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Full-Text Articles in Social and Behavioral Sciences
Self-Care Techniques To Decrease Special Education Teacher Burnout, Carrie Frost
Self-Care Techniques To Decrease Special Education Teacher Burnout, Carrie Frost
Capstone Projects and Master's Theses
The focal topic of my capstone project is special education teacher burnout and how self-care techniques can reduce the likelihood of chronic stress and burnout. The challenges of being a special education teacher include but are not limited to, various disabilities and behaviors, lack of classroom and administration support, and overall management. Research conducted by Emery and Vandenberg (2010) stated that special education teachers often experience burnout, which commonly leads to employee attrition. Burnout and the personal stress that comes with it are the biggest contributors to the shortage of qualified special educators throughout the United States. Their challenges involve …
A Phenomenological Study Of School Psychologists: The Influence Of Implicit Bias On The Disproportionate Identification Rates Of African American Students Evaluated For Emotional Disturbance, Sonya Coe-Milo
Electronic Theses and Dissertations
As advocates, school psychologists remain ethically responsible and uniquely positioned to identify social injustices and promote nondiscriminatory practices in prekindergarten through grade 12 public education institutions. Implicit bias and its influence on African American students is one such practice. In public education, implicit bias contributes to discipline disproportionality, differentiated teacher support, pedagogical practices, and adult perceptions and expectations of appropriate and inappropriate behaviors. These factors directly correlate to the disproportionate identification rates of African American students for special education and related services. Therefore, this phenomenological qualitative study examined the personal, lived experiences and perceptions of school psychologists regarding implicit bias …
Adopting A Growth Mindset Approach To Interventions For Self-Regulation, Kelly A. Larson
Adopting A Growth Mindset Approach To Interventions For Self-Regulation, Kelly A. Larson
PCOM Psychology Dissertations
Research continues to demonstrate self-regulation’s significance in almost all aspects of life, including but not limited to academic success and school adjustment. Incorporating a growth mindset into self-regulation may be a potential missing motivational component in school-based interventions. This pilot study assessed trends in survey results of whether a group of high school students who receive special education with noted difficulties in emotional regulation, organization, and consistent/timely work completion. The survey assessed whether they held a more fixed or growth mindset of self-regulation prior to intervention and whether those students' mindset of self-regulation moved towards a growth mindset of self-regulation …
“For All My Students, I Just Want Them To Love Learning, I Just Want Them To Love Life. To Love The Possibility Of Who They Are”: A Qualitative Study Investigating The Multifaceted Roles Of Special Educators At A Small Autism School In The Hudson Valley, Sydney Simone Darling
Senior Projects Fall 2023
This is a qualitative study which investigates the multifaceted roles of special educators.The United States is currently facing a crisis in teacher attrition. Attrition destabilizes schools, and negatively impacts student outcomes. Special education teachers are the teachers most likely to leave their field. In hopes of reducing attrition, this study seeks out the unique perspectives of special educators. Six special educators from a small school in the Hudson Valley completed 15-45 minute semi structured interviews. Interviews were transcribed and coded in a software MAXQDA. 3 themes were generated. These themes are: continuous learning, expending emotional labor, and balancing care with …
Finding Motivation And Connectedness For Learning With Special Education Students Qualifying Under Emotional Disturbance, Nikole Denton
Finding Motivation And Connectedness For Learning With Special Education Students Qualifying Under Emotional Disturbance, Nikole Denton
Education | Master's Theses
The purpose of this research seeks to understand the conditions for motivation among disengaged high school students in special education who qualify under emotional disturbance (ED) and support them in rediscovering their desire for learning while also determining how educators can be supportive in cultivating academic engagement and agency. The theoretical framework looks toward co-created curriculum through an understanding of intrinsic motivation (Ryan et al., 2021), self-Determination theory (Niemiec & Ryan, 2009), and critical pedagogy (Shih, 2018). Currently, there is a lack of empirical research on the effectiveness of pedagogical approaches in determining what works in engaging special education students …
Specific Learning Disability: Rates Across A Southeastern State, Joseph T. Ferraracci
Specific Learning Disability: Rates Across A Southeastern State, Joseph T. Ferraracci
Theses and Dissertations
Reading, writing, and mathematics are crucial academic and life skills. Specific Learning Disability (SLD) in these areas is the most common disability in children and account for almost 40% of all students in special education. Special education law permits for the identification of these students in multiple ways; IQ/Achievement Discrepancy, Response to Intervention, or the use of other, alternative research-based procedures (e.g. Pattern of Strengths and Weaknesses Model. There is variability within and across these methods, causing incongruity and inconsistency in rates. Other variables associated with SLD such as socioeconomic status, age, sex, and race also play important roles when …
Impact Of Person-Environment-Occupation Model Training On Teacher Transition Problem-Solving, Taylor Dreste
Impact Of Person-Environment-Occupation Model Training On Teacher Transition Problem-Solving, Taylor Dreste
Electronic Theses and Dissertations
In the United States, there is currently no universal framework or model that is applied to the transition planning process for students with disabilities, other than the transition mandates set forth by the Individuals with Disabilities Education Act (IDEA, 2004). This often results in educators picking transition plan goals and interventions from a “bank”, without taking into account the “whole child.” The following study examines the effect of the Person-Environment-Occupation (PEO) model, pioneered by Law et al. (1996), on a teacher’s ability to consider personal, environmental, and occupational variables when planning for post-secondary employment for students with disabilities. Furthermore, this …
The Influence Of Rti Upon Special Education Eligibility, Kasandra Raben
The Influence Of Rti Upon Special Education Eligibility, Kasandra Raben
Murray State Theses and Dissertations
In 2004, the federal government gave states the option of using Response to Intervention as a prerequisite to referring children for special education eligibility for learning disabilities (Individuals with Disabilities Education Act, 2004). Research has generally supported this model although anecdotal evidence has suggested that the decrease in eligibility for learning disabilities is due to the reluctance of schools to refer children for learning disability eligibility because of the time required to implement the interventions prior to referral. The purpose of this study was to determine the influence that this model has had upon eligibility numbers in a large special …
Teacher Knowledge And Implementation Of Evidence Based Interventions Prior To Referral For Special Education, Kathryn L. Hottenstein
Teacher Knowledge And Implementation Of Evidence Based Interventions Prior To Referral For Special Education, Kathryn L. Hottenstein
PCOM Psychology Dissertations
The purpose of this study is not only to understand teachers’ knowledge of evidence based intervention strategies but also how they implement these in the classroom. This information will provide insight into current teacher behaviors regarding the intervention process. The study also explores how long teachers utilize such techniques before referring a student for a psychoeducational evaluation, as well as how often students are referred for a comprehensive evaluation. The study was designed to address four research questions related to teacher knowledge of evidence based interventions and their utilization of the prereferral process. A total of 117 classroom teacher in …
Age Of Kindergarten Entry And Rate Of Specific Learning Disabilities, Elizabeth A. Crum
Age Of Kindergarten Entry And Rate Of Specific Learning Disabilities, Elizabeth A. Crum
Theses, Dissertations and Capstones
Kindergarten age eligibility requirements vary from state to state; however, school districts typically admit children into kindergarten in the fall following a student’s fifth birthday. Research on the outcomes of five-year-old children and children whose entry was delayed until age six is contradictory. The current study was conducted to add to the existing literature to assist families and policy makers with decision making regarding appropriate kindergarten entry age. The sample included 541 second through seventh grade students from a small rural school district. Actual and predicted counts of students who were later found eligible for specific learning disabilities were examined …
Behavior Speak: Does Use Of Behavior Jargon Affect Teacher Acceptability Of Positive Behavior Interventions?, Katie Shemanski
Behavior Speak: Does Use Of Behavior Jargon Affect Teacher Acceptability Of Positive Behavior Interventions?, Katie Shemanski
PCOM Psychology Dissertations
The purpose of the present study was to examine acceptability and usage among elementary school (kindergarten through sixth grade) teachers of a positive behavioral intervention described in jargon terms and in nonjargon terms during the process of behavioral consultation, as measured by the Usage Rating Profile – Intervention Revised (URP–IR). Specifically, the study evaluated whether elementary school teachers’ acceptability and usage ratings differed on a positive behavioral intervention described in jargon versus nonjargon terms. In addition, this study assessed whether differences in acceptability and usage existed when considering type of classroom (i.e., general education, special education, or specialized [e.g., art, …
The Effectiveness Of The Concordance-Discordance Model: Identifying Learning Disabilities In School-Aged Children, Bryan Hendricks
The Effectiveness Of The Concordance-Discordance Model: Identifying Learning Disabilities In School-Aged Children, Bryan Hendricks
PCOM Psychology Dissertations
After the reauthorization of Individuals with Disabilities Education Act (IDEA) in
2004, the federal regulations indicated that there are three possible methods for the identification of a Specific Learning Disability (SLD). The three methods include the ability-achievement discrepancy (AAD), Response to Intervention (RTI), and the addition of a third method, which consists of other alternative research-based procedures. Hale and Fiorello (2004) proposed the use of a Concordance-Discordance Model (CDM), which suggests that learning disabled students have discordance between processing strength and both processing weakness and achievement deficit. In addition, SLD students have a concordance between the achievement deficit and processing …
Referral Decisions Of Teachers And School Psychologists For Twice-Exceptional Students, Jennifer Marie Hoffman
Referral Decisions Of Teachers And School Psychologists For Twice-Exceptional Students, Jennifer Marie Hoffman
Theses and Dissertations--Educational, School, and Counseling Psychology
The accurate and timely referral and identification of twice-exceptional students remains a challenge. In a statewide study, the referral decisions for both special education and gifted programming evaluations made by four participant groups (i.e., general education teachers, special education teachers, gifted education teachers, and school psychologists) were compared. Participants were randomly assigned to read one of three identically described students in a vignette that differed only in the presence of a diagnostic label—autism spectrum disorder (ASD), specific learning disability (SLD), or no diagnostic label. In all, special education teachers made the most special education referrals, while gifted education teachers made …
Identifying Emotional Disturbance: Implications For Consistent Practice, Ramona L. Patillo
Identifying Emotional Disturbance: Implications For Consistent Practice, Ramona L. Patillo
PCOM Psychology Dissertations
Determining eligibility for special education services under the educational classification of Emotional Disturbance (ED) has historically posed difficulties for school psychologists. The federal law provides vague eligibility criteria and a clear exclusion for students with Social Maladjustment (SM). This study evaluated the results of an online survey that required participants to identify behaviors that are most commonly associated with the constructs of ED and SM. This study further proposed to assess levels of comfort in determining eligibility based on a constellation of behavioral symptoms presented in short case vignettes. The study sought to reveal any differences in symptom identification based …
Effects Of Early Intervention Services On Adaptive Functioning, Osslyn Sam
Effects Of Early Intervention Services On Adaptive Functioning, Osslyn Sam
PCOM Psychology Dissertations
In 1986, Congress enacted Public Law 99-457, Part H of the Individuals with Disabilities Education Act (IDEA). This law, currently referred to as Part C, was established in response to the growing number of children born with developmental delays. Infants born prematurely, addicted to drugs, or with conditions such as Down Syndrome face challenging lives. Part C allows for eligible infants, ages birth to three years to receive free early intervention services to address their individual delays. Previous studies have shown that children who have participated in early intervention programs have benefited in various areas of their overall development. The …
Teacher Expectations Of Children With Mental Illness In The Schools, Jamie Lee Satterly Roig
Teacher Expectations Of Children With Mental Illness In The Schools, Jamie Lee Satterly Roig
University of Kentucky Doctoral Dissertations
Within an experimental vignette design, 224 certified teachers participated in this online study by completing a researcher created rating scale that assessed expectations for a child described in a randomly assigned vignette; a child without mental illness, a child identified with an emotional behavioral disorder, and a child identified as returning from acute psychiatric care. Results from the current study revealed reliable scales; learning, cooperation, self-control, and teacher self-efficacy. Findings indicated teachers reported significantly different expectations for children identified with mental illness in comparison to typical children in the areas of self-control and cooperation; specifically, teachers reported lower expectations for …
The Relationship Between Prenatal Alcohol Exposure And Special Education Eligibility For Children In New Jersey: Early Intervention Is Key, Jacquē L. Jones
The Relationship Between Prenatal Alcohol Exposure And Special Education Eligibility For Children In New Jersey: Early Intervention Is Key, Jacquē L. Jones
PCOM Psychology Dissertations
Depending upon the amount of alcohol consumed by the mother during pregnancy and when the consumption occurred during fetal development, a child may develop fetal alcohol syndrome (FAS), alcohol-related birth defects, or alcohol-related neurodevelopmental disorder, all of which are under the umbrella category of fetal alcohol spectrum disorders (FASD). Children in whom a presumptive diagnosis has been made, such as FAS, are automatically eligible to receive early intervention services, regardless of whether the child demonstrates developmental delays. The purpose of the current study is to provide support for the notion that the Early Intervention System should broaden its FAS automatic …
Assessment Of Teachers’ Core Beliefs Related To Key Features Of Response To Intervention, Jacqlyn Tumolo Zarabba
Assessment Of Teachers’ Core Beliefs Related To Key Features Of Response To Intervention, Jacqlyn Tumolo Zarabba
PCOM Psychology Dissertations
The requirements of the No Child Left Behind Act require that schools are accountable for the outcomes of all students. Response to Intervention (RtI) provides a framework to assist in the actualization of this goal. This educational reform effort requires dramatically different functioning on the part of all school personnel, particularly teachers. In order for this model to be successful, researchers must acknowledge the primacy of teacher level factors, such as beliefs and attitudes related to core components of RtI. The purpose of this study was to examine the core beliefs of elementary-level teachers relative to foundational components of RtI, …
Assessing Some Side Effects Of A Contingency Management Program, Charles M. Atkinson
Assessing Some Side Effects Of A Contingency Management Program, Charles M. Atkinson
All Master's Theses
This study applied a contingency management program to a single behavior while measuring multiple behaviors. Reinforcement was made contingent upon increased addition rate. The experimental group made significantly greater gains in addition rate. There was no significant difference in the gains made in subtraction rate, reading rate, reading comprehension, or classroom behavior. The study was limited by a small sample, six week time span, and the use of mentally retarded subjects to assess side effects of reinforcing an academic behavior.
A Survey Of The Integration Of Exceptional Children In Regular Classrooms, Catherine A. Greene
A Survey Of The Integration Of Exceptional Children In Regular Classrooms, Catherine A. Greene
All Master's Theses
Educational practice in the past has been to segregate exceptional children by placing them in self-contained special education classrooms. Recently, however, this method has been questioned by leading special educators. Proponents of segregation of exceptional children admit to inadequacies in the present situation, but they argue that such inadequacies can be remedied and do not justify placing exceptional children in regular classrooms. Proponents of integration maintain that exceptional children live in a heterogeneous world and as adults will live and work in a heterogeneous world; therefore, these children should have a school setting that is like the world in which …