Education Commons^™

Students With Intellectual Disabilities Accessing Postsecondary Education Settings: Promoting Education Equity: Seeing Students For Their Ability First And Supporting Their Development As Contributing Members Into A Diverse Society, Kathleen N. Mercier

Dissertations

The purpose of this ethnographic study was to examine and describe the lived experiences of seven students with intellectual disabilities (ID) participating in two postsecondary education (PSE) settings in Southern California that were aligned to the Think College Standards-Based Conceptual Framework for Inclusive Higher Education.

Through a qualitative approach of ethnography, the researcher examined various stakeholders’ awareness and ability to support students with ID in higher education settings in an effort to support future development of PSE programs for students with ID. Methodology tools included classroom observations, individual interviews, and examination of artifacts from the sample of PSE settings in …

Increasing Self-Initiated Question Asking With Adults With Autism Using Pivotal Response Training Strategies And Constant Time Delay, John Colin Vogler

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The purpose of this study was to implement pivotal response training (PRT) strategies paired with constant time delay (CTD) to teach an individual with autism spectrum disorder (ASD) and intellectual disability (ID) to self-initiate through question asking. A multiple probe across behaviors design was used to evaluate effectiveness of implementation. Results show that this naturalistic intervention is effective for some questions, while other questions need to be taught in more contrived scenarios.

The Effects Of Video Activity Schedules On Life Skills For Individuals With Mild Intellectual Disability, Kaylee A. Ortiz

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

This study used a multiple probe across settings design to evaluate the effects of video activity schedules (VidAS) on the acquisition of life skills in various settings within the home. In a technology training phase, participants were taught how to navigate a mobile application and use the pause and play feature of the video using a system of least prompts. In baseline, participants were given a task direction to complete the tasks within each setting with access to a static picture schedule. During intervention, participant task completion was evaluated when self-instructing with the use of VidAS in each setting. One …