Special Education and Teaching Commons^™

An Evaluation Of Sensory Paths As An Antecedent Intervention For Decreasing Off-Task Behavior In Children With Disabilities During Small Group Instruction, Hannah Keene

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

The purpose of this study was to evaluate the use of sensory paths as an antecedent intervention to decrease off-task behavior and increase on-task behavior in three elementary-aged participants with disabilities. A withdrawal design was used to evaluate the effectiveness of the intervention. The results are corollary due to the unintentional A-B design (schools closed during this time period). There is some evidence that the sensory path intervention was no more effective in decreasing off-task behavior and increasing on-task behavior than baseline conditions. Future research is needed to further investigate the sensory path intervention.

Leading Effective Inclusive Schools: How Principals Make The Difference, Megan Robinson Mcmillan

UNF Graduate Theses and Dissertations

In effective inclusive schools, school principals are the difference-makers. Principals of these schools possess a commitment to leading schools adept at delivering high academic achievement outcomes and providing an inclusive education for students with disabilities. This leadership is predicated upon their inclusive consciousness, or a dogged determination to provide ethical and meaningful educational experiences to all students, but especially those with disabilities. The purpose of this study was to understand how four elementary-level public school principals acquired, developed, and demonstrated an inclusive consciousness that guided their leadership of effective inclusive schools. Data were collected using a basic qualitative methodology and …

Language-Supportive Strategies And Their Associations With Child Language Outcomes During Instructional Time, Erin S. Wallace

Theses and Dissertations

In this dissertation, I conducted a correlational study that examined the frequency of educator-delivered language-supportive strategies during instructional time in public Kindergarten classrooms. Additionally, I explored the association between educators’ use of language-supportive strategies and child language outcomes. To index child language, I assessed a sample of 96 children from 10 different classrooms on standardized measures of expressive and receptive language. I recruited 10 educators to participate in the present study and assessed their use of language-supportive strategies during instructional time in the classroom through transcription and coding of audio recordings. The educators completed demographic forms for themselves as well …

Alannah, Bree And Cassie: The Abc Of Girls On The Autism Spectrum In Early Years Classrooms, Jillian Stansfield

Theses: Doctorates and Masters

The prevalence of children diagnosed with autism spectrum disorder in classrooms is an increasingly common phenomenon in schools in Australia and in many other countries. While there is increasingly growing literature on how autistic boys manage and are managed in schools, little is known about the learning needs of girls on the autism spectrum. One reason offered for this imbalance of literature is that fewer girls are diagnosed than boys, as their presentations may differ. As girls on the autism spectrum are an underdiagnosed phenotype, it is little wonder that teachers do not have adequate knowledge or strategies to support …

A Survey Of Teacher Attitude Regarding Self-Awareness And Inclusive Education Of Special Education Students, Brooke Parvi

Dissertations, Theses, and Projects

Self-awareness is not something that develops individually or in solitude. Merriam-Webster (Merriam-Webster Dictionary, 2019) defines self-awareness as, “an awareness of one's own personality or individuality.” Schools have started to increase their understanding of the relevance of Social and Emotional Learning (SEL) and have been progressively providing more training in this area to their teachers. Inclusion happens when students with disabilities to mingle and learn with typically developing students; learn from each other and experiencing social expectations together. Research has indicated that students with learning and behavior disabilities lack social and emotional skills, specifically self-awareness skills.

In this study, educators were …

Assisting School Level Teams To Identify And Address The Needs Of Struggling Learners Through A Tiered Intervention And Aligned Professional Development Model, Tammy Dionne Person

Theses and Dissertations

The adoption of the IDEA charged schools with the responsibility of identifying students who have disabilities and special needs and then providing them with appropriate educational services so that they progress academically. Schools have adopted, implemented, and revised a variety of screening processes to identify these students. The process of trying to help students who are experiencing difficulties is often referred to as RTI. The RTI framework is comprised of a multi-tiered educational system that outlines instructional practices based on student needs. Many schools have formed teams and devised policies to explore options for student assistance. This study involved designing …

Observations Of A Multi-Component Intervention For Elementary Students With Emotional Behavioral Disorder After Self-Efficacy Coaching, Anna Kristen Bensinger

Graduate Theses and Dissertations

Students with Emotional and Behavioral Disorders (EBD) experience more negative student outcomes compared to other special education disability categories, specifically, higher dropout rates, less access to higher education and incarceration. Mathematically, 73% of students with EBD achieve below the 50th percentile on standardized tests (Wagner, Kutash, Duchnowski, Epstein, & Sumi, 2005). This study focused on the exploration of a multi-component mathematics and behavior intervention targeting student self-efficacy for productive learning behaviors in the general education mathematics classroom setting for elementary students with EBD. Participants for this study were students from two 4th grade classrooms, who have been identified with co-occurring …

Collaboration With Community Partners To Enhance Clinical Practice, Susan Keesey, Christina Noel, Nancy Hulan, Pete Hoechner

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Teacher preparation programs are shifting focus to models that integrate pedagogy and coursework into an applied clinical teaching model. Research clearly supports this change to help new teachers prepare for the demographics of today’s classrooms. Teacher preparation is improved through the implementation of high-leverage practices, the key skills new teachers are expected to know and apply. This article highlights a collaborative professional development day designed to strengthen the clinical partnership by developing a shared vision and common language by incorporating high-leverage practices.

How Does Pre-Teaching Of Vocabulary And The Use Of Technology Increase Student Learning In Science, Jennefer A. Hilgenkamp

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

Understanding science vocabulary is one of the key components leading to student success in mastering science content. This study looks at the research surrounding pre-teaching vocabulary and the use of technology in the classroom. The purpose is to further investigate and deepen knowledge of science vocabulary. This research will use mixed methods of data collection. The study reports aggregated data on twenty-seven students of varying academic levels and needs (Regular Education, English Language Learners (ELL), Special Education), within Team 6A, of the 6^th grade and data for seven students, who consented for the project, will be evaluated further, through …

Enhancing Self-Monitoring With Differential Negative Reinforcement Of Alternative Behavior For Increasing Students’ Writing Production, Meghann Torchia

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Writing is a difficult task for many students who find it aversive, and who attempt to escape the task. Self-monitoring and differential negative reinforcement of alternative behavior (DNRA) are two approaches that have been shown to improve quantity of performance, but no studies were found that combined the two methods to determine whether they are more effective in combination than in isolation. The purpose of the present study was to evaluate the effectiveness of using DNRA to enhance self-monitoring for increasing writing productivity using a multiple probe, across participants, design. Number of words and number of sentences were measured. For …

Innovative Teaching Practices To Accelerate Student Learning In The Areas Of Literacy And Science, Michelle Simmons, Paris Bouchard

Dissertations

The researchers of this joint dissertation aspired to create and implement innovative instructional practices that would accelerate student learning. Both researchers believed in the importance of experimenting with structures and processes that lead to instructional impact. They were both passionate about developing an instructional model that would accelerate student learning by focusing on student transfer of skills. They sought to answer the question, Can learning be accelerated when teachers are supported and encouraged to create and implement instructional practices grounded in research? One researcher studied a practice that would potentially increase students’ ability to think critically and problem solve using …

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. …

Writing Underachievement: How To Support Students With Learning Disabilities And/Or Attention Deficit Hyperactive Disorder Through Self-Regulation Strategy Development, Katie Ludin

Education | Master's Theses

Writing underachievement is a national dilemma, especially among students with LDs and/or ADHD. Difficulties with written expression create negative social and emotional consequences for students since writing is critical to academic and professional success. Despite this, few studies have explored the impact of writing underachievement. The purpose of this research was to better understand the experiences of struggling writers within the elementary school setting, especially students who receive special education services. Part of this research included an intervention group. Self-Regulation Strategy Development was taught to a group of students with LDs and/or ADHD. This research was conducted in an effort …

Harmonizing Social Emotional Learning For Students With Special Needs, Deema Shihadih

Education | Master's Theses

Students with intellectual disabilities (ID) typically face difficulties with social emotional skill sets, yet many classrooms for students with ID do not incorporate social emotional learning in the curriculum. Modifying SEL programs to fit the needs of students may be an appropriate solution, however, little research exists exploring the effects of modifying various SEL programs to fit the needs of students with intellectual disabilities (ID). This research explores the benefits of modifying multiple social emotional learning (SEL) programs to best fit the needs of students with intellectual disabilities. Qualitative methods were used in order to investigate how SEL programs and …

Stress Management: A Group Curriculum For Female Adolescents, Taylor Schaible

Dissertations, Theses, and Projects

In recent years, research has found that adolescents are experiencing stress at an astounding rate, even compared to adults. With a thorough review of the literature, it has been found that schools in the United States are experiencing an adolescent stress epidemic. Furthermore, students are experiencing stress in ways beyond an academic arena. With that being said, there seems to be a connection between stress leading to anxiety, as well as stress having a profound affect for students who have experienced traumatic experiences. Additionally, the research has shown that there are structural differences within a developing brain that may cause …

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

Choice, Voice, And Agency : A Photovoice Study Exploring Multiple Means Of Expression As Inclusive Pedagogy, Francesca M. Ciotoli

Theses, Dissertations and Culminating Projects

Pedagogy that centers primarily on oral and written language significantly limits the educational progress of students with disabilities because it may not regularly afford them opportunities to express what they have learned. It stands to reason that increased opportunities for expression through multiple ways or modes of meaning-making will lead to greater expressivity for all students. This research study documents, examines, and helps support five general and special education teachers’ learning of pedagogical practices that foster increased opportunities for expression of learning with respect to students with disabilities in elementary and middle school (grades 3-7) classrooms. I use photovoice research …

Harmonizing Social Emotional Learning For Students With Special Needs, Deema Shihadih

Scholarly and Creative Works Conference (2015 - 2021)

Students with intellectual disabilities (ID) typically face difficulties with social emotional skill sets, yet many classrooms for students with ID do not incorporate social emotional learning in the curriculum. Modifying SEL programs to fit the needs of students may be an improved solution, however, little research exists exploring the effects of modifying various SEL programs to fit the needs of students with intellectual disabilities (ID). This research explores the benefits of modifying multiple social emotional learning (SEL) programs to best fit the needs of students with intellectual disabilities. Qualitative methods were used in order to investigate how SEL programs and …

Language Interventions And Social-Emotional Learning Helps Students Who Are Emotionally Disturbed, Megan Walsh

Scholarly and Creative Works Conference (2015 - 2021)

Students who are classified as being Emotionally Disturbed (ED) often struggle in the general education classroom setting because they do not receive the proper support to be the most successful. Many teachers do not understand how to work with these students due to a lack of training and understanding of the disability. Additionally, these students who typically have behavioral issues will continue to act out without forming interpersonal relationships with their teacher. Although research has demonstrated some understanding of working with these students, few studies have explored the use of language interventions and social-emotional learning to promote positive student-teacher relationships. …

Life Skills For Life-Long Learners: Teaching Functional Skills To Elementary Students With Special Needs, Emily H. Derecat

Scholarly and Creative Works Conference (2015 - 2021)

Though extensive studies exist regarding teaching life skills at the middle school and high school level in special education to support transition, a comparable amount of research is still needed to support the need for the use of life skills-based programs in elementary special education programs. The purpose of this study was to investigate how a six-week intervention using research-based practices to target specific life skills impacted 2nd - 5th grade students with moderate to severe disabilities. The skill areas that were targeted: hygiene (hand-washing), social skills (appropriate greetings) and money skills (collecting money). The life skills were worked on …

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 …

Language Sampling Methods For Early Adolescents With Specific Language Impairment, Anna Mckay

Mahurin Honors College Capstone Experience/Thesis Projects

One essential component of clinical practice in the field of speech-language pathology is eliciting language to assess an individual’s communication abilities. Language becomes more sophisticated during the adolescent stage of development, particularly in the areas of vocabulary and complexity of sentence structures used. The current protocols used to evaluate adolescents are limited in their ability to elicit and analyze language samples, resulting in decreased effectiveness of identifying adolescents with language disorders. Preliminary data was collected at Western Kentucky University in 2018 regarding a new language sampling technique, the Dixit Method (DM), to elicit more lexically diverse language than standard interview …

Dysgraphia, Madeline Brown

Classical Conversations

Envision a kindergarten student sitting in school with an assignment to copy. As she sits down, she already knows the challenge writing presents for her but does not speak up or say anything because this time probably will not be any different than when she requested help before. She has been labeled as a lazy writer and has never had the most readable handwriting. All of the other children around her finish the assignment and she inevitably she remains unable to complete the first sentence. This scene does not have to play out this way. Students in schools across the …

Teacher Perception Of Inclusion: A Daunting Task Or Welcome Challenge, Anna Kirsten Gryskiewicz

Doctor of Education (Ed.D)

Approximately one-third of school-age children have been identified as students with learning disabilities. As a result, teachers are confronted with the challenge of providing quality instruction to students with diverse learning needs. Challenges and benefits abound in the inclusive classroom. Therefore, the study, considered quantitative, non-experimental, and survey research in nature, explored variables that influence teacher perception and participant-perceived satisfaction of inclusion. The cross-national study consisted of 112 participants hailing from public and private schools in Africa, Europe, and the United States. Differentiated instruction, social skills development, pre-service preparedness, and classroom culture represented the most statistically significant correlates in predicting …

Fun Reading Practice?: Strategies And Evidence From A One-On-One Reading Intervention, Caddabra Brown

Andrews University Teaching and Learning Conference

Based on the Response To Intervention (RTI) model, about 5% - 10% of students do not respond to generalized or small group instruction. These students need direct instruction delivered with an individualized format during which they receive an increased number of opportunities to practice with immediate corrective feedback. However, these practice sessions can be met with resistance. This is moreso the reality among at-risk readers and boys. In this presentation, creative, engaging, multisensory approaches useful for practicing reading skills will be discussed and demonstrated. These approaches are useful for teachers, school psychologists, interventionists, and parents.

You Must Know Them Before You Can Grow Them, Beatrice "Bea" Lewis

National Youth Advocacy & Resilience Conference

It is an inescapable truth that schools must learn as much about their students and their experiences in order to create a culture built on relationships, which is the cornerstone to student learning. The dynamics and complexities of building positive relationships with students are impacted when teachers’ attitudes, values, and biases conflict with school culture. In this interactive “real talk” session, participants will examine their own biases and attitudes that may be hindering the cultivation of positive relationships. Participants will be introduced to a variety of approaches that can be used to evaluate the values, beliefs, and attitudes that are …

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?