Special Education and Teaching Commons^™

Childhood Disability: Challenges And Theory-Informed Child Life Interventions In The Healthcare Setting, Fatema-Zahra Jaffer

Graduate Student Independent Studies

Children with intellectual, sensory, physical, and/or speech disabilities encounter a proliferation of challenges in the healthcare environment. Such challenges are exacerbated by insufficient knowledge in doctors, nurses, child life specialists, and other healthcare providers in bias-free and specialized healthcare delivery. To remedy this, pertinent methods informed by theoretical perspectives of atypical development that ameliorate stress and augment coping in children with disabilities are warranted. Therefore, the purpose of this independent study is to provide a synthesis of the literature that chronicles this topic. Multifarious child life interventions that are premised on contemporary developmental frameworks of childhood disability will be presented. …

A Play Based Intervention To Develop Literacy: Using Foundations For Literacy To Help Students With A Developmental Delay Learn To Read, Brittany Coalwell Escobedo

Dissertations, Theses, and Projects

Kindergarten students with a Developmental Delay need to learn in a way that is developmentally appropriate through play and experiences. This study investigated the use of Foundations for Literacy, a play based and experiential based literacy intervention, to allow Kindergarten students with a Developmental Delay learn to read in a developmentally appropriate way. Students were taught code based and meaning based literacy skills through play and experiences using Foundations for Literacy. The results prove that a short five-week intervention using Foundations for Literacy increased letter sound identification and phonemic awareness at a faster rate than a traditional guided …

Socio-Dramatic Work Systems For Children With Autism Spectrum Disorder, Jorey Prange

Theses/Capstones/Creative Projects

This capstone project assessed the integration of socio-dramatic work systems for two children with Autism Spectrum Disorder (ASD) in an inclusive preschool classroom. It provides details about Teaching Strategies GOLD assessment tool and Structured Treatment and Education of Autistic and Communication related handicapped Children (TEACCH) Work Systems. My experience working with two children with ASD shows that creating and implementing dramatic play work systems helped these two students improve their dramatic play skill progression as rated with the Teaching Strategies GOLD assessment tool.

Including Autism: Confronting Inequitable Practices In A Toddler Classroom, Emmanuelle N. Fincham, Amanda R. Fellner

Occasional Paper Series

As co-teachers in a toddler room, we share a personal narrative about our experiences working with a child diagnosed with autism while in our care. Framed within the competing discourses of the medicalized perspective on disability and the individual, child-centered philosophies of early childhood education, we investigate the inequities we felt in the classroom and make connections to the field of early childhood inclusive education at large.

Enhancing Pedagogy Through Acue Certification, Janelle Espling

Q2S Enhancing Pedagogy

As instructors, there is an incredible responsibility to deliver content that is true to the standards of which the institution requires. But not only is it necessary to deliver content, it is necessary to deliver content in a way that promotes student learning, promotes student success, and an engages higher levels of thinking. The Association of College and University Educators (ACUE) Course in Effective teaching practices provides instructors evidence based strategies that do just that. As the reflections display, applying these strategies achieves the University goal to support students towards learning, success, and higher levels of thinking.

Play Behaviors Of Young Children With And Without Expressive Language Delay: An Exploratory Study, Brianna Hendrickson, Shari L. Deveney, Lisa Kelly-Vance

Journal of Curriculum, Teaching, Learning and Leadership in Education

The association between language and play development during the early years of children’s lives is important as tremendous growth in development occurs in both at this time. Literature has suggested that if children have less developed language abilities, they may also have less developed play skills. The aim of the current exploratory study was to observe and categorize children’s play behavior using a comprehensive play assessment tool. This tool, the Play in Early Childhood Evaluation System (PIECES) coding scheme developed by Kelly-Vance and Ryalls (2005, 2014), provides information on differences in percentage of time in exploratory, simple pretend, and complex …

The Effects Of Behavior Skills Training And Self-Monitoring On Paraprofessionals’ Use Of Incidental Teaching Procedures In A Preschool Classroom, Bayley Thompson

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

This project investigated effects of behavior skills training (BST) and self-monitoring on paraprofessionals’ use of incidental teaching procedures in a preschool classroom. Target behaviors involved correctly implementing two incidental teaching procedures: inadequate portions and sabotage. During baseline the paraprofessional displayed low levels of correct implementation of incidental teaching procedures. The participant then completed a training which included BST and self-monitoring. In addition to treatment data collection, the paraprofessional completed an incidental teaching questionnaire and a social validity survey as secondary measures. Results showed that the BST and self-monitoring package improved the participants’ implementation of correct incidental teaching procedures.

Will Teaching Pecs To Vocal And Non-Vocal Students Increase Social Interactions?, Patricia Kathleen Infantino

Theses and Dissertations

The purpose of this study was to determine if the use of PECS when taught to vocal and non- vocal students would increase communication and interactions during social situations. While using PECS both groups increased their social interactions during play time. Before this study the children in group one were not interacting at all. After being taught the use of PECS Group One interacted an average of five times per session. Before the study the children in Group two were not demonstrating any interactions, and after being taught the use of PECS they interacted an average of 10 times per …

Developing Language And (Pre)Literacyskills In Deaf Preschoolers Through Shared Reading Activities With Bimodal-Bilingual Ebooks, Gene Mirus, Donna Jo Napoli

Journal of Multilingual Education Research

Encouraging relaxed and playful interaction over stories naturally fosters language interaction and both preliteracy [hereafter (pre)literacy skills] and literacy without anxiety. Reading for pleasure is valuable for young hearing children – we know that, it is among the most beloved family rituals. In this article we argue that reading for pleasure needs to be recognized as valuable for young deaf children and needs to become a beloved family ritual for them, as well. One way to achieve this is to read ebooks to deaf children in order to advance their communication and other (pre)literacy skills. An exploration of these types …

Effects Of Frequency Of Early Intervention On Spoken Language And Literacy Levels Of Children Who Are Deaf Or Hard Of Hearing In Preschool And Elementary School, Ann E. Geers, Jean S. Moog, Amanda M. Rudge

Journal of Early Hearing Detection and Intervention

Language delays associated with hearing loss during infancy may have a negative impact on academic development throughout childhood. Early intervention provided by the Moog Center for Deaf Education prior to 36 months of age was quantified, and associations with later outcomes were examined for 50 students who are DHH representing Moog Center alumni. The objective was to determine whether the amount of early intervention (referred to hereafter as dose of early intervention received at the Moog Center during the time children were 0-36 months of age) contributed uniquely to outcomes in preschool (4–6 years) and in elementary school (8–14 years). …

21st Century Teenagers And Young Adults Who Are Deaf Or Hard Of Hearing: Outcomes And Possibilities, Jean S. Moog, Amanda M. Rudge 3730756

Journal of Early Hearing Detection and Intervention

The purpose of this study was to document demographics, characteristics, and long-term outcomes of teenagers and young adults who are deaf or hard of hearing (DHH) and who all attended the Moog Center for Deaf Education for preschool and/or a portion of elementary school. Data were obtained via an online survey that was designed to assess educational, personal, and professional outcomes of individuals who were currently in high school and beyond. Survey questions were about the lives of these individuals after leaving the Moog Center. Participants included 108 individuals who were DHH, ranging from 15 to 32 years of age. …

A Qualitative Exploration Of Teachers’ Experiences With Students With Autism Spectrum Disorder Transitioning And Adjusting To Inclusion: Impacts Of The Home And School Collaboration, Chana S. Josilowski, Wendy Morris

The Qualitative Report

Although inclusive classrooms provide unique opportunities for students with autism spectrum disorder (ASD), these students face barriers during the initial transition from self-contained classrooms (Sanahuja-Gavaldà, Olmos-Rueda, & Morón-Velasco, 2016). The purpose of this qualitative, generic study was to identify how home and school collaboration impacted the transition and adjustment of students with ASD to an inclusive setting. Using a generic qualitative methodology, we collected data from 16 teachers who responded to a series of open-ended questions about their experiences with parental engagement during the transition to inclusion for students with ASD. Three themes emerged; teachers indicated that when parents and …

Fathers' Experiences In Early Intervention: Marooned In The Kitchen Or Member Of The Team, Megan Schumaker-Murphy

College of Education Theses and Dissertations

Little research about fathers with young children with developmental disabilities or delays and their participation in early intervention/Part C programs is available. This study adds to existing scholarship through a narrative inquiry into the experiences of six fathers with children who have participated in early intervention services. Emergent themes within and across fathers' narratives include high levels of father engagement prior to entering early intervention, overall positive feelings about early intervention due to children's developmental progress, feelings of stress and frustration throughout participation in early intervention, varied relationship quality between fathers and early intervention service providers, an overall lack of …

Impact Of Professional Development On Accessible Early Literacy Content For Preschool Children With Disabilities In Public Library Storytime, Melissa Pebly

Dissertations and Theses

Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in learning to read and write. Children with disabilities that do not demonstrate school readiness skills upon entry to kindergarten are often placed in self-contained special education settings where opportunities to learn to read and write are diminished. English Language Learners (ELL) who have disabilities face additional challenges in benefiting from the models of language that are optimal for learning literacy when placed in self-contained settings. Despite the critical role that storytime programs play in equalizing the …

Effects Of Yoga On Student Attention In Pre-K, Amanda Paulson

Dissertations, Theses, and Projects

The purpose of this study was to examine the effects Yoga Calm (Gillen & Gillen, 2009) had on student attention in Pre-Kindergarten students. Nine pre-kindergarten students receiving special education services at an elementary school participated in 5-10 minutes of yoga practice each day in a small group environment before returning to a large group setting for shared reading. The yoga time consisted of teaching of different sequences along with breathing techniques that could also be used independently. Observations were conducted on a weekly basis during shared reading. The observations focused on whole body listening (eyes, ears, mouth, hands, arms, legs, …

Advances In Global Education And Research: Volume 3, Waynne B. James, Cihan Cobanoglu

University of South Florida (USF) - M3 Publishing

This is the third volume of the Advances in Global Education and Research Book Series. This volume has the following parts:

• Part 1: Adult Education
• Part 2: Curriculum and Instruction Development
• Part 3: Education in Other Specialties
• Part 4: Educational Technology
• Part 5: Global Competence
• Part 6: Higher Education and Educational Leadership
• Part 7: Human Resource Development
• Part 8: Inclusive Education
• Part 9: International Education
• Part 10: Pre K-12
• Part 11: Research Methods in Education

ISBN: 978-1-7321275-4-8

Exploratory Application Of A Sensory Activity Schedule In Head Start Preschool, Marian Perez, Elaine Wong, Michelle Perryman

Occupational Therapy | Graduate Capstone Projects

Objective: The objective of this research is to determine whether the implementation of sensory activity schedule in a preschool classroom can increase the on-task behaviors of the students.

Methods: Three students were recruited to participate in a quantitative multiple single subject design with qualitative follow-up study. The participants performed sensorimotor activities before circle time and were monitored for frequency of their off-task behavior using a time sampling frequency data collection. Afterwards, the head teacher was interviewed to discuss the experience.

Results: Off-task behavior decreased from baseline on all three children, which supports the efficacy of sensory activity schedule in reducing …

The Effects Of Imitation, Modeling, And Prompting On Play Skills Of Young Children With Disabilities, Andrea Rau

Master's Theses & Capstone Projects

The purpose of this action research was to determine if direct instruction of play skills would improve the play of three-year-old children with disabilities in the inclusive setting. Participants included five children with disabilities ranging in age from 38 to 48 months old. Quantitative data was collected using event sampling to assess the number of different independent play actions performed by participants before and after intervention. Qualitative data was collected to determine commonalities in which intervention action steps resulted in successful imitation. The intervention implemented was a combined systematic approach of contingent imitation, modeling, and a system of least prompts …

High-Needs Schools: Preparing Teachers For Today's World

Occasional Paper Series

In the second decade of the 21st century, some schools are in trouble and some schools are not. The subject of this Occasional Paper is the preparation of teachers for schools that--lacking sufficient resources, effective leadership, or vocal advocates--are failing to educate their students by any reasonable measures. The teachers and teacher educator contributors to this volume offer a more variegated set of responses grounded in a diversity of local experiences. Their approaches to researching and understanding the immediacy of becoming a teacher are based on decades of working in hard-pressed urban schools and the institutions that supply them with …

Motivating The Unmotivated: How Are We Supporting Struggling Readers In Upper Elementary Classrooms?, Maci V. Wood

Honors College Theses

Motivating struggling students to read is a question considered by many general education reading teachers and special education teachers alike. Since student classroom experiences today differ greatly from classrooms of the past in terms of instructional practices and learning supports, scripted materials that seldom cater to student interest have often been promoted due to the pressure of standardized assessment. With little to no student engagement present in the classroom, it is up to the student to find the will to read or to the teacher to utilize alternative strategies in increasing student motivation (Cambria & Gunthrie, 2008). However, there is …

Restraint And Seclusion In Schools: Understanding The Keeping All Students Safe Act (Kassa), 2018-2019 Cohort Of New Hampshire-Maine Leadership Education In Neurodevelopmental And Related Disabilities (Nh-Me Lend) Program Trainees

Policy Analysis

The use of restraint and seclusion for managing children’s behaviors in schools has led to physical and psychological harm, and, in the most extreme cases, even death. For more than a decade, the level of research and concern regarding restraint and seclusion in schools has grown. The experience of being restrained and secluded in school can be traumatizing and life-altering, particularly for children with developmental, mental health, or intellectual disabilities. While adults and children in mental health and correctional facilities are protected by law from the unnecessary use of restraints and seclusion, no federal law protects our children in schools. …

Cds State Data Review Project: Data Tells The Story, Katharine Appleyard

Poster Presentations

This poster presents data that identifies state and regional site-level trends, outliers, etc., with regard to federal reporting indicators and other factors, in the Child Development Services system.

Book It, Bullies: Using Children's Literature To Address Bullying In The Classroom, Kamryn Gottier

Senior Honors Theses

Bullying is an ever-present issue rampant in schools and society today. It is incredibly eye-opening to consider the striking rates, harmful effects, and possible coping mechanisms associated with bullying. When considering this heavy topic from an educator’s point of view, it is critical that children’s literature be discussed as a powerful weapon to combat bullying. Educators should utilize literature to address bullying and initiate discussions concerning this challenging subject within their classes; prepare their students for being in an inclusion classroom among peers with and without disabilities; inform their students about disabilities that some of their classmates may be diagnosed …

Brookings, South Dakota: Learning Lab, Doriane Paso

Empowering Research for Educators

The following paper explores the possibilities of education in one local setting using both an insider and outsider perspective. Education is a part of society, and as society changes, why should education not change with it?

Alexa?: Possibilities Of Voice Assistant Technology And Artificial Intelligence In The Classroom, Patrick D. Hales, Melissa Anderson, Tonya Christianson, Amber Gaspar, Billi Jo Meyer, Beth Nelson, Krista Shilvock, Mary Steinmetz, Makenzi Timmons, Michelle Vande Weerd

Empowering Research for Educators

The following paper represents the combined effort of 10 educators exploring the experience and use of voice assistant technology in classrooms. This reflection and study of our classrooms looks to better understand both our use of technology and students’ use of technology in very specific ways. Is there a place for voice assistant technology in our classrooms? What benefits are there? What obstacles exist? We tell our stories and experiences here with the intent to provide context and continue the discussion among more of our colleagues.

From Assertion To Conversion: Classroom Management For 21st Century Teachers, Benjamin Halbkat

Empowering Research for Educators

The following position paper provides a new teacher's perspective on modern classroom management. Where is there room for improvement? What might the future hold?

High School Biology Preparation: Do Students Feel They Have Been Adequately Prepared For Introductory College Biology?, Mara Neitzel

Empowering Research for Educators

The purpose of this study was to determine how well students are being prepared in high school for introductory college biology courses. Specifically, the objectives of the study are as follows: To gain a better understanding about how well students feel they have been prepared for college science classes based on their high school education, to gain insight on how college preparation in high school impacts students’ self-confidence, and to determine if the accessibility of advanced education courses is influenced by the size of a high school. A mixed methods survey was distributed to freshman in the fall semester of …

In Support Of The Tinker V. Des Moines Decision, Matthew Olson

Empowering Research for Educators

The following position outlines a case for the Tinker v. Des Moines decision, including a historical and modern perspective. With freedom of speech and protest being a regular part of the discussion about U.S. society and schools, now is a good time to look back.

Guilty By Association: A Critical Analysis Of How Imprisonment Affects The Children Of Those Behind Bars, Whitney Q. Hollins

Dissertations, Theses, and Capstone Projects

As 2.2 million individuals in the United States are currently incarcerated and an additional 5 million are under some form of correctional surveillance, the push for prison reform has reached new heights. Intimately and inextricably connected to mass incarceration and the push for its reform (and in some cases abolition) are the children have been impacted by incarceration. About half of the individuals currently incarcerated are parents to at least one child under the age of 18. Current estimates suggest that 2.7 million children currently have an incarcerated parent and that 10 million children in the United States have experienced …

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 …