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Articles 1 - 12 of 12
Full-Text Articles in Special Education and Teaching
Child Language And Happiness Behaviors: Evaluating The Effects Of Caregiver Coaching, Ashlen Grubbs
Child Language And Happiness Behaviors: Evaluating The Effects Of Caregiver Coaching, Ashlen Grubbs
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
Caregivers of young children who have or are at risk for disabilities may struggle supporting their child’s language development. This study used a tailored rapid coaching intervention to teach a caregiver different naturalistic language interventions that can be used with their child during play. Evidence-based naturalistic skills for increasing child communication were chosen to teach the caregiver based on baseline levels of skills. The purpose of this study was to evaluate the effectiveness of a tailored RCI (training and coaching) with caregivers of children with developmental disabilities. Like other studies, this study involved evaluating child-level communication but extended child measures …
Establishing Self-Instruction Skills By Teaching Mands For Informational Inquiries With Intelligent Voice Assistants Using Progressive Time Delay, Taylor Rae Kelley
Establishing Self-Instruction Skills By Teaching Mands For Informational Inquiries With Intelligent Voice Assistants Using Progressive Time Delay, Taylor Rae Kelley
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
In this study, unknown questions were posed to four high school students with intellectual disabilities, and they were directed to use intelligent voice assistants to mand for the answers. This self-instruction skill was taught using progressive time delay within a multiple probe across participants design with embedded generalization probes. Participants were trained to initiate Siri® or Google Assistant™ before baseline sessions were conducted. The effectiveness of progressive time delay to teach this skill was evaluated when questions were presented by research implementers and when presented by untrained communication partners. Implementers exposed participants to additional voice commands at the end of …
Inclusion For Students With Intellectual Disabilities: A Philosophical Reconstruction Of The Student To Expand Access And Its Benefits, Derek Thomas Myles Daskalakes
Inclusion For Students With Intellectual Disabilities: A Philosophical Reconstruction Of The Student To Expand Access And Its Benefits, Derek Thomas Myles Daskalakes
Theses and Dissertations--Education Sciences
This dissertation attempts a philosophical rethinking of the concept of the student in educationally relevant disability law for the sake of expanding access to general education settings for students with intellectual disabilities (ID), without committing to the approach known as full inclusion. I show that students with ID receive significantly less access to general education settings in comparison to other student populations, and that empirical studies show this to be harmful to their learning and developmental outcomes. Discussion of this problem in the inclusion literature assumes one of two positions that separately support either maintaining the status quo regarding the …
The Effect Of Exceptionality Label On School Psychologists During The Evaluation Process, Rachel Jacob
The Effect Of Exceptionality Label On School Psychologists During The Evaluation Process, Rachel Jacob
Theses and Dissertations--Educational, School, and Counseling Psychology
School psychologists often lead the evaluation process that is responsible for identifying students with an education-based disability. They are also responsible for providing recommendations for the student following the evaluation. The current study is focusing on the variable of exceptionality label as it is a universally present variable that has the potential to affect all evaluations. Two recent studies have examined and found labeling bias on preservice educators (Allday et al., 2011; Fisher et al., 2022). This study sought to expand this research by looking at labeling bias in school psychologists. The study measured the effect of exceptionality label on …
Comparing Self-Delivered To Instructor-Delivered Reinforcement During Vocational Instruction For Students With Intellectual Disability Using Video Activity Schedules, Katherine Elise White
Comparing Self-Delivered To Instructor-Delivered Reinforcement During Vocational Instruction For Students With Intellectual Disability Using Video Activity Schedules, Katherine Elise White
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
In this study, an adapted alternating treatments design was used to compare the effectiveness of teaching vocational task when using self-delivered reinforcement versus instructor-delivered reinforcement while using video prompting. Participants consisted of four high school students who had been diagnosed with intellectual disabilities. Results indicated that instructor delivered reinforcement was slightly more effective at teaching a vocational task for 2 of the 4 participants. The results of the other 2 participants indicated that both forms of reinforcement delivery were similarly effective.
Progressive Time Delay To Teach High School Students With Intellectual Disability To Initiate Manding Siri® For Unknown Information, Madelyn N. Calzi
Progressive Time Delay To Teach High School Students With Intellectual Disability To Initiate Manding Siri® For Unknown Information, Madelyn N. Calzi
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
A multiple probe design across participants with intermittent generalization probes was used to evaluate (a) the effectiveness of progressive time delay to teach four high school students with intellectual disability to initiate using Siri® when asked an unknown question and (b) the generalized use of Siri® when asked questions from untrained communicative partners. Technology training occurred prior to baseline to teach all participants to use Siri®. Secondary data were collected on Siri’s® response and student engagement with the answer. Due to the 2020 Covid-19 pandemic and school closures, only one participant entered intervention and the study was unable to be …
Training Functional Communication Responses To Decrease Challenging Behaviors Among Students In An Alternative Education Setting, Kaitlin N. Haggard
Training Functional Communication Responses To Decrease Challenging Behaviors Among Students In An Alternative Education Setting, Kaitlin N. Haggard
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
This study answered a series of questions related to single case research design and potential use of functional communication-based intervention. It compared and contrasted multiple probe versus multiple baseline single case research designs, finding that multiple probe would be more appropriate to answer the intended research question. This study further analyzed the rigor, quality, and bias of Turton, Umbreit, & Mathur’s (2011) article in which functional communication-based intervention was used to decrease challenging behaviors among adolescents in an alternative education setting. Finally, this study described for practitioners the importance of studying the effectiveness of functional communication-based intervention and how such …
Typical Peers’ Perceived Self-Efficacy Towards Including Students With Autism Spectrum Disorder, Elizabeth A. Caldwell
Typical Peers’ Perceived Self-Efficacy Towards Including Students With Autism Spectrum Disorder, Elizabeth A. Caldwell
Theses and Dissertations--Educational, School, and Counseling Psychology
One in 59 children is identified as having an Autism spectrum disorder (ASD). The Individuals with Disabilities Education Act (IDEA) mandates that students with disabilities be educated in the general education setting with typical peers to the maximum extent possible. This practice of inclusion has led to increased social-isolation and peer rejection among students with ASD. Research suggests inclusion alone without implementing peer intervention training is ineffective in fostering positive interactions between students with ASD and their typical peers. Therefore, the purpose of this study is to contribute to the literature by evaluating a peer educational intervention designed to promote …
Using Video Modeling Plus A System Of Least Prompts To Teach People With Intellectual Disability To Participate In Faith Communities, Victoria Slocum
Using Video Modeling Plus A System Of Least Prompts To Teach People With Intellectual Disability To Participate In Faith Communities, Victoria Slocum
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
An important part of quality of life for people with moderate and severe intellectual disability (MSD) is being involved in community activities, including participation in faith communities. There is a need for meaningful inclusion of people with disabilities in faith communities beyond physical presence. Although it has been recommended that evidence-based strategies, such as video modeling (VM) be used to increase the meaningful inclusion of people with ID in faith communities, there is a lack of empirical studies using evidence-based practices to teach the skills necessary for participation in community activities. The purpose of this dissertation was to examine the …
Effects Of A Collaboratively Developed Peer Mediated Intervention On The Social Communication Skills Of Students With Complex Communication Needs In Inclusive Classroom Settings, Alice L. Rhodes
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
Recent Federal education reform and legislation (Individuals with Disabilities Education Act, 1997, 2004; No Child Left Behind Act, 2001) have shifted to emphasize the inclusion of all students in mainstream social and academic settings within the public schools. Despite the shift towards inclusion and the benefits of peer interaction experiences, recent observational studies have revealed that, for students with disabilities, social interactions are often limited. This study evaluated the effect of a collaboratively developed, peer mediated intervention on the social communication of students with complex communication needs in inclusive classroom settings. The study utilized a single-case multiple probe design across …
Self-Evaluation With And Without External Feedback To Increase Room Cleaning Skills In Students With Mild Intellectual Disabilities Or Behavior Disorders, Allison Smith Varisco
Self-Evaluation With And Without External Feedback To Increase Room Cleaning Skills In Students With Mild Intellectual Disabilities Or Behavior Disorders, Allison Smith Varisco
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
As students with disabilities age out of school-age resources, the need for self-evaluative skills in work tasks becomes more important. This study compared self-evaluation with reinforcement and self-evaluation with reinforcement plus external evaluation when completing room cleaning skills. The younger students did not demonstrate the ability to self-evaluate without external evaluation. Both conditions were effective when evaluating the older group of students. The author proposes additional research in looking at self-evaluative skills for specific age groups and conditions.
Virtual Coaching In Guatemala: Can It Be Effective For Changing Targeted Teacher Behaviors?, Ruby Owiny
Virtual Coaching In Guatemala: Can It Be Effective For Changing Targeted Teacher Behaviors?, Ruby Owiny
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The education system in Guatemala struggles to meet the needs of students with disabilities. There are often not enough trained special educators to meet the demand. In addition, general educators are often not trained to adequately meet diverse needs in their classrooms. Thus, schools are often unable to fully meet the needs of students with disabilities. This study sought to identify a method by which teachers could be virtually trained on a teacher behavior (i.e., specific praise) that could help meet diverse student needs. A multiple probe design across participants was used to determine if virtual training could be effective …