Education Commons^™

The Impact Of Antecedent Physical Exercises On Increasing On-Task Behaviors And Decreasing Restricted And Repetitive Behaviors In Elementary Students With High Functioning Autism Spectrum Disorder In Saudi Arabia, Shadi Albadawi

Electronic Theses and Dissertations

Physical exercises (PEs) are one of the most used approaches by researchers to treat restricted and repetitive behaviors (RRBs) and enhance on-task behaviors in students with high-functioning Autism spectrum disorders (ASD). Although PEs is recognized as Evidence-based Practices (EBPs) for students with ASD in the United States of America (USA) that are based on moderate evidence, it is important to conduct more empirical studies to explore its effects on individuals with ASD from different populations in the KSA. The current study used a single-subject, multiple baseline design across subjects to examine the effect of antecedent structured physical exercises (teaching soccer …

Examining The Effects Of An Early Mand Training Intervention On Mand Acquisition In Children With Autism Spectrum Disorder (Asd), Maram Alnahari

Electronic Theses and Dissertations

Children with autism spectrum disorder (ASD) often show language delays. Their limited communication skill may lead them to engage in the same disruptive behavior that previously got them what they wanted. Verbal behavior (VB), specifically mand training (MT), is one of the early language intervention strategies used to target language development and facilitate functional communication with young children with autism. This study aimed to examine the effectiveness of an early mand training intervention on mand acquisition in children with ASD. This study specifically targeted the application, the implementation, and their effects. A multiple baseline across participants research design was used …

Strategies For Creating An Inclusive Environment In Early Childhood Education, Jenica Boelter

Dissertations, Theses, and Projects

The articles reviewed in this literature review examine key strategies needed to create a positive learning environment and successfully include students with disabilities in an inclusive elementary classroom. Key strategies include relationships, collaboration, providing feedback, the use of visuals and nonverbal communication, accommodations, and understanding a students perception of school climate. The literature review concluded that creating this type of collaborative environment with strong relationships ultimately has a positive impact on student success in the classroom. Considering the current trend of inclusion in education, it is important to research and develop strategies that support children with disabilities in the classroom. …

Scope And Sequence Of Social-Emotional Learning Curricula For Preschool And Kindergarten Practitioners Based On Core Competencies, Jenessa Rothmeier

Dissertations, Theses, and Projects

Before students are ready to learn the academic components of kindergarten, they need to be “ready to learn” first with the social-emotional skills to follow directions, sit quietly, problem-solve, self-regulate, and organize themselves and materials. Collaborative for Academic Social and Emotional Learning (CASEL) defines social-emotional learning (SEL) as “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” Social-emotional learning (SEL) is based on …

Paraprofessionals In The School Setting: A Literature Review, Tyelyn Pearson

Dissertations, Theses, and Projects

Teachers and paraprofessionals are partners in education, working together to provide the best educational experience possible for each child. Biggs et al. state “fostering and maintaining strong collaborative relationships are critically important for paraprofessionals and special education teachers working together to provide a high-quality education for students with severe disabilities” (2016, p. 152). It is crucial that paraprofessionals are offered training and taught strategies and techniques to implement and support diverse students in the classroom (Patterson, 2016).

In the 1950’s, paraprofessionals were first added to the classroom as a way to provide teachers with more planning time and they performed …

Teachers’ Perception Of The Impact Of The Switch To Emergency Remote Teaching On Students With Disabilities During The Covid-19 Pandemic, Chinwe Osondu

Seton Hall University Dissertations and Theses (ETDs)

Abstract

The purpose of this qualitative study is to explore teachers’ perception of the impact of the switch to emergency remote teaching on students with disabilities during the coronavirus disease 2019 (COVID-19) pandemic, as well as the factors that helped or hindered their academic and social-emotional achievement levels and motivation. A secondary goal of this study is to add to the literature on strategies to improve the outcomes of students with disabilities in an online/virtual learning environment. An interview protocol that included semi-structured, open-ended questions was used to capture the perceptions of 15 special education teachers. Rich qualitative data were …

Teaching Autistic Children To Independently Wash Their Hands: A Systematic Review Of Behavioral Techniques, Alexis Vazquez

Seton Hall University Dissertations and Theses (ETDs)

With COVID 19 having changed the world’s perception on daily hygiene, people are aiming to improve the rate and efficacy of their hand washing. Autistic children, having a history of challenges with daily living skills, may need support when learning the skill of hand washing. The current review discusses interventions used to teach autistic children effective hand washing and investigates if those interventions meet criteria to be considered an evidence-based practice. Six studies met the inclusion criteria and data were synthesized narratively. Given the importance of hand washing in society, more research is necessary to achieve optimal outcomes. The review …

Special Education Teachers’ Perceptions Of Self-Determination Supports In Inclusion Classrooms, Suzanne Tiffany-Salogub

Theses and Dissertations

The outcomes presented in this dissertation were motivated by a scarcity of research that explores self-determination practices explicitly within inclusive classrooms. Three overarching goals motivated my research. The first was to understand what inclusion teachers know and do in relation to self-determination (Chapter 2). The second was to understand how their practices align with existing knowledge about self-determination in the field (Chapter 3). Finally, I sought to create an accessible, research-based tool tailored to inclusion teachers who seek to support their students in developing self-determination skills (Chapter 4). To achieve these goals, I designed an investigation using a case-study design …

Educators’ And Parents’ Attitudes Toward The Inclusion Of Students With Emotional And Behavior Disorders, Shannon L. Howze

Dissertations

Educating students with emotional and behavior disorders (EBD) has historically been a difficult task for educators (McKenna et al., 2021). The general education setting comes with many barriers when attempting to include students with EBD to the equation. Parents are instrumental to the success of their students with EBD regardless to the setting. Educators may lack in the skills needed to communicate, educate, and understand students with EBD. Without educators and parents collectively communicating and collaborating, students with EBD will not have the opportunity to have the positive experiences and outcomes to be successful. Applying the theoretical frameworks of Bandura’s …

Transition Guide And Supports For Families Of Adolescents With Disabilities, Chelsey S. Traut

Dissertations, Theses, and Projects

Often when individuals with disabilities transitioned out of high school, there were a variety of repeated questions that teachers and administrators seemed to constantly be answering each year. The first goal of the project was to answer those questions and potentially serve as a resource for teachers and other professionals to answer the questions parents/guardians were asking them. Another goal was that even if the information was different for their district it could at the very least guide professionals and families in the right direction to find answers and support. The literature review provides information about parent/guardian and teacher collaboration …

Self-Efficacy And Burnout Among Mississippi Mild/Moderate Special Education Teachers, Stacey Anne Price Frye

Dissertations

This study sought to determine if there was a relationship between Mississippi mild/moderate (certification endorsement number 221) special education teachers’ levels of self-efficacy and burnout, as well as to determine which factors influenced self-efficacy and burnout. Teachers from across the state of Mississippi responded to an online questionnaire that collected demographic data, the Teachers’ Sense of Self-Efficacy Scale, and the Teacher Burnout Scale.

The results of the correlation research showed that subscales of Student Engagement and Instructional Strategies are positively correlated. Subscales of Student Engagement and Classroom Management are positively correlated. The Teacher Burnout survey subscale of Coping had a …

The Efficacy Of A Key Word Signing Workshop, Krista Mcmorran-Maus

Education (PhD) Dissertations

This study examined the effect of a 1-day, 6-hour key word signing (KWS) workshop on in-service special education teachers’ and speech-language pathologists’ (SLPs) (a) skill identifying American Sign Language (ASL) signs; (b) skill producing ASL signs; (c) use of KWS in the classroom or therapy room; and (d) perceived changes from taking part in a KWS workshop. Participants included five special education teachers, three SLPs, and four students with complex communication needs (aged 3 to 14 years) participated in the study. All eight adult participants participated in a pretest-posttest design with repeated posttest measures over time, survey design, and phenomenological …

Self-Efficacy Perceptions Of Middle School Reading Teachers In Majority Minority Inclusive Classrooms On Their Ability To Achieve Students Success., Debra Jean Lewis

Dissertations (2016-Present)

According to the U.S. Department of Education National Center for Education Statistics (NCES, 2022), the number of students who require special accommodations in the classroom continues to increase. Because studies have shown that positive outcomes for students are directly linked to the self-efficacy of educators (Lotter et al., 2018; Neugebauer et al., 2019), educators who serve these populations must possess high levels of positive self-efficacy to handle the challenges associated with inclusive settings and specialized skills needed to achieve student success. The purpose of this study, which was guided and supported by the Social Cognitive Theory (Bandura, 1986), was to …

Peer-Mediated Interventions To Improve The Transition Behavior Of Children And Young Adolescents With Disabilities: A Systematic Review Of 50 Years Of Literature, Jorge A. Sandoval

Doctoral Dissertations

The purpose of this dissertation was to investigate the research available on the use of peer-mediated instruction and interventions (PMIIs) to improve the transition behavior of children and young adolescents with autism spectrum disorders (ASD) and intellectual and developmental disorders (IDD). PMIIs are evidence-based practices that involve the use of peers without disabilities to engage children with autism spectrum disorders (ASD) in positive and meaningful social interactions. The use of PMIIs is founded is on the premise that practitioners can use an individual with ASD/IDD’s possible response to a peer or peer’s social initiation as a teaching tool (McConnell, 2002). …

Activity-Based Intervention And One-To-One Correspondence For Children With Developmental Delays, Cyndy Anang

UNLV Theses, Dissertations, Professional Papers, and Capstones

PreK children with developmental delays in inclusive classrooms need access to math interventions helps them develop foundational math skills that are needed to succeed during their K-12 education. Research is significantly lacking that addresses increasing math skills for children with disabilities in PreK classrooms. The purpose of this study was to examine how using activity-based intervention (ABI) increases one-to-one correspondence for children with disabilities in an inclusive classroom. A single subject multiple probe design across participants was implemented to embed one-to-one correspondence math goals into daily routines and preferred activities. The participants of the study were two 3–5-year-old children categorized …

Teaching Students With Maladaptive Behaviors In Special Education, Giselle Valdez Tejeda

Capstone Projects and Master's Theses

Thousands of students engage in maladaptive behaviors in Special Education classrooms throughout the world every single day. It is very important for parents and others related to the field to know and get an understanding of how teachers teach students effectively according to their functional skills and understanding. This senior capstone examines how teachers teach students with maladaptive behaviors in Special Education. Through the use of literature review and interviews with three specialists in Special Education, the findings reveal that by finding ways to keep their maladaptive behaviors to interfere with their learning is by providing one-to-one support in classroom …

Technology-Based Self-Management Of Initiations For Students With Autism Spectrum Disorder And Low Communication Who Participate In An Alternate Assessment, Amelia Fuqua

UNLV Theses, Dissertations, Professional Papers, and Capstones

Self-management as a behavioral intervention has been used with students who have autism spectrum disorder for a variety of behavioral targets, including communication. Research has been conducted on self-management of communication initiations for students who have autism spectrum disorder in primary grades through high school. The process of self-management includes monitoring one’s own behavior to change that behavior. Currently, there are no studies using technology with self-management for the initiations of students with autism spectrum disorder and low communication who also participate in an alternate assessment. The purpose of this study was a systematic replication of Newman and Ten Eyck …

Exploring The Intersection Of Stress, Resiliency, And Relationship With Teacher Among High School Students With Emotional And Behavioral Disorders, Scotia Hammond

UNLV Theses, Dissertations, Professional Papers, and Capstones

Experiencing stress at high levels during pivotal developmental years can have a detrimental impact on adolescents’ overall development and well-being (Rahdar & Galvan, 2014; Romeo, 2013). Extensive research has shown the positive effects a strong student-teacher relationship has on students’ resiliency to counteract the negative effects of stress (Akin & Radford, 2018; Johnson, 2008; Masten et al., 2008; Mulloy, 2011; Sanders et al., 2016; Stewart & Sun, 2004). Unfortunately, these studies rarely include students with emotional and behavioral disorders (EBD). Students with EBD are more likely to have higher levels of stress, lower levels of resilience and often struggle forming …

Training Needs And Applications For Special Educators With Paraeducator Supervision Responsibilities, Joanna M. Cornejo

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

This project highlights the need for training for paraeducators working in Special Education settings. Duties performed by paraeducators often overlap with teacher duties and much of the direct instruction provided to students in self-contained classrooms is delivered by paraeducators. The tasks of training and supervising paraeducators often falls on the special education teacher, who may not have received training in supervision. The project includes a brief review of the literature on this topic and two project reports. I designed my project with the objective of improving the quality of instruction being delivered to students in my classroom through training of …

A Comparison Of The Effects Of Varied Verbal Prompts Paired With Visual Prompts On Echoic Verbal Behavior With Minimally Verbal Students, Chelsea Nielsen

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Previous research conducted by Valentino, Shillingsburg, Conine and Powell (2012) has recommended that practitioners do not utilize the word “say” before or in an instruction to reduce the word “say” being echoed. The current study sought to extend previous research by including the word “say” and comparing it with the condition of not using the word “say”. Components compared included how frequently responses occurred and how long it took for a response to occur. Two participants were included in the study, but only one participant completed the study. Findings agreed with the recommendation made by Valentino, Shillingsburg, Conine and Powell …

K-5 Elementary Alternative Program: A Case Study, William E. Scheuer Iv

Electronic Theses and Dissertations

The purpose of this case study was to examine how the K-5 elementary alternative program All Students Can Thrive (ASCT) used student-centered learning practices to influence the whole child. There is a lack of research on K-5 elementary alternative programs, such as ASCT, and specifically those that integrate student-centered learning practices to influence the whole child. Literature does not contain universally accepted interventions that are effective in the elementary alternative setting to help students return to the mainstream classroom setting better prepared to display appropriate behaviors when a student is removed from a mainstream classroom setting due to disruptive behaviors. …

Increasing Self-Determination Skill Through Behavioral Skills Training For Individuals With Extensive Support Needs To Examine Reversible Contraceptive Choices., Jennifer Pollard

Electronic Theses and Dissertations

There is a long history of individuals with extensive support needs (ESN) being sterilized without their knowledge and consent. Students with ESN are defined as individuals who need continuous and widespread supports necessary for academic, communication, and/or daily living skills. These individuals typically have more than one diagnosis including a developmental disability (DD), intellectual disability (ID), and/or traumatic brain injury (Kurth et al., 2019; Taub et al., 2017). Part of the reason this is able to occur is due to a lack of education about sexual development and a lack of interventions to build skills related to self-determination or informed …

Friendship Between A Child With Disabilities And Peers Without Disabilities In An Inclusive Setting In Elementary Schools In South Korea, Soyoung Lee

Culminating Projects in Special Education

No abstract required.

Teaching Life Skills Communication To Students In Special Education, Sara Sang

Capstone Projects and Master's Theses

Effective communication for High School Students with disabilities are important for when they are in their teen years and post graduation. Communication helps these students gain better relationships and conversations for their future.

Teachers Of General Education: Perceptions And Experiences Teaching Inclusion In U.S. Schools, Ann C. Sander

Teacher Education, Educational Leadership & Policy ETDs

This phenomenological qualitative study explored the perceptions and experiences of a group of U.S. public schools, kindergarten through fifth grade teachers, certified in general education with experience teaching inclusion--a federally mandated practice requiring schools to educate students both with and without disabilities in the same classroom. Much of the literature surrounding inclusion focuses on the perceived benefits of the program and children with disabilities' legal rights. The literature has a limited number of references describing the perceptions and experiences of teachers who are required to provide the educational services necessary for inclusion in the classroom.

In this study, 35 participants …

Exploring Latinx Parents’ Experiences With Special Education: Developing A Community-Based Workshop To Empower Latinx Parents Of Children In Special Education, Gabriela Alejandra Perez

Doctoral Dissertations

Parent involvement has been found to be predictive of successful student learning. Under the Individuals with Disabilities Education Act (IDEA), parents are required to be active participants in the development of their child’s special education. Latinx parents of children in special education face various challenges when it comes to parent involvement. A sample size of seven Latinx mothers with children in special education participated in this study, whose aim was to examine Latinx parents’ experiences in navigating the special education process and to identify and explore culturally responsive interventions that can increase parents’ participation and advocacy for their children with …

Using Behavior Skills Training To Promote Self-Advocating Behaviors: A Single Subject Research Design To Examine The Effectiveness Of Behavior Interventions Among Teachers, Clarence Cooper

Theses and Dissertations

Using Behavioral Skills Training to Promote Self-Advocating Behaviors: A Single-Subject Research Design to Examine the Effectiveness of Behavior Interventions Among Teachers. Clarence Cooper, 2022: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: applied behavior analysis, behavioral skills training, inclusion, individual education plan, operant conditioning, prompting, reinforcer, self-advocacy, accommodation

This applied dissertation utilized the behavioral skills training to train teachers on how to prompt, identify, and reinforce self-advocacy behaviors among students with learning disabilities. In applying behavioral analytic interventions to strengthen desired outcomes, a one- day intervention that was grounded in a …

How Hearing Parents With Deaf Or Hard Of Hearing Children Construct Deafness Through Their Early Intervention Experience, Bettie T. Petersen

Language, Literacy, and Sociocultural Studies ETDs

This dissertation explores how hearing parents with deaf/hard of hearing children come to understand deafness. This mixed methods study used an online survey and multiple case studies (volunteers from survey). Participants were asked about early intervention experiences and beliefs about deafness. The survey had 74 respondents and five families participated in the interviews. Survey participants’ beliefs about deafness were primarily medical, focusing on the perceived barriers caused by deafness and the remediation of those barriers through spoken language options. A small number of respondents adopted a cultural perspective of deafness and focused on remediation of barriers through involvement in the …

Principals' Knowledge Of Special Education Policy And Procedure And The Special Education Teachers' Intent, Tara Clark

Dissertations

Teacher shortage has been a growing problem. With the increase of teacher shortages, some areas are being impacted more intensely. Special education is one of the areas most impacted by the shortages. Common reasons exist as to why teachers are leaving the field or profession. These reasons may be personal or professional related. Some of the professional reasons for leaving pertain to the school’s administration and the way special education teachers are treated. Principal support is cited as one of the primary indicators of teacher satisfaction. Literature supports the analysis that a principal’s leadership heavily determines a teacher’s job satisfaction. …

What Keeps Teachers Of Students With Autism Spectrum Disorder Teaching?, Kimberley Rodriguez

All NMU Master's Theses

Currently, staff shortages exist in all areas of education. In the field of special education, there are sub-groups of teachers and classrooms, each with unique challenges. This study explores the experiences of teachers of students with autism spectrum disorder (ASD) disability in order to identify important retention factors specific to them. In this qualitative, phenomenological study, the researcher conducted four, one-on-one interviews to discover the district-related factors shared by teachers of students with ASD when considering staying or leaving their current position. Interview responses were categorized into the four themes critical to teacher retention according to the four capital theory …