Special Education and Teaching Commons^™

The Effects Of Text-Based Gaming On Reading Comprehension For Students With Intellectual Disability, Faith Ihrig

Electronic Theses and Dissertations

Since the COVID-19 Pandemic, reading comprehension and reading engagement have decreased in the United States. Our world is also becoming increasingly technological, and a large percentage of individuals in the United States, specifically children, are playing video games. There are increasing amounts of video games that target educational skills, such as reading and math, and video games that have been created strictly for entertainment. This study examined the potential effects of playing text-based video games on the comprehension and engagement of 6-8 grade students with intellectual disabilities. A Multiple Baseline Across Participants single case design was used to measure the …

Examining Teachers' Referral And Placement Decisions Of Hispanic Children For Gifted And Talented Programs, Guillermo I. Mendoza

Electronic Theses and Dissertations

This quantitative survey design study examined whether children’s ethnicity makes a difference in teachers’ referral and placement decisions in gifted and talented (G/T) programs. A total of 524 teachers from all over the United States who have taught or currently teach pre-kindergarten through 5th grade participated. The participants were randomly given one of six vignettes adapted from a previous similar study (Elhoweris et al., 2005). Participants answered whether the child described should be referred and placed into gifted and talented programs. All six vignettes described gifted and talented characteristics; the only differences were the children's ethnicity and socioeconomic status. Data …

A Literature Review On Teaching Text Comprehension To Students With Intellectual Disabilities, Abigail Combs

Undergraduate Honors Theses

The purpose of this review is to determine if particular instructional strategies, from a sufficient number of studies, are qualified as an evidence-based practice (EBP) for teaching text-based comprehension skills across content areas for students with intellectual disabilities (ID). This focused review will be added on to the previous review conducted by Mims et al. (in submission) where the search ended in 2018. Due to the time gap in the searched literature, the studies included within the Mims et al. study is no longer comprehensive. Therefore, this focused review of the literature will fill the gap of literature that was …

K-5 Elementary Alternative Program: A Case Study, William E. Scheuer Iv

Electronic Theses and Dissertations

The purpose of this case study was to examine how the K-5 elementary alternative program All Students Can Thrive (ASCT) used student-centered learning practices to influence the whole child. There is a lack of research on K-5 elementary alternative programs, such as ASCT, and specifically those that integrate student-centered learning practices to influence the whole child. Literature does not contain universally accepted interventions that are effective in the elementary alternative setting to help students return to the mainstream classroom setting better prepared to display appropriate behaviors when a student is removed from a mainstream classroom setting due to disruptive behaviors. …

Student Achievement In Response To Intervention Groups, Allison L. Gardenhour

Electronic Theses and Dissertations

The purpose of this study was to identify components of Response to Intervention (RTI) groups associated with increased student growth on progress monitoring tests. The relationship between student growth scores and fidelity of implementation scores, types of groups, types of interventionists, group setting, group time, and various demographic groups were examined. Seven hundred fifteen students enrolled in reading and math groups in an RTI program at 8 schools in an Upper East Tennessee school system participated in this study. Ten research questions and null hypotheses were analyzed using Pearson correlations, independent t tests, and one-way Analyses of Variance. Results indicated …

Tennessee Per-Pupil Expenditures In Special Education And Academic Achievement, Melanie C. Davidson

Electronic Theses and Dissertations

Federal legislation known as the No Child Left Behind act has required states to close achievement gaps. The purpose of this study was to investigate the relationships between special education spending by districts in the state of Tennessee and standardized achievement for students with disabilities.

Secondary data were obtained from the Tennessee Department of Education’s website (www.tn.gov/education). Data from each local education association were collected for the years of 2010-2014 in the areas of special education spending, special education population, and TCAP proficiency percentages in reading and math grades 3-8. Data from each local education association were collected …

Predicting Performance On The Tennessee Comprehensive Assessment For Reading For Third Graders Using Reading Curriculum Based Measures, Robert S. Kirkham

Electronic Theses and Dissertations

Despite flexibility waivers granted to states by the United States Department of Education from some provisions of the No Child Left Behind Act, our nation’s public schools continue to struggle to improve reading proficiency as measured by high stakes assessments. To reach state targets for reading proficiency schools must use data at the earliest point possible to inform instructional strategies and identify students at risk of failure. The response to intervention model holds promise for improving reading outcomes particularly for early elementary students.

The effective use of reading curriculum based measures (R-CBM) to determine if instruction is adequate to produce …

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.

The Development Of The Parent Effectiveness Test (Pet), Sharon S. Morrison

Electronic Theses and Dissertations

Abstract Not Available.