Special Education and Teaching Commons^™

Post Hoc Analysis On The Effect Of Early Intensive Behavioral Intervention Provided To Preschool Children On The Autism Spectrum, Catherine R. Maxwell Dumont

Dissertations, Masters Theses, Capstones, and Culminating Projects

Early Intensive Behavioral Intervention (EIBI) provides a framework for educators to assist children diagnosed with autism spectrum disorder (ASD) to increase independence and positive social skills in the classroom (Reichow, 2012). Preschoolers with ASD who do not have access to programs tend to display negative and socially inappropriate behavior, such as acts of aggression, withdrawal, and inability to attend to lessons. Studies on program effectiveness documented that preschool children who received EIBI scored higher on IQ, language comprehension, imitation, expressive language, nonverbal communication, play, stereotyped behaviors and adaptive functioning compared to preschool children who do not receive EIBI. The literature …

How To Implement Visual Activity Schedules For Students With Disabilities, Amy D. Spriggs, Wilhelmina Van Dijk, Pamela J. Mims

ETSU Faculty Works

Based on recent literature reviews on the use of Visual Activity Schedules (VAS) for students with intellectual disability and autism, the strategy has been deemed an evidence based practice. Using the literature highlighted in the recent reviews, this article provides an overview of VAS and common skills VAS has been used to teach. Additionally, the authors provide guidelines on schedules variations, creating schedules, and implementing the schedules. Finally, several examples of VAS are included.

Culturally Relevant Parental Involvement: Perceptions Of Mexican Immigrant Mothers In Rural Wyoming, Sandra P. Sanderson

Theses and Dissertations

The purpose of this study was to understand Mexican immigrant mother's perceptions concerning parental involvement with their children's schools. It provides a perspective on cultural considerations relevant to the implementation of Epstein's model of parental involvement. Eight mothers, two documented and six undocumented, who had emigrated from Mexico and were living in rural Wyoming, were interviewed. The information provided by the participants included descriptions of practices the mothers considered meaningful when involved with their children's education. They shared their own experiences of their school attendance in Mexico and their own parents' involvement with their education. They also shared their understanding …

The Effects Of “Handwriting Without Tears®” On The Handwriting Skills Of Appropriate Size, Form, And Tool For A Four Year-Old Boy With A Developmental Delay, Colleen Meyers, T.F. Mclaughlin, Mark Derby, Kimberly P. Weber, Milena Robison

The Journal of Special Education Apprenticeship

The ability to write one’s own name legibly is a critical lifelong skill for academic success. The purpose of the present study was to evaluate the effects of the Handwriting Without Tears® program on teaching a four year-old how to write his first name using proper size, form, and tool. The participant was a four year-old boy in a self-contained preschool setting. A multiple baseline design across letters was employed. The overall outcomes indicated improvement through the use of Handwriting without Tears® materials. The participant enjoyed the procedure and improved his academic skills.

Effects Of A Software Program Vs. Constant Time Delay In The Acquisition Of Sight Words For A Student With Significant Disabilities, Turkie Ali Algharbie

Electronic Theses and Dissertations

The development of sight words is essential for individuals with significant disability. There is a plethora of research highlighting the acquisition of sight words for this population but to date, most focus on teacher led interventions (Browder, Algrim-Delzell, Spooner, Mims, & Baker, 2009). This study investigated the use of computer technology vs. one-on-one instruction targeting sight words acquisition for a student with a significant disability. Results showed the participant indicated improved performance using the computer based intervention versus the constant time delay instructor led intervention.

Tiers 1, 2 & 3 Intervention: Sleep And School, Katherine M. Kidwell, Maren Hankey, Donna M. Flores, Tori R. Van Dyk, Alyssa Lundahl, Timothy D. Nelson

Department of Special Education and Communication Disorders: Faculty Publications

Conclusion

Educators need to take a more active role in identifying and addressing sleep related issues in students in order to maximize their learning potential and to minimize the numerous negative outcomes of sub-optimal sleep and sleep disorders. Specifically, school personnel can educate parents on the importance of sleep and advocate for later school start times for middle and high school students. In addition, when symptoms persist, educators can make recommendations to parents as a part of the SAT and MDT. See Figure 4 for recommendations for schools.

Development And Validation Of A Survey Of Knowledge Of Autism Spectrum Disorder, Laura Katherine Hansen

Master's Theses

As autism spectrum disorder (ASD) is more commonly diagnosed, having knowledge of the disorder becomes increasingly important for educators, parents, and the general public. Previous research regarding knowledge of ASD, focused mainly on knowledge possessed by those in the educational field, has found that individuals may perceive themselves as possessing average knowledge regarding ASD but have low actual knowledge (as defined by the researchers) regarding specific aspects of the disorder (Williams et al., 2011). Studies support the notion that there is a general lack of knowledge of different aspects of ASD among teachers; however, there has been little research regarding …

Special Needs Children And Mental Health, Nancy J. Carbonell

Faculty Publications

What do these stories have in common? They are representative of many students who experience learning difficulties while at the same time struggling with mental or emotional issues. Special-needs teachers see children like Brandon, Carmen, and Jake in their classrooms every day. It is estimated that in the U.S., 37 percent of children with special needs also need mental-health care. That is approximately one in every three special-needs students! This is particularly challenging for teachers whose training did not include how to deal with children experiencing mental-health issues.

“¡Ya Entiendo! Now I Understand!” Parents' Perceptions Of The Diagnosis Process And Early Intervention Services, Jenna Hudson

Doctor of Education in Teacher Leadership Dissertations

This qualitative research study examined parents’ perceptions on the diagnosis process that identified their children as deaf or hard of hearing and the early-intervention services provided after the diagnosis. It explored how culture influenced the parental perception of information given to them and the ways in which their backgrounds swayed their individual reactions. As a convenience sample, the researcher conducted interviews with six families in the participants’ homes for ease and comfort. After each interview, an observation was conducted to collect data on the family’s interactions during leisure time, focusing on how the parents and their child communicated with one …

Global Competency Teaching Intercultural Communication And Creativity In Universities To Prepare Graduates For The Global Workforce, Cassidy Crawford

University Honors Program

Universities are leaving students vastly unprepared to succeed in the globalized workforce upon graduation, due to a lack of global competency. This article examines the use of intercultural communication and creativity as necessary resources for students to gain global competency. First, global competency is defined. Next, the need for intercultural communication and how this need can be met by universities is discussed in depth. Lastly, the same is done for creativity in the context of the real-world and education. Surveys and statics of employers, professors, and students are applied to this examination. Additionally, methods to integrate intercultural communication and creativity …

I See What You Mean: Strategies For Minimizing Dependence On Words In Teaching, Lisa Lane

Inclusion Across the Lifespan Conference

This presentation focuses on practical strategies for using visual tools in the classroom, allowing language-challenged students with ASD to “see what you mean.”

Enhancing Transition To Employment, Rene Reese

Inclusion Across the Lifespan Conference

Employment is a key goal for students and adults with all different types of disabilities. Yet, obtaining employment remains a challenge.

Students and adults with Intellectual and other disabilities need to be prepared not only to succeed as employees, but also with the tools to acquire jobs. Finding and accessing resources and services can be a lengthy and intimidating process. It is vital to support students, graduates and adults with the tools that they need to successfully transition into the workforce.

This presentation will showcase a comprehensive Job Search Toolkit that can be used independently with little training or assistance …

“It’S Nice To Meet You. Let’S Do Some Inclusion.”, Martha Compton, Celeste Prange, Kaleena Gibson

Inclusion Across the Lifespan Conference

Come hear how one 3^rd grade team went out of their way to welcome and support the teachers and students from a new-to-the-school self-contained class for students with intellectual disabilities and/or autism in a project of grade-appropriate inclusion. The presenters will discuss the power of a positive attitude and combined ownership among staff members. Attendees will be given strategies to create a welcoming classroom community and tips on modifying activities and assessments.

Virtual Inclusion, Nicole Adams

Inclusion Across the Lifespan Conference

Virtual education offers a continuum of special education services, that includes inclusion. Come to find out how inclusion is delivered in virtual schools and learn about of the techniques and tools they use that can be applied in a brick and mortar inclusion setting!

The Inclusion Experience, Claire Vanostenbridge, Melissa Grimsley, Jane Dibridge, Debra Whatley, Emilie Westmoreland

Inclusion Across the Lifespan Conference

Inclusion benefits everyone in the room, students and teachers alike. During this presentation, attendees will learn about the benefits of co-teaching, talk to current co-teachers, how to work with others effectively, and some unique experiences that inclusion classrooms can offer to their students. This includes but is not limited to various co-teaching styles, daily starter activities, literacy methods and activities, and differentiated note-taking.

Winthrop Think College-Postsecondary Options For Students With Intellectual And Developmental Disabilities: Living On Campus!, Sara Oxenfeld, Barbara Oley, Kevin Rauppius, Jonathan Turner

Inclusion Across the Lifespan Conference

Winthrop Think College has moved on campus. Four WTC students and residential peer mentors live on campus and work on independent living skills. The audience will hear from the Winthrop Think College Students about how living on campus is helping prepare them for their postsecondary goals.

Supporting Assistants In Inclusive Settings, Wendy Balough

Inclusion Across the Lifespan Conference

Special Education assistants can be used to support programs of students in general education classrooms, but their effectiveness is only as good as the training and supervision they receive from teachers and administrators. Come to this session to pick up practical management and training tips for working with assistants.

Strategies For Promoting Success In Inclusive Mathematics Classrooms, Jenny Root, Luann Davis, Chelsi Brosch

Inclusion Across the Lifespan Conference

A brief overview of the "big ideas" in mathematics for elementary/middle grades will be provided followed by evidence based strategies for teaching grade-aligned mathematics skills to students in inclusive classroom. Participants will practice selected strategies for embedding instruction within typical mathematics routines.

“Stuck In The Middle”, Christina Hammond Dempsey

Inclusion Across the Lifespan Conference

Positives and concerns that resulted from a year of full inclusion/co-teaching in sixth grade and how we changed our service delivery model to be sure every child’s needs are met. This presentation will also include strategies for middle level teachers for academics, technology (apps that may be helpful), behavior and motivation for students with mild to moderate disabilities.

Club Unify, Emily Sirico, Alexis Pattinson

Inclusion Across the Lifespan Conference

We will be discussing Club Unify. We will go over what it is, the components of the program, who can participate, how to get started, the benefits of the program, and who to contact for more information.