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Articles 1 - 9 of 9
Full-Text Articles in Special Education and Teaching
Using Video Based Instruction To Teach Art To Students With Autism Spectrum Disorder, Anthony W. Woodruff
Using Video Based Instruction To Teach Art To Students With Autism Spectrum Disorder, Anthony W. Woodruff
Theses and Dissertations--Art and Visual Studies
Students with Autism Spectrum Disorders often do not respond to common pedagogical strategies and traditional in vivo teaching approaches. From my observations, students diagnosed with Autism Spectrum Disorders learn best when material is presented through technology. Based on the information found in the literature review and personal observations from working with students with special needs, when students with Autism Spectrum Disorders receive video based instruction by watching recorded art lessons, they may learn to develop artistic skills and retain more art content knowledge with greater success than through traditional teaching methods. The purpose of this research study is to test …
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.
The Effects Of Embedding Formative Assessment Measures In A Problem--Based Learning Mathematics Curriculum For Middle School Students, Mark D. Butler
The Effects Of Embedding Formative Assessment Measures In A Problem--Based Learning Mathematics Curriculum For Middle School Students, Mark D. Butler
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
Student performance in the area of mathematics is a topic of national concern in the United States, with several reports documenting the need for effective instruction to boost student achievement. However, what type of math instruction will most effectively raise student achievement for students with disabilities (SWD) remains a matter of debate. Problem-based learning (PBL) is a promising methodology for engaging and motivating students’ learning while increasing their math skills. Enhanced Anchored Instruction (EAI) is a form of problem-based learning, rooted in a constructivist framework, which guides students through complex problems through video anchors and context rich environments that has …
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 …
Including Nontargeted Information When Teaching Multiple Exemplars Of Shapes With The Constant Time Delay Procedure, Samantha D. Matthews
Including Nontargeted Information When Teaching Multiple Exemplars Of Shapes With The Constant Time Delay Procedure, Samantha D. Matthews
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
Five elementary age students with moderate to severe intellectual disabilities were taught shape identification. A multiple probe design across behaviors, replicated across participants, was used to determine the effectiveness of constant time delay to determine the effectiveness of Constant Time Delay to teach shapes. Nontarget information was included in praise statements. All students met criterion on target information of shape identification. All students increased their ability to identify shape words, spell shape words, tell the number of sides of the shapes when presented and tell the number of angles of shapes presented. Generalization occurred during daily walks through the school …
The Effects Of A Simultaneous Prompting Procedure To Teach Math Skills During Play Time To Young Children With Developmental Disabilities, Abby Evans Mccormick
The Effects Of A Simultaneous Prompting Procedure To Teach Math Skills During Play Time To Young Children With Developmental Disabilities, Abby Evans Mccormick
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
This study was done to evaluate the simultaneous prompting procedure when teaching math skills during play time to young children with disabilities. The research included 5 students who participated in a special education resource classroom and general education classroom. The researcher used a design similar to a multiple probe design. The study found all participants who began intervention met criterion. The research also found students who participated in maintenance and generalization met criterion during those stages.
Teacher Training In Opportunities To Respond And Positive Feedback: Effects On Student Engagement, Yevheniy Sukovskyy
Teacher Training In Opportunities To Respond And Positive Feedback: Effects On Student Engagement, Yevheniy Sukovskyy
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
This study investigated the impact of a brief teacher training combined with use of a MotivAider that sought to simultaneously manipulate rate of opportunity to respond and positive feedback on students’ on-task behavior during a classroom activity. The goal of the training was to increase the percentage of time the learner stayed on task during the class activity. Three elementary teacher-student dyads took part in this study. An A-B-A-B withdrawal design was employed to evaluate the function of relation between independent and dependent variables. Results showed low effectiveness of brief training and MotivAider as a strategy of increasing teachers providing …
Teaching Core Content Vocabulary With And Without Pictures To Students With Moderate And Severe Disabilities, Barbara A. Roland
Teaching Core Content Vocabulary With And Without Pictures To Students With Moderate And Severe Disabilities, Barbara A. Roland
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
This study provided an examination of a comparison of the acquisition of skills between two different instructional conditions in teaching reading of vocabulary to high school students with moderate and severe disabilities. A comparison of the acquisition between the use of words with pictures and words alone was completed. An adapted alternating treatment design replicated across 4 participants was used to evaluate the differences in efficiency and effectiveness between the two instructional strategies (words with pictures and words alone). Results indicate both strategies were effective.
The Effects Of A Training Package On The Use Of Inclusive Teacher Behaviors In A Sunday School Class, Melanie A. Baggerman
The Effects Of A Training Package On The Use Of Inclusive Teacher Behaviors In A Sunday School Class, Melanie A. Baggerman
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of the study was to provide training and follow-up sessions for Sunday school teachers to increase the use of inclusive teacher behaviors (opportunities to respond, behavior specific praise, and opportunities to participate) for educating a child with moderate to severe disability. A multiple baseline across behaviors design was used to evaluate the effectiveness of training and follow-up sessions for a Sunday school teacher that had a child with moderate to severe disability in her class. The results showed training and follow-up were effective in teaching inclusive teacher behaviors within a church setting.