The Effectiveness Of Learning Geography Using Computer-Based Games,
2012
Central Connecticut State University
The Effectiveness Of Learning Geography Using Computer-Based Games, Jerry Prell, William R. Nelson, John Foshay
The Journal of Special Education Apprenticeship
Eighty, seventh grade students attending a suburban middle school in southern Connecticut participated in the study evaluating the effectiveness of computer based geography games on student motivation and achievement. Using Connecticut Mastery Test (CMT) Scores and baseline U.S.A scores as criteria to develop matched pairs, students were divided so that the control group played Sheppardsoftware.com’s States Level 3 and the experimental group played States Level 6. According to the data collected, States Level 3 and States Level 6 are significantly effective instructional tools that students enjoyed playing. CMT scores in spatial reasoning did not prove strong predictors of students’ performance …
The Effects Of Fluency Instruction On The Oral Reading Fluency And Comprehension Of First-Grade African American Males With Reading Risk,
2012
The City College of New York
The Effects Of Fluency Instruction On The Oral Reading Fluency And Comprehension Of First-Grade African American Males With Reading Risk, Lenwood Gibson Jr., Gwendolyn Cartledge
The Journal of Special Education Apprenticeship
This study evaluated the effects of a fluency building activity on the oral reading fluency (ORF) and comprehension of four first grade students identified as at risk for reading failure. The participants in this study were selected because they were members of a group at the highest risk for reading problems, specifically African American boys attending an urban school district. The results of this study demonstrated that the intervention was successful in increasing the ORF of all four participants but results were much more robust for two of the four students. Although ORF increased for all of the participants, gains …
The Effects Of Direct Instruction Flashcards And Rewards With Math Facts At School And In The Home: Acquisition And Maintenance,
2012
Gonzaga University
The Effects Of Direct Instruction Flashcards And Rewards With Math Facts At School And In The Home: Acquisition And Maintenance, Zennetta Mann, T.F. Mclaughlin, Randy Lee Williams, K. Mark Derby, Mary Everson
The Journal of Special Education Apprenticeship
The purpose of the present study was to evaluate the effects of Direct Instruction (DI) flashcard procedure, combined with strategies and rewards on multiplication fact accuracy of two elementary school-age students. A single subject replication design across three and four sets of multiplication facts was used to evaluate outcomes. The results indicated improvement in math performance for each participant. Follow-up data indicated maintenance of treatment effects over time. Finally, pre and posttest outcomes found generalization to correct writing of math facts for each participant. The benefits of employing DI flashcards in a resource room or home were discussed.
A Literature Review Of Implementing Response To Intervention For English Language Learners,
2012
University of Illinois at Urbana-Champaign
A Literature Review Of Implementing Response To Intervention For English Language Learners, Eunjeong Choi, Kevin Oh, Sung Moon Yoon, Sunggye Hong
The Journal of Special Education Apprenticeship
Response to intervention (RTI) has actively been used for identifying reading difficulties and providing supplemental instructions for students with disabilities. Recent developments of RTI show that the method expands its applicability to other areas and populations. In particular, it is difficult to distinguish learning disability (LD) from English as a second language acquisition. RTI could successfully be implemented for English language learners (ELLs). A systematic literature review has been conducted to delineate various components, strategies, and implications of RTI for ELL students. Twenty six articles that meet the criteria are analyzed for themes and important findings. The result of the …
Allied Forces: The Working Alliance For Meaningful Parenteducator Partnerships In Special Education,
2012
Lehman College
Allied Forces: The Working Alliance For Meaningful Parenteducator Partnerships In Special Education, Danielle Magaldi-Dopman, Timothy Conway
The Journal of Special Education Apprenticeship
Strong parent-educator partnerships in special education yield benefits for parents, teachers and students, however there are often obstacles to the development of these partnerships, and teacher preparation programs and professional development are often deficient in preparing special education teachers for the complexities of this relationship building. In the following, the varied interpretations of parental involvement are explored, followed by a discussion of some of the significant obstacles to strong parent-teacher partnerships in special education classrooms. Authors introduce the working alliance as a solution for framing positive parent-educator relationships. Finally, the three elements of a working alliance are described with an …
Barriers To Full Participation In The Individualized Education Program For Culturally And Linguistically Diverse Parents,
2012
California State University, Los Angeles
Barriers To Full Participation In The Individualized Education Program For Culturally And Linguistically Diverse Parents, Arpi Tamzarian, Holly M. Menzies, Leila Ricci
The Journal of Special Education Apprenticeship
The Individuals with Disabilities Education Improvement Act (2004) mandates that schools facilitate parent participation in planning the Individual Education Program (IEP). However, culturally and linguistically diverse parents are less likely to feel fully included in the IEP process. In this article we examine three sources of cross-cultural communication difficulties: verbal and non-verbal communication styles, bureaucratic procedures, and cultural assumptions about disability and intervention. We conclude by suggesting schools use an empathetic approach to improve communication in the IEP process.
Examining Interrater Agreement Analyses Of A Pilot Special Education Observation Tool,
2012
Boise State University
Examining Interrater Agreement Analyses Of A Pilot Special Education Observation Tool, Evelyn S. Johnson, Carrie L. Semmelroth
The Journal of Special Education Apprenticeship
This paper reports the results of interrater agreement analyses on a pilot special education teacher evaluation instrument, the Recognizing Effective Special Education Teachers (RESET) Observation Tool (OT). Using evidence-based instructional practices as the basis for the evaluation, the RESET OT is designed for the spectrum of different instructional needs found within special education classrooms. The RESET OT informs what Danielson (2011) maintains are the two features of a teacher evaluation system 1) ensuring teacher quality and 2) promoting professional development. In June 2012, six special education teachers participated in a data coding session using the pilot RESET OT to evaluate …
Planned Ignoring,
2012
Western Kentucky University
Planned Ignoring, Emily Glass, Cayla Mayes
Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)
The topic of this poster is planned ignoring. The purpose of this poster was to answer the question of how planned ignoring can be used effectively. Planned ignoring is defined as purposely ignoring an individual who is demonstrating an undesirable behavior. When using planned ignoring, the subject should not be told that planned ignoring is being used. Results of eliminated behavior will not always be revealed immediately. The target behavior may potentially escalate before effective results are demonstrated. It is recommended that planned ignoring not be used with all behaviors such as, if an individual is causing harm to himself …
Neural Underpinnings Of Prosody In Autism,
2012
University of Connecticut - Storrs
Neural Underpinnings Of Prosody In Autism, Inge-Marie Eigsti, Jillian Schuh, Einar Mencl, Robert T. Schultz, Rhea Paul
Communication Disorders Faculty Publications
This study examines the processing of prosodic cues to linguistic structure and to affect, drawing on fMRI and behavioral data from 16 high-functioning adolescents with autism spectrum disorders (ASD) and 11 typically developing controls. Stimuli were carefully matched on pitch, intensity, and duration, while varying systematically in conditions of affective prosody (angry versus neutral speech) and grammatical prosody (questions versus statement). To avoid conscious attention to prosody, which normalizes responses in young people with ASD, the implicit comprehension task directed attention to semantic aspects of the stimuli. Results showed that when perceiving prosodic cues, both affective and grammatical, activation of …
A Comparison Study On Teacher-Centered And Inquiry-Based Instruction In Science Education Of Middle School Students With Learning Disabilities: What Is Effective?,
2012
Rowan University
A Comparison Study On Teacher-Centered And Inquiry-Based Instruction In Science Education Of Middle School Students With Learning Disabilities: What Is Effective?, Jessica Yorke-Servis
Theses and Dissertations
The purposes of the study are to examine the effects of inquiry-based and teacher-centered instruction methods when teaching science for middle school students with learning disabilities. These two instructional methods were provided to 81 students in two middle schools located in southern New Jersey. Of those, 30 students with learning disabilities, 15 in each school participated in the study. Both groups were given a pre and post test prior to and after the three weeks of science instruction to evaluate student performance. In addition, a student and teacher survey was provided to examine their satisfaction. The results show that students …
On Death And Disability: Reframing Educators' Perceptions Of Parental Response To Disability,
2012
Boise State University
On Death And Disability: Reframing Educators' Perceptions Of Parental Response To Disability, Keith Allred, Christine Hancock
Early and Special Education Faculty Publications and Presentations
This expository article critically reviews the literature from 1950-2010 regarding educators' perceptions of parental response to disability. Pre-service, practitioner, and professional literature are examined to explore the views presented to teacher candidates during the process of professional induction. As this literature relies upon the stage model of grief associated with Kübler-Ross' (1969) description of the acceptance of death, the effects on parent-professional relations and cultural understandings of disability are critiqued. The paper presents an alternative framing of parental response to disability emerging through positive psychology. Recommendations, based upon a disability studies in education perspective, are made regarding changes in the …
Educator's Perceptions Of The Implementation And Effectiveness Of Response To Intervention Measures,
2012
Louisiana Tech University
Educator's Perceptions Of The Implementation And Effectiveness Of Response To Intervention Measures, Sheila Stepp Nugent
Doctoral Dissertations
The purpose of this study was to investigate teachers' and administrators' perceptions of the implementation and effectiveness of Response to Intervention (RTI) strategies in their schools. The study used a mixed-methods research design. Data were collected through multiple-choice and open-ended surveys administered to elementary English language arts general education teachers, special education teachers in Kindergarten through fifth grade, and administrators in seven elementary schools. Quantitative data were analyzed using the Mann-Whitney U and Kruskal-Wallis Analysis of Variance of Ranks. Qualitative data were analyzed by the researcher to determine similarities and differences among the written responses. All data were gathered during …
Appropriate Social Behavior: Teaching Expectations To Young Children,
2012
Boise State University
Appropriate Social Behavior: Teaching Expectations To Young Children, Deborah Russell Carter, Juli Lull Pool
Early and Special Education Faculty Publications and Presentations
Young children's challenging behavior can impact all aspects of the classroom environment, including relationships (peer–peer, student–teacher), learning, and safety. Positive Behavior Interventions and Supports (PBIS) is a program that focuses on supporting pro-social behaviors and preventing challenging behavior. PBIS begins with building a foundation of universal practices and creating a common language that teachers, children, and families can use to talk about behavior. The identification and defining of appropriate behavioral expectations and the systematic teaching of those behavioral expectations is paramount to preventing challenging behavior. This article describes the steps involved in identifying classroom behavioral expectations and the development of …
Diagnostic Statistical Manual 5 Changes To The Autism Diagnostic Criteria: A Critical Moment For Occupational Therapists,
2012
Sacred Heart University
Diagnostic Statistical Manual 5 Changes To The Autism Diagnostic Criteria: A Critical Moment For Occupational Therapists, Heather Miller-Kuhaneck, Rondalyn Varney Whitney
Occupational Therapy Faculty Publications
The new definition of Autism Spectrum Disorders (ASD) is expected to appear in May 2013 in the finalized Diagnostic Statistical Manual (DSM) -5 (American Psychiatric Association, 2012). The current DSM-IV criteria uses Pervasive Developmental Disorder (PDD) as the umbrella term for autism, a classification that many professionals believe has been outdated for several years. ASD will be the new name for the category that includes “autistic disorder (autism), Asperger’s disorder, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified” (APA, 2012). It will also serve to better differentiate autism spectrum disorder from typical development as well as from similar …
The Influence Of Inclusion On The Academic Performance Of General Education Students On The New Jersey Assessment Of Skills And Knowledge In Grades 6, 7, And 8,
2012
Seton Hall University
The Influence Of Inclusion On The Academic Performance Of General Education Students On The New Jersey Assessment Of Skills And Knowledge In Grades 6, 7, And 8, Christie M. Robinson
Seton Hall University Dissertations and Theses (ETDs)
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Parental Perceptions Of A Summer Esl Parent Institute: A Retrospective Case Study,
2012
Seton Hall University
Parental Perceptions Of A Summer Esl Parent Institute: A Retrospective Case Study, John Scott Cascone
Seton Hall University Dissertations and Theses (ETDs)
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High School Teachers' Perceptions Of Inclusion,
2012
Liberty University
High School Teachers' Perceptions Of Inclusion, Carmen Wiggins
Doctoral Dissertations and Projects
With the reauthorization of No Child Left Behind, school systems must ensure students with disabilities receive instruction in general education classrooms. Implementing the inclusion model has been challenging for many school systems as the systems try to find ways to meet the needs of their diverse student populations. The purpose of this quantitative casual-comparative and correlational study is to identify high school teachers' perceptions of inclusion. One hundred seventy-three high school teachers from six school districts located in a southeastern metropolitan area completed a survey to allow the researcher to examine if a relationship existed between teachers' perceptions of inclusion …
Integration Of Social, Behavioral, And Academic Initiatives: Part Ii,
2012
Loyola University Chicago
Integration Of Social, Behavioral, And Academic Initiatives: Part Ii, Hank Bohanon, Meng-Jia Wu
Education: School of Education Faculty Publications and Other Works
In part one of this series we discussed the connections among Social and Emotional Learning (SEL), Positive Behavior Interventions and Supports (PBIS), and Response to Intervention (RtI). Specifically, we compared the processes and fidelity components of these approaches. We attempted to highlight the similarities in systems, practices, and data for each approach, with the understanding that nuances could found within the practices of each. The following section provides specific examples of the overlap in these approaches; the integration of systems, practices, and data; and factors related to core instruction.
Integration Of Social, Behavioral, And Academic Initiatives: Part I,
2012
Loyola University Chicago
Integration Of Social, Behavioral, And Academic Initiatives: Part I, Hank Bohanon, Meng-Jia Wu
Education: School of Education Faculty Publications and Other Works
Many schools are working towards improving their overall social and behavioral climate. This endeavor is undertaken for its own sake, and in the anticipation it will improve academic performance for students. School climate has been related to a lack of connection and commitment on the part of students towards the school, discipline problems, and dropping out (Zins & Elias, 2007). There appear to be at least three predominant schoolwide initiatives to frame improving school climate: Positive Behavior Interventions and Support (PBIS), Response to Intervention (RtI), and Social and Emotional Learning (SEL).
Supporting Children's Grief After A Death: A Guide For School Psychologists,
2012
Brigham Young University - Provo
Supporting Children's Grief After A Death: A Guide For School Psychologists, Catherine Alexandra Bergeson
Theses and Dissertations
The death of a loved one is a significant stressor for children. Most children are exposed to grief at an early age. Without necessary support and guidance, children are much more susceptible to negative emotional, cognitive, and developmental effects. Expressive therapies such as bibliotherapy are supposed to provide a safe and healthy outlet for children's grief. However, school psychologists have limited pre-service training and readily available resources to effectively address children's death-related grief. This study included a survey of school psychologists from the National Association of School Psychologists (NASP) Crisis Management Group. Of the 431 potential members, 22% (N=95) responded …
