Special Education and Teaching Commons^™

Using Video Based Instruction To Teach Art To Students With Autism Spectrum Disorder, Anthony W. Woodruff

Theses and Dissertations--Art and Visual Studies

Students with Autism Spectrum Disorders often do not respond to common pedagogical strategies and traditional in vivo teaching approaches. From my observations, students diagnosed with Autism Spectrum Disorders learn best when material is presented through technology. Based on the information found in the literature review and personal observations from working with students with special needs, when students with Autism Spectrum Disorders receive video based instruction by watching recorded art lessons, they may learn to develop artistic skills and retain more art content knowledge with greater success than through traditional teaching methods. The purpose of this research study is to test …

Teacher Attitudes Toward Post-Secondary Transition Planning, Vicki Wallen

Theses, Dissertations and Capstones

The purpose of this study is to survey special education teachers in a rural high school in a rural Mid-Atlantic state. The survey collected data about attitudes and perceptions of the transition planning process and how these attitudes impact the amount of instructional time that is spent teaching self-determination skills to their students. Generally, the survey results indicated that although teachers feel that transition planning is important, they also find it difficult to incorporate self-determination instruction with the Common Core curriculum. Less than half of the respondents indicated that they feel as though the transition curriculum that they use effectively …

An Investigation Of Special Education Teachers' Perceptions Of The Effectiveness Of A Systematic 7-Step Virtual Worlds Teacher Training Workshop For Increasing Social Skills, Natalie Christina Nussli

Doctoral Dissertations

This study describes how a systematic 7-Step Virtual Worlds Teacher Training Workshop promoting inquiry, experiential learning, and sociocultural theory guided the enculturation of 18 special education teachers into three-dimensional virtual worlds. The main purpose was to enable these teachers to make informed decisions about the usability of virtual worlds for students with social skills challenges, such as students with autism. Mixed-methods data analysis and triangulation were based on the analysis of seven instruments. Six of the seven steps of the intervention received high ratings indicating its viability for teachers' professional development opportunities

The Effects Of The Read 180 Program On Oral Reading Fluency, Linguistic Comprehension, And Reading Comprehension With Secondary Special Education Students, David Lyon Teja

Doctoral Dissertations

There is great concern about secondary special education students reading achievement in decoding, listening comprehension, and reading comprehension. The READ 180 Program is an evidence and scientific based reading program that includes direct instruction, computer aided instruction, and reading materials that are high interest and implement the common core. The purpose of this study was to see the differences in oral reading fluency, linguistic comprehension, and reading comprehension in a pretest posttest model over a fourteen-week testing period. Ten ninth grade secondary students who were reading below the 25th percentile were instructed with the READ 180 Program with fidelity (90 …

Integrating Universal Design And Response To Intervention In Methods Courses For General Education Mathematics Teachers, Kelley E. Buchheister, Christa Jackson, Cynthia Taylor

Department of Child, Youth, and Family Studies: Faculty Publications

Traditionally, teacher education programs have placed little emphasis on preparing mathematics teachers to work with students who struggle in mathematics. Therefore, it is crucial that mathematics teacher educators explicitly prepare prospective teachers to instruct students who struggle with mathematics by providing strategies and practices that specifically address their needs. In this study, we describe the principles of Universal Design for Learning and Response to Intervention. More specifically, we discuss how one Mathematics Teacher Educator uses these frame works in her mathematics methods course to help prospective teachers become cognizant of early interventions and effective strategies that can be implemented to …

Using Behavioral Skills Training And Videotaped Vignettes To Teach Accurate Recording Of Behavior To In-Service Teachers Of Children With Autism, Nicole Marie Hoffman

All Master's Theses

Research on staff training demonstrates a need for better training of service providers in applied settings (Frazier, 1972; Love, Carr, LeBlanc, & Kisamore, 2013; Parsons, Rollyson, & Reid, 2012). Well-trained staff members increase the likelihood that instructional programs are implemented with a high degree of procedural integrity (Catania, Almeida, Liu-Constant, & Reed, 2009), that is, all people implement a given procedure exactly as designed. Four in-service teachers of children with autism observed several You Tube TM videos and were asked to record instances of a given target behavior using three interval recording strategies. The three interval recording strategies that were …

Identification Of Specific Learning Disabilities: Georgia School Psychologists' Perceptions, Marie T. Underwood

College of Graduate Studies: Theses & Dissertations

An on-line survey was conducted to investigate the assessment practices and perceptions of 366 practicing school psychologist in the state of Georgia concerning various operational components, and the use of RTI when determining SLD eligibility. Results were analyzed using ordinal logistic regression to determine if psychologists’ perceptions could be predicted based on various explanatory variables. Results revealed that a little over half of the respondents preferred assessment of cognitive processing deficits evidenced through patterns of strengths and weaknesses for establishing SLD classification; while well over two-thirds continue to also value analysis of cognitive ability (IQ) scores. Psychologists’ assessment practices were …

Special Education Teachers' Experiences And Perceptions Of The Georgia Alternate Assessment, Veronica V. Harris

College of Graduate Studies: Theses & Dissertations

ABSTRACT

The purpose of this study was to examine the experience of Georgia Teachers with administering the Georgia Alternate Assessment (GAA) to elementary students with significant cognitive disabilities and determine how those experiences informed their perception of the Georgia Alternate Assessment. The GAA was designed to assess students with significant cognitive disabilities on grade level standards. The goal of including students with significant cognitive disabilities in standardized testing and statewide accountability systems is to positively impact the curriculum and instruction, and the teaching and learning process for these students. Georgia's special education teachers experience the GAA from within and are …

Preservice Teachers' Attitudes And Efficacy Beliefs Toward Inclusion Of Students With Autism Spectrum Disorders In The Midwestern Region Of The United States, Amy Cavanaugh Cramer

Dissertations

Problem Statement. The increased prevalence of children identified with Autism Spectrum Disorders (ASD) will likely result in these students being placed more frequently in general education classrooms. As a result, general education teachers will be responsible, and must be willing and adequately prepared, for teaching students with ASD. Attitudes are one of the most important predictors for successful inclusion. Teachers indicate a willingness to include students with ASD. However, they do not feel prepared for inclusion for students with ASD.

Teacher training and efficacy beliefs are related to teachers' ability to educate students with disabilities. Since teacher training occurs at …

The Relationship Between Stressful Life Events And The Development And Maintenance Of Stuttering, Christine Dits

Master's Theses and Doctoral Dissertations

Few studies have been conducted examining the impact of stressful life events on the course of one’s stuttering. However, research reveals that stressful life events (i.e., divorce, death, or new move) increase the likelihood of the onset of stuttering (Guitar, 2006). This study investigated whether stressful life events in the life of a person who stutters (PWS) have caused and/or maintained stuttering over one’s lifetime. A qualitative research design was utilized to measure the intended outcomes. Methodology included a 30 to 60 minute phone interview and three questionnaires measuring locus of control, the effects of traumatic events and stuttering on …

An Investigation Of The Language And Communication Characteristics Observed In Children With Smith-Magenis Syndrome, Anna Hesson

Master's Theses and Doctoral Dissertations

This speech-language pathology study explores the communication characteristics exhibited in children with Smith-Magenis Syndrome (SMS), a recently identified genetic disorder arising from the deletion or mutation of part of the 17th chromosome. This qualitative study examines the speech and language needs exhibited by children with SMS through parent surveys and interviews, as well as current speech language pathology intervention strategies being utilized. It also observes the effectiveness and validity of the Language Use Inventory (LUI) as a reliable measure for identifying speech and language delays, which was analyzed in comparison to the MacArthur Bates Communicative Development Inventory (CDI). Results identified …

Study Of Self-Injurious Behaviors And The Intervention With Visual Supports, Karoline Kenville

Master's Theses and Doctoral Dissertations

The intent of this research was to investigate the use of visual supports for individuals who suffer from Self-Injurious Behaviors (SIB) stemming from developmental disabilities such as Autism Spectrum Disorder (ASD). It has been determined that there are many causes of SIB in individuals with ASD, and while some theories are no more than untested assumptions, there is validated research on behavioral patterns that suggests that evidence-based practice of visuals supports may effectively be used as part of an intervention to modify behaviors. Visual supports refers to the range of procedures through social stories, checklists, and video modeling that assist …

Learning With Laz, Cynthia R. Chambers

ETSU Faculty Works

No abstract provided.

Intrusiveness Of Behavioral Treatments For Children With Autism And Developmental Disabilities: An Initial Investigation, Michael R. Mayton, Stacy L. Carter, Jie Zhang, John J. Wheeler

ETSU Faculty Works

The behaviors frequently displayed by students with autism can place them at risk for overly reactive behavior interventions with unwanted side effects. The current study examined the level of intrusiveness of behavioral treatments developed for 198 students with disabilities from 13 different states. Results demonstrated that students diagnosed with autism had proportionally more intrusive behavior interventions when compared to students in five other disability categories and indicated that many students with autism were unnecessarily subjected to highly intrusive behavior interventions. The implications of these findings are discussed, and recommendations for future research are provided.

School Social Work As An Intervention In A Rural Setting Iv Classroom Serving Students With Behavioral Needs, Melissa Pletcher

All Graduate Theses, Dissertations, and Other Capstone Projects

The purpose of the project was to review the evidence-based literature to determine how to best support the academic and other needs of students with EBD in a school-based setting and to determine the role that support service professionals, particularly school social workers, play in providing such evidence-based supports and services.

What Are The Similiarities And Differences Of Reading Instruction Of Fourth Grade Students With Learning Disabilities Taught In A Co-Taught Classroom, A Resource Classroom And A Single-Taught Teacher Classroom?, Doreen Cheryl Avenall

Wayne State University Dissertations

WHAT ARE THE SIMILIARITIES AND DIFFERENCES OF READING INSTRUCTION OF FOURTH GRADE STUDENTS WITH LEARNING DISABILITIES TAUGHT IN A CO-TAUGHT CLASSROOM, A RESOURCE CLASSROOM AND A SINGLE-TEACHER TAUGHT CLASSROOM?

By

DOREEN AVENALL

September 2014

Advisor: Dr. Gerald Oglan

Major: Special Education

Degree: Doctor of Education

With the reauthorization of Individuals with Disabilities Act (IDEA) in 2004, more demands are being placed on schools to provide special education services within the general education classroom. The law states that students with disabilities should only be removed from their general education classroom when the nature and severity of the disability is such that …

Assessment Practices Of Students With Learning Disabilities In Lebanese Private Schools: A National Survey, Rasha Elhage

Wayne State University Dissertations

Education is intended to provide diverse students with the skills and competencies needed to enhance their lives (Salvia, Ysseldyke & Bolt, 2011). This includes assessment practices that enable teachers to identify students' current level of skills, their strength and weaknesses, target instruction at student's personal level, monitor student learning and progress and plan and conduct adjustments in instruction, and evaluate the extent to which students have met instructional goals. This study intended to discover, describe, and evaluate the assessment practices of teachers and administrators working with students with learning disabilities in Lebanese private schools via the Context, Input, Process and …

How Students From Non-Dominant Cultures Perceive Their Social And Cultural Experiences In Relation To School Success, Margaret Cooley

Wayne State University Dissertations

This study explores the shared narratives of males who are African American, come from low-income families, struggled with school success, and may have been identified as needing specialized instructional services or having learning disabilities. This study includes three participants' narratives on the obstacles and supports they faced during their high school years and when transitioning beyond. It identifies shared themes of sports, reputation, and instruction, transitioning, and mentoring -- including the relationship between each and how it impacted their school success.

The development of these thematic elements are related to developing networks and resources related to culture values, identities, and …

Inclusive Education For Students With Emotional Impairments: Factors For Success, Jessica Cohen

Wayne State University Dissertations

Special education policy and practice are ever evolving to best meet the needs of all students in an inclusive environment. Since the implementation the Individuals with Disabilities Education Act (IDEA) thirty years ago, students with special needs have moved from restrictive, exclusionary placements to being educated alongside their same aged non-disabled peers. As we have moved towards viewing special education as a service, not a place, including more students with disabilities in the general education setting and curriculum has become the expected practice in the majority of public schools in the United States. Despite this progress, students with emotional impairments …

Children’S Attitudes Towards Peers With Disabilities: Associations With Personal And Parental Factors, Soo-Young Hong, Kyong-Ah Kwon, Hyun-Joo Jeon

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

The purpose of this study was to investigate the following: (i) associations among children’s prior contact with people with disabilities and the three dimensions of children’s attitudes towards people with disabilities: children’s understanding of and their feelings about people with disabilities and their behavioral intentions to make inclusion decisions; (ii) the relation between children’s behavioral intentions to make inclusion decisions and the demands of activity contexts and the types of disabilities; and (iii) the association between parents’ attitudes and children’s attitudes. Participants included 94 typically developing four- and five-year-old preschoolers. Children’s understanding of disabilities and their prior contact with people …