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Articles 1 - 7 of 7
Full-Text Articles in Education
Special Educators And Mathematics Phobia: An Initial Qualitative Investigation, Michael Humphrey, Jack J. Hourcade
Special Educators And Mathematics Phobia: An Initial Qualitative Investigation, Michael Humphrey, Jack J. Hourcade
Early and Special Education Faculty Publications and Presentations
Special educators are uniquely challenged to be content experts in all curricular areas, including mathematics, since students in their case loads may require academic instruction in any area. However, special educators with math phobia may be limited in their ability to provide effective instruction to their students with mathematical deficits and/or needs, and may experience additional challenges in their professional and personal lives. This qualitative study sought to better understand the nature of math phobia in two special educators through extensive interviews, journaling, and observations in math experiences, with a number of primary themes identified. Several potential resolutions for the …
Mentors Increasing Special Education Retention, Michael J. Humphrey, Evelyn S. Johnson, Keith W. Allred, Jack J. Hourcade
Mentors Increasing Special Education Retention, Michael J. Humphrey, Evelyn S. Johnson, Keith W. Allred, Jack J. Hourcade
Early and Special Education Faculty Publications and Presentations
Lack of effective professional mentoring and minimal ongoing support programs have been suggested as two primary contributors to the chronic shortages of special education teachers. Few programs have been designed to address these specific causes. In this article we describe TATERS, a partnership between a university special educator preparation program, a state Department of Education, and district level administrations designed to (a) develop effective mentoring systems, and (b) strengthen training and recruitment of preservice and new special education teachers, especially in rural areas.
Monitoring And Evaluating Classroom Behavior In Early Childhood Settings, Delilah Krasch, Deborah Carter
Monitoring And Evaluating Classroom Behavior In Early Childhood Settings, Delilah Krasch, Deborah Carter
Early and Special Education Faculty Publications and Presentations
Monitoring and evaluating classroom behavior in early childhood for the purpose of improving teaching and learning is critical. There is a clear link between social behavior and academic learning. Classrooms where students are following expectations, engaging academically, and transitioning effectively between activities are classrooms where students spend more time accessing instruction. In order to make efficient and effective decisions for class-wide supports, data should be collected on the class as a whole. With accurate data, interventions can be implemented for the whole group that will increase instructional time. In this paper we propose quick and efficient data collection methods for …
A Family Strengths Approach To Early Language And Literacy Development, Deborah Carter, David J. Chard, Juli Pool
A Family Strengths Approach To Early Language And Literacy Development, Deborah Carter, David J. Chard, Juli Pool
Early and Special Education Faculty Publications and Presentations
Language and literacy skills are an essential element of young children’s development and allow them to interact meaningfully with other people and to develop knowledge in all subject areas. Despite the importance of language and literacy development, however, more than one third of children in the United States enter school with significant differences in language, early literacy skills, and motivation to learn that place them at considerable risk for developing long-term reading difficulties. The quantity and quality of language interactions children have with their parents and exposure to print in their home environment prior to entering school have an important …
Differential Effects Of A Direct Behavior Rating Intervention Based On Function Of Problem Behavior, Kent Mcintosh, Amy L. Kauffman, Deborah Carter, Celeste Rosetto Dickey, Robert H. Horner
Differential Effects Of A Direct Behavior Rating Intervention Based On Function Of Problem Behavior, Kent Mcintosh, Amy L. Kauffman, Deborah Carter, Celeste Rosetto Dickey, Robert H. Horner
Early and Special Education Faculty Publications and Presentations
The purpose of this study was to investigate the effectiveness of a teacher-implemented tier two behavior intervention and differential effects based on function of student problem behavior. The participants were 36 public elementary school students who were nominated for additional behavior support beyond universal School-wide Positive Behavior Support. The intervention provided was Check-In/Check-Out, a tier two intervention using direct behavior ratings to increase structure and feedback to the student’s environment. Before and after implementation of the intervention, the authors assessed the students’ function of behavior, levels of problem behavior, prosocial behavior, and rate of behavioral incidents. A multivariate analysis of …
Online Learning And Mentors: Addressing The Shortage Of Rural Special Educators Through Technology And Collaboration, Evelyn S. Johnson, Michael J. Humphrey, Keith W. Allred
Online Learning And Mentors: Addressing The Shortage Of Rural Special Educators Through Technology And Collaboration, Evelyn S. Johnson, Michael J. Humphrey, Keith W. Allred
Early and Special Education Faculty Publications and Presentations
This article describes a promising model in comprehensive special education personnel preparation to support the recruitment and retention of special education teachers in rural areas. The approach draws on several bodies of research to include best practices for teacher education, online service delivery, collaboration among key stakeholders, and the development of strong mentoring and induction programs. The implementation plan, based on evidence-based practice in special education and online learning, is presented. A key element of this plan is developing and maintaining strong relationships among rural districts, the state department of education, and higher education.
Adding Function-Based Behavioral Support To First Step To Success: Integrating Individualized And Manualized Practices, Deborah Carter, Robert H. Horner
Adding Function-Based Behavioral Support To First Step To Success: Integrating Individualized And Manualized Practices, Deborah Carter, Robert H. Horner
Early and Special Education Faculty Publications and Presentations
This study investigated the effects of adding individualized, function-based support to the well-documented early intervention, First Step to Success. A single-subject multiple-baseline design was applied across three, K-1 students who did not respond to standard First Step to Success procedures. A functional behavioral assessment and individualized function-based support plan was added to the First Step protocol. The multiple baseline analysis documented an effect between adding individualized, function-based supports to the standard First Step program and both (a) a decrease in problem behavior and (b) an increase in academic engagement. Implications of the results are provided for the design of school-based …