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2012

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Articles 31 - 60 of 224

Full-Text Articles in Special Education and Teaching

The Effects Of Direct Instruction Flashcards And Rewards With Math Facts At School And In The Home: Acquisition And Maintenance, Zennetta Mann, T.F. Mclaughlin, Randy Lee Williams, K. Mark Derby, Mary Everson Nov 2012

The Effects Of Direct Instruction Flashcards And Rewards With Math Facts At School And In The Home: Acquisition And Maintenance, Zennetta Mann, T.F. Mclaughlin, Randy Lee Williams, K. Mark Derby, Mary Everson

The Journal of Special Education Apprenticeship

The purpose of the present study was to evaluate the effects of Direct Instruction (DI) flashcard procedure, combined with strategies and rewards on multiplication fact accuracy of two elementary school-age students. A single subject replication design across three and four sets of multiplication facts was used to evaluate outcomes. The results indicated improvement in math performance for each participant. Follow-up data indicated maintenance of treatment effects over time. Finally, pre and posttest outcomes found generalization to correct writing of math facts for each participant. The benefits of employing DI flashcards in a resource room or home were discussed.

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A Literature Review Of Implementing Response To Intervention For English Language Learners, Eunjeong Choi, Kevin Oh, Sung Moon Yoon, Sunggye Hong Nov 2012

A Literature Review Of Implementing Response To Intervention For English Language Learners, Eunjeong Choi, Kevin Oh, Sung Moon Yoon, Sunggye Hong

The Journal of Special Education Apprenticeship

Response to intervention (RTI) has actively been used for identifying reading difficulties and providing supplemental instructions for students with disabilities. Recent developments of RTI show that the method expands its applicability to other areas and populations. In particular, it is difficult to distinguish learning disability (LD) from English as a second language acquisition. RTI could successfully be implemented for English language learners (ELLs). A systematic literature review has been conducted to delineate various components, strategies, and implications of RTI for ELL students. Twenty six articles that meet the criteria are analyzed for themes and important findings. The result of the …

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Allied Forces: The Working Alliance For Meaningful Parenteducator Partnerships In Special Education, Danielle Magaldi-Dopman, Timothy Conway Nov 2012

Allied Forces: The Working Alliance For Meaningful Parenteducator Partnerships In Special Education, Danielle Magaldi-Dopman, Timothy Conway

The Journal of Special Education Apprenticeship

Strong parent-educator partnerships in special education yield benefits for parents, teachers and students, however there are often obstacles to the development of these partnerships, and teacher preparation programs and professional development are often deficient in preparing special education teachers for the complexities of this relationship building. In the following, the varied interpretations of parental involvement are explored, followed by a discussion of some of the significant obstacles to strong parent-teacher partnerships in special education classrooms. Authors introduce the working alliance as a solution for framing positive parent-educator relationships. Finally, the three elements of a working alliance are described with an …

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Barriers To Full Participation In The Individualized Education Program For Culturally And Linguistically Diverse Parents, Arpi Tamzarian, Holly M. Menzies, Leila Ricci Nov 2012

Barriers To Full Participation In The Individualized Education Program For Culturally And Linguistically Diverse Parents, Arpi Tamzarian, Holly M. Menzies, Leila Ricci

The Journal of Special Education Apprenticeship

The Individuals with Disabilities Education Improvement Act (2004) mandates that schools facilitate parent participation in planning the Individual Education Program (IEP). However, culturally and linguistically diverse parents are less likely to feel fully included in the IEP process. In this article we examine three sources of cross-cultural communication difficulties: verbal and non-verbal communication styles, bureaucratic procedures, and cultural assumptions about disability and intervention. We conclude by suggesting schools use an empathetic approach to improve communication in the IEP process.

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Examining Interrater Agreement Analyses Of A Pilot Special Education Observation Tool, Evelyn S. Johnson, Carrie L. Semmelroth Nov 2012

Examining Interrater Agreement Analyses Of A Pilot Special Education Observation Tool, Evelyn S. Johnson, Carrie L. Semmelroth

The Journal of Special Education Apprenticeship

This paper reports the results of interrater agreement analyses on a pilot special education teacher evaluation instrument, the Recognizing Effective Special Education Teachers (RESET) Observation Tool (OT). Using evidence-based instructional practices as the basis for the evaluation, the RESET OT is designed for the spectrum of different instructional needs found within special education classrooms. The RESET OT informs what Danielson (2011) maintains are the two features of a teacher evaluation system 1) ensuring teacher quality and 2) promoting professional development. In June 2012, six special education teachers participated in a data coding session using the pilot RESET OT to evaluate …

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Planned Ignoring, Emily Glass, Cayla Mayes Nov 2012

Planned Ignoring, Emily Glass, Cayla Mayes

Applied Behavior Analysis (SPED 432) and Intervention Strategies for Literacy (SPED 431)

The topic of this poster is planned ignoring. The purpose of this poster was to answer the question of how planned ignoring can be used effectively. Planned ignoring is defined as purposely ignoring an individual who is demonstrating an undesirable behavior. When using planned ignoring, the subject should not be told that planned ignoring is being used. Results of eliminated behavior will not always be revealed immediately. The target behavior may potentially escalate before effective results are demonstrated. It is recommended that planned ignoring not be used with all behaviors such as, if an individual is causing harm to himself …

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Neural Underpinnings Of Prosody In Autism, Inge-Marie Eigsti, Jillian Schuh, Einar Mencl, Robert T. Schultz, Rhea Paul Nov 2012

Neural Underpinnings Of Prosody In Autism, Inge-Marie Eigsti, Jillian Schuh, Einar Mencl, Robert T. Schultz, Rhea Paul

Communication Disorders Faculty Publications

This study examines the processing of prosodic cues to linguistic structure and to affect, drawing on fMRI and behavioral data from 16 high-functioning adolescents with autism spectrum disorders (ASD) and 11 typically developing controls. Stimuli were carefully matched on pitch, intensity, and duration, while varying systematically in conditions of affective prosody (angry versus neutral speech) and grammatical prosody (questions versus statement). To avoid conscious attention to prosody, which normalizes responses in young people with ASD, the implicit comprehension task directed attention to semantic aspects of the stimuli. Results showed that when perceiving prosodic cues, both affective and grammatical, activation of …

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A Comparison Study On Teacher-Centered And Inquiry-Based Instruction In Science Education Of Middle School Students With Learning Disabilities: What Is Effective?, Jessica Yorke-Servis Oct 2012

A Comparison Study On Teacher-Centered And Inquiry-Based Instruction In Science Education Of Middle School Students With Learning Disabilities: What Is Effective?, Jessica Yorke-Servis

Theses and Dissertations

The purposes of the study are to examine the effects of inquiry-based and teacher-centered instruction methods when teaching science for middle school students with learning disabilities. These two instructional methods were provided to 81 students in two middle schools located in southern New Jersey. Of those, 30 students with learning disabilities, 15 in each school participated in the study. Both groups were given a pre and post test prior to and after the three weeks of science instruction to evaluate student performance. In addition, a student and teacher survey was provided to examine their satisfaction. The results show that students …

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On Death And Disability: Reframing Educators' Perceptions Of Parental Response To Disability, Keith Allred, Christine Hancock Oct 2012

On Death And Disability: Reframing Educators' Perceptions Of Parental Response To Disability, Keith Allred, Christine Hancock

Early and Special Education Faculty Publications and Presentations

This expository article critically reviews the literature from 1950-2010 regarding educators' perceptions of parental response to disability. Pre-service, practitioner, and professional literature are examined to explore the views presented to teacher candidates during the process of professional induction. As this literature relies upon the stage model of grief associated with Kübler-Ross' (1969) description of the acceptance of death, the effects on parent-professional relations and cultural understandings of disability are critiqued. The paper presents an alternative framing of parental response to disability emerging through positive psychology. Recommendations, based upon a disability studies in education perspective, are made regarding changes in the …

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Educator's Perceptions Of The Implementation And Effectiveness Of Response To Intervention Measures, Sheila Stepp Nugent Oct 2012

Educator's Perceptions Of The Implementation And Effectiveness Of Response To Intervention Measures, Sheila Stepp Nugent

Doctoral Dissertations

The purpose of this study was to investigate teachers' and administrators' perceptions of the implementation and effectiveness of Response to Intervention (RTI) strategies in their schools. The study used a mixed-methods research design. Data were collected through multiple-choice and open-ended surveys administered to elementary English language arts general education teachers, special education teachers in Kindergarten through fifth grade, and administrators in seven elementary schools. Quantitative data were analyzed using the Mann-Whitney U and Kruskal-Wallis Analysis of Variance of Ranks. Qualitative data were analyzed by the researcher to determine similarities and differences among the written responses. All data were gathered during …

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Appropriate Social Behavior: Teaching Expectations To Young Children, Deborah Russell Carter, Juli Lull Pool Oct 2012

Appropriate Social Behavior: Teaching Expectations To Young Children, Deborah Russell Carter, Juli Lull Pool

Early and Special Education Faculty Publications and Presentations

Young children's challenging behavior can impact all aspects of the classroom environment, including relationships (peer–peer, student–teacher), learning, and safety. Positive Behavior Interventions and Supports (PBIS) is a program that focuses on supporting pro-social behaviors and preventing challenging behavior. PBIS begins with building a foundation of universal practices and creating a common language that teachers, children, and families can use to talk about behavior. The identification and defining of appropriate behavioral expectations and the systematic teaching of those behavioral expectations is paramount to preventing challenging behavior. This article describes the steps involved in identifying classroom behavioral expectations and the development of …

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Diagnostic Statistical Manual 5 Changes To The Autism Diagnostic Criteria: A Critical Moment For Occupational Therapists, Heather Miller-Kuhaneck, Rondalyn Varney Whitney Oct 2012

Diagnostic Statistical Manual 5 Changes To The Autism Diagnostic Criteria: A Critical Moment For Occupational Therapists, Heather Miller-Kuhaneck, Rondalyn Varney Whitney

Occupational Therapy Faculty Publications

The new definition of Autism Spectrum Disorders (ASD) is expected to appear in May 2013 in the finalized Diagnostic Statistical Manual (DSM) -5 (American Psychiatric Association, 2012). The current DSM-IV criteria uses Pervasive Developmental Disorder (PDD) as the umbrella term for autism, a classification that many professionals believe has been outdated for several years. ASD will be the new name for the category that includes “autistic disorder (autism), Asperger’s disorder, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified” (APA, 2012). It will also serve to better differentiate autism spectrum disorder from typical development as well as from similar …

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The Influence Of Inclusion On The Academic Performance Of General Education Students On The New Jersey Assessment Of Skills And Knowledge In Grades 6, 7, And 8, Christie M. Robinson Oct 2012

The Influence Of Inclusion On The Academic Performance Of General Education Students On The New Jersey Assessment Of Skills And Knowledge In Grades 6, 7, And 8, Christie M. Robinson

Seton Hall University Dissertations and Theses (ETDs)

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Parental Perceptions Of A Summer Esl Parent Institute: A Retrospective Case Study, John Scott Cascone Oct 2012

Parental Perceptions Of A Summer Esl Parent Institute: A Retrospective Case Study, John Scott Cascone

Seton Hall University Dissertations and Theses (ETDs)

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High School Teachers' Perceptions Of Inclusion, Carmen Wiggins Oct 2012

High School Teachers' Perceptions Of Inclusion, Carmen Wiggins

Doctoral Dissertations and Projects

With the reauthorization of No Child Left Behind, school systems must ensure students with disabilities receive instruction in general education classrooms. Implementing the inclusion model has been challenging for many school systems as the systems try to find ways to meet the needs of their diverse student populations. The purpose of this quantitative casual-comparative and correlational study is to identify high school teachers' perceptions of inclusion. One hundred seventy-three high school teachers from six school districts located in a southeastern metropolitan area completed a survey to allow the researcher to examine if a relationship existed between teachers' perceptions of inclusion …

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Integration Of Social, Behavioral, And Academic Initiatives: Part Ii, Hank Bohanon, Meng-Jia Wu Oct 2012

Integration Of Social, Behavioral, And Academic Initiatives: Part Ii, Hank Bohanon, Meng-Jia Wu

Education: School of Education Faculty Publications and Other Works

In part one of this series we discussed the connections among Social and Emotional Learning (SEL), Positive Behavior Interventions and Supports (PBIS), and Response to Intervention (RtI). Specifically, we compared the processes and fidelity components of these approaches. We attempted to highlight the similarities in systems, practices, and data for each approach, with the understanding that nuances could found within the practices of each. The following section provides specific examples of the overlap in these approaches; the integration of systems, practices, and data; and factors related to core instruction.

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Integration Of Social, Behavioral, And Academic Initiatives: Part I, Hank Bohanon, Meng-Jia Wu Oct 2012

Integration Of Social, Behavioral, And Academic Initiatives: Part I, Hank Bohanon, Meng-Jia Wu

Education: School of Education Faculty Publications and Other Works

Many schools are working towards improving their overall social and behavioral climate. This endeavor is undertaken for its own sake, and in the anticipation it will improve academic performance for students. School climate has been related to a lack of connection and commitment on the part of students towards the school, discipline problems, and dropping out (Zins & Elias, 2007). There appear to be at least three predominant schoolwide initiatives to frame improving school climate: Positive Behavior Interventions and Support (PBIS), Response to Intervention (RtI), and Social and Emotional Learning (SEL).

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Supporting Children's Grief After A Death: A Guide For School Psychologists, Catherine Alexandra Bergeson Sep 2012

Supporting Children's Grief After A Death: A Guide For School Psychologists, Catherine Alexandra Bergeson

Theses and Dissertations

The death of a loved one is a significant stressor for children. Most children are exposed to grief at an early age. Without necessary support and guidance, children are much more susceptible to negative emotional, cognitive, and developmental effects. Expressive therapies such as bibliotherapy are supposed to provide a safe and healthy outlet for children's grief. However, school psychologists have limited pre-service training and readily available resources to effectively address children's death-related grief. This study included a survey of school psychologists from the National Association of School Psychologists (NASP) Crisis Management Group. Of the 431 potential members, 22% (N=95) responded …

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The Impact Of Professional Development On The Delivery Of Written Praise And Office Disciplinary Referrals, Shalon Stephanie Wilmott Sep 2012

The Impact Of Professional Development On The Delivery Of Written Praise And Office Disciplinary Referrals, Shalon Stephanie Wilmott

Theses and Dissertations

The purpose of this research was to examine the impact of professional development on teachers' delivery of written praise notes and the number of office disciplinary referrals (ODRs). The professional development consisted of training teachers on the effective use of behavior specific written praise, as well as on how to analyze and respond to praise-note and office disciplinary referral data. It was hypothesized that this process could help support and increase teachers' delivery of behavior-specific written praise notes and would subsequently decrease in the rate of office discipline referrals (ODRs). As baseline data, this study used the participating school's existing …

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Effects Of A Response To Intervention Program For Middle School Students With Reading And Math Difficulties, Jeri Hendrickson Sep 2012

Effects Of A Response To Intervention Program For Middle School Students With Reading And Math Difficulties, Jeri Hendrickson

Theses and Dissertations

The purpose of this descriptive study was to determine whether a response to intervention program (RTI) would be beneficial to students in the middle school population. Classes in two urban schools were observed and data were collected to decide the effectiveness of the RTI strategies and interventions which were given to the students. The first class was a language arts class and the second class was a math class. The students in the language arts class responded very well to the interventions the teacher taught them and all but one in this class were able to earn the grades that …

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An Exploratory Investigation Of Public School Teachers' Perceptions Of Bullying, Devon Punchello Sep 2012

An Exploratory Investigation Of Public School Teachers' Perceptions Of Bullying, Devon Punchello

Theses and Dissertations

The purpose of this research was to (1) examine teachers' attitudes and perceptions regarding harassment, intimidation, and bullying, (HIB) behaviors displayed by public school students, (2) determine changes in teachers attitudes and perceptions regarding HIB as a result of specific training and, (3) identify the subsequent impact on their views and opinions of HIB. A survey was distributed to certified teachers to collect data. Both regular and special education teachers' perceptions regarding HIB before and after the training took place was measured. The results indicated that most teachers felt that the training was effective in creating awareness of what determines …

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Embracing The Opposition: Normative Culture And Candid Communication At The Buffalo Mountain School, Christian Mccrory Sep 2012

Embracing The Opposition: Normative Culture And Candid Communication At The Buffalo Mountain School, Christian Mccrory

MA TESOL Collection

This paper examines the relationship between two approaches to disruptive behavior used at the Buffalo Mountain School, where the author works as a Special Education Provider for behaviorally and developmentally challenged students. These are the Normative Approach, established by the Northeastern Family Institute, and the Candid Approach, which is defined by the author based on his observations of practitioners at Buffalo Mountain. Each of these are used in an alternative school setting to redirect anti-social or disruptive behavior. The purpose of this paper is to determine the strengths and weaknesses of these approaches along with the parameters of their efficacy. …

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The Effect Of Direct Instruction And Self-Management Strategies On Writing Fluency Of Students With Learning Disabilities, Shawna Richetti Sep 2012

The Effect Of Direct Instruction And Self-Management Strategies On Writing Fluency Of Students With Learning Disabilities, Shawna Richetti

Theses and Dissertations

The purposes of this investigation were to evaluate the use of the Reasoning & Writing Direct Instruction program, examine the curriculum-based measurement tools for writing fluency of Total Words Written and Correct Word Sequence, examine the impact of teaching students with disabilities self-management techniques, including self-monitoring, self-graphing, and self-reflecting, and review how self-reflections toward writing and writing performances change through the process. Three fifth grade students, all receiving replacement writing instruction via a resource room, participated in this study. Two of the participants were classified as having a Specific Learning Disability, and one as Other Health Impaired. A single subject …

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The Effectiveness Of Total Physical Response Storytelling For Language Learning With Special Education Students, Laura Holleny Sep 2012

The Effectiveness Of Total Physical Response Storytelling For Language Learning With Special Education Students, Laura Holleny

Theses and Dissertations

The purpose of this exploratory research was to ascertain the validity of the Total Physical Response Storytelling (TPRS) language learning method in comparison with "traditional" language learning methods. The research focused on high school students (n= 44) in grades 9-12 with mild learning disabilities such as specific learning disorder, other health impairment, communication impairment, and multiple disabilities. Students varied greatly with the successes of both language learning methods. There were four classes that participated in the study and half of the classes performed better on assessments when taught through TPRS techniques. The other classes achieved higher scores when "traditional" language …

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Using Facebook To Improve Social Communication Skills Of Students With Autism Spectrum Disorders, Genna Graham Sep 2012

Using Facebook To Improve Social Communication Skills Of Students With Autism Spectrum Disorders, Genna Graham

Theses and Dissertations

Facebook is a popular social media website that allows people to interact with friends and loved ones from far away and around the world. With its growing popularity, this study was conducted to examine if Facebook would improve social communication skills of students with Autism Spectrum Disorders. A total of nine students with ASD on two school campuses participated in the study. A multiple baseline single subject design across settings was used. During the baseline, students were observed and their initiation and reciprocation in communication with peers and teachers were recorded. During the intervention, students were instructed to use Facebook …

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Cyberbullying And Students With Learning Disabilities, Gail Horakh Sep 2012

Cyberbullying And Students With Learning Disabilities, Gail Horakh

Theses and Dissertations

Cyberbullying is a new and growing problem that is affecting the youth of today. Children who are classified, under Individuals with Disabilities Education Act (IDEA) are thought to be particularly vulnerable to cyberbullying. Parents play a vital role in raising their children and keeping them safe. This study examines whether parents having a child classified, under IDEA, have the same concerns and report the same experiences regarding cyberbullying as parents with a non-classified child. A thirty question survey was administered to parents through an online website called Survey Monkey. The questions were designed to answer five main research questions about …

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Is Weak Oral Language Associated With Poor Spelling In School-Age Children With Specific Language Impairment, Dyslexia Or Both?, Jillian H. Mccarthy, Tiffany Hogan, Hugh W. Catts Sep 2012

Is Weak Oral Language Associated With Poor Spelling In School-Age Children With Specific Language Impairment, Dyslexia Or Both?, Jillian H. Mccarthy, Tiffany Hogan, Hugh W. Catts

Department of Special Education and Communication Disorders: Faculty Publications

The purpose of this study was to test the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in school-age children. We compared fourth grade spelling accuracy in children with specific language impairment (SLI), dyslexia or both (SLI/dyslexia) to their typically developing grade-matched peers. Results of the study revealed that children with SLI performed similarly to their typically developing peers on a single-word spelling task. Alternatively, those with dyslexia and SLI/dyslexia evidenced poor spelling accuracy. Errors made by both those with dyslexia and SLI/dyslexia were characterized by numerous phonologic, orthographic and semantic errors. Cumulative results support …

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Study Of The Effectiveness Of Response To Intervention Used In Elementary School, Michelle Maskill Sep 2012

Study Of The Effectiveness Of Response To Intervention Used In Elementary School, Michelle Maskill

Master's Theses and Doctoral Dissertations

The purpose of this study was to study the effectiveness of Response to Intervention strategies as they pertain to students’ scores on the Northwestern Evaluation Association (NWEA) test. This study sought to answer the following questions: 1) What are the different tiers of a three-tier RTI model? 2) Is one tier more effective than the others? 3) How does participation in the RTI model affect scores on the NWEA? and 4) What is the long-term effectiveness of participation in RTI, after services have been discontinued? This was a study conducted over four years in a select elementary school; the subjects …

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Getting More From Social Skills, Christian Sabey, Scott W. Ross Sep 2012

Getting More From Social Skills, Christian Sabey, Scott W. Ross

Special Education and Rehabilitation Counseling Faculty Publications

Every teacher has had the experience of teaching a student who exhibits difficult behaviors; the kind of behaviors that make it hard for the teacher to teach and hard for the student to learn. One popular intervention has been to give the student social skills training. Teaching students the social skills they lack is a natural choice for teachers because it is similar to how they teach academic skills. And yet, despite the natural fit, social skills training has not always been an effective intervention. Researchers have studied social skills training at every level of intervention. They have studied it …

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Using Student Response System (Srs) To Reduce Off-Task Behavior Of Students With Behavior Problems, Mary Johnson Aug 2012

Using Student Response System (Srs) To Reduce Off-Task Behavior Of Students With Behavior Problems, Mary Johnson

Theses and Dissertations

The purpose of the present study was to examine the effect of clickers on decreasing off-task behavior of students with behavior problems in Language and math classes. A total of five students and one special education teacher in a self-contained classroom participated in the study. A single-subject research design with ABAB phases was used. An online program called "Class Dojo" was used to record study behavior with a chart immediately to show their on-task and off-task behavior. During the baseline, student behavior was recorded in both Language and math classes for 5 days. During the intervention phase, each participating student …

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