Special Education and Teaching Commons^™

Tiers 1, 2 & 3 Intervention: Punishment, Ana Cathcart, Reece L. Peterson, Shir Palmon

Department of Special Education and Communication Disorders: Faculty Publications

Conclusion

Punishment in school settings has several possible meanings. It can be viewed as retribution for misbehavior, as a behavioral intervention strategy, or as a part of a restorative plan. Punishment can be used effectively, particularly for behaviors that are dangerous or need speedy remediation. However, punishment can have several negative side effects associated with its use including ethical issues, emotional responses by the student, escape and avoidance, misuse and over use by the adult, and undesirable modeling by the adult. There are better options for changing behaviors that are more effective and less harmful to the child. Using punishment …

Tiers 1, 2 & 3 Intervention: Service Learning & Community Service, Shir Palmon, Ana Cathcart, Paige T. Lembeck, Reece L. Peterson

Department of Special Education and Communication Disorders: Faculty Publications

Conclusion

It is clear that service learning and community service programs in schools may promote student engagement and bolster attempts to reduce school dropout, particularly for at risk or struggling students. Additional benefits include improved leadership skills and increased appreciation for community needs and civic responsibility and engagement. However, offering service learning or community service opportunities is not a common practice in schools today, and many question the relevance it has to students’ academic achievement needed for postsecondary education. Moreover, the push towards schools spending more time on academic instruction seems to diminish opportunities for service learning in schools. More …

Technical Adequacy And Acceptability Of Curriculum-Based Measurement And The Measures Of Academic Progress, Stacy-Ann A. January, Scott P. Ardoin

Department of Special Education and Communication Disorders: Faculty Publications

Curriculum-based measurement in reading (CBM-R) and the Measures of Academic Progress (MAP) are assessment tools widely employed for universal screening in schools. Although a large body of research supports the validity of CBM-R, limited empirical evidence exists supporting the technical adequacy of MAP or the acceptability of either measure for universal screening. Purposes of the current study were to replicate and extend prior research by (a) examining the extent to which CBM-R performance measures more than word reading skills, (b) evaluating the concurrent validity of MAP with CBM-R, (c) determining the potential benefit of administering MAP with CBM-R for universal …

Examining Change In Therapeutic Alliance To Predict Youth Mental Health Outcomes, Kristin Duppong-Hurley, Mark J. Van Ryzin, Matthew Lambert, Amy L. Stevens

Department of Special Education and Communication Disorders: Faculty Publications

Objective—To examine the link between therapeutic alliance and youth outcomes.

Method—The study was conducted at a group-home with 112 youth with a disruptive-behavior diagnosis. Therapeutic alliance was collected routinely via youth and staff report. Outcome data were collected using youth and staff reports of externalizing behavior as well as behavioral incidents occurring during care. Outcome data were collected following intake into services and at 6 and 12 months of care. Data were analyzed to examine (1) if youth behavior problems at intake were predictive of therapeutic alliance and (2) if changes in alliance were predictive of subsequent youth outcomes. These …

Implementing Assistive Technology Through Program Planning, Shaune Lasheane Mckinney

Walden Dissertations and Doctoral Studies

Special education (SPED) service providers in the military are often underprepared to use the needed assistive technology (AT) in the classroom. This concurrent mixed-method study sought to explore the attitudes, skills, and quality indicators of assistive technology (QIAT) among 19 currently employed military SPED certified multidisciplinary team members. The conceptual framework of this study was based on the professional learning community model, which holds that the team members work collaboratively to educate the families it serves. All team members completed a quantitative QIAT survey and open-ended questionnaire, and individual qualitative interviews were conducted with a subsample of 8 volunteer staff. …

Technology And Transition In The 21st Century, Ryan Kellems, Meg Grigal, Darlene Unger, Thomas Simmons, Debra Bauder

All Institute for Community Inclusion Publications

Sarah is a 17-year-old with autism spectrum disorder who is not sure what she wants to do once she graduates in a year. She has been enjoying working at her high school job—a copy center—for the past 3 years. She loves being around people and interacts well with her coworkers and customers. Sarah struggles, however, in remembering all that is required of her and has a hard time remembering the processes for different tasks, such as making copies. Although she has enjoyed her experience, Sarah wants to begin a career in something she loves. The problem is that Sarah does …

Evaluating The Effectiveness Of Take Action: Making Goals Happen Curriculum, Kelly Wulf

Theses and Dissertations

As the accountability movement emerged with the passage of No Child Left Behind and the amendments of the Individual with Disabilities Education Act, there was a growing concern regarding how to best provide transition services for youth with disabilities. As Cobb, Lehmann, Newman-Gonchar, and Alwell (2008) have stated, a research base has emerged concerning the role of self-determination and other moderators that impact postschool outcomes. The purpose of this study was to identify if Choicemaker: Take Action: Making Goals Happen curriculum is effective in increasing global self-determination among middle school students with disabilities. Multiple Regression analysis was used with a …

The Personal Creed Project: Portal To Deepened Learning, John Creger

The Journal of the Assembly for Expanded Perspectives on Learning

The founder of an influential and transformative writing project reflects on its grounding in Moffett’s philosophy and presents the model of learning that grew out of it.

Graduate Bulletin, 2015-2016, Minnesota State University Moorhead

Graduate Bulletins (Catalogs)

No abstract provided.

Characters On The Autism Spectrum In Young Adult Inclusion Literature, Courtney A. Tsumoto, Rhonda S. Black

Electronic Journal for Inclusive Education

The purpose of this study was to analyze disability portrayals in 14 young adult literature (YAL) novels featuring characters with autism spectrum disorders (ASD) according to the elements of characterization, plot, and theme. Results revealed that characters were frequently portrayed as competent, multidimensional, and neither as a hero nor a victim. Characters with ASD commonly spoke for themselves through a first-person perspective and were generally portrayed in an accurate manner facing conflicts similar to same-age peers. Plots focused on what the character could do, however, some plot events seemed contrived rather than realistic, with the climax and resolution often focusing …

Exploring The Effects Of Reading Young Adult Literature That Portrays People With Disabilities In The Inclusion Classroom, Janine J. Darragh

Electronic Journal for Inclusive Education

This intervention study examined the impact of reading young adult novels that portray people with disabilities on the attitudes of 229 eighth grade students. Students’ beliefs and intentions to interact with peers with disabilities were measured on three occasions utilizing the Shared Activities Questionnaire (Morgan, Walker, Bieberich & Bell, 1996, Unpublished manuscript) and the Adjective Checklist (Siperstein, 1980; Siperstein & Bak, 1977). First, all students took the attitudinal surveys. Half of the students then read and responded to a book that portrays a character with a disability, while the other students read a novel without disability portrayals. All students then …

The Impact Of Preferred Characters In Teaching Community Sign Reading To Students With Moderate Intellectual Disabilities, Mallory Evans

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The purpose of this study was to determine the impact of using preferred characters with a constant time delay instructional procedure to teach community sign reading to three students with moderate intellectual disability with the definitions of the signs as non-targeted information. An adapted alternating treatments design was used to evaluate the effectiveness and efficiency of the preferred characters on acquisition of the community signs. Pre- and post- assessments were conducted on acquisition of the non-targeted definitions, as well as generalization of the signs and their meanings. The results indicated that all students learned the target signs and they learned …

Using Commercially Available Picture Activity Schedules And System Of Least Prompts To Teach Lego Assembly, Lauren A. Sherrow

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

This study investigated effects of commercially available picture activity schedules (PAS) and system of least prompts (SLP) to teach recreation skills to four high school students with Autism Spectrum Disorders and intellectual disabilities using Lego sets. Results were evaluated through a multiple probe across participants design and indicate that a combination of PAS and SLP was effective for teaching the students to build Lego sets. All students improved their ability to build and were able to generalize the skill to novel sets after the completion of intervention. Limitations and implications for future practioners are discussed.

The Impact Of Video Modeling Combined With Skillstreaming Teaching Procedures On The Social Interaction Skills Of Middle School Aged Students With Autism Spectrum Disorders, Onur Kocaoz

Electronic Theses and Dissertations

This purpose of this study was to investigate the effectiveness of an intervention package that combined Skillstreaming procedures for the development of social skills with the use of video modeling for middle school students identified with ASD. Specifically, the purpose of this study was to determine if the video modeling intervention package has an impact on social skill performance of three middle school-aged students with ASD. A multiple probe design across participants was employed to assess the effects of the video modeling intervention package on two beginning social skills (i.e., initiate greetings and initiate a conversation). The participants were three …

Full­‐Semester And Time­‐Compressed Fluency Disorders Course: An Evaluation Of Student Perceptions Of Competence, Satisfaction, And Workload, Shari L. Deveney, Amy F. Teten, Mary J. Friehe

Special Education and Communication Disorders Faculty Proceedings & Presentations

This poster discusses: Background, Research Question, Methods, Results, Conclusions, Clinical Implications, and Limitations & Future Directions.

“Dosage” Decisions For Early Intervention Services, Miriam E. Kuhn, Christine A. Marvin

Special Education and Communication Disorders Faculty Publications

Evan is 2 years old. He has been referred by his pediatrician to the early intervention program in his small town due to signs of global developmental delay. Evan says two words—ma (for mom, dad, or grandma) and ba (for bottle). He is still on a bottle and rejects many table foods. Evan began walking 4 months ago, and still falls down quite a bit. Although his parents report that Evan is generally a happy toddler, when he becomes upset, he is prone to intense temper tantrums that include screaming and kicking. His parents handle these episodes in a calm, …

Full­‐Semester And Time­‐Compressed Fluency Disorders Course: An Evaluation Of Student Perceptions Of Competence, Satisfaction, And Workload, Shari L. Deveney, Amy F. Teten, Mary J. Friehe

Special Education and Communication Disorders Faculty Publications

This article addresses the effectiveness of a time-compressed four-week course format compared to a full-semester 16-week format for a graduate-level course. Participants were 78 students enrolled in a speech-language pathology course, fluency disorders. No significant differences were noted for student competency self-perceptions. However, time-compressed students reported significantly higher levels of course satisfaction and workload difficulty.

Friendship And Autism: A Multiple Case Study Ecological Exploration Of Student, Teacher, And Peer Factors Relating To The Social Network And Feelings Of Loneliness Of Students With Autism Spectrum Disorder In General Education Elementary Classrooms, Jessica Birdwhistell

Theses and Dissertations--Educational, School, and Counseling Psychology

The number of children diagnosed with an autism spectrum disorder (ASD) who are being served in the public school system has increased dramatically in recent years. During an increased focus on inclusion within education, research shows that students with ASD educated in the general education classroom generally do not have as many friends as their peers without ASD. However, some students with ASD are found to have more friends than other students with ASD. Therefore, additional research must explore potential factors that may be influencing the success with which students with ASD form friendships within the general education classroom. Using …

School Psychologists Experiences With Assessment Of Culturally And Linguistically Diverse Students, Mali Y. Land

PCOM Psychology Dissertations

This qualitative research study responds to school psychologists’ experiences in assessment of culturally and linguistically diverse students. African Americans and other minority groups have been excessively represented in special education programs such as Mentally Retarded and Emotionally Disturbed Programs. English Language Learners have also been targeted and placed in special education programs unfairly due to culture and language. This research study used grounded theory approach in which several themes and sub-themes emerged regarding the serious problem of over-representation of minority students in special education. The themes and sub-themes included: Referrals (Behavior, Academic, Pre-referral); Materials (Tools); Culturally Competent (Reflection and Essence); …

The Use Of The Social Skills Module Training To Teach Appropriate Communication Skills To A Student With Autism, Mark Emmerson Simmonds Iii

Graduate Theses/Dissertations

The purpose of this study was to examine the effects of video modeling (VM) in order to improve conversational skills using on-line instructional modules, self-monitoring, modeling of socially appropriate skills, and provide coaching opportunities within a controlled setting to an adolescent with Autism Spectrum Disorder (ASD). Using an ABAB Reversal design, direct observations of the participant's identified target behaviors were collected two times per week during a controlled setting. Overall, data demonstrated that the combined treatment package was effective for improving the frequency of targeted social skills for the participant, including an additional four sessions that were needed to assess …