Special Education and Teaching Commons^™

Surveying Teaching Rewards For Effective Behavior Management, Maggie M. West-Johnson

All Graduate Theses, Dissertations, and Other Capstone Projects

This study investigated the implementation of teacher reward systems within School-Wide Positive Behavioral Interventions and Supports (SWPBIS) in K–12 educational settings. While the PBIS framework has been extensively studied for its impact on student behavior and academic outcomes, limited attention has been given to supporting and motivating educators through systematic reward systems. This research aimed to identify the types of teacher rewards used, methods of selection and distribution, and staff perceptions of effectiveness and social validity. Using a structured 39-item survey distributed to SWPBIS team members across eight schools in Minnesota, the study gathered quantitative and qualitative data on current …

Teaching Peers To Increase Their Use Of Responsive Interaction Strategies With Children Who Use Aac, Andrea Weidman

Theses and Dissertations--Education Sciences

Students enrolled in peer mentoring programs require guidance in understanding how to effectively and appropriately communicate and support students who communicate using augmentative and alternative communication (AAC) devices. This project evaluated the effectiveness of a peer training protocol on the count of observed responsive interaction strategies used by middle schoolers in an inclusive classroom setting. These strategies increase confidence in communication partners and aide in development of meaningful relationships between students with diverse communication needs.

Effects Of Parent Involvement In Their Children’S Academic And Behavioral Performance, Megan Menozzi

Theses and Dissertations

This applied dissertation was designed to investigate the best practices to increase parental involvement in their children’s school activities by recording and scribing the experiences of certified teachers. Prior to this study, the current school experienced a decrease in parental involvement with their child’s scheduled school activities. As the school carry on with planning scheduled events for parental involvement, teachers were still expected to be prepared to implement curriculum in the classrooms, while ensuring children’s needs were being met by way of continuous communication with families.

The researcher developed a qualitative phenomenological approach. The design allowed the researcher to interview …

How Do Couples Of Autistic Children Perceive Their Quality Of Life? A Case Study Featuring Sequential Mixed Methodology, Amanda Duncan Dr.

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

Families who have autistic children report significantly lower quality of life indicators than neurotypical families and those with other developmental disabilities (Bitsika & Sharpley, 2004; Brown et al., 2006; Charnsil & Bathia, 2010; De Sousa, 2010; Merkaj et al., 2013). However, the reports fluctuate between family members as mothers report more mental health challenges than fathers, including stress, anxiety, and depression (Dabrowska & Pstiula, 2010; Hodapp et al., 2003; Merkaj et al., 2013). Yet, these findings are based on the limited research that has been done on fathers and couples (Cheuk & Lashewicz, 2015; Osborne & Reed, 2008; Papageorgiou & …

Understanding The Impact Of Foster Care On Child Development, Catherine Pleska

Williams Honors College, Honors Research Projects

This project aims to explore the developmental impact of the foster care system on children, focusing on how early trauma and systemic factors influence emotional, social, and cognitive development. Through a systematic literature review, the project will highlight the unique experiences foster children face, examining how early adversity shapes their long-term outcomes. The project will emphasize the importance of trauma-informed care in educational environments, advocating for strategies that create supportive and empathetic classrooms. The objectives include identifying key challenges for foster children and offering recommendations for teachers and school administrators to effectively engage students impacted by trauma. The study also …

Spanish-Speaking Interpreters’ Perspectives: How Latinx Immigrant Caregivers Navigate The Special Education Process, Lizeth B. Tomas Flores

Theses and Dissertations--Educational, School, and Counseling Psychology

The study examined the experiences of Spanish-speaking interpreters working with Latinx immigrant caregivers during the special education process, their perspectives on how caregivers and the IEP professional committee members participate in the process, aiming to gain a better understanding of how Latinx immigrant families navigate the special education process. Interpreters play a crucial role in the special education process for families from culturally and linguistically diverse backgrounds, as they facilitate the transmission of information between caregivers and special education teams. Interviews were conducted with six special education interpreters in a southwestern suburban school district in the United States. A qualitative …

The Caseload Chronicles: Investigating The Case Manager Role Through The Perspectives Of Current Special Education Teachers, Khalil Milad Abouhamad

University of the Pacific Theses and Dissertations

Teacher attrition and resulting shortages have become severely problematic across the United States. This is especially true within special education. This study employs role theory (Kahn et al., 1964) to isolate the case manager role carried by special education teachers, investigate it through the stories of current practitioners, and establish it within academia. Burnout theory (Maslach, 1993) provides a lens through which to evaluate the strain of working conditions surrounding the case manager role. Elements of narrative inquiry (Clandinin, 2006; Creswell & Guetterman, 2019) in the form of 1-1 interviews with current IEP case managers from across California provided the …

Teachers’ Perspectives On Behavioral Classroom Expectations Of Students With Emotional And Behavioral Disorders, Jennifer E. Brewer

Theses and Dissertations

The problem addressed in this study was that adolescents with emotional and behavior disorders (EBD) were failing in general education courses. The purpose was to investigate how teachers’ perceptions and biases influenced EBD students. Participants included five teachers (two special education teachers and three general education teachers) from each of Grades 6, 7, and 8 recruited from social media. The study was guided by the case study research design, and the interview instrument was the Indepth Interview Protocol. Data analysis was guided by a coding system that facilitated searching the interview responses for themes.

Research Question 1 queried about forms …

Application Of Peer-Mediated Instruction And Intervention (Pmii) To Enhance Social Interaction Skills In Early Elementary-Level Saudi Students With Autism Spectrum Disorder (Asd) In An Inclusion Setting, Inam Alghamdi

Electronic Theses and Dissertations

In Saudi Arabia, autism spectrum disorder (ASD) is on the rise, and the government is committed to improving nationwide special education services through legislative measures aimed at enhancing the flexibility of inclusion for students with ASD within school settings. However, students with ASD often encounter social challenges, especially in their interactions with peers. This increasing trend underscores the importance of implementing effective strategies to foster the social skills of these students. Evidence-based practice (EBP) is one approach that can assist in delivering services to students with ASD, proving essential for their social development. Nonetheless, limited research has been conducted on …

Neuroqueering As Culturally Sustaining Practice, Nathan Hughes, Meaghan Krazinski

Ought: The Journal of Autistic Culture

This article explores how neuroqueering can be a complementary component to culturally-sustaining practices (Paris & Alim, 2014), and explores how culturally sustaining frameworks can affirm neurodiversity. Issues such as criminalization of Autistic people of color, and implications of diagnosis disparities and barriers to receiving services are well known (Kearl, 2021). As Gordon (2021) notes, Centering Autistic culture (#BlackAutisticJoy) and ways of being is an important part of affirming Autistic students' identities. Culturally sustaining practices (Paris & Alim, 2014) that seek to provide supportive classroom spaces that affirm students’ culture and identity must also include attention to …

Evaluation Of An Instructional Sequence To Promote The Emergence Of Convergent Intraverbals In Children With Autism, Jesika Woodard

Theses

Skinner (1957) defined intraverbal as a type of verbal behavior in which the

response form has no point-to-point correspondence with its verbal stimulus and is

followed by generalized conditioned reinforcement. Verbal behavior can be influenced

by multiple controlling variables, with convergent and divergent control being two

distinct types of this influence. In convergent intraverbals, multiple components of

antecedent verbal stimuli control a specific verbal response of the speaker. An example of

an intraverbal response under convergent control may be "banana" when asked, "What is

a fruit that is yellow?" De Souza et al. (2019) evaluated the effects of teaching …

A Qualitative Study Of Iranian Efl Teachers’ Perceptions Of A Digital Diversified Education, Seyed Mohammad Reza Marvasti Zadeh, Azizollah Dabaghi Varnosfadrani Advarnosfadrani, Mohammad Amiryousefi

The Qualitative Report

Because Iran is a country of learners of diverse languages, socio-economic classes, genders, and ages, digital diversified education seems appropriate to address needs in English language education. However, there is a notable gap in research on teachers’ perceptions about this type of education. To fill this gap, this study aimed to investigate the perspectives of Iranian teachers of English as a foreign language (EFL) regarding a diverse digital education. Data were collected via an open-ended survey with 30 EFL teachers, both male and female, who were selected through convenience sampling. Analysis revealed several key themes, including the utilization of diverse …

The Art Of Inclusion: Theatre’S Contribution To Popular Culture Literacy For Students With Intellectual Disabilities, Catherine R. P. King

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

This essay explores the transformative role of theatre in special education, focusing on its capacity to foster social skills and life navigation abilities in students with disabilities. In light of the fundamental importance of these skills for social inclusion and quality of life, the article highlights the innovative and effective approach to integrating theatre into special education classrooms. It discusses how theatre can empower students with disabilities by enhancing their social interaction, communication, and life navigation skills. In addition, the article delves into the intersection of theatre and popular culture, showcasing how theatre can serve as a valuable tool for …

Understanding The Barriers Of General Education Teachers Implementing Inclusive Practices, Sonya Garrette Woodfork

Electronic Theses and Dissertations

The inclusion of students with disabilities has become more prevalent in general education classrooms advocating for children to be educated in the least restrictive environment. This participatory action research aimed to investigate the effects of general education teachers’ lack of sufficient preservice training and attitudes on learning outcomes for children with special needs placed in inclusive learning environments. The participatory action research took place on one elementary and one early childhood campus. Data collection methods took place via triangulation using data from interviews, journals, and surveys. There are many barriers to successfully implementing inclusion in general education classrooms. This study …

Differential Effects Of Physical Activity On Social Interactions Of Adolescents With Autism Spectrum Disorder, Christianna Blanchard-Alworth

Human Movement Studies & Special Education Theses & Dissertations

Adolescents with autism spectrum disorder (ASD) often experience challenges with communication, social interaction, and motor skills, which can contribute to social isolation. A growing body of research suggests physical activity (PA) may improve social, physical fitness, and gross motor outcomes for adolescents with ASD. Although exercise and PA have been identified as an evidence-based practice (EBP) for this population, limited research has specifically examined the relationship between PA and social interactions. This study used an alternating treatment design, replicated across four adolescents with ASD, to compare the effects of two interventions – soccer instruction and fitness instruction - on social …

Navigating Identity And Belonging: Itinerant Teachers Of The Deaf/Hard Of Hearing And The Blind/Visually Impaired As Structural Hole Spanners In Educational Ecosystems, Rj Horstmyer

Educational Leadership & Workforce Development Theses & Dissertations

Itinerant Teachers of the Deaf/Hard of Hearing and Itinerant Teachers of the Blind/Visually Impaired are highly specialized teachers and service providers who provide services to students who make up less than two percent of all students eligible for special education services and subsequently experience high levels of mobility between many schools. This study unearths the lived experiences of IToDs and ITVIs and examines how their itinerancy and ecological factors shape their identity and organizational belonging within and between multiple social networks. Participants were those currently employed as either Itinerant Teacher of the Deaf/Hard of Hearing or Itinerant Teachers of the …

Transition Readiness Toolkit: Filling A Gap In Assessing Pre-Employment Transition Services, Brian Nelson Phillips

Funded Research Records

No abstract provided.

Sharing The Story Of Public Library Programming For Young Children With Disabilities Or Developmental Delays, Denice Adkins, Maria Cahill, Alicia Long, Bobbie Sartin Long, Derek Daskalakes

Library Research Seminar 8: Telling Library Stories

No abstract provided.

An Examination Of Transition Professional Profiles Based On Value-Based Principles: A Latent Profile Analysis, Anthony Plotner, Angie Starrett, Charles Walters, Rebecca Smith Hill

Developmental Disabilities Network Journal

This paper presents findings from a study utilizing Latent Profile Analysis to examine the value-based principles of transition professionals from two distinct disciplines: special education and Centers for Independent Living (CIL). Specifically, this paper aimed to identify profiles emerging from the value orientations of special education and CIL professionals, and to explore how individual factors such as professional role, disability status, education, and years’ experience differ across these profiles. Findings revealed a taxonomy comprising four distinct profiles within the transition professionals sampled. These profiles delineate varying dominant values that encapsulate the convergence of special education and independent living philosophies. Implications …

Exploring Parental Perspectives On The Transition To Kindergarten For Children With Disabilities, Kari Alberque, Somer Matthews

Developmental Disabilities Network Journal

This qualitative interview study explores the personal narratives of parents of children with disabilities regarding the transition of their child to kindergarten. Informed by Bronfenbrenner’s Ecological Systems Theory, we conducted six parent interviews during the kindergarten year to collect insights about their experiences, challenges, and sources of support. This study aimed to inform the development of effective practices that support families during this critical transition period. Through reflexive thematic analysis, we identified several themes from the data, which include: (1) challenges in understanding the Individualized Education Program (IEP) and the transition process, (2) the value of parent-to-parent support networks, (3) …

Examining The Effectiveness Of The Parent Implemented Functional Communication Training Through The Use Of Zoom In Children With Developmental Disabilities At Home Setting In Ksa, Abdulrhman Ashgar

Electronic Theses and Dissertations

Studies showed that children with Developmental Disabilities (DD) have communication and social difficulties; consequently, they are more likely to display disruptive behaviors. During daily interactions, disruptive behaviors can pose difficulties for individuals such as siblings, peers, parents, and educators. In KSA, parental involvement in school-related activities is overall insufficient. Also, parents were dissatisfied with their children's progress in academic and life skills. Those factors evoked the importance of having parents implement evidence-based practice to increase their competence, knowledge, and independence. Furthermore, teaching children meaningful communication ways through FCT may benefit school readiness and the development of social relationships and overall …

The Inclusive Movement: An Examination Of High-Poverty And Low-Poverty School Districts In Arkansas, Latrenda Miller-Mills

ATU Theses and Dissertations 2021 - Present

Since the inception of the Every Student Succeeds Act (ESSA) as the national educational policy in 2015 (U.S. Department of Education, 2023), the Arkansas Department of Education has planned and implemented different initiatives to increase inclusive education in schools across the state. This quantitative research sought to examine the progress of public school districts in the state of Arkansas by determining if there were differences, particularly among high-poverty school districts across the state of Arkansas, that meet or exceed the state target percentage (58.07%) of students with disabilities being taught in general education classrooms for 80% or more of the …

Longitudinal Investigation Of Early Mathematical Achievement And Classroom Strategic Diversity: A Replication And Extension Study, Douglas H. Clements, Yixiao Dong, Crystal A. Day-Hess, Julie Sarama

Early Childhood Special Education: Faculty Scholarship

Developing solution strategies, effortful procedures that students employ to solve a specific problem, is an important mathematical goal. Studies have documented intraindividual strategy variability and its significance for learning, but only some have addressed the interindividual strategic diversity across students within a classroom. This study analyzed classroom strategy diversity using assessments of 527 kindergartens to 2nd-grade students. Latent growth modeling analysis revealed that the best fit was a spline model featuring two phases of linear growth with different growth rates (i.e., one in Kindergarten, the other from Kindergarten spring to second grade). A growth mixture modeling analysis demonstrated that only …

Link Virtual Forum On Authentic Assessment For Early Childhood Intervention: Interdisciplinary & International Consensus, Stefano J. Bagnato, Marisa Macy, Nora Smith, Carmen Dionne, Mary Beth Bruder, Maria Londono, Jackie Robinson Brock, Antonio Fevola, Tracy Larson

Perspectives on Early Childhood Psychology and Education

The LINK Virtual Forum on Authentic Assessment for Early Childhood Intervention: Interdisciplinary & International Consensus was orchestrated through a series of virtual focus-groups during the pandemic in 2021-2022. This new strategy for conducting a more robust national/international consumer social validity study gathered practice-based evidence from the field using national and international expert panel focus groups and an expert panel forum to survey Authentic Assessment experts and users. Uniquely, these deliberations relied upon the Nominal Group Technique (NGT) among participants to reach consensus decisions and Qualtrics survey results. The decision-making process addressed types of assessment measures that address early childhood …

Promoting Academic And Social Well-Being For Young Adults With Asd Towards Post-Secondary Education And Employment, Theresa Holcomb, Pam Kasyan-Howe, Kristin Domville

Summer 2024 OTD Capstone Symposium

This program and policy-type capstone addresses the gap in inclusive services for young adults with Autism Spectrum Disorder (ASD) in post-secondary education (PSE). It resulted in developing and implementing a Social Engagement program designed to enhance communication skills, self-advocacy, and workplace preparedness—key factors for academic and vocational success. Guided by the Occupational Adaptation Model (OAM) and the Person-Environment-Occupation-Performance (PEOP) model, the program used a board game-based format to facilitate interactive learning and the practical application of social skills. Targeting young adults with ASD involved in vocational training, the program emphasized developing professional communication and workplace social interaction. The findings indicate …

Conducting Culturally Responsive, Strengths-Based Assessment In Schools, Eileen Cullen

Electronic Theses and Dissertations

Special education assessment has a significant impact on the lives of children with disabilities and their families. However, traditional assessment practices have been critiqued as being deficit-based, overly focused on “labeling” students, and failing to provide a holistic understanding of the student. Assessment models such as strengths-based assessment (SBA) and culturally responsive assessment (CRA), have potential to addresses these critiques and be more appropriate for the growingly diverse school population. Despite this, these models of assessment are under studied and there is a lack of clear guidance for how practitioners should implement them.

In these manuscripts, CRA and SBA are …

A Narrative Inquiry Into The Life Of A Mother For A Child With Developmental Disabilities, Ohsun Chang, Jaeyoung Hong, Byungun Jeon

The Qualitative Report

This study explores the life story of Jane, who has an adult child with developmental disabilities and who serves as the director of a community welfare center for people with developmental disabilities in South Korea. To this end, this study used narrative inquiry methodology. The experience of a parent was described in terms of the following themes: (i) Narrative experience as a parent in a family: The irony of life—living in a place where guilt and desire coexist, Sub theme: Building up a broader window of communication; (ii) Narrative Experience as the head of an institution: Learning betrayal and making …

Leadership And Teacher Agency For Inclusive Classrooms: Insights About Integrating Students With Disabilities Into Inclusive Classrooms From Teachers And School Leaders In Three International Schools, Chad Wood

Dissertations

As international schools continue to flourish, they must consider how to be inclusive and meet the needs not only of multicultural populations of students, but also the needs of students with diagnosed learning difficulties (i.e., students with special needs). Promoting teacher agency is a potentially important component in successfully implementing inclusive practices given that teachers are key actors in the implementation process. Currently, however, there is limited empirical evidence regarding the interconnectedness of teacher agency and inclusion of special needs populations in international schools.

This qualitative research explores the role of school leaders in promoting teacher agency to support the …

Challenging Norms, Creating Art: An Anti-Ableist Lens On Visual Arts Education, Alexis Lino

Education | Master's Theses

This research explored the active role of disabled artists in their own descriptions of meaning making through their artistic process, utilizing phenomenological research to examine the lived experiences of intellectually or developmentally disabled and neurodiverse adult artists in the Bay Area. The literary study element of the research strove to understand and employ anti-ableism and constructivism as framing lenses, while also reviewing literature on issues such as access barriers, traditional quality standards in arts education, and the de-emphasis of art within curriculum funding priorities, indicating a need for continued reform toward promoting inclusive and process-oriented art education. With a focus …

Enhancing School Culture Through Positive Behavioral Intervention Supports (Pbis) Training And Implementation: Insights From Teacher And Administrator Educators, Grazia Benedetti

Education | Master's Theses

Positive Behavioral Intervention and Supports (PBIS) is a comprehensive approach to fostering a positive school environment by supporting social behavior throughout the school community. The goal of PBIS is to enhance both educational and social achievements for all students. Research has indicated that successful implementation of school-wide practices requires initiation that includes administrative engagement, creation of a leadership team, and alignment with the school’s vision and mission (Cook & Odom, 2013). Administrator support and ongoing professional development were crucial for the success of positive behavior interventions. School-wide PBIS, described by Angus and Nelson (2019), was a proactive approach to teaching …