Special Education and Teaching Commons^™

Comparative Effects Of Low- And High- Tech Visual Activity Schedules On Transition Latency In Young Children With Autism, Mikayla Nelson

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

Low-technology (low-tech) and high-technology (high-tech) visual activity schedules (VAS) were implemented for transitions with three kindergarten males diagnosed with autism spectrum disorder (ASD). An alternating treatment design was used to compare the latency of transitions from a preferred activity to an academic task after presenting a low- or high-tech VAS. Results indicated different effects between participants. Low-tech VAS was effective for one participant, and high-tech VAS was not effective for any participants in this study. Implications and further research are discussed regarding the importance of creating VAS on an individual basis, ensuring that each VAS meets an individual's communication and …

You’Re On Fire: Social Skills Training To Increase Sportsmanship For Teenagers With Disabilities, Madeline K. Wainwright

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

This study presents findings from a multiple probe design that evaluated the effects of social skills training as a method of teaching an increase of good sportsmanship, more particularly compliments of gameplay, for individuals with intellectual disabilities. The research included three U.S. high school students with intellectual disabilities and the data was analyzed across conditions. Following mastery criterion, generalization sessions across contexts were conducted. All participants acquired complimenting behavior through social skills training. However, none of the participants were able to generalize the skill to different contexts. Results and directions for future research regarding generalization in replication and use of …

How Do Couples Of Autistic Children Perceive Their Quality Of Life? A Case Study Featuring Sequential Mixed Methodology, Amanda Duncan Dr.

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

Families who have autistic children report significantly lower quality of life indicators than neurotypical families and those with other developmental disabilities (Bitsika & Sharpley, 2004; Brown et al., 2006; Charnsil & Bathia, 2010; De Sousa, 2010; Merkaj et al., 2013). However, the reports fluctuate between family members as mothers report more mental health challenges than fathers, including stress, anxiety, and depression (Dabrowska & Pstiula, 2010; Hodapp et al., 2003; Merkaj et al., 2013). Yet, these findings are based on the limited research that has been done on fathers and couples (Cheuk & Lashewicz, 2015; Osborne & Reed, 2008; Papageorgiou & …

Enhancing Communication For Individuals With Complex Communication Needs: The Critical Role Of Training And Evidence-Based Aac Strategies, Rachel H. Williams

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

Professional training and evidence-based strategies can enhance communication for individuals with complex communication needs (CCN). These individuals often require augmentative and alternative communication (AAC) systems to express themselves effectively. However, the success of AAC use depends largely on the competence of educators, speech-language pathologists, and other support personnel. The paper emphasizes the necessity of targeted professional development in strategies such as aided language modeling (ALM) and core vocabulary instruction. ALM involves modeling AAC use in natural contexts, while core vocabulary instruction focuses on teaching high- frequency, versatile words to support generative and functional communication. Integrating these strategies across settings improves …

Effectiveness Of Class-Wide Function Related Intervention Teams On The On-Task Behavior Of Middle School Students With Disabilities In A Resource Settings, Sharon Manikya

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The current study examined the effectiveness of Class-Wide Function-related Intervention Teams (CW-FIT) in promoting on-task behavior and improving classroom functioning. The study was conducted with five students, and a single-subject withdrawal experimental design was used to evaluate the impact of CW-FIT on students’ behavior. Results demonstrated a functional relation between the intervention and increased on-task behavior. Overall, findings indicated that CW-FIT had a positive effect on student behavior and classroom functioning, suggesting that the intervention is an effective strategy for enhancing engagement and promoting a productive learning environment. Implications for future research include examining CW-FIT with larger groups of students, …

Special Educator Persistence: Unveiling Teacher Perceptions, Janet Nutt

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

There is a continually growing shortage of special education teachers (SET). The shortage is so dire that the U.S. Bureau of Labor Statistics (2024) anticipates that as many as 35,900 new SET will be needed each year for the next decade. One of the leading factors contributing to the shortage of special educators is attrition, or any loss of teachers from their positions (Darling-Hammond, 2003; Ingersoll, 2001). Teacher persistence, therefore, is a critical concern in addressing the teacher shortage. The purpose of this mixed-methods research study is to examine the association between previously identified factors of attrition and SET decisions …

Evaluating A Naturalistic Language Intervention With Students With Complex Communication Needs In An Elementary Classroom, Kristina M. Johnson

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

Communication is an essential skill for all students, but specifically for students with moderate to severe disabilities. Through communication, our students with disabilities express their wants and need, make and maintain relationships, and participate in daily activities at home, school, and in the community. Play is a natural and motivating activity that encourages communication in all settings. Thus, I looked at using naturalistic language intervention (NLI) as an intervention strategy to increase expressive communication skills in my students with expressive language deficits. This project aimed to increase expressive communication skills in three elementary students with moderate to severe disabilities by …

Speech-Language Pathologists’ Preparation To Become Clinical Educators, Alivia English

Master's Theses and Doctoral Dissertations

Clinical education is significant in a student clinician’s educational journey to prepare them for their career after graduation. It provides the hands-on component that can only be learned and fully understood through performing. The literature regarding students’ experiences in clinical education is vast, but there is a shortage of literature that explores the perceptions of clinical educators (CEs). This thesis consists of three articles. The first article explores the perceptions speech-language pathologists’ have regarding the preparation they received to become CEs, and then the second article takes a look at how the requirements to becoming CEs differ across similar clinical …

The Impact Of Behavior Skills Training On Secondary Math Teachers’ Use Of Evidence Based Classroom Management Strategies, Molly E. Jouflas, Kimberly Dean Dr., Peggy Hickman Dr.

Capstone Showcase

School-Wide Positive Behavior Interventions and Supports (SW-PBIS) is a research-based approach that improves student engagement, behavior, and school culture, primarily in elementary schools, but is growing in secondary schools. Secondary teachers often resist SW-PBIS due to perceptions that it’s meant for younger students and the belief that high schoolers should already know socially appropriate behavior. One significant barrier to its implementation is the lack of time and space for effective teacher training at the secondary level (Estrapala et al., 2021; Swain-Bradway et al., 2015). Behavior skills training (BST), derived from applied behavior analysis, has proven effective in training educators to …

Parents In Action For Change, Faisuly Correa Rojas

Education | Graduate Culminating Projects

This handbook offers a structured framework for parents in Marin County’s advocacy group, aimed at informing them about special education and bullying prevention practices to better advocate for their children's education.

Investigating The Impact Of Creativity In Specialized Learning Environments, Samantha Jo Stewart

Graduate Student Theses, Dissertations, & Professional Papers

Stewart, Samantha, M.A., Summer 2025 Teaching and Learning

Abstract

Chairperson: Dr. Jeb Puryear

This study investigates the impact of creative instructional strategies on student engagement and learning in a K–5 Structured Learning Program (SLP) serving students with behavioral challenges, trauma histories, autism, and twice-exceptionality (2e). A mixed-methods approach was used to compare two instructional periods: September to December, during which traditional teaching methods were used, and January to June, when flexible, creativity-based practices were introduced. Instructional shifts included increased student choice, multimodal tasks, and scaffolded opportunities for divergent thinking. Data sources included daily staff reflections, classroom observations, and student work …

Understanding The Impact Of Foster Care On Child Development, Catherine Pleska

Williams Honors College, Honors Research Projects

This project aims to explore the developmental impact of the foster care system on children, focusing on how early trauma and systemic factors influence emotional, social, and cognitive development. Through a systematic literature review, the project will highlight the unique experiences foster children face, examining how early adversity shapes their long-term outcomes. The project will emphasize the importance of trauma-informed care in educational environments, advocating for strategies that create supportive and empathetic classrooms. The objectives include identifying key challenges for foster children and offering recommendations for teachers and school administrators to effectively engage students impacted by trauma. The study also …

A Reset For Virginia: Systemizing Leadership And Resource Support For Alternatively Prepared Special Education Teachers, Nicholas E. Olson Dr., Rebecca W. Harmon Dr., Elizabeth H. Morris Dr., Michael-Jon Rodney Dr., Matthew Seidita Dr.

Doctor of Education Capstones

Virginia continues to face the impacts of the national teacher shortage, particularly in special education. The scarcity of licensed special education teachers has led to an increasing number of educators entering the profession through alternative routes with limited classroom experience. These alternatively prepared special education teachers (ARSETs) require sustained, targeted support to implement high-leverage practices (HLPs) that improve student outcomes. Although numerous professional learning opportunities exist, the current system of support is fragmented, and resources are inconsistently applied. Compounding this challenge, many schools lack enough experienced educators to provide in-field mentors for every new hire.

To assist the Virginia Department …

Spanish-Speaking Interpreters’ Perspectives: How Latinx Immigrant Caregivers Navigate The Special Education Process, Lizeth B. Tomas Flores

Theses and Dissertations--Educational, School, and Counseling Psychology

The study examined the experiences of Spanish-speaking interpreters working with Latinx immigrant caregivers during the special education process, their perspectives on how caregivers and the IEP professional committee members participate in the process, aiming to gain a better understanding of how Latinx immigrant families navigate the special education process. Interpreters play a crucial role in the special education process for families from culturally and linguistically diverse backgrounds, as they facilitate the transmission of information between caregivers and special education teams. Interviews were conducted with six special education interpreters in a southwestern suburban school district in the United States. A qualitative …

How Can Educators Distinguish Special Education Accommodations/Modifications From General Education Differentiation To More Effectively Support All Learners, Olivia R. Nelson

All Electronic Theses and Dissertations

Teachers often use the terms differentiated instruction, accommodations, and modifications, but research shows that these words are not always understood or used correctly. This thesis reviews current studies to examine how these differences affect teaching decisions, teamwork between general and special education teachers, and students’ access to grade-level learning. The literature shows that when definitions are unclear, teachers may provide the wrong type of support or lower expectations, which reduces students’ opportunities to learn challenging material. The review also points to the need for a common language, better teacher preparation, and continued collaboration. Understanding the differences among these supports is …

Innovative Teaching Strategies And Lesson Plans To Support Students With Adhd, Celeste Grantham

Theses and Dissertations

This thesis explores how creativity, imagination, and problem-solving can be harnessed to improve student outcomes – specifically engagement, motivation, and academic achievement – for students with Attention-Deficit/Hyperactivity Disorder (ADHD) in elementary classrooms. Rather than conducting a data-driven study, this project draws upon interdisciplinary research from educational psychology, cognitive science, and pedagogy to design inclusive research-informed teaching strategies. The cognitive processes underpinning creativity and imagination – such as divergent thinking, mind-wandering, and creative incubation – are examined as potential strengths often underutilized in traditional classrooms. A comprehensive literature review establishes how these variables interact and influence the learning experiences of students …

The Caseload Chronicles: Investigating The Case Manager Role Through The Perspectives Of Current Special Education Teachers, Khalil Milad Abouhamad

University of the Pacific Theses and Dissertations

Teacher attrition and resulting shortages have become severely problematic across the United States. This is especially true within special education. This study employs role theory (Kahn et al., 1964) to isolate the case manager role carried by special education teachers, investigate it through the stories of current practitioners, and establish it within academia. Burnout theory (Maslach, 1993) provides a lens through which to evaluate the strain of working conditions surrounding the case manager role. Elements of narrative inquiry (Clandinin, 2006; Creswell & Guetterman, 2019) in the form of 1-1 interviews with current IEP case managers from across California provided the …

Asset Mapping: A Tool Used To Identify Community Resources, Gentry Shrewsbury

Graduate Theses, Dissertations, and Problem Reports (ETD)

Background: Physical activity is vital for health and quality of life; however, for individuals with disabilities, there are numerous barriers to participation. In rural and low-socioeconomic regions, barriers such as lack of awareness, limited restrooms, and lack of public transportation create challenges when attempting to be physically active. Using the Asset-Based Community Development (ABCD) framework, this study examined physical activity resources within Mercer County, West Virginia, and evaluated their accessibility for individuals with disabilities.

Methods: A qualitative research design was implemented using three data collection strategies: (1) a google search to identify existing physical activity opportunities followed by a windshield …

A Qualitative Examination Of Special Education Directors' Beliefs Regarding Restrictive Procedures, Jennifer L. Krueger

All Graduate Theses, Dissertations, and Other Capstone Projects

This study aimed to understand the beliefs of special education directors from Minnesota about restrictive procedures in K-12 public schools. Physical holding and seclusion are problematic because of injuries, emotional trauma, and increased use with students of color. In this basic qualitative study, 10 current special education directors in Minnesota were interviewed regarding their beliefs about seclusion and physical holding. The frameworks of critical race theory and transformational coaching were utilized to interpret results. Thematic analysis revealed that White participants believe that seclusion is necessary for students with the most intensive needs. For directors of color, beliefs focused on issues …

Teachers’ Perspectives On Behavioral Classroom Expectations Of Students With Emotional And Behavioral Disorders, Jennifer E. Brewer

Theses and Dissertations

The problem addressed in this study was that adolescents with emotional and behavior disorders (EBD) were failing in general education courses. The purpose was to investigate how teachers’ perceptions and biases influenced EBD students. Participants included five teachers (two special education teachers and three general education teachers) from each of Grades 6, 7, and 8 recruited from social media. The study was guided by the case study research design, and the interview instrument was the Indepth Interview Protocol. Data analysis was guided by a coding system that facilitated searching the interview responses for themes.

Research Question 1 queried about forms …

Teacher Views Of Augmentative And Alternative Communication With Nonverbal Students With Severe Intellectual Disabilities: A Generic Qualitative Study, Lelita K. Thomas

Theses and Dissertations

Students with significant intellectual disabilities who are nonverbal often depend on augmentative and alternative communication devices to engage with lessons and participate in secondary educational environments. Despite advancements in this technology, issues pertaining to training, consistency, and institutional support persist, hindering effective application in urban schools. The objective of this generic qualitative study was to investigate the perspectives of teachers and related service providers regarding the utilization of these devices for nonverbal students with severe intellectual disabilities in urban secondary schools.

Data were gathered via semi-structured interviews with 11 participants, comprising special education instructors, related service providers, and special education …

Serving Special Education Students In Private Schools, Amanda Jo Weddle

All Electronic Theses and Dissertations

Private schools have been underprepared to welcome and serve students with disabilities. Throughout the years, parents have advocated for change to occur to support their children's diverse needs, but these students are frequently turned away due to the private schools’ inability to change. Many schools blame this on a lack of funds. The reality is private schools can support students with disabilities when proper steps are taken. Through knowledge of special education law, collaborative relationships, cultural changes, instructional opportunities on best practices, and encouragement, private schools can begin to embrace all students. While the changes will take time and effort, …

The Impact Of An Effective Co-Teaching Model For Elementary Students With Disabilities, Emma Y. Carlson

All Electronic Theses and Dissertations

Co-teaching has become a widely utilized practice between a general education and a special education teacher to make inclusive education possible for students with disabilities. This thesis examines the characteristics and impacts of an effectively implemented co-teaching approach on the academic achievement of elementary-aged students with disabilities. The literature review examines the history of co-teaching, describes the components of co-teaching and its various models, and discusses the positive impacts and barriers of co-teaching when the approach is implemented with fidelity. Peer-reviewed journal articles, case studies, and textbooks were utilized to accomplish the literature review and apply the synthesized research in …

Overidentification Of Learning Disabilities Among African Immigrants English Language Learners, Ololade Khafayat Banire

All Electronic Theses and Dissertations

This thesis explores the over-identification of learning disabilities among African immigrant English Language Learners (ELLs) in U.S. schools, examining both the individual and systemic factors contributing to disproportionality. By reviewing existing literature, the study identified five major factors: assessment and diagnostic bias, teacher knowledge and beliefs, contextual and school-level factors, structural inequities, and evidence gaps in research, revealing that overidentification often arises from the intersection of these factors. The review also highlights evidence-based solutions, including culturally and linguistically responsive assessment, continuous teacher professional development, family and community engagement, structural and policy reforms, and improved research practices. While limited by the …

Using A Token Economy In A First-Grade Classroom To Increase On-Task Behavior, Ana Kesler, Emma Preston, Milad Najafichaghabouri, Kristen R. Rolf

Special Education and Rehabilitation Counseling Faculty Publications

Token economies are an adaptable intervention used effectively in many settings to improve behavior, including schools. When used in schools, students are often given a board or chart on which to collect tokens (i.e., small items or marks) for desired behavior(s). Tokens are then exchanged for students’ preferred rewards. This chapter presents a case study of token economies implemented with five students who were unresponsive to class-wide (Tier 1) strategies in a general education first-grade classroom. The intervention was designed and implemented by a paraeducator who worked collaboratively with the classroom teacher to select students, develop intervention procedures, collect and …

Implementing Reading Mastery As A Component Of Tiered Literacy Instruction, Kristen R. Rolf, Peter Ehlen, Teresa Buttars

Special Education and Rehabilitation Counseling Faculty Publications

Despite attempts at reform over the decades, many students with and without disabilities in the United States struggle to learn to read. Bear River Charter School is a K-6 public charter school in Utah that has effectively used Reading Mastery Signature Edition to teach most students to read at grade-level by the end of third grade. Data from the 2022-2023 school year show that over 80% of students in kindergarten, over 70% of students in Grades 1 and 2, and over 90% of students in Grade 3 met grade-level reading benchmarks by the end of the year. This chapter describes …

“My School Makes Even The Smallest Students …. Feel Included And Happy To Be There” Student Perspectives On Inclusion., Charles Ag Kemp, Umesh Sharma, Louise Mclean

Australian Journal of Teacher Education

The objective of this study was to examine student perspectives on what inclusion means to them and what students believe to be critical school based inclusive practices. The study utilised a mixed method approach to collect data from a sample of 40 Year 9 and Year 10 students from a small school in rural Victoria.  Qualitative data were analysed using a three-stage process of thematic analysis.  Students emphasised that inclusion could be enhanced when relationships are prioritised, school environments are more participatory, when teachers know what students need to be successful, and, when teachers actively monitor and encourage the engagement …

Supporting Students In Transition To And From High School, David Naff, Jamelle Simmons, Meleah Ellison, Shelby Garofalo, Laura Thoene, Kim Dupre, Sooyeon Moon, Karli Johanson, Paul Harris, Martin Darby, William L. Parker, Tracy Booker, Janel Miley, Mysia Perry, Xun Liu, Maggie Szydlowski, Ahmed Abbas

MERC Publications

This report is part of a two-part series focused on supporting students in transition across PK-12 education. Specifically, it explores transitions into and out of high school school. The report includes a synthesis of recent peer-reviewed literature, analysis of publicly available data (with a specific focus on Virginia and the metropolitan Richmond region), and summary of relevant federal, state, and school division-level policies. It answers the following questions:

1. What are key considerations for supporting students in transition to and from high school in the MERC region?

2. How do federal, state, and division policies guide support for student transitions …

Block Schedules In Virginia Schools: Purposes, Outcomes, And Policy Considerations, David Naff, Meleah Ellison, Jamelle Simmons, Xun Liu, Martin Darby, Crystal R. Bell, Shelby Garofalo, Obed Boateng, Wendy Rodgers, Audrina Farrar, Karli Johansen, Mysia Perry, Maggie Szydlowski, Fatemah A. Khawaji, Katherine Urban

MERC Publications

When schools and divisions choose a daily schedule structure to follow, it is important to consider its purpose and potential impacts on students, educators, and families. The purpose of this MERC research and policy brief is to inform the work of school division leaders and school board members making decisions about whether to adopt or continue the use of block scheduling in middle and high schools. It explores the following questions:

1. What are block schedules and where are they used?

2. How are school schedules related to student outcomes and educator quality?

3. What policies at the federal, state, …

Supporting Students In Transition To And From Elementary School, Meleah Ellison, Jamelle Simmons, David B. Naff, Taryn G. Traylor, Meredith Dean, Sooyeon Moon, Jia Jia Liu, Latonja Y. Wright, Cameron Parkins, Jennifer Locasale-Crouch, Dana V. Yarbrough, Audrina Farrar, Obed Amoakoh Boateng

MERC Publications

This report is part of a two-part series focused on supporting students in transition across PK-12 education. Specifically, it explores transitions into and out of elementary school. The report includes a synthesis of recent peer-reviewed literature, analysis of publicly available data (with a specific focus on Virginia and the metropolitan Richmond region), and summary of relevant federal, state, and school division-level policies. It answers the following questions:

1. What are key considerations for supporting students in transition to and from elementary school in the MERC region?

2. How do federal, state, and division policies guide support for student transitions to …