Special Education and Teaching Commons^™

The Philosophy And Goals Of A Farm-Living Group Home For Mentally Retarded Citizens In The State Of Washington: A Working Plan Of Implementation, Max R. Grimmett

All Graduate Projects

Group homes were established as a result of House Bill #465 passed by the Washington State Legislature in 1969. The purpose of this bill was to make it possible for some people living in state institutions to move into smaller and more "homelike" places.

The purpose of the study was to determine what has been done in the area of group homes under the Washington State Guidelines. A study was made of the existing group homes and the programs offered at the present time. After collecting data, a plan was developed to create a proposed farm-living group home for mentally …

[Development Of A Program To Teach Ruler Skills To Problem Learning Students At The Junior High Level], Stuart L. Wittwer

All Graduate Projects

The objective of this project is to develop a simple to read, easy to use, low cost program to teach ruler skills to one-fourth (1/4) inch. The program is one that the students are placed into and can progress at their own learning rate-child directed. Also, the program is to be of a manner that is straight forward and easy to follow so the reader does not have to spend time sifting through non-essential materials. The project is to be designed for problem learning students at the junior high level. However, the materials within should be applicable to any child …

Using Special Education Students As Cross-Age Tutors, Judith Pearl Graham

All Master's Theses

The topic of this study is the use of Special Education students as cross-age tutors. Ten students, third through sixth graders, were trained to be tutors. Ten first and second graders were proteges. The experiment was divided into three eight week session. The E tutored all Ss for Session I. During Session II the tutors tutored their proteges. The E continued to tutor the tutors. Session III was the same as Session I. This research indicates that children in Special Education classes can benefit academically from being a cross-age tutor.

A Comparison Of Competencies Required By Special Education Prevocational Teachers In The State Of Washington, George Edward Harris

All Master's Theses

This study is a report of an attempt to identify the competencies which are important for teachers in special education prevocational programs in the state of Washington. The competencies, as listed by the authorities, were placed in rank order and then compared with their rank order as listed by the teachers, using the Spearman rank order correlation coefficient. The correlation of .284 was considered to be significant, therefore the null hypothesis was rejected.

Personal characteristics also were listed and rated as to whether they were more or less important to special education teachers than to regular classroom teachers. Three characteristics …

Do Seating Arrangements Affect Academic Learning In A Positive And Negative Classroom, Geraldine R. Offrink

All Master's Theses

This study compared the effectiveness of seating arrangements with academic learning in a positive and negative classroom. It was found that the relationship between the seating arrangement and academic behavior in the positive room was statistically significant, but not in the negative room. This study was limited by a small sample, one week durations of each seating arrangement, a test that had not been used previously, and possibly the "Hawthorne effect."

The Effectiveness Of A Gestural Cue Language Program For Children With Severely And Profoundly Intellectual And Developmental Disabilities, Meredith Jean Nicholls

All Master's Theses

This study proposed to teach a group of institutionalized children with profound intellectual and developmental disabilities, functionally non-verbal children a gestural-cue language system.

Techniques of shaping and imitation were employed in the training of the subjects. Daily assessments were taken and recorded on 6 cycle logarithmic graph paper.

Of the 17 subjects involved in the study, 3 showed measurable progress and retention and were retained in the gesture program.

Recommendations included studies to further investigate the "sign" language medium as a means of communication for the severely and profoundly intellectually and developmentally disabled population.

An Experimental Study Of The Effects Of Perceptual-Motor Training On First Grade Achievement, Susan Paul

All Master's Theses

Two matched groups of first grade students, one of which received a perceptual-motor training program, were compared by a series of tests to determine whether those children having received such training had higher achievement than those with no training.

In overall achievement, non significant differences were found between the two groups. Significant differences were found as the I.Q., perceptual-motor ability, and rating on teacher rating scales with the experimental group making higher gains. The average and slow children of the experimental group did show significantly higher gains in overall achievement than the control group. No differences were found with the …

Analysis Of Content Of Four Reading Programs For Students With Moderate Intellectual Disabilities, Susan D. Peters

All Master's Theses

This paper presents a content analysis of four reading programs being used by the moderately intellectually disabled in three Intermediate School Districts in the state of Washington. The four programs analyzed were Distar Reading I, Edmark Reading Program, Language Master Card Programs, and Programmed Reading--Webster. The learning characteristics defined for this educational group were perception, discrimi­nation, mediation, retention, concept learning, generaliza­tion, transfer, problem solving, and motivation. Each program was analyzed as to its incorporation of each of the specified learning characteristics.

The Effect Of Systematic Phonics Instructions On The Reading Ability Of An Intellectually Disabled Fifteen Year Old, Sherlive E. Edens

All Master's Theses

This paper presents a case study of the effect of systematic phonics instruction and systematic reinforcement on the reading ability of one intellectually disabled fifteen year old boy. This study way designed to see whether the subject could attain reasonable literacy in a two year period from non-reading status. Evaluation was made along the lines of grade level improvement; the results indicated that systematic phonics instruction with systematic reinforcement resulted in substantial reading improvement.

Recommendations included suggestions for additional research.

Critical Examination Of Outcomes For Emotionally Disturbed Boys In A Special Classroom, Betty F. Lauritzen

All Master's Theses

This paper presents a critical examination of outcomes for emotionally disturbed boys in the Special Learning Class. The classroom was designed to modify inappropriate behavior and remediate academic deficiencies.

Behavioral characteristics of thirty-one boys were divided into three categories: the overtly aggressive sub-sample, the passive-resistant subsample, and the infantile subsample. Case studies considered to be modal suggest the success of teacher-authority, token reinforcement, and behavior modification techniques depends on the quality of student-teacher interactions.

An Evaluation Of The Value Of Physical Education In Helping The Slow Learner To Achieve, Donald B. Eldred

All Master's Theses

This study investigated the effects of daily and bi-weekly physical education on physical fitness and development of motor skills in mentally retarded boys. It also investigated the relationship of physical education and improvement in reading ability.

Twenty boys were selected from children attending special classes whose chronological ages ranged from nine to twelve and whose grade level was classified as fourth grade.

Analysis of the data indicated that the experimental group made significant gains over the control group in the Washington State Physical Fitness Test and Johnson's Fundamental Motor Skill Test for Elementary Children. The gains on the Informal Reading …

Effects Of A Contingency Management Program On Reading Rate And Spread Of Effect With Primary Mildly Intellectually Disabled Children, Leo Carl Beck

All Master's Theses

This paper presents a study dealing with increasing reading rate, with primary, language delayed youngsters. The program was designed to see if rate could be increased with contingent (CRF) as opposed to differential (DRO) reinforcement with no drop in selected variables (comprehension, vocabulary, articulation and auditory discrimination). Reinforcement consisted of tokens paired with social praise. Rate did increase for the duration of the study and the selected variables remained essentially constant.

Recommendations include replication of the study with precise administration of schedules.

The Effects Of Counseling On Sociometric Status With Fifth And Sixth Grade Students, Dennis L. Cruchon

All Master's Theses

Thirty-two children, low in sociometric status, were placed in one of four treatment groups: Counseling, Teacher-Counseling, Teacher Feedback, and a Control for a period of ten weeks. Post tests were administered to determine differences in sociometric gains following treatment.

The results indicated that counseling was an effective means of improving sociometric status when compared to a control group.

Limitations of the study were discussed, and recommendations included measuring individual teacher effect on sociometric status.

The Effect Of Teacher Attention And Peer Approval Facilitated By Material Rewards Upon The Disruptive Classroom Behavior Of A Male Kindergarten Child, Brynne Flanagan Lane

All Master's Theses

The purpose of the present study was to operantly condition a kindergarten boy's classroom behavior. The study consisted of four stages: (1) baseline, (2) contingent teacher attention, (3) minimal contingent teacher attention, and (4) material reinforcement. During phase II, the subject's appropriate behavior was followed as immediately and frequently as possible with teacher positive attention. Disruptive behavior was ignored. During phase III, the teacher systematically decreased the level of positive attention until the "minimum level of reinforcement," i.e.. ten per cent teacher positive attention was reach. During phase IV, material rewards were delivered to all class members contingent upon co-operative …

Comparison Of Curriculum Proposals For The Tri-Cities Junior High School And Middle School Special Education Programs, Wayne T. Robertson

All Master's Theses

This paper presents a study which examines the curricula of the junior high and middle school special education programs of Kennewick, Pasco, and Richland, Washington. A questionnaire was circulated and the data were used to compile a comprehensive skill inventory to be proposed for use by the junior high and middle school special education teachers of these cities.

The Short-Term Effects Of The Yakima Valley School Language Development Program On Non-Institutionalized Persons With Developmental Disabilities Of Different Chronological And Mental Ages, Noreen F. Simonson

All Master's Theses

This paper provided a field test of the expressive and receptive language development program written by the staff of Yakima Valley State School for the persons with developmental disabilities, Selah Washington. The program is a progressive one which was based on the developmental theories of Gesell and Bayley. This study sought to define the parameters of applicability from the program. The subjects, both male, non-institutionalized, persons with developmental disabilities, represented a lower and higher level of functioning than had previously been instructed with this program. The results of the study indicated gains in language development for both subjects.

Prevalence Of Reading Disabilities In Delinquents Compared To Prevalence Of Reading Disabilities In Non-Delinquents, Kenneth C. Vanderhyde

All Master's Theses

The purpose of this study was to determine the prevalence of reading disabilities in delinquents compared to the prevalence of reading disabilities in non-delinquents of the same age, sex, grade, and socio-economic background. The subjects where ninth and tenth graders enrolled at Mount Vernon High School, Mount Vernon Washington, during 1971-72 school year. They were divided into two major groups, delinquent and non-delinquent. The results indicated no significant difference between the reading scores of the two groups.

A Survey To Determine Employment Status Of The Graduates Of The Tri-City Special Education Work Experience Program, Rebecca Ames

All Master's Theses

The purpose of this study was to follow-up graduates of the Tri-City Special Education Work Experience Program to determine: (a) employment status, (b) whether the graduates felt the program was adequate, (c) types of employment now held, (d) why they are not employed, and (e) if there is any relationship between employment status and classroom abilities.

A personal interview schedule was developed for use with the 17 students in the sample. Two more schedules were then developed for present and past employers. School records were used to determine academic achievement and I.Q. scores.

Eight of the 17 graduates are currently …

Comparison Of Health Characteristics Found Among Six Selected Migrant Groups In Primary Grades, Jill D. Land

All Master's Theses

Two hundred twelve migrant students in Chelan and Douglas County schools were screened in reference to fifty-two characteristics within seven health categories. A chi square analysis by contingency coefficient was made for each characteristic to compare differences between six selected groups in kindergarten and first grade and second and third grades. Significant differences between groups were found for two health characteristics in kindergarten and first grade and five health characteristics in second and third grades.

Survey Of The 1971-1972 Special Education Undergraduate Program At Central Washington State College, Rebecca Irene Morehead

All Master's Theses

This study presents an evaluation of the 1971-1972 undergraduate program in special education at Central Washington State College. Copies of the evaluating instrument were sent to 75 1971-1972 graduates of the special education program. The results from the 41 instruments returned were tabulated and evaluated. Recommendations were based on the data received.

Assessing Some Side Effects Of A Contingency Management Program, Charles M. Atkinson

All Master's Theses

This study applied a contingency management program to a single behavior while measuring multiple behaviors. Reinforcement was made contingent upon increased addition rate. The experimental group made significantly greater gains in addition rate. There was no significant difference in the gains made in subtraction rate, reading rate, reading comprehension, or classroom behavior. The study was limited by a small sample, six week time span, and the use of mentally retarded subjects to assess side effects of reinforcing an academic behavior.

Reinforcement Program For Junior High Emr Physical Education, Earl L. Hill

Master of Psychology Theses

The effects of a positive reinforcement procedure in a junior high physical education class of Mentally Retarded boys was studied. One class of sixteen students was used. The class was divided into two groups, a control group, which received only usual reinforcement such as grades and praise, and an experimental group, which received free time as reinforcement for achievement on skills tests. The scores revealed that no significant difference occurred between the groups.

Recommendations include reinforcement within the physical education class instead of at a later time in the day.

The Effects Of Systematic Phonics And Contingency Management On Reading Achievement With Intermediate Special Education Students, Allena Marie Hayes Combelic

All Master's Theses

This paper presents a study of the effects of systematic phonics and contingency management on reading achievement with intermediate special education students. The thirtysix week program was divided into four phases. The four equivalent forms of the Gray Oral Reading Tests were used as measuring devices. No statistically significant results were found by using the Gray Oral Reading Tests as measuring devices. Statistically significant results were found on graph data.

Recommendations included: (1) the use of different reading tests other than the Gray Oral Reading Tests as measuring devices and (2) that the study be conducted longer than thirty-six weeks.

Effects Of Contingency Management On Grade Level Achievement Of Secondary Special Education Students, Richard L. Swanby

All Master's Theses

This study presents a comparison of grade level achievement for secondary special education students of non-reinforcement and reinforcement periods. The program was designed for 26 special education students between grade 9 through 12 at Selah High School. A statistical evaluation was done between the non-reinforcement and reinforcement periods.

Recommendation included that the program may be an effective means of educating secondary special education students.

The Effect Of Reading Achievement Of Seventh Grade Special Education Students Involved In A Tutoring Program, Kenneth A. Mattson

All Master's Theses

Many variations of the tutorial concept have been presented and analyzed. Some programs have been professionally designed and have received federal grants while others have been organized by teachers and other innovators. These programs have involved graduate students, college students, interested members of the community, high school dropouts, and public students from elementary to high school. The greatest portion of these studies has been concerned with the effects of tutoring on those who received the benefits - the tutee. Few programs have been concerned with the effects of the tutoring sessions on the tutor. The problem then is to determine …

Management Of Problem Behavior Through Peer Social Reinforcement, Nancy E. Bingell

All Master's Theses

For many years a difference of opinion has existed regarding the classroom placement of "emotionally disturbed" children into special classes. The majority of public school districts offer two placements into their special classes: heterogenous or homogeneous grouping. Homogeneous grouping of these children seems to cause a "boomeranging" effect on reinforcement of their disruptive behavior. We have not always found our answer for helping emotionally disturbed children through heterogeneous grouping. Since emotionally disturbed children usually have the ability or an above average ability to learn, a heterogeneous grouping may not be academically stimulating. Their classroom peers (children that are retarded, slow …

The Impact Of Establishing Group Homes On Public Schools Special Education Classes, Stewart Glen Egbert

All Master's Theses

This study had two purposes: to give a descriptive analysis of group homes, and to determine whether the establishment of group homes has had any impact on public school districts' special education classes in the State of Washington. The factors examined were: who is providing a formal education for the residents; to what extent are group home residents receiving public services.

A Comparison Of Seven Teaching Traits Between Experienced Special Education Teachers And Experienced Regular Education Teachers, James Edward Thomas

All Master's Theses

There seems a need for educational research to find if special education teachers have unique behavioral traits in dealing with children in the classroom. Many studies have been conducted with this general goal in mind. Unfortunately, most of the studies have dealt with such things as personality traits, attitudes, and characteristics. The purpose of this study was to determine if there are any significant differences among experienced special education teachers and experienced regular classroom teachers on seven teaching traits. It was hoped that this investigation would point out some behaviors unique to special education teachers since it is believed by …

A Survey Of The Integration Of Exceptional Children In Regular Classrooms, Catherine A. Greene

All Master's Theses

Educational practice in the past has been to segregate exceptional children by placing them in self-contained special education classrooms. Recently, however, this method has been questioned by leading special educators. Proponents of segregation of exceptional children admit to inadequacies in the present situation, but they argue that such inadequacies can be remedied and do not justify placing exceptional children in regular classrooms. Proponents of integration maintain that exceptional children live in a heterogeneous world and as adults will live and work in a heterogeneous world; therefore, these children should have a school setting that is like the world in which …

The Effects Of A Behavior Modification Program On The Self Concepts Of Children In Special Education, Barbara M. Scott

All Master's Theses

The purpose of this study is to determine whether using a behavior modification approach to teaching children will help to raise a child's self concept.