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Full-Text Articles in Education
Effects Of A Video Based Intervention On Job Interview Skills Of Youth With Autism, Kelsey T. Dunn
Effects Of A Video Based Intervention On Job Interview Skills Of Youth With Autism, Kelsey T. Dunn
Theses and Dissertations
In this dissertation, I conducted a multiple-probe-across-participants design to examine the impact of a video-based intervention on interview skills of youth with autism. First, I conducted a systematic literature review of interview interventions. Results were used to guide the development of this study’s measure and procedures. Finding that previous literature relied on rubric measures to rate interview skill behaviors, I developed and piloted a primary measure for examining direct speech production. Using transcripts and video analysis, this study captures the construct of interview skills using both quantity (frequency of relevant/irrelevant c-units) and quality (interview skills rubric score). The intervention consisted …
Using Coaching Strategies To Support Parents When Promoting Social Communication In Individuals With Disabilities, Molly Baldridge
Using Coaching Strategies To Support Parents When Promoting Social Communication In Individuals With Disabilities, Molly Baldridge
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of this practitioner’s piece was to provide educators with a research-based coaching model that will increase opportunities for meaningful collaboration with parents or guardians in order to promote family-centered and socially meaningful child outcomes for their children with autism or other intellectual disabilities. The training model was based on Lane et. al.’s (2016) brief coaching method approach. Other suggested components to parent training included cultural competency, goal setting, planning for generalization, following up and asking for feedback, and troubleshooting any problem behaviors.
Minding The Gap: A Grounded Theory Exploration Of Transition From Secondary School To Community College For Students Identified With Autism, Douglas Highlen
Minding The Gap: A Grounded Theory Exploration Of Transition From Secondary School To Community College For Students Identified With Autism, Douglas Highlen
Education (PhD) Dissertations
This qualitative research study aims to facilitate a better understanding of the process of transition from secondary school to community college for students identified with autism. Previous research indicates that though most students identified with autism report that they have strong intentions of pursuing a postsecondary education, comparatively few achieve this goal. Prior research on transition has focused on strategies utilized by secondary schools to facilitate success for students identified with autism or postsecondary institutional approaches utilized once a student has arrived at the school. This bifurcated approach has resulted in a gap in the research in that virtually no …
High School General Education Teachers' Perception Of Iep Accommodations For Students With Asperger Syndrome, Mary Patricia Krones
High School General Education Teachers' Perception Of Iep Accommodations For Students With Asperger Syndrome, Mary Patricia Krones
Theses and Dissertations
The purpose of this qualitative design study was to better understand the experiences of high school general education English teachers who have students with Asperger Syndrome in their classes. More specifically, this researcher wanted to better understand the teacher's perception of the IEP-denoted accommodations the general education teachers are responsible for implementing. Data collection consisted of semi-structured interviews, classroom observations, journal entries and collection of artifacts. Findings of this study include: the IEP document and IEP process from the lens of the general education teacher do not provide adequate information when considering the unique needs of students with Asperger Syndrome; …
Secondary General Education Teachers' Perceptions Of Challenges For Inclusion Students With Autism, Karen Clark Clark
Secondary General Education Teachers' Perceptions Of Challenges For Inclusion Students With Autism, Karen Clark Clark
Walden Dissertations and Doctoral Studies
Many secondary students with autism (SWA) included in the general education (GE) classroom demonstrate academic and behavioral challenges. Most GE teachers who have inclusive SWA in their classes receive little or no training on evidence-based practices to address these challenges. The purpose of this qualitative bounded case study was to explore secondary GE teachers' perceptions of and experiences with the academic and behavioral challenges of inclusive SWA. Theoretical frameworks of the weak central coherence theory for autism and executive dysfunction grounded the study. Data from 6 purposefully chosen secondary GE inclusion teachers, who educated SWA and students with autism spectrum …