Evaluating The Effectiveness Of Take Action: Making Goals Happen Curriculum,
2015
University of South Carolina - Columbia
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 …
Finding Childcare For The Disabled Child: The Process And Decisions Through The Primary Caregiver’S Lens,
2015
Antioch University - Seattle
Finding Childcare For The Disabled Child: The Process And Decisions Through The Primary Caregiver’S Lens, Misty Dawn Torres
Antioch University Dissertations & Theses
In this qualitative, Grounded Theory study, the researcher examined the process that primary caregivers go through when selecting a childcare placement for children who have special needs. Data were collected through participant interviews with primary caregivers (n=10) who responded to recruitment notices posted on (1) listservs by organizations directly affiliated with early intervention and child care services; (2) local Internet classified sites; and (3) through word of mouth. The research demonstrated that caregivers who learned of their child’s disability in a prenatal diagnosis or prior to an adoption identified with having a greater sense of choice and control over their …
Designing A Data-Tracking System For A Private Therapeutic Day School,
2015
Antioch University - Seattle
Designing A Data-Tracking System For A Private Therapeutic Day School, Olin J. Bittner
Antioch University Dissertations & Theses
The Children's Institute on Mercer Island (CHILD) is a private therapeutic day school in the Seattle area serving students in elementary and secondary education. Their stated mission is to "provide innovative school programs and therapies that promote social, emotional and academic development for children with special needs." In the fall of 2012 they engaged in a program evaluation that in many respects resembles a needs assessment in order to explore and improve aspects of their functioning. Through preliminary evaluation processes, including dialogue with CHILD's Leadership Team and a survey of internal stakeholders, an area of interest in student mental health …
A Systematic Review Of Using Weighted Vests With Individuals With Autism Spectrum Disorder,
2015
University of Kentucky
A Systematic Review Of Using Weighted Vests With Individuals With Autism Spectrum Disorder, Christopher J. Taylor
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of the study was to evaluate the current literature on the use of weighted vests with individuals with autism spectrum disorder. A literature review using the What Works Clearinghouse Standards was conducted. The results of the review show that the use of weighed vests with individuals with autism spectrum disorder is not an evidence-based practice.
Music And Attention For Children With Developmental Disabilities,
2015
Central Washington University
Music And Attention For Children With Developmental Disabilities, Mallory M. Bentley
All Master's Theses
The purpose of this study was to measure the effects of the use of music in the form of a song with instructional lyrics on the attention of children with developmental disabilities. The study took place in a self-contained special education classroom, which served third through fifth grade students. A single-subject with ABA or reversal design (Creswell, 2012) was utilized, including five days of baseline, 15 days of intervention, and five days of reversal data collection. During the intervention phase, the teacher sang a cappella an original song with instructional lyrics that explain the type of attentive behaviors that students …
The Impact Of The Arts For Students With Moderate To Severe Disabilities,
2015
Central Washington University
The Impact Of The Arts For Students With Moderate To Severe Disabilities, Rebekah Fuss
All Master's Theses
Students with moderate to severe disabilities are often left out of arts programs, especially in rural areas where resources are limited and drama, music and art classes are often not available. This action research study focused on a small group of students in a self-contained classroom in a high school. The classroom teacher worked with a teaching artist to start an art program for students with moderate to severe disabilities. Even though there are limited resources in rural areas, it is still possible to create a quality arts integration program which requires planning and effective collaboration with other teachers and …
Longitudinal Predictors Of Functioning In Children With Asd,
2015
University of the South
Longitudinal Predictors Of Functioning In Children With Asd, Alli Smith, Megan Lyons, Katherine Tsatsanis, Rhea Paul
Communication Disorders Faculty Publications
Objective: To examine whether maternal education and number of intervention hours are correlated and/or predictive of a range of developmental outcomes in a longitudinal cohort of children diagnosed with ASD.
Take The Route To Effective Instruction: Evidence-Based Practices In Math Education For Students With Learning Disabilities,
2015
East Tennessee State University
Take The Route To Effective Instruction: Evidence-Based Practices In Math Education For Students With Learning Disabilities, Lori J. Marks, Mollie E. Bellows, Tina M. Hudson
ETSU Faculty Works
No abstract provided.
Special Education Professional Standards: How Important Are They In The Context Of Teacher Performance Evaluation?,
2015
CUNY Queens College
Special Education Professional Standards: How Important Are They In The Context Of Teacher Performance Evaluation?, Sara B. Woolf
Publications and Research
Teacher performance evaluation represents a high stakes issue as evidenced by its pivotal emphasis in national and local education reform initiatives and federal policy levers. National, state, and local education leaders continue to experience unprecedented pressure to adopt standardized benchmarks to reflect and link student achievement data to formal teacher performance evaluations. No teacher performance evaluation measures have been developed for use with special education teachers or the settings in which they teach. Dedicated focus is needed to ensure that adopted evaluation measures are sensitive to the specific expertise reflected in the practices of specialty teachers and valid for use. …
A Preliminary Investigation Of The Relationship Between Direct Behavior Rating And The Conners 3 Teacher Rating Scale - Short Form,
2015
University of Northern Iowa
A Preliminary Investigation Of The Relationship Between Direct Behavior Rating And The Conners 3 Teacher Rating Scale - Short Form, Jessica Stodden Stumme
Dissertations and Theses @ UNI
A growing body of evidence shows that Direct Behavior Rating (DBR) should continue to be examined as a method of behavior assessment to inform decisions about universal screening as well as progress monitoring for group or individual interventions. Researchers have looked toward DBR as a potential method to capture levels of problem behavior for use in tiered problem solving models. Most research on DBR has focused on comparing its ratings against systematic direct observation. The current study examined the correlation between DBR ratings of academic engagement and disruptive behavior with the Conners 3-Teacher Short (Conners 3-T(S)) form. This is important …
Teacher's Attitudes Towards Instruction Of Students With Disabilities In An Inclusive Setting,
2015
Andrews University
Teacher's Attitudes Towards Instruction Of Students With Disabilities In An Inclusive Setting, Beverly Nunes
Master's Theses
According to some studies, there is a trend in inclusion of students with disabilities in general classroom. And the key element to deal with this special education issue is the general education teacher. The present research surveyed the variables that would predict teachers' attitudes towards inclusion of students with disabilities in inclusive settings. The variables include years of service, teachers' attendance to special education courses in their program preparation, differentiated instruction, and previous experience with inclusion. Eighty general education teachers from public schools in a very diverse area of Southwest Michigan, answered a survey with 31 questions involving the Scale …
Validation Of The Symptoms And Functioning Severity Scale In Residential Group Care,
2015
University of Nebraska-Lincoln
Validation Of The Symptoms And Functioning Severity Scale In Residential Group Care, Matthew C. Lambert, Kristin Duppong-Hurley, Thomas J. Gross, Michael Epstein, Amy L. Stevens
Department of Special Education and Communication Disorders: Faculty Publications
Tests that measure the emotional and behavioral problems of children and youth are typically not normed and standardized on youth diagnosed with disruptive behavior, particularly those youth in residential care. Yet professional standards mandate that before instruments are used with a specific population the psychometric properties need to be studied and re-established: specifically, psychometric properties, including validity, need to be evaluated (AERA, APA, & NCME, 1999). The purpose of the present study was to assess the validity characteristics of the Symptoms and Functioning Severity Scale (SFSS; Bickman, et al., 2010), a widely used test developed for use in outpatient clinics, …
Formative Assessment And Writing: A Meta-Analysis,
2015
Arizona State University
Formative Assessment And Writing: A Meta-Analysis, Steve Graham, Michael Hebert, Karen R. Harris
Department of Special Education and Communication Disorders: Faculty Publications
To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learn- ing enhance students’ writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and com- puters statistically enhanced writing quality, yielding average weighted effect sizes of 0.87, 0.58, 0.62, and 0.38, respectively. We did not find, however, that teachers’ monitoring of students’ writing progress or implemen- tation of the 6 + 1 Trait Writing model meaningfully enhanced students’ writing. The findings from this meta-analysis …
A Factor Analytic Validation Study Of The Scale Of Teachers' Attitudes Towards Inclusive Classrooms (Static)),
2015
Chapman University
A Factor Analytic Validation Study Of The Scale Of Teachers' Attitudes Towards Inclusive Classrooms (Static)), Trisha Sugita Nishimura, Randy T. Busse
Education Faculty Articles and Research
General and special education teachers (N = 125) completed the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). The internal consistency of the instrument was strong with an alpha of .89. The measure demonstrated excellent test-retest reliability (r = .99) and a dependent t-test was non-significant, indicating mean group temporal stability. An exploratory factor analysis resulted in a five-factor scale accounting for 61.6% of the variance versus the original four factors identified by the author of the instrument. Future research and potential use of the instrument are discussed.
Examining The Social Interactions Of Young Adults With Autism Spectrum Disorders In A Virtual Environment,
2015
University of Central Florida
Examining The Social Interactions Of Young Adults With Autism Spectrum Disorders In A Virtual Environment, Jennifer Gallup
Electronic Theses and Dissertations
This phenomenological study examined the social interactions during online game play in a virtual environment for five young adults with an autism spectrum disorder (ASD) who attended a large metropolitan university, enrolled in the first 60 credits of a science, technology, engineering, or mathematics (STEM) field of study. Given the evolution of technology and opportunities to socialize in virtual communities, it is becoming increasingly important to understand how young adults with ASD assimilate into new social opportunities that provide supports for extraneous variables such as face-to-face situations. As research begins to emerge on virtual environments there is little research addressed …
An Investigation Of Teachers’ Awareness And Willingness To Engage With A Self-Directed Professional Development Package On Gifted And Talented Education,
2015
University of Wollongong
An Investigation Of Teachers’ Awareness And Willingness To Engage With A Self-Directed Professional Development Package On Gifted And Talented Education, Kylie T. Fraser-Seeto, Steven J. Howard, Stuart Woodcock
Australian Journal of Teacher Education
Despite recognising the importance of educators in meeting the needs of gifted and talented students, research indicates that teachers often lack the essential knowledge, skills and confidence to identify and meet the needs of gifted and talented students. Evidence suggests this lack of preparation may be related to teachers’ professional development. This quantitative study of 96 primary school teachers aimed to provide an initial insight into the knowledge and uptake of the 2005 DEST/GERRIC Gifted and Talented Training Package. It further aimed to give some insight into teachers’ opinions and behaviours as it pertains to this mode of professional development. …
Preparedness Of Pre-Service Teachers For Inclusive Education In The Solomon Islands,
2015
Monash University
Preparedness Of Pre-Service Teachers For Inclusive Education In The Solomon Islands, Umesh Sharma, Janine Simi, Chris Forlin
Australian Journal of Teacher Education
Recent policy changes in the Pacific Islands have seen a strong emphasis on implementing inclusive education. Preparing teachers for this change in education will be essential if they are to have the knowledge, skills and understandings so that they can become inclusive practitioners. Pre-service teacher education will play a critical role in supporting this process. This paper considers the perceptions of pre-service teachers undertaking the first year of the Diploma of Teaching in the one university in the Solomon Islands. This is the only university that prepares teachers to work across the entire archipelago. Data are collected pre and post …
Differentiated Instruction At Work. Reinforcing The Art Of Classroom Observation Through The Creation Of A Checklist For Beginning And Pre-Service Teachers,
2015
Monash University
Differentiated Instruction At Work. Reinforcing The Art Of Classroom Observation Through The Creation Of A Checklist For Beginning And Pre-Service Teachers, Pearl K. Subban, Penny N. Round
Australian Journal of Teacher Education
Professional experience is viewed as integral to shaping philosophy and acquiring skills in the area of classroom teaching. Classrooms are complex places, with educators implementing differentiated strategies to cater for student diversity. Pre-service teachers who observe these lessons often miss the intuitive practices, as there is much to absorb during a typical observation session. Equipping them with a checklist enhances this experience, giving them intentional guidelines with regard to observation. The current study, utilized a qualitative approach, to gain an understanding of specific dynamics that impact on a pre-service teacher’s professional experience. The intersection of data and the literature led …
An Adapted Shared Storybook Reading Program Implemented In Inclusive Preschool Classrooms: An Investigation Of Its Use And Effectiveness,
2015
University of California - Berkeley
An Adapted Shared Storybook Reading Program Implemented In Inclusive Preschool Classrooms: An Investigation Of Its Use And Effectiveness, Andrea Golloher
Faculty Publications
The Pathways to Literacy reading program (Lee, Mims, & Browder, 2011) has been demonstrated to be effective at increasing both engagement and comprehension during shared storybook reading for students with exceptional needs. To date, research on Pathways to Literacy has been limited to students in early elementary school rather than preschool, which is when shared reading is usually emphasized as part of the general education curriculum. In these investigations, the reading program has been administered in one-on-one instructional settings, often in special education classrooms. No existing research has examined the ability of participating students to generalize newly learned skills to …
Effectively Preparing Special Education Teachers: Success In Urban Environments,
2015
The University Of Akron
Effectively Preparing Special Education Teachers: Success In Urban Environments, Gabrielle Siegenthaler
Williams Honors College, Honors Research Projects
This literature review examines the level of preparedness of pre-service and novice special education teachers, specifically teachers pursuing education careers within urban school districts. Research studies were reviewed to indicate what teaching methods are regarded as effective in relation to behavior management. It was found that using culturally responsive teaching has been proven to be effective within urban settings. Studies were also examined to determine if first-year teachers were well prepared and what teacher preparation programs could possibly implement to ensure that future educators are well equipped to effectively teach and manage the growing special education population of students in …
