Special Education and Teaching Commons^™

Investigation Of Social Supports For Parents Of Children With Autism, Aaron R. Deris, Cynthia Dicarlo, Linda L. Flynn, Carrie Ota, Anne O'Hanlon

Special Education Department Publications

There has been an increase of children being identified with autism in the United States (Center for Disease Control, 2009), leading to an increased concern of how to best meet the needs of children with autism and their families. In response to each reauthorization of the Individuals with Disabilities in Education Act (2004), in which the roles of families have been strengthened in planning their child's education and professionals have had more input, the field has tried to uncover the 'best' ways to support parents. Recommended practice suggests that parents are best able to identify their own support needs, with …

Communication-Based Assessment Of Developmental Age For Young Children With Developmental Disabilities, Shari L. Deveney, Lesa Hoffman, Cynthia J. Cress

Special Education and Communication Disorders Faculty Publications

Purpose: In this study, the authors compared a multiple-domain strategy for assessing developmental age of young children with developmental disabilities who were at risk for long-term reliance on augmentative and alternative communication (AAC) with a communication-based strategy composed of receptive language and communication indices that may be less affected by physically challenging tasks than traditional developmental age scores.

Method: Participants were 42 children (age 9–27 months) with developmental disabilities and who were at risk for long-term reliance on AAC. Children were assessed longitudinally in their homes at 3 occasions over 18 months using multiple-domain and communication-based measures. Confirmatory factor analysis …

The Changing Role Of The School Psychologist In Response To Intervention, Sharon Murphy-Price

College of Education Theses and Dissertations

Traditionally, school psychologists have used the I.Q. discrepancy model to measure academic achievement versus student academic ability in order to determine if the student may be eligible for special education services under the category of specific learning disability (SLD). With the reauthorization of IDEA 1997 in December 2004, new policies under Individuals with Disabilities Education Improvement Act (IDEIA) were signed into law and became effective July 1. 2005. While the use of the I.Q. discrepancy model is permitted, technically adequate assessments and researched based instructional practices must also be in place and student progress recorded before students can be diagnosed …

An Exploration Of Fiscal Resources And Systems Needs Related To Autism Spectrum Disorder Services And Supports In Ohio: Fiscal Analysis And Parent/Caregiver Interview Results, Dawn Anderson-Butcher, Hilary Drew, Amber Moodie-Dyer, Jill A. Hoffman

School of Social Work Faculty Publications and Presentations

In order to advocate for policies that align and leverage funding streams in service to the needs of families and individuals affected by autism spectrum disorders (ASD), the Educational Service Center of Central Ohio (ESCCO) and the Center for Systems Change at the Ohio Center for Autism and Low Incidence disorders (OCALI) commissioned the College of Social Work at The Ohio State University to conduct a fiscal analysis of ASD funds and to explore parent / caregiver perceptions of the ASD service delivery system in Ohio. There were two purposes of this work:

• To identify federal and state funding streams …

Does Study Of An Inclusive Education Subject Influence Pre-Service Teachers' Concerns And Self-Efficacy About Inclusion?, Stuart Woodcock, Brian Hemmings, Russell Kay

Australian Journal of Teacher Education

Survey data were collected from pre-service teachers studying at a large regional Australian university. These data were examined with the purpose of determining whether pre-service teachers’ views (and concerns) about inclusion and their confidence to teach in inclusive classrooms had changed as a result of studying an inclusive education subject and undertaking a practicum linked to that subject. The results of an analysis based on mean values indicated that the various concerns, namely, resources, acceptance, workplace, and academic standards, did not change markedly as a consequence of the subject and practicum experiences. This analysis also showed a hierarchy of concerns …

Measuring Growth: The Reliability And Validity Of The Utah Recovery Scale, Ray J. Katzenbach

Theses and Dissertations

Recently the direction of consumer mental health care in the United States has shifted in terms of its approach to recovery. In this sense recovery is not thought to be a complete amelioration of symptoms, but rather the acquisition of meaningful relationships, independent living, and fulfilling work. In response to these changes, the Utah division of the National Alliance for the Mentally Ill (NAMI-Utah) conducted consumer focus groups for the purpose of developing a tool to monitor this new conceptualization of recovery. The focus groups generated 10 recovery indicators based on recovery as the Substance Abuse and Mental Health Services …

The Implementation And Modification Of Three 4th Grade Social Studies Content Lessons For English Language Learners And Students With Disabilities, Benelly Peralta

Graduate Student Independent Studies

The focus of this investigation was to take three general social studies content lessons created for a general education classroom and modify them for the particular needs of students with disabilities and English language learners.

Mattie T Revised Consent Decree Compliance Rates In Selected Mississippi Delta Counties, Rachel Griffin

Honors Theses

This is a study using archival data study that reflects the identification rates of Black students with Specific Learning Disabilities for four selected Mississippi Delta school districts. This study is relevant because of the court mandated requirements of the Mattie T. Revised Consent Decree (2003). There were no human participants involved in this study because the aggregated data was gathered from the Mississippi Department of Education (MDE) website. The data was analyzed for compliance to the Mattie T. goal of achieving a 1.85% or less differential between the Black and Other racial groups as well as changes within three reporting …

Changing Roles: Special Education Teachers In A Response To Intervention Model, Julia A. Leonard

Honors Scholar Theses

In response to policy, research, and practice, the field of special education evolves to meet the demands of the current education system (Brownell, Singeral, Kiely, & Danielson, 2010). The most current educational model, Response to Intervention (RTI) has prompted changes in all aspects of special education service delivery. The purpose of this honors thesis is to provide quantitative and qualitative exploration of the changing roles of special educators in relation to RTI implementation. The study methodology includes a quantitative 48-question survey and a qualitative follow-up interview. The results from the study indicate that special education teachers perceive an increase in …

Autism Spectrum Disorder: Sensory Needs In The Workplace, Amy Fogle Stiff

Masters Theses & Specialist Projects

There is little to no empirical research for sensory sensitivities of individual with Autism Spectrum Disorder (ASD) and coping strategies used in the workplace. Seven students with ASD were interviewed about sensory sensitivities experienced and accommodations used at the workplace. This study found that participants self-regulated sensory sensitivities, and not asking for or using accommodations. Future research is needed to focus on the sensory sensitivities of individuals with ASD who have been in the work force for several years.

Parent-To-Parent Interactive Transition Information Session: Sharing Information On Transition Services From High School To Post-Secondary Experiences, Timothy J. Pead

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Parents of high school aged children with moderate to severe intellectual disabilities sometimes experience fear and anxiety associated with transition of children to post-­‐secondary programs. Most information is disseminated to these parents from local education agency staff, including: special education teachers, transition specialists and administrators. This project examined the effects of a parent-­‐to-­‐parent interactive session on knowledge and perspectives of parents in transition. Parents of youth (ages 14-­‐20) who are diagnosed as having moderate to severe intellectual disabilities who live in the school boundaries of the high school within which the researcher teaches were part of this study. A group …

The Effects Of Training On Teachers' Perceptions Of Inclusion Of Students With Intellectual Disabilities, Kerin M. Vernier

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

In today’s society, many general education and special education teachers struggle with the concept of inclusion of students with intellectual disabilities (ID) in the general education classroom setting and perceive that inclusion of ID students impedes the learning of others. The purpose of this project was to establish if a 60-min training session on the benefits of inclusion would alter teachers’ perceptions of inclusion of children with ID in the general education setting as measured by a pre- and post-training rating scale. Forty-eight general education and special education school teachers participated. Of the 48 participants, 47 had special education experience …

Spatiotemporal Coupling Of The Tongue In Amyotrophic Lateral Sclerosis, Mili S. Kuruvilla, Jordan R. Green, Yana Yunusova, Kathy Hanford

Department of Special Education and Communication Disorders: Faculty Publications

Purpose: The primary aim of the investigation was to identify deficits in spatiotemporal coupling between tongue regions in amyotrophic lateral sclerosis (ALS). The relations between disease-related changes in tongue movement patterns and speech intelligibility were also determined.

Methods: The authors recorded word productions from 11 individuals with ALS with mild, moderate, and severe dysarthria using an x-ray microbeam during word productions. A coupling index based on sliding window covariance was used to determine disease-related changes in the coupling between the tongue regions across each word.

Results: The results indicated decreased spatiotemporal coupling of mid-posterior tongue regions and reduced tongue speed …

Increasing Parental Involvement Of Special Education Students: The Creation Of Smartphone-Friendly, Web-Based Legal And Procedural Resources, Steven Brown Thatcher

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

More than one out of every eight students in America is classified as having a disability under the provisions of IDEA (National Center for Education Statistics, 2010). Yet nearly every metric used to measure post-high school success (employment, independent living, post-high school education/training) shows the majority of students with disabilities do not succeed (NCES, 2010). The chief safeguard for special education students are their parents, who are explicitly written into nearly every aspect of the special education process. Research shows as parents become more involved and empowered in the special education process outcomes for students improve (Stoner et al., 2005), …

Problem Solving Interventions: Impact On Young Children With Developmental Disabilities, Lindsay Ann Diamond

UNLV Theses, Dissertations, Professional Papers, and Capstones

Problem-solving skills are imperative to a child's growth and success across multiple environments, including general and special education. Problem solving is comprised of: (a) attention to the critical aspects of a problem, (b) generation of solution(s) to solve the problem, (c) application of a solution(s) to the identified problem, and (d) evaluation of the consequences of the solution. Children with developmental disabilities may experience difficulty with the problem-solving process.

The purpose of this study was to determine an effective method to teach young children with developmental disabilities to problem solve. Specifically, this study compared two types of problem-solving instruction. The …

Teaching Online Social Skills To Students With Emotional And Behavioral Disorders, Joseph John Morgan

UNLV Theses, Dissertations, Professional Papers, and Capstones

Students with emotional and behavioral disorders often lack appropriate social skills. This deficit can lead to negative outcomes including peer and teacher rejection, increased behavioral problems at school, and decreased academic achievement. In order to improve the social outcomes of students with emotional and behavioral disorders, teachers will often implement direct and explicit instruction of appropriate social skills in the natural environment. Increases in the use of technology for academic and social interaction have created a new natural environment where students participate. This environment has its own set of social rules and norms that users must understand. No published results …

The Effects Of Video Modeling On Staff Implementation Of The Picture Exchange Communication System In A Group Home For People With Intellectual Disabilities, Shawnee Dee Collins

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

As more individuals with intellectual disabilities live in integrated, community group home settings, it is increasingly important that direct support staff are well trained to implement behavioral interventions. However, there are often barriers to providing staff members with sufficient training. For example, there is typically a low supervisor-staff ratio. These studies evaluated the effects of watching a video model and completing a brief quiz on staff’s ability to implement Phases I (study 1) and II (study 2) of the Picture Exchange Communication System (PECS) in group homes for adults with intellectual disabilities. Moreover, the effects of this staff training on …

Generalization Of Negatively Reinforced Mands In Children With Developmental Disabilities, Nicole Christine Groskreutz

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Nicole Groskreutz along with her advisors, Dr. Timothy Slocum and Dr. Sarah Bloom, from the Department of Special Education and Rehabilitation at Utah State University, proposed to teach children with developmental disabilities to appropriately request the termination of things they do not like, in place of engaging in problem behavior. The researchers collaborated with educators and administrators in public and/or private schools to identify students in need of this skill and to carry out all experimental phases. The researchers have significant clinical and research experience in teaching communication skills and decreasing problem behavior in individuals with developmental disabilities.

The researchers …

Using Script-Fading Procedures To Teach Children With Autism To Initiate During Free Play, Kara Anne Reagon

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Children with autism often display deficits in social interaction, communication, and play. Unlike typical peers during free play with a variety of games and toys, they often do not initiate to others or engage in interactive game play for sustained periods of time. Previous research has demonstrated the effectiveness of script-fading procedures in increasing initiations and conversational repertoires for children with autism. However, these procedures were examined in arranged environments using an activity schedule or in structured settings. In addition, the role of the conversation partner has not been studied. The use of activity schedules has also been effective in …

Family Experiences And Children With Autism Who Use Speech Generating Devices, Rebecca Elizabeth Mullican

Dissertations

Semi-structured interviews were used to investigate family experiences with their children with autism who use Speech Generating Devices (SGDs).Six parents were interviewed on two separate occasions about their experiences with their child, ages three-eighteen. Interpretive Phenomenological Analysis (IPA) was used to analyze the interviews. Five super-ordinate themes emerged: (a) Complexity of speech generating devices as tools for communication, (b) Tension between structure and play, (c) Interplay between requesting and social interaction, (d) The fluctuating role of parent advocate, and (e) Building a diverse support network. These qualitative findings can be used to inform families and professionals working with children who …