Special Education and Teaching Commons^™

Tier 2 Literacy Interventions In Low-Income Schools: Implications For Breaking The Cycle Of Poverty, Morgan Koch

Dissertations

This study examined the development of a mastery-based Tier 2 reading and writing curriculum prototype designed to improve the coherence and consistency of literacy intervention in high-poverty educational settings. Using the Design Thinking process, stakeholder feedback from educators, administrators, instructional staff, and parents informed the development of the prototype through the Empathy, Define, Ideate, Prototype, and Test phases. The curriculum was evaluated by 15 education professionals through a mock implementation, usability survey, and focus group discussion. Findings suggested that participants perceived the prototype as practical, well organized, and supportive of more efficient and consistent Tier 2 literacy instruction, while also …

Making Sense Of The Iep: Teacher Perspectives In Implementation In Suburban Schools, Siranda J. Patchel

All NMU Master's Theses

The Individualized Education Program (IEP) is a legal requirement and instructional framework to support students with disabilities. However, inconsistency among IEP classroom implementation is a challenge. The purpose of this study was to explore the implementation of IEPs for students with disabilities as reported by general and special educators in suburban settings, in addition to examining educators’ perceptions of their preparedness and comprehension of IEP-related responsibilities.

The qualitative research design incorporated a survey and follow-up interview response analysis of educators who worked in suburban schools. The responses were analyzed using a thematic analysis approach that consisted of open coding and …

Why They Stay: A Qualitative Study Of Experiences Of Veteran Low-Incidence Self-Contained Special Education Teachers Who Remain In The Profession, Jessie Leyden

Dissertations

Persistent shortages of special education teachers in the United States have intensified the need to understand not only why some educators leave, but why others choose to stay. The purpose of this qualitative case study was to understand the experiences of veteran special education teachers working in low-incidence, self-contained classrooms who choose to remain in the profession. With a particular focus on the factors that contribute to their retention beyond the first three years, the study involved a sample of ten low-incidence, self-contained teachers from a variety of states across the country. Using semi-structured interviews, the study explored how these …

Use Of A Task Analysis Application With Video-Prompting To Increase Social Skills For Individuals With Moderate To Severe Intellectual Disabilities, Zachary Hurley

All Dissertations

Individuals with intellectual and developmental disabilities present deficits in both intellectual functioning and adaptive behavior, which can limit an individual’s ability to function independently. Given the different levels of intellectual functioning and adaptive skills, individuals with moderate intellectual disabilities require a level of support in daily situations and environments. However, individuals with severe to profound intellectual disabilities require the most extensive amount of support in daily skills. Research demonstrates that the use of video-based instruction is an effective tool in increasing social skills among individuals with intellectual disabilities. Additionally, conclusions derived from the current review of literature identified gaps in …

An Investigation Of The Use Of Self-Regulated Strategy Development With A Mnemonic On The Fraction Computation Performance Of Students At-Risk For Emotional/Behavioral Disorders, Melissa D. Hullett

All Dissertations

Interventions that help students organize their thinking can reduce cognitive load and support academic, behavioral, and social success. Self-Regulated Strategy Development (SRSD) is an evidence-based instructional framework that combines strategy instruction with self-regulation to promote student independence and improve student confidence. A mnemonic has been shown to help scaffold support across all content areas to the level of mastery required by Stage 4 of the SRSD framework ("Memorize It"). In mathematics, where executive functioning demands are high, interventions to scaffold content must provide the metacognitive support needed for a diverse student population. This study used a multiple-baseline design to examine …

Unlocking Potential: How High-Fidelity Plcs Protect First Graders From Over-Identification In Tiered Placement, Tomeka D. Love

All Dissertations

Nationally, the demand for special education services under the Individuals with Disabilities Education Act (IDEA) has reached an unprecedented peak, serving 7.5 million students (representing 15% of all public school students) in the 2022–23 school year. While national academic discussions regarding socioeconomic hurdles and systemic inequities frequently center on urban environments, minoritized students in rural communities face a persistent and disproportionate over-representation in special education. This trend is driven by complex intersections of geographic isolation, systemic resource allocation issues, and cultural misalignments in assessment practices.

At the local level, Love and Logic Elementary School [pseudonym], a rural K-5 institution, faces …

From Referral To Results: Strengthening Mtss Pre-Referral Practices To Improve Special Education Referral Decision-Making, Capricia K. White

All Dissertations

The steady rise in special education identification rates continues to outpace overall U.S. public school enrollment trends, raising important questions about how students are identified, labeled, and referred for services. Despite South Carolina's MTSS mandate under Act 213, implementation remains inconsistent across schools. As a result, referral decisions may be based on limited evidence of student response to targeted general education supports.

The purpose of this Dissertation in Practice was to examine how a school-based improvement initiative, Project FOCUS (Fidelity, Outcomes, Collaboration, and Unified Support), strengthened MTSS pre-referral practices to support special education referral decision-making. Guided by Improvement Science, the …

Effects Of Peer-Mediated Constant Time Delay Instruction On Science Vocabulary Acquisition For Students With Moderate Intellectual Disabilities, Amy S. Roberts

Electronic Theses and Dissertations

This study examined the effectiveness of combining peer-mediated embedded instruction with constant time-delay (CTD) procedures to improve Agriscience vocabulary learning among secondary students with moderate intellectual disability who were educated in an inclusive Agriscience classroom. A multiple-probe across participants design was conducted with three students with moderate intellectual disability. Trained peer tutors provided embedded vocabulary instruction during naturally occurring classroom activities. Results showed an increase in independent correct responding for all participants following the implementation of the intervention. Procedural fidelity, interobserver agreement, Tau-U effect size, and social validity data further demonstrated that the intervention was implemented consistently and was viewed …

Student Study Teams For Child Find: Identifying Barriers In A Rural School District, Malynda Ivory

All Graduate Reports and Creative Projects, Fall 2023 to Present

This project explores the challenges associated with the teacher referral process for students at risk of academic and behavior difficulties in a rural school. The Student Study Team (SST) plays an important role in identifying and supporting students; yet, teacher engagement with the referral process is inconsistent in my K-4 school. Teacher participation in our school is low.  Referrals mostly occur after parent-teacher conferences, and teacher participation in the lower grades (K-2) is noticeably lower than referrals from our 3^rd and 4^th grade teachers. Many factors, including limited understanding of the SST’s purpose, time constraints, and perceived effectiveness …

Effective Science Instruction For Elementary Aged Students With Significant Cognitive And Adaptive Delays, Rabecca L. Juarez

All Graduate Reports and Creative Projects, Fall 2023 to Present

In Utah, students begin participating in statewide end-of-year assessments in third grade, with science added in fourth grade. Students with the most significant cognitive and adaptive disabilities participate in the Dynamic Learning Maps® (DLM®) alternate assessment, which measures student performance in English language arts, mathematics, and science aligned to Essential Elements (EE). Despite participation in statewide accountability systems, students with significant cognitive disabilities in a Southwest Utah School District have consistently demonstrated low science performance on the DLM assessment.

The aim of this project was to collaboratively create science lessons for students who participate in the alternate assessment. This project …

Implementing Functional Communication Training Through Paraprofessional Preparation In A Self-Contained Elementary Special Education Classroom, Cece Afatasi

All Graduate Reports and Creative Projects, Fall 2023 to Present

Students with significant cognitive disabilities often experience difficulty communicating their wants, needs, and emotions. When students are unable to communicate effectively, they may rely on challenging behaviors such as aggression or self-injurious behavior to meet their needs. Because paraprofessionals provide much of the daily instructional and behavioral support in self-contained special education classrooms, they play a critical role in implementing evidence-based communication interventions.

The purpose of this professional portfolio was to explore the implementation of Functional Communication Training (FCT) through two related projects. The first focused on preparing paraprofessionals to implement FCT using Behavioral Skills Training (BST), while the second …

Music And Middle School Mathematics, Cheryl L. Hawkins

All Graduate Reports and Creative Projects, Fall 2023 to Present

The purpose of this project was to see if music playing in the background while learning essential mathematics skills would make a difference in the learning process of middle school students. For nine weeks I collected data on the scores of the special education students relearning skills they had been previously taught in a general education mathematics class. The students took a baseline assessment, then had 30-40 minutes of instruction spread across two days. They then took another assessment to see what the change was. During the lessons and assessments there was one of three conditions happening, one was silence, …

Evolving Roles: School Counselors Addressing Mental Health In Pk-12 Education, Evin Daines

All Graduate Theses and Dissertations, Fall 2023 to Present

A significant number of children and youth are currently experiencing poor mental health. School counselors work with all students and are in a position to provide support to students experiencing mental health challenges. School counselors can also identify what may hinder children and youth from accessing mental health resources in their communities. This study explores how many school counselors engage in mental health counseling, how school counselors view their roles in addressing student mental health, and what barriers they perceive as keeping children and youth from accessing mental health and behavior services.

Comparing Error Correction Strategies In Discrete Trial Training For Children With Autism, Rachael Litchford

All Graduate Theses and Dissertations, Fall 2023 to Present

Children diagnosed with Autism Spectrum Disorder (ASD) often require structured, evidence-based teaching methods to promote skill acquisition. Discrete Trial Training (DTT) is one such approach widely used in Applied Behavior Analysis (ABA) to teach skills through repeated learning opportunities. However, limited research has compared the efficiency of specific error correction procedures within DTT. This study examined the comparative effectiveness of two error correction strategies, Active Student Response (ASR) and Model-Only, when acquiring tacting skills for children ages 2-10 with ASD. An alternating treatments design (ATD) was used to evaluate each strategy’s impact on skill acquisition, as measured by the percentage …

Using A Prerequisite Skills Assessment To Identify Effective Communication Modalities For Mand Training, Christine White

All Graduate Theses and Dissertations, Fall 2023 to Present

Many children with Autism Spectrum Disorder (ASD) need support to learn how to communicate their wants and needs. This study examined three different ways to teach children to request preferred items or activities: using sign language, exchanging pictures, and speaking. We compared how three children learned each communication method to determine whether their existing skills influenced which method was most effective. No clear relationship was found between children's existing abilities and how well they learned each communication method. These findings suggest that selecting the most effective communication approach may require considering each child's individual strengths and learning history rather than …

Asynchronous Intervention For Students With Disabilities On Career Awareness, Erica Rood

All Graduate Theses and Dissertations, Fall 2023 to Present

Historically, students with disabilities have fewer opportunities to prepare for post-high school life, and this is especially true when it comes to getting a job. This is also true for those students with complex support needs (i.e., autism spectrum disorder, intellectual disability, other health impairment). One way to help individuals with disabilities have greater success after high school is to teach them about different careers.

This study was for high school students with disabilities who have complex support needs. It focused on helping them learn about different careers through online modules. The study looked at whether this type of learning …

A Comparison Of The Effectiveness Of Teacher-Led And Student-Supported Variations Of The Good Behavior Game, Patrick Wells

All Graduate Theses and Dissertations, Fall 2023 to Present

This project examined the effectiveness of two variations of the Good Behavior Game (GBG) intervention: the traditional teacher-led and a student-supported variation. The traditional intervention has been shown to be an effective intervention for reducing disruptive classroom behaviors. Despite its effectiveness, proper implementation does require additional effort from the teacher—effort that may better be directed toward improving instruction. A student-supported variation of the intervention has the potential to reduce the effort required of teachers who wish to implement the intervention in their classroom. We utilized a nonconcurrent, multiple baseline design with alternating treatment to compare the effectiveness of both versions …

Improving Teacher Adherence To Greeting And Attendance Routines Through Performance And Graphed Feedback, Caitlin Huppi

All Graduate Theses and Dissertations, Fall 2023 to Present

Schools establish expectations for teachers to create safe, organized, and welcoming environments, but teachers may not consistently follow these expectations throughout the school year. This study examined whether brief feedback could help four high school teachers more consistently greet students and scan IDs for attendance during passing periods. Teachers received graphs showing their performance and brief weekly feedback. All four teachers increased greeting behavior, and three increased attendance scanning. Teachers also rated the intervention as acceptable, feasible, and helpful. These findings suggest that brief feedback may be a practical way for school leaders to support consistent teacher implementation of school-wide …

The Use Of A Novel Decision Making Tool To Support Educators' Use Of Classroom Management Practices, Emma C. Preston

All Graduate Theses and Dissertations, Fall 2023 to Present

We examined the impacts of a novel classroom management evaluation tool that includes a decision-making feature to involve teachers in the selection of a strategy to improve their utilization of classroom management strategies titled the Behavioral Observation and Teacher Support System (BOTSS). We evaluated teacher praise-to-corrective statement ratios and teacher opportunities to respond, as well as student disruptive behavior and teacher social validity. We found that two independent observers scored teacher behavior similarly using the BOTSS, and that the BOTSS process produced moderate effects on teacher behavior. We did not observe an impact on student disruptive behavior. Teachers reported positively …

Educator Perspectives Of Available Special Education Transition Programming Through High School Career And Technical Education Organizations For Female Students In Self-Contained Classrooms, Cassandra L. Aungst

Theses and Dissertations

The problem addressed in this study was that there is a lack of research regarding alignment between special education student transition assessments, transition goals, and transition programming and specifically those who identify as female students. While career readiness programs are accessible to all students, regardless of gender, female students in special education remain underrepresented in career and technical education programs. The purpose of this research was to review educational practices that influence female students with disabilities in relation to their individualized education plan transition goals and programming by addressing (a) educators’ perceptions, (b) systemic challenges, and (c) policy gaps influencing …