Special Education and Teaching Commons^™

An Investigation Of The Effects Of Differential Reinforcement Of Alternative Behavior On Students With Mild/Moderate Disabilities In A School Classroom, Katrina Spangenberg

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This study investigated the effects of differential reinforcement of alternative behavior (DRA), a behavior reduction procedure, on problem behavior exhibited by three elementary school students in a general education classroom. DRA involves reinforcement of an alternative behavior while withholding reinforcement for the inappropriate behavior. The three participants were classified as experiencing mild/moderate disabilities but received most services (and participated in this research) in a general education classroom. Problem behaviors included off-task, talk-outs, and inappropriate touching. Alternative behaviors included on-task and hand-raising to get teacher attention. Results indicated that DRA decreased off-task and talk-out behavior for two participants, although effects were …

The Effects Of A Self-Monitoring Package Using A Tactile Cueing Device On Student On-Task Behavior In Special Education And General Education Settings, Elizabeth Johnson

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Research has shown that self-monitoring can be effective in different settings and with a range of students as well as problem behaviors. However, teachers who use self-monitoring techniques have difficulties in using an effective cueing system as well as generalizing the newly acquired skill into the general education classroom. This study extends the literature by utilizing a tactile cueing device to increase the percentage of intervals of on-task behavior as well as increasing the intervals of on-task behavior in an inclusive general education classroom setting.

The Effects Of Aligning Supplemental And Core Reading Instruction On Second-Grade Students' Reading Achievement, Carla V. Wonder-Mcdowell

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The purpose of this study was to investigate the effects of aligning supplemental reading instruction with core classroom reading instruction on struggling second-grade students’ proficiency in phonics, fluency, vocabulary, and comprehension. Alignment was defined as core classroom and supplemental instruction that are congruent in philosophy, goals, instructional materials, instructional methods, student activities, and reading strategies that follow the same scope and sequence.

This study employed a two-group, pre-post true experimental design. Second-grade students (N = 153) scoring in the lowest quartile on the fall Dynamic Indicators of Early Literacy Skills (DIBELS) Oral Reading Fluency assessment were randomly assigned to …

School-Based Services For Children With Attention-Deficit/Hyperactivity Disorder, Tonya M. Tree

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This study was designed to present descriptive data from a survey of 201 school psychologists. Psychologists completed a survey addressing current practices for determining placement for students with ADHD including the role of school psychologists in determining placement, how often and who monitors services, where students are served, and what services are provided in each setting. Findings indicated that psychologists were involved less frequently in placement decisions and evaluation for Section 504 than in Special Education. Students with 504 plans received less frequent follow-up than students in Special Education. Results indicated that schools were generally following federal guidelines and recommendations …

A Comparison Of Social Stories And Script Fading To Increase Appropriate Social Interactions Of Secondary Students With Disabilities With Their Non-Disabled Peers, Kristi Dudleston

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The effects of social stories and script fading were investigated on increasing interactions of students with disabilities with their non-disabled peers. Social stories and script fading are treatments typically used for persons with autism spectrum disorder. This study examined effects on students with intellectual disabilities and multiple disabilities. In sequential treatments, social stories and "scripts" were read to students just prior to their lunch, so each could be assessed on their effectiveness in increasing initiations and responses in social situations in a lunch line with typical students. Social stories and script fading were analyzed in the context of a multiple …

Evaluation Of Three Parent-Focused Disability Information And Healthy Lifestyle Curriculum Modules For Latino Parents Of Children With Developmental Disabilities, Martin E. Blair

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Parents of children with disabilities need accurate information to help them provide tailored services and supports to their families. This is especially true for immigrant Latino families who tend to experience poor overall health and who tend to avoid formal services and supports. Based on input gathered from Latino Parents of children with disabilities, a three module curriculum, "Empowering Families," was developed. Following a cultural appropriateness review of the curriculum and associated measurement instruments, revisions were made to the content and presentation procedure. This was followed by a field test of the curriculum with two groups of Latino parent/caregivers of …

The Effects Of Choice On Assignment Completion And Percent Correct By A High School Student With A Learning Disability, D. Stenhoff, B. J. Davey, Benjamin Lignugaris / Kraft

Special Education and Rehabilitation Counseling Faculty Publications

The effects of choosing between two academic assignments on task completion and percent correct by a ninth grade student with a learning disability was investigated. This case study extended the efficacy of antecedent based intervention as an instructional modification. Further, the study extends previous research by investigating the effect of choice on academic achievement. The withdrawal design showed that percent completed and correct were highest when the participant was given a choice between two assignments when compared to baseline conditions. Results are discussed in term of efficacy of choice as an antecedent intervention, choice selection, and future research directions.

Education In The Empty Quarter: How Have We Fared?, Nancy K. Glomb, D. Forbush, M. S. Fishbaugh, A. Lefevre, R. Woodward, M. Taylor

Special Education and Rehabilitation Counseling Faculty Publications

Garreau (1981) used the Arabic term Rub ‘al Khali, or Empty Quarter, to label the Intermountain West portion of the United States. In Saudi Arabia, the Empty Quarter is a large, dry, and relatively unpopulated area with a wealth of energy resources not unlike the Intermountain West. Garreau described changes in the area that were associated with changes in commerce and industry during the 20th century, particularly with respect to mining ventures and the discovery of oil and natural gas in the region. Although Garreau discussed many ways that these changes impacted the people and environment, he did not discuss …

From Tutor To Teacher: For Some Peer Tutors, The Experience Can Lead To A Teaching Career, Robert L. Morgan, M. Rees

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.

Bully Prevention In Positive Behavior Support, Scott W. Ross, R. H. Horner, B. Stiller

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.

Peers On Campus: What Works After 18, S. Rule, Robert L. Morgan, Charles L. Salzberg, E. Horrocks, C. Bartlett

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.

Special Education, L. L. Mason, Nancy K. Glomb, J. Sebastian

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.

Noncontingent Reinforcement As Treatment Fortub-Standing In A Toddler, R. D. Ward, Thomas S. Higbee

Special Education and Rehabilitation Counseling Faculty Publications

The present case study investigated whether the tub-standing of a typicallydeveloping toddler could be reduced by a noncontingent reinforcement procedure. The results of a brief functional analysis suggested that tub-standing was maintained by automatic reinforcement. Noncontingent reinforcement, consisting of presentation of bath toys on a fixed-time schedule, was effective in reducing the number of tub-stands per session. These results suggest that noncontingent reinforcement can be successfully applied to problem behavior in typically-developing children in naturalistic settings.

The Rehabilitation Community Legacy Project: The Oral History Of Leadership, Michael J. Millington

Special Education and Rehabilitation Counseling Faculty Publications

The importance of engaging the rehabilitation profession in the collection and utilization of its oral history is illustrated through an example. A transcript from an interview with William Emener provides a first person narrative of events leading up to the first national rehabilitation counselor training conference in Crystal City, Virginia. Themes of community emerge in the telling and are used to compare and contrast to current situations in the field. The reader is invited to participate in the Rehabilitation Community Legacy Project as an act of personal leadership.

What Do Families Want? Utah Families Respond To Current Early Intervention Practices, Amy Poole-Zisette

Undergraduate Honors Capstone Projects

This study surveyed Utah families who are currently enrolled in six different early intervention programs for their children 0-3 years of age with special needs. The purpose of this study was to examine how skills and qualities families felt were important in their early interventionists changed in order to determine what skills and qualities were most important to different demographics of families. Participating families filled out a questionnaire which rated the degree to which they found various skills and qualities important for an early intervention practitioner to possess, as well as the perceived frequency with which early interventionists used said …

Self-Determined Employment Preference For Youth In Transition From School To Work In Rural Areas, Robert L. Morgan, R. B. Morgan

Special Education and Rehabilitation Counseling Faculty Publications

Self-determination, or the ability to identify and achieve goals based on a foundation of knowing and valuing oneself, is both a legal right and a responsibility of an individual. Self-determined employment is consistent with contemporary practice, outcome-based research, and the reauthorization of the Individuals with Disabilities Education Act of 2004. In this article, we describe three challenges facing youth with disabilities in rural areas related to determining their own employment, including (a) extensive or chronic poverty in some rural areas as a factor limiting selection of preferred employment, (b) intensive competition for limited jobs available, and (c) the potential for …

Exploring The Roles Of The Paraeducator In Instruction, Robert L. Morgan

Special Education and Rehabilitation Counseling Faculty Publications

With effective training and supervision, paraeducators become valuable team members who actively participate in monitoring and delivering instruction to learners in classrooms. First, this chapter examines the paraeducator's roles in instruction; second, it describes methods the paraeducator can use to deliver effective instruction; third, it warns of excessive prompting, or "taking over"; and fourth, it considers the paraeducator's role in lesson plans, instructional settings, management, groupings, and assessment of learning style.

Recruiting New Teachers: A Project To Promote Teaching Careers, Robert L. Morgan, Darcie L. Peterson, E. Horrocks

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.

Teaching Functionally Equivalent Replacement Behaviors To Students With Problem Behavior: What? How? Why?, Robert L. Morgan, E. Vasquez

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.

Teaching Pretend Play Skills Toa Student With Autism Using Video Modeling With A Sibling As Model And Play Partner, K. A. Reagon, Thomas S. Higbee, K. Endicott

Special Education and Rehabilitation Counseling Faculty Publications

We taught a four-year-old boy diagnosed with autism and his older brother to engage in four pretend play scenarios using video modeling. The older brother acted in the video models with a typically developing peer. Both the participant and his sibling successfully engaged in the four scenarios during intervention as well as maintenance and generalization probes conducted in their home. This case study illustrated that siblings of children with autism can perform in video models as well as engage in pretend play with their sibling with autism. In addition, the child with autism may benefit from sibling-oriented interventions as indicated …

Classroom-Basedfunctional Analysis And Intervention For Students With Emotional/Behavioral Disorders, G. L. Wright-Gallo, Thomas S. Higbee, K. A. Reagon, B. J. Davey

Special Education and Rehabilitation Counseling Faculty Publications

We conducted functional analyses of disruptive behavior in a classroom setting for two students of typical intelligence with emotional/behavioral disorders (E/BD) using the classroom teacher to implement functional analysis conditions. The functional analyses suggested that both participants' disruptive behavior was maintained by escape from task demands and access to attention. Based on this information, we implemented a DRA procedure in which participants could request either escape or attention while disruption was placed on extinction. DRA decreased the disruptive behavior of both participants and the schedule of reinforcement was successfully thinned to a level that was practical for the classroom teacher …

Promoting Positive Behavior: What Works And What Doesn’T, Marilyn Likins Ph.D., D. Andrews

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.

Effects Of A Dependent Group Contingency On The Verbal Interactions Of Middle School Students With Emotional Disturbance, S. Hansen, Benjamin Lignugaris / Kraft

Special Education and Rehabilitation Counseling Faculty Publications

This study examined the effects of a dependent group contingency to increase positive verbal interactions among nine middle school-aged males in a self-contained classroom. Prior to implementing the group contingency, the students received social skills instruction. A withdrawal experimental design was then used to evaluate the effects of the dependent group contingency. Students' positive verbal interactions increased and negative verbal interactions decreased with the implementation of the dependent group contingency. When the group contingency was faded, positive and negative interaction levels were maintained. The results are discussed in terms of developing positive interaction skills among youth with emotional disturbance and …

The Usu Mild/Moderate Distance Learning Degree And Licensure Program: It’S All About Access, Nancy K. Glomb, R. Menlove, M. Jones

Special Education and Rehabilitation Counseling Faculty Publications

Providing access to quality special education teacher training programs for all qualified applicants is particularly pertinent in light of the national shortage of special education teachers. In addition, there are increasing numbers of students enrolling in Utah schools, and a percentage of that increased enrollment includes students with disabilities. The Mild/Moderate Distance Degree and Licensure Program at Utah State University began in 1995 to help address this shortage. Initially, the program was designed to recruit and prepare qualified mild/ moderate special education teachers in one rural area of the state that includes two school districts. Over time, the program expanded …

Preparing Rural Distance Education Preservice Special Educators To Succeed, R. Menlove, Benjamin Lignugaris / Kraft

Special Education and Rehabilitation Counseling Faculty Publications

A growing number of students living in rural communities access special education teacher preparation and professional development courses via technology-delivered distance education. Success in these courses depends on the effective use of technology to access information and course materials, complete and submit assignments, and communicate with instructors and classmates. To increase the likelihood that distance education students would have the needed technology skills to succeed as distance learners, program supports were implemented. Supports included a precourse distance learning workshop, on-line technology help files, and access to a technology assistant. Results indicated that student confidence improved in the use of technology …

Instructional Team Training: Delivering Live, Internet Courses To Teachers And Paraprofessionals In Utah, Idaho And Pennsylvania, D. E. Forbush, Robert L. Morgan

Special Education and Rehabilitation Counseling Faculty Publications

Shortages of fully qualified special education teachers have been present in rural, suburban and urban America since the formal inception of special education. Public schools have mitigated special education teacher shortages by hiring paraprofessionals. Though hiring of paraprofessionals has been common practice, it is becoming more difficult to recruit and retain paraprofessionals once hired due to factors related to, or exacerbated by, the lack of pre-service training that teachers receive to effectively supervise paraprofessionals. In response to this training need, a project developed, implemented, and evaluated two live internet-based real-time video and audio courses delivered to teachers and paraprofessionals in …

Severe Disability Teacher Preparation Program At Utah State University Broadens Its Scope, Robert L. Morgan, Thomas S. Higbee

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.

No Principal Left Behind: Nclb Implications For Paraprofessionals, Marilyn Likins Ph.D.

Special Education and Rehabilitation Counseling Faculty Publications

More than 525,000 paraprofessionals serve students in schools across the United States today. Their various job titles—teacher’s aide or assistant, speech therapy assistant, education technician, instructional assistant, intervener, classroom reduction assistant, direct care provider, transition trainer or job coach, or home visitor—reflect the variety of roles and responsibilities paraprofessionals assume in today’s schools and in other compensatory programs provided by local education agencies. They also reflect how much the role of paraprofessionals in the classroom has changed.

Paraeducators who have been in their profession longer than five years are well aware of how much their duties have changed—no longer are …

The Business Perspective On Employers, Disability, And Vocational Rehabilitation, Michael J. Millington, D. M. Miller, K. K. Asner-Self, D. Linkowski

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.

Interdisciplinary And Interagency Collaboration In Personnel Preparation, V. Stayton, Barbara J. Fiechtl, S. Rule, D. Raschke, C. Kliewer

Special Education and Rehabilitation Counseling Faculty Publications

No abstract provided.