with autism.

Advancing Skills Of Developmental Specialists, Robert L. Morgan

Special Education and Rehabilitation Counseling Faculty Publications

Advancing Skills of Developmental Specialists focuses on general skills related to preparing and delivering instruction, carrying out activities related to Individual Program Plans, gathering information on a person's progress, and troubleshooting problems. This program addresses topics important to many specialists, including those working with people who have various disabilities. Since its scope is broad, the program is organized around general principles that have a wide range of application. However, because the scope is broad, instructors working for some organizations may wish to supplement information in this manual with additional material. You are encouraged to supplement with additional information where necessary!