Special Education and Teaching Commons^™

Increasing Pride Skills For Child Engagement Using Cdi-Only Ipcit With Children With Autism Spectrum Disorder, Jordan T. Etherington, Zachary C. Labrot, Emily R. Defouw, Brad Dufrene, Brittany D. Garza, Amarah Sweaks, Briley Newcomb

Faculty Publications

Many children with autism spectrum disorder (ASD) display elevated levels of challenging behaviors and decreased social engagement. Parent Child Interaction Therapy (PCIT) may help children with ASD increase rates at which they engage and interact with their caregivers. Existing barriers to treatment completion, including high attrition and travel time and costs, may be ameliorated by delivering PCIT virtually (iPCIT) and setting attainable mastery criteria. This study utilized a multiple baseline design across three caregiver-child dyads with ASD to determine whether an iPCIT protocol affected caregivers’ use of positive engagement skills, children’s engagement, and children’s challenging behaviors. Results demonstrated increased and …

Examining The Psychometric Structure Of An Instrument To Measure Students’ Interests And Motivation In Science Learning: Factor Analysis And Measurement Invariance, Fuhui Tong, Shifang Tang, Zhuoying Wang, Beverly J. Irby

Faculty Publications

In this study, we examined the psychometric properties (reliability, validity, and underlying factor structure) and measurement invariance of a researcher-developed instrument: Motivated Strategies for Science Learning (MSSL). Data were collected from 2765 fifth-grade students across [state withheld] school districts. Results from exploratory and confirmatory factor analyses suggested satisfactory psychometric properties of MSSL. We further identified strong evidence to support configural, metric, scalar, and strict invariance across school location groups (i.e., rural and non-rural), confirming that the instrument can accurately capture the construct of science learning motivation among fifth-grade students from both rural and non-rural Texas schools. The study provides the …

Mirrors For Pacific Islander Children: Teaching Resilience Through Culturally Adapted Bibliotherapy, Isabel Medina Hull, Elizabeth Cutrer, Paul H. Ricks, G. E. Kawika Allen, Kendra M. Hall-Kenyon, Lorena Seu, Kristopher J. Urbina, Melia Fonoimoana Garrett

Faculty Publications

Pacific Islander youth face disproportionately high rates of suicide and mental health challenges, yet culturally appropriate interventions remain scarce. This study investigated whether culturally adapted bibliotherapy could effectively promote resilience in American Samoan children by incorporating culturally relevant stories and coping strategies. Through collaboration with on-island Samoan cultural brokers, we developed and implemented culturally adapted stories and lessons designed to resonate with the experiences of children in American Samoa. The study employed a mixed-methods approach with 34 American Samoan children aged 5–13 years, using observations, adapted card sorts, and forced-choice procedures to measure responses to the intervention. The results demonstrated …

"It Would Ruin My Life”:Pacific Islander Male Adolescents’ Perceptions Of Mental Health Help-Seeking Interpretative Phenomenological Analysis Focus Group Study, Melia Fonoimoana Garrett, Elizabeth Cutrer, G. E. Kawika Allen, Ellie Young, Kristopher J. Urbina, Isabel Medina Hull

Faculty Publications

Given rising mental health concerns among Pacific Islander (PI) adolescents, this population remains underserved by available mental health resources. This interpretative phenomenological analysis with focus groups (IPA-FG) examined the lived experiences and perceptions of 19 male PI adolescents (ages 14–16) from Native Hawaiian, Maori, Samoan, and Tongan backgrounds regarding mental health help-seeking behaviors. Four overarching themes emerged: stigma and judgment, cultural misalignment in professional services, impact of disclosure and perceived punitive consequences, and a complex ecosystem of trusted relationships as mental health support. Notably, participants expressed belief that disclosing mental health challenges would “ruin their lives” and held misconceptions about …

Ethnic-Racial Socialization Experiences Of Mexican American Youth, Katherine J. Bingham, Elizabeth A. Cutrer-Párraga, Timothy B. Smith

Faculty Publications

Research has shown that ethnic–racial socialization (ERS) predicts education and mental health outcomes for adolescents. However, limited research has evaluated the ERS experiences of Latinx students. The current study examined ERS experiences of Mexican American youth in four focus group interviews that were transcribed and analyzed at both the individual and group level using interpretive phenomenological analysis. Main themes included feeling like an outsider, navigating discrimination, encountering social/emotional difficulties, and achieving a positive identity. Each theme contained two to three subcategories that provide further insight into the Mexican Americans' ERS experiences. Participants reported within-group discrimination, motivation to disprove stereotypes, and …

Improving Behavior In Middle School Classes With Hispanic And English Language Learners: A Study Of Class‑Wide Function‑Related Intervention Teams, Emily J. Warburton, Paul Caldarella, Howard P. Wills, Rebecca Winters

Faculty Publications

English language learners (ELL) and Hispanic students are at an increased risk for academic difficulty. Effective classroom management strategies may help these students, but teachers often report lack of training in such strategies. Class-wide Function-related Intervention Teams in Middle School (CW-FIT MS) is a researchbased intervention that has helped teachers increase students’ on-task behavior using group contingencies, rewards, and praise. We investigated the efficacy of CW-FIT MS in classes with high proportions of Hispanic and ELL students using an ABAB single-subject withdrawal design with maintenance probes. One middle school English teacher and two of her classes (language arts and language …

Improving Behavior In An Alternative High School Summer Program Using Class‑Wide Function‑Related Intervention Teams: A Pilot Study, Paul Caldarella, Erika J. Richards, Leslie Williams, Emily J. Warburton

Faculty Publications

Effective interventions are needed to help alternative high school teachers manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CWFIT), is a classroom management program based on positive behavior interventions and supports principles. CW-FIT involves teaching appropriate classroom behavioral expectations (social skills), using high behavior-specific praise-to-reprimand ratios, and an interdependent group contingency to provide differential reinforcement of appropriate classroom behavior and eliminate potential reinforcement of problem behavior. In this pilot study, four alternative high school teachers implemented CW-FIT during a summer school program. A series of single subject A-B designs were used over a 3-week period. Results supported …

Coaching Elementary Teachers In Literacy: Does Feedback Type Matter To Low And High Implementers?, Elizabeth Cutrer, Erica Ellsworth Miller, Erjola Gjini, Melia Fonoimoana Garrett

Faculty Publications

For literacy coaches and teachers, feedback is an integral component of effective coaching. Yet, little is understood

about the interaction between feedback and high/low implementing teachers within coaching sessions. This multiple

case study explored the types of feedback literacy coaches provided both high and low implementing teachers over a

two-year period. In the first year, the literacy coaches provided at least twice as much instructional feedback as

emotional feedback to low-implementing teachers. Those teachers not only received more feedback in general, but the

feedback they received was primarily what they needed to do to improve. In contrast, during the same …

Effective Classroom Management In Middle Level Schools: A Qualitative Study Of Teacher Perceptions, Adalet B. Gunersel, Benjamin A. Mason, Howard P. Wills, Paul Caldarella, Vanessa M. Henley

Faculty Publications

Disruptive student behavior is a significant challenge in schools and a predictor of student failure. Effective classroom management is a crucial skill that middle level teachers must acquire to foster student engagement and learning. This qualitative study explored the experiences and perceptions of 35 middle level teachers in both general education and special education settings regarding effective classroom management techniques. Eight focus group interviews were conducted with 25 general education teachers and 10 special education teachers at one of five middle schools in Kansas, Missouri, or Utah. Focus group transcripts were analyzed using iterative qualitative content analysis to identify themes …

A Preliminary Investigation Of A Brief Tier 1 Classroom Management Measure, Allison F. Gilmour, Joseph H. Wehby, Jessica Boyle, Howard P. Wills, Paul Caldarella

Faculty Publications

Multitiered systems for supporting students’ behavior in schools rely on teachers using generally effective classroom management strategies, such as Tier 1 practices. However, few tools exist to easily assess classwide Tier 1 practices. In this brief report, we describe one potential tool, the Classroom Atmosphere Rating Scale–Brief (CARS-B) and assess the properties of the tool using item response theory and multilevel models. We found that most items on the CARS-B had acceptable discriminations and difficulty estimates. Teachers’ CARS-B latent scores were positively associated with student group on-task. We discuss potential changes to the CARS-B and its use in research and …

Effects Of Parent-Implemented Interventions On Outcomes Of Children With Autism: A Meta-Analysis, Wai Man Cheng, Timothy B. Smith, Marshall Butler, Tina Taylor, Devan Clayton

Faculty Publications

Children with autism spectrum disorder (ASD) have been shown to beneft from parent-implemented interventions (PIIs). This meta-analysis improved on prior reviews of PIIs by evaluating RCTs and multiple potential moderators, including indicators of research quality. Fifty-one efect sizes averaged moderately strong overall benefts of PIIs (g=0.553), with studies having lower risk of research bias yielding lower estimates (g=0.47). Parent and observer ratings yielded similar averaged estimates for positive behavior/social skills (g=0.603), language/communication (g=0.545), maladaptive behavior (g=0.519), and to a lesser extent, adaptive behavior/life skills (g=0.239). No other study, intervention, or participant

Coaches Supporting Teachers Reluctant To Implement Intervention Instruction: The Role Of Reflection, Elizabeth Cutrer, Erica E. Miller

Faculty Publications

No abstract provided.

Maternal Depression Moderated By Family Resources When Children Have Developmental Disabilities., Timothy B. Smith, Terisa P. Gabrielsen

Faculty Publications

Children with developmental disabilities require extensive parental involvement in intervention, but parents with depression may be less able to intervene effectively. We examined prevalence of depression symptoms and predictors among 131 mothers of children with disabilities enrolled in early childhood special education. Participants completed several self-report measures of depression and child and family functioning. Children were directly evaluated using the Battelle Developmental Inventory. One year later, 68 mothers repeated self-report measures. Participants (30%) reported elevated depression symptoms across time. Depression scores were correlated with parental stress and family resources. An interaction between higher maternal depression and higher child functioning with …

Very Young Child Survivors’ Perceptions Of Their Father’S Suicide: Exploring Bibliotherapy As Postvention Support, Cortland L. Watson, Elizabeth Cutrer, Melissa A. Heath, Erica E. Miller, Terrell A. Young, Suzanne Wilson

Faculty Publications

Each year in the United States, 7000 to 30,000 children experience their parent’s suicide. Due to the stigma associated with suicide, feelings of guilt, and intense grief, surviving family members avoid talking about suicide. Over time, children struggle with confusion and intense emotions associated with their parent’s suicide. In this study, seven adults, who reported being younger than six years old at the time of their father’s suicide, participated in individual semi-structured interviews. Participants’ responses highlight the challenges that young children face due to limited memories of their deceased parent. Interviews concluded with an opportunity for participants to review and …

Effects Of Psychosocial Support Interventions On Survival In Inpatient And Outpatient Healthcare Settings: A Meta-Analysis Of 106 Randomized Controlled Trials, Timothy B. Smith, Julianne Holt-Lunstad

Faculty Publications

We evaluated randomized controlled trials (RCTs) of psychosocial support interventions in inpatient and outpatient healthcare settings reporting survival data, including studies reporting disease-related or all-cause mortality. LOdds ratio (OR) and hazard ratio (HR) data were analyzed separately using random effects weighted models. Of 42,054 studies searched, 106 RCTs including 40,280 patients met inclusion criteria. Across 87 RCTs reporting data for discrete time periods, the average was OR = 1.20 (95% CI = 1.09 to 1.31, p < 0.001), indicating a 20% increased likelihood of survival among patients receiving psychosocial support compared to control groups receiving standard medical care. Among those studies, psychosocial interventions explicitly promoting health behaviors yielded improved likelihood of survival, whereas interventions without that primary focus did not. Across 22 RCTs reporting survival time, the average was HR = 1.29 (95% CI = 1.12 to 1.49, p < 0.001), indicating a 29% increased probability of survival over time among intervention recipients compared to controls. Among those studies, meta-regressions identified 3 moderating variables: control group type, patient disease severity, and risk of research bias. Studies with patients having relatively greater disease severity tended to yield smaller gains in survival time relative to control groups. In this meta-analysis, OR data indicated that psychosocial behavioral support interventions promoting patient motivation/coping to engage in health behaviors improved patient survival, but interventions focusing primarily on patients’ social or emotional outcomes did not prolong life. HR data indicated that psychosocial interventions, predominantly focused on social or emotional outcomes, improved survival but yielded similar effects to health information/classes and were less effective among patients with apparently greater disease severity.

Effects Of Parent-Implemented Interventions On Outcomes Of Children With Developmental Disabilities: A Meta-Analysis., Tina Dyches, Timothy B. Smith, Barbara Mandleco, Byran Korth

Faculty Publications

Background: A large body of literature exists related to parent-implemented interventions for children with disabilities, so it is helpful to synthesize the results of outcome-based interventions for children with developmental disabilities. Specifically, what are the effects of parent-implemented interventions intended to improve children’s (1) social behaviors, (2) life skills/adaptive behavior, and (3) communication skills?

Method: Using meta-analytic aggregation of effect sizes across 30 studies with a total of 1,356 participants, this review examined the association between parent-implemented interventions and intended outcomes of young children with developmental disabilities.

Results: Across all 30 studies comparing children’s outcomes to control groups, the random …

An Exploration Of The Role Of Religion And Spirituality In The Treatment And Recovery Of Patients With Eating Disorders, P. Scott Richards, Michael E. Berrett, Carrie L. Caoili, Sabree A. Crowton, Randy K. Hardman, Russell N. Jackson, Peter W. Sanders

Faculty Publications

This article reports two qualitative studies that explored how religion and spirituality (R/S) influenced the treatment and recovery process of patients with eating disorder. In Study 1 and Study 2, a total of 83 women who had successfully completed treatment at an inpatient eating disorder treatment center responded to open-ended survey questions about the role of R/S in their recovery. Twelve of the women in Study 2 participated in follow-up phone interviews. Qualitative analysis of survey responses and interview transcripts indicated that although many women believed R/S contributed to the development and maintenance of their eating disorder, most of them …

Social Skills And Students With Moderate To Severe Disabilities: Can Community Based Instruction Help?, Carissa Hernandez, Saili S. Kulkarni

Faculty Publications

The purpose of this research study was to determine how Community Based Instruction (CBI) affects the social skills of middle school students with moderate to severe disabilities. Existing literature is limited in findings related to the influence of CBI on middle school students with moderate to severe disabilities. This qualitative study was completed using interviews and observations. Participants included students, teachers, and paraprofessionals from a middle school in Southern California. The findings of this study are intended to support the use of CBI in middle school special education classrooms and to demonstrate how a functional program can improve the social …

Culturally And Linguistically Diverse Student And Family Perspectives On Using Augmentative And Alternative Communication Devices, Saili S. Kulkarni, Jessica Parmar

Faculty Publications

Augmentative and Alternative Communication (AAC) devices are essential to children with disabilities that result in complex communication needs (CCN) to fully participate in social and academic realms of life. As the numbers of culturally and linguistically diverse (CLD) learners in schools increase, so does the imperative to better inform instruction for CLD students who use AAC devices. This paper reviewed N=14 articles that emphasized CLD students who use AAC devices and their families. Implications highlighted that Euro-American culture dominates many aspects of AAC use, assessment, and professional recommendations. Additionally, there are limited perspectives of AAC users and families from CLD, …

Adapted Shared Storybook Reading: A Study Of Its Application For Children With Autism Spectrum Disorders And In Home Settings, Andrea Golloher

Faculty Publications

This study investigated the use of an adapted shared reading protocol with three children with autism spectrum disorders (ASD) in home settings. Using a multiple baseline across participants design, this investigation replicated and extended a previous investigation by Browder et al. to children with ASD and home settings. In addition, this study was to investigate whether individual components of the intervention package contributed to its overall effectiveness. Finally, the extent to which the participating children generalized their ability to engage in adapted shared reading with the researcher to shared reading with their parents was explored. The results of the investigation …

Sibling Experiences: Living With Young Persons With Autism Spectrum Disorders, Tina Dyches, Beth Ward, Brianna Smith Tanner, Barbara Mandleco, Donna Freeborn

Faculty Publications

Like other young people, those with autism spectrum disorder (ASD) have an impact on siblings in both positive and negative ways. Research indicates positive attributes include maturity and responsibility; positive self-concept; less quarrelling and competition; admiration for the person with ASD; and satisfactory sibling relationships. Negative attributes include fear of frightening or violent behavior, decreased sibling intimacy, and social and emotional difficulties. However, most research relies on information from parents/teachers, rather than from siblings. Therefore, this qualitative descriptive study explored experiences of 11 brothers and 11 sisters living with a young person with ASD through audiorecorded semi-structured interviews. Analysis revealed …

Special Needs Children And Mental Health, Nancy J. Carbonell

Faculty Publications

What do these stories have in common? They are representative of many students who experience learning difficulties while at the same time struggling with mental or emotional issues. Special-needs teachers see children like Brandon, Carmen, and Jake in their classrooms every day. It is estimated that in the U.S., 37 percent of children with special needs also need mental-health care. That is approximately one in every three special-needs students! This is particularly challenging for teachers whose training did not include how to deal with children experiencing mental-health issues.

Teaching Orientation And Mobility Skills To Students With Autism And Vision Impairment In Public Schools: A Data-Based Study, Devender, R. Banda, Phoebe A. Okungu Ph.D., Nora Griffin-Shirley, Melanie K. Meeks, Olaya Landa-Vialard

Faculty Publications

Two students with autism, vision impairment, and intellectual disability participated in an orientation and mobility (O&M) intervention to travel in school settings using their folding canes. A multiple-baseline across participants design to determine the effectiveness of the intervention was used. The dependent variable was time taken to travel the specified route. The independent variable was O&M training. Results indicated that both participants took less time to travel during the intervention compared to the baseline. Students with vision impairment and autism can be trained using systematic O&M training. The O&M specialists working with children with autism and vision impairment should collect …

An Adapted Shared Storybook Reading Program Implemented In Inclusive Preschool Classrooms: An Investigation Of Its Use And Effectiveness, Andrea Golloher

Faculty Publications

The Pathways to Literacy reading program (Lee, Mims, & Browder, 2011) has been demonstrated to be effective at increasing both engagement and comprehension during shared storybook reading for students with exceptional needs. To date, research on Pathways to Literacy has been limited to students in early elementary school rather than preschool, which is when shared reading is usually emphasized as part of the general education curriculum. In these investigations, the reading program has been administered in one-on-one instructional settings, often in special education classrooms. No existing research has examined the ability of participating students to generalize newly learned skills to …

Living At The Friendship House: Findings From The Transition Planning Inventory, Jane Finn, Vicki-Lynn Holmes, Rebecca Johnson

Faculty Publications

A residential initiative, named the Friendship House, was created through advocates focused on helping people with intellectual disabilities live independently in affordable and safe housing on a university campus. The Friendship House is a small residence hall where individuals with intellectual disabilities live side-by-side with similarly aged and same gendered university students. Qualitative finding as in resident reports and observational data provides support that the Friendship House experience has been successful. However, to better equip these residents with intellectual disabilities, it is important to assess the program in terms of post school transition acquisition skills. This study focuses on whether …

Video Self-Modeling On An Ipad To Teach Functional Math Skills To Adolescents With Autism And Intellectual Disability, Cami Elizabeth Burton, Darlene Anderson, Mary Anne Prater, Tina Taylor

Faculty Publications

Research suggests that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disabilities. The current study used a multiple baseline design across participants to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings …

Transforming Training In Orientation And Mobility: Examining The Effect Using An Audio-Link On The Distance Between Trainer And Trainee, Michael P. Munro, Barry H. Stafford

Faculty Publications

Increased distances between instructor and trainee during orientation and mobility (O&M) training is purported to be associated with improved outcomes of heightened independence, self-efficacy, and preparation for real-world experience as a traveller. However, there is currently no research that identifies standard or optimal instructor-trainee distances or effoctive strategies to increase distances that enhance training outcomes. This exploratory, qualitative study compared the distance between two instructor-trainee dyads over ten 1.5-hour lessons. The first jive lessons were conducted without an Audio-link device, and the second jive occurred using the device. Results indicated that use of an Audio-link system significantly increased training distances …

Interstate Distance Education Partnerships: Case Study Of Challenges And Accomplishment, Michael P. Munro, Janet L. Kamps

Faculty Publications

Abstract

This paper chronicles the challenges in development of a partnership to deliver specialized teacher training across state lines. The authors present a framework of needed steps and use information from their experiences in a case study format to support and explain the progression of a proposed partnership to train teachers of the visually impaired between the Training Program for Professional in Visual Impairment at Stephen F. Austin State University in Nacogdoches, TX, and the Arkansas School for the Blind in Little Rock, AR. The authors discuss the initial concept and need, the development commitment between the two parties, the …

Racial/Ethnic Matching Of Clients And Therapists In Mental Health Services: A Meta-Analytic Review Of Preferences, Perceptions, And Outcomes, Timothy B. Smith, Raquel R. Cabral

Faculty Publications

The effects of matching clients with therapists of the same race/ethnicity have been explored using a variety of approaches across several decades. We conducted a meta-analysis of three variables frequently used in research on racial/ethnic matching: Clients' preferences for a therapist of their own race/ethnicity, clients' perceptions of therapists, and therapeutic outcomes. Across 52 studies of preferences, the average effect size was d = .63, indicating a moderately strong preference for a therapist of one's own race/ethnicity. Across 81 studies of individuals' perceptions of therapists, the average effect size was d = .32, indicating a tendency to perceive therapists of …

Promising Practices For Els With Special Needs, Aydin Bal, Hyun Khang, Saili Kulkarni, Margaret Mbeseha

Faculty Publications

The majority of ELs are educated in urban schools where they often face substandard learning opportunities, under-qualified teachers, unchallenging curricula, lack of specialized resources, culturally irrelevant assessment and instructional practices, prejudice, and de facto racial segregation [1]. To improve academic and social outcomes for this population of students, educators working with ELs with suspected or identified LDs should focus on the following three areas.