Education Commons^™

Autism: A Teacher's Guide, Kaitlyn Schaps

Dissertations, Theses, and Projects

Studies have shown that many educators are not prepared to teach children with ASD in their classrooms, as they may not be familiar with the characteristics of these children (Jiar Yeo & Teng, 2020) and do not have the knowledge needed to help them succeed.

In this guide, we discuss the different characteristics of ASD, how they affect a child’s education, how to collaborate with families, and research and evidence based (proven to be effective through research and quality studies) intervention strategies that will assist general education teachers, paraprofessionals, special education teachers, and any other professional in the educational field …

Inclusion In The Classroom: Addressing Antecedents Of Challenging Behaviors, Justin Heskett

Dissertations, Theses, and Projects

The study aimed at identifying the antecedents of challenging behavior of a student who was identified as Developmental Cognitive Disability (DCD) in her inclusive secondary classes. This study was directed towards a student and her behaviors to help determine what, if anything, triggered different behaviors in the inclusive classroom. Information was gathered through paraeducators along with her teachers (e.g. general education teachers, special education teachers) observing the student. The information will be presented to administration to create a staff development on inclusion in the classroom. Analyzing the data, some of the triggers for behaviors were deemed inevitable, and some were …

Surviving In School: A Correlational Study On Teachers' Social Emotional Learning, Self-Efficacy, And Response To Students' Challenging Behaviors, Patricia Cummings

Dissertations, Theses, and Projects

This study explored possible correlations among elementary general education teachers’ knowledge of Social Emotional Learning (SEL), their perceived self-efficacy, and their responses to students’ challenging behaviors. It was hypothesized that teachers with increased levels of SEL knowledge and perceived self-efficacy would respond to students’ challenging behaviors using methods that allowed for students to remain in the classroom. It was reasoned that if these variables were correlated districts could provide professional development that would increase teachers’ levels in these areas and thereby providing them with effective training to respond to students’ challenging behaviors. Although no correlations were found among these variables, …