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Dissertations / Theses on the topic 'Special education administration;special education and teaching;clinical psychology'
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1
Beteta, Lisa Marie. "A phenomenological study of the lived experiences of adolescent females with Asperger Syndrome." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/649.
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Minimal research focuses on females with Asperger Syndrome (AS). Without understanding the experiences of this population, the knowledge and understanding necessary for the development of appropriate diagnosis and supports is unavailable. The purpose of this phenomenological study was to gain insights into the challenges faced by females with AS by describing the central phenomena of their lived experiences from a critical feminist theoretical framework. Four participants were included in the study that explored their lived experiences pertaining to academic, home, personal, and social experiences including their recollections pertaining to these social contexts during elementary, middle, and high school. Data was collected through semi-structured, in-depth interviews, observations, and artifacts. Data were examined for significant statements that aligned to the research focus, and these were then coded into four significant thematic units to inform textual description and synthesis of shared experience. Four significant units emerged including victimization, anxiety, social issues, and age-appropriate interests. The essential conclusion was that female adolescents with AS share common interests, though qualitatively different, with neurotypical peers while continuing to battle internal and external circumstances. Analysis of nonconforming information pointed to the utility of other theoretical models in understanding the AS experience of young females. This research contributes to positive social change by providing a voice to females with AS, lessening their invisibility as a minority within a minority. Contributing such knowledge of the lived experiences of female adolescents with AS can lead to the development of better diagnostic criteria and appropriate supports.
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Samms, Jillian. "Inclusion in Jamaican Primary Schools: Teachers' Self-Efficacy, Attitudes, and Concerns." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3367.
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Inclusive education has become an international phenomenon; however, many developing countries struggle with its implementation. At last assessment of the Jamaican educational system in 2004, findings revealed exclusionary practices which are in contrast to international standards on education. Many children with special needs may not be receiving adequate support for education. Using Bandura's social learning theory as a foundation, this study examined whether there is a predictive relationship between grade level, type of school, location of school, access to support resources, perceived school climate, pedagogical beliefs, extent of inclusion training, attitudes to inclusion, and teachers' ratings of self-efficacy for inclusive practices. The study also examined whether there are differences in attitudes and concerns about inclusion by grade level taught (upper school versus lower school). Data were collected from 191 primary education teachers via questionnaires in public, private, rural, and urban schools in 3 parishes in Jamaica. Multiple regression analysis revealed significant findings for some of the variables. Constructivist teaching, extent of inclusion training, attitudes and concerns about inclusion, and traditional teaching were found to have a positive predictive relationship with self-efficacy for inclusive practices. Additionally, a perceived negative school climate was found to decrease self-efficacy for inclusive practices. Attitudes and concerns were examined by grade level; however, one way ANOVA revealed no significant findings. This research is significant as the implications for social change include using the results as a guide for system-wide improvement of the educational system in line with international standards on inclusive education.
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Hamilton, Leah W. "Project study: An action plan for implementing Response to Intervention." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/834.
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The Individuals with Disabilities Education Improvement Act of 2004 allows schools to utilize response to intervention (RtI) as early intervention to prevent at-risk students from becoming labeled as learning disabled. Using action research methodology and school change theory, the purpose of this project study was to determine the RtI implementation needs of a rural elementary school (LE). The guiding research question was to identify the components of an RtI framework currently being utilized during the pre-referral process at LE. This study employed a qualitative method triangulation design to analyze data from key stakeholders including questionnaires; individual interviews from six reading teachers, one reading interventionist, and one special education teacher; and campus documents analysis. Analysis included data transformation of frequency statistics from surveys and coded data from open-ended questionnaire responses, individual interviews, and document analysis. These data were triangulated revealing the current level of practice in collaboration, data-based decision making, parent involvement, professional development, and implementation monitoring. Findings indicated utilization of several RtI components inconsistently across grade levels and subjects. As a result, an RtI action plan was developed including a description of RtI background, identification of current levels of practice, implementation steps including timetable, and an RtI glossary. This resource has the potential to aid other districts by providing an implementation plan that could be adapted to their campus needs. This study promotes positive social change by identifying an effective implementation process for a unified service delivery model at LE resulting in improving the education of all students.
4
Wehrmann, Lorrance Ann. "Stress Levels of Parents of Homeschooled Versus Public-Schooled Special Needs Children." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1831.
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Although all families in the United States experience stress, families of children with special needs frequently experience prolonged periods of stress. Prolonged exposure to stressful circumstances increases their vulnerability to financial, physical, and social strain. With the continuing increase in the prevalence of children who have special needs, it is vital to examine the efficacy of different educational approaches on parental stress. It is unclear whether there are differences in stress levels for families of homeschooled versus public-schooled children with special needs. Using the family adjustment and adaptation response model, the purpose of this quantitative, ex post facto study was to investigate the degree to which parental stress reported by parents of a school-aged child with special needs could be predicted by school approach and severity of learning disability. Seventy parents of children participating in either public special education or homeschooling completed self-administered questionnaires, including the Family Impact of Childhood Disability Scale, the Educational Stress Survey, the Cognitive Processing Inventory, and demographic questions. Results from the descriptive analysis and multiple regression analyses indicated that the severity of the learning disability significantly predicted both overall parental stress as well as stress contributed by schooling. However, the type of special education setting did not significantly predict parental stress. The results from this study can promote positive social change by increasing parental awareness so that parents can make informed decisions about schooling for their children with special needs. It can also provide
valuable information about additional stress related to special education programming services based on the severity of the child's learning disability.
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Wilson, Corrie L. "Working Memory Difficulties and Eligibility for K-12 Special Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4190.
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Working memory (WM) has long been associated with deficiencies in reading. Approximately 35% of students in the United States who receive special education services do so under the category of specific learning disability (SLD). The study's theoretical underpinning was Baddeley's model of WM; previous research revealed a significant literature gap regarding how WM difficulties affect eligibility for special education under the category of SLD in reading. In this quasi-experimental study, a purposive sample was taken from archival data of two groups of K-12 students who had been referred for special education eligibility evaluation: The two groups were students evaluated for SLD in reading eligibility who (a) did not meet criteria and (b) did meet criteria. A one-way analysis of variance was conducted to determine whether a significant difference existed between the two group's score differences between a measure of global intelligence and WM. Archival Wechsler Intelligence Scale for Children, 4th Edition, Kaufman Assessment Battery for Children, 2nd Edition, or Woodcock-Johnson Tests of Cognitive Abilities, 3rd Edition scores were used. Although no significant difference was evidenced between global intelligence and WM, the group that did not meet SLD criteria had significantly better WM scores than the group that was found eligible for SLD. By better understanding the relationship between WM and special education eligibility, practitioners may be able to implement more meaningful, better targeted research based interventions for enhancing learning outcomes for students with reading SLD, a group at high risk for high school drop out.
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Estrada, Lynette. "A phenomenological examination of the influence of culture on treating and caring for Hispanic children with autism." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/839.
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The purpose of this phenomenological study was to explore and describe the influence culture has on the decisions Hispanic parents make to aid their children with autism. The research problems addressed are the influences culture may have on how professionals and external family members affect the choices parents make. Cultural and family systems theories formed the conceptual framework for the study. Researchers have found that cultural factors may lead to lower rates of diagnosis in Hispanic children with autism and parents' lack of knowledge of therapies and practices used to treat autism spectrum disorder (ASD). Five research questions guided this study. The focus of the first two questions was how culture may affect families seeking assistance; the focus of the third question pertained to how professionals play a part in therapies chosen; the fourth question focused in on the therapies families are choosing to aid their child with ASD. Finally, the focus of the last question was the involvement of external family members. Themes were highlighted, coded, and interpreted using interpretative analysis. The major themes found through triangulation included professional influences, concerns for children's futures as adults, parental involvement, and personalismo/familismo. The outcomes of the study demonstrate the influence professionals have on the families and the choices families make to aide their children with ASD. The findings can promote positive social change by aiding to inform professionals of the pinnacle role they play in the lives of Hispanic families with children with ASD. These finding will better aide professionals by helping them to understand the Hispanic culture as it may relate to having a child with ASD and thus assist families to understand and acquire needed services.
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Stach, Jeannette Lynn. "The Impact of Co-Teaching on the Graduation Test Scores of Students with Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3210.
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According to the U.S Department of Education, co-teaching is an intervention used to give students with disabilities access to the general education curriculum while in the general education classroom. It's necessary to evaluate the effectiveness of co-teaching as it relates to academic performance. However, there has been a dearth of research on quantitative studies related to co-teaching and their results have been inconclusive. This quantitative study explored whether co-teaching has a positive effect on academic performance compared to collaborative teaching, and adds to the literature in this area that is considered current. On an annual basis from 2002 to 2011, junior and senior students from each school district in Georgia were given the GHSGT. Descriptive statistics were performed on the demographics of the respondents, including gender and ethnicity. The Mann-Whitney U Test was performed to evaluate if there were significant GHSGT mean scores differences between the co-teaching and collaborative class settings. Results indicated that students with disabilities performed better in the collaborative setting in math, English, and writing; and students in the co-teaching setting did not perform better than students in the non co-teaching setting in all subject areas. These results support that co-teaching is not meeting the needs of all students with disabilities (SWD) in this school district. Butts County education professionals may want to use this research to help guide them in designing a special education program that focuses on the needs of the SWD and how to meet those needs. This study contributes to positive social change because it supports previous research that concludes the needs of all SWD are not being met. More research still needs to be conducted to determine how to meet the needs of these students.
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Coles, Karin Ann Marie. "Academic Self-Efficacy Beliefs of Young Adults with Learning Disabilities." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1153.
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Positive academic self-efficacy beliefs are associated with increased motivation, higher levels of persistence, and overall academic success. There is a gap in the literature regarding how young adult learners with identified learning disabilities who are also enrolled in postsecondary education characterize their development of academic self-efficacy beliefs and corresponding adaptive coping skills. The purpose of this phenomenological study was to develop a meaningful understanding of the lived experiences of young adult students with learning disabilities in the development of their self-efficacy beliefs and adaptive coping skills. Social learning theory, particularly the self-efficacy belief components, was the guiding conceptual framework for the study. Ten postsecondary students with identified learning disabilities were recruited through a purposeful sampling strategy and engaged in individual, semi-structured interviews. Moustakas' steps to phenomenological analysis were employed to analyze the data. Analysis resulted in the emergence of 6 major themes in self-efficacy belief development: (a) the role of experience, (b) support systems, (c) role models, (d) adaptive coping mechanisms, (e) accommodations, and (f) effective educators. Insights from the analysis of the data may contribute to the further development of effective and supportive interventions, strategies, and accommodations for postsecondary students with learning disabilities.
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Scotch, Melissa. "The Experience of Children Living with Sensory Processing Disorder." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4328.
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Sensory processing disorder (SPD) is a neurological condition that alters the way an individual perceives sensory information. Although the condition has been studied for more than 40 years, SPD remains a difficult condition to diagnose, treat, and live with because it affects individuals uniquely, and the symptoms can change from childhood to adulthood. For children diagnosed with SPD, the misinterpretation of sensory cues can cause difficulties in family, social, and academic settings. While there is some research on the assessment and treatment of SPD, what is missing is a deeper understanding of the family, social and academic challenges these children and their families face. The purpose of this case study was to examine the experiences of children diagnosed with SPD, as told by 4 parents and their occupational therapist in semi-structured interviews. Four themes emerged from the analysis: family dynamics (challenges within the family structure), support impact (seeking and having support), emotion and balance (overcoming the struggles related to the emotional demand), and an SPD child (the search for balance for the child and the family). The results may serve as a catalyst to encourage positive social change for the children with SPD and their families by expanding the available knowledge on the challenges of SPD.
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Green, Janet E. "Using Hand-Held Technologies To Support the Transition of Youth With Intellectual Disabilities Into Adult Roles." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706748.
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People with intellectual disabilities (ID) struggle with social interactions that are vital to the development of a high quality of life. Although evidence exists to support the use of technology as cognitive aids for youth with ID, little exists on the use of common hand-held devices for social support. The use of such devices has the potential to level the playing field in adult social roles, helping people with ID make and keep relationships. It is unclear how applications like video chatting might be used to support transition-age youth with ID in adult social roles. Using a framework of modeling (i.e., social learning), generalization across settings (i.e., ecological systems), and self-determination, this single-case study was developed to learn the effect of direct instruction of youth with ID on initiation of and responses to others in adult social roles while using common hand-held devices. Three participants, selected from 9 youth participating in a structured social skills class, were taught to initiate interaction and respond to initiations made by others with modeled support in self-selected adult social settings. Visual analysis of graphed data showed generally increased initiations and responses. Percent of nonoverlapping data (PND) and percent of all nonoverlapping data (PAND) found varied effect size from one participant to the next. Quality of interactions had mixed results across participants. The results found these 3 transition-age youth with ID to be quite adept in their use of common hand-held devices, and they all used them successfully to access support. These findings suggest that the use of well known devices may increase the number of people who can provide social support, reduce the cost of devices and live supports, and reduce the of stigma of having a paid staff shadowing the individual.
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Myers, Lois C. "Self-concepts of Career Level II and III Teachers and Career Ladder Eligible Teachers in the Public Schools of Tennessee." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2756.
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The purpose of this study was to determine whether there is a significant difference in the self concept of Career Level II and III teachers and teachers who are eligible to apply but have not elected to participate in the Career Ladder Program in the public schools of Tennessee. The technique of causal-comparative research was used in this study. The Tennessee Self Concept Scale (TSCS), developed by William Fitts, was selected as the appropriate instrument for use in this study. The TSCS is a versatile instrument that measures ten dimensions related to self concept: total level of self esteem, self criticism, identity, self satisfaction, behavior, physical self, moral-ethical self, personal self, family self, and social self. Demographic data were also collected to obtain information concerning the personal characteristics of the teachers. A total of 1,115 surveys were sent to teachers in the public schools of the seven districts of Tennessee, stratified by whether they were career Level II and III or eligible. A total of 808 useable responses were returned. This sample represented 408 Career Level II and III teachers and 400 eligible teachers. Data analyses and interpretation indicated that statistically significant differences existed between Career Level II and III teachers and eligible teachers on all ten measures of self concept. All the null hypotheses were rejected. Eligible teachers were determined to have a significantly lower total self esteem score when compared to Career Level II and III teachers. Career Level II and III teachers indicated a higher score on all nine subscales, as well as the total self esteem score. However, the self concept scores of eligible teachers were still above the norm group mean. Inspection of Analysis of Variance (ANOVA) results revealed that no significant differences in mean total self esteem by educational level were found. One-Way Analysis of Variance (ANOVA) for mean total self esteem by age, followed by a Scheffe's post hoc multiple comparison test, indicated individuals aged 25-44 and aged 45-54 were significantly different on total self esteem as were individuals aged 25-44 and aged 55 and older. No significant difference was found between age 45-54 and age 55 and older. A t-test for independent sample for mean total self esteem indicated there was a significant difference in the total self esteem of males and females with females having a higher self esteem.
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Tree, Tonya M. "School-Based Services for Children with Attention-Deficit/Hyperactivity Disorder." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/157.
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This study was designed to present descriptive data from a survey of 201 school psychologists. Psychologists completed a survey addressing current practices for determining placement for students with ADHD including the role of school psychologists in determining placement, how often and who monitors services, where students are served, and what services are provided in each setting. Findings indicated that psychologists were involved less frequently in placement decisions and evaluation for Section 504 than in Special Education. Students with 504 plans received less frequent follow-up than students in Special Education. Results indicated that schools were generally following federal guidelines and recommendations from researchers for placement decisions, at least when the school psychologist was involved. Overall, service patterns for Section 504 and Special Education were similar; however, all interventions were reported more frequently in Special Education. Data indicated that empirically supported interventions may be underutilized in both settings for students with ADHD.
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Church, Leslie, and James J. Fox. "Time Lost to Office Referrals: Effect of Disability Status, Behavior, and PBIS." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/140.
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Administrators, general and special educators in two city and two county districts estimated time lost to office referrals. Results in -dicated lost administrative and instructional time depended on disciplinary offense, student disability, and use of PBIS.
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McNamara, Tristan James. "Services For Youth With Autism Spectrum Disorders: A Study Of Educational Practices In Vermont." ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/465.
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Autism Spectrum Disorder (ASD) continues to receive increasing degrees of national attention in parallel with increasing rates of occurrence (Baio, 2012; Centers for Disease Control and Prevention, 2014; Rice, 2009). The disorder's growing prevalence has been accompanied by controversies regarding the source of the disorder (Baker & Stokes, 2007), how it is diagnosed (Mandell et al., 2009; Wing, Gould, & Gillberg, 2011), and what treatments are applicable and effective (National Autism Center, 2009).
This qualitative research study utilizes survey data provided by Special Education Directors to explore the question of what types of treatments are implemented and supported by school districts for students with an ASD in Vermont. This exploration is provided in order to help develop an understanding of the degree to which research-based interventions are being supported by special education administrators throughout the state.
Data analysis consisted of a process of content analysis utilizing coding and cross-case analysis to identify themes such as: the gap between education, experience, literature, and practice; the role of data in intervention and treatment design; and the role that professional development, staffing, and available resources play in ASD treatment. By exploring available research regarding the clinical effectiveness of various treatments and by analyzing survey data, this study identifies areas of strength and challenge conveyed in participants' responses, and makes suggestions regarding potential areas of future growth.
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Traylor, Jessica. "Middle School Teachers' Experiences With Teaching Self-Regulation Skills to Adolescents With Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3010.
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Research shows that adolescents with disabilities often lack self-regulated learning skills. Current research further indicates that explicit teaching of self-regulation skills is beneficial to adolescents with disabilities. The site of this study was a local middle school in rural Georgia that did not assess whether or not teachers were explicitly teaching self-regulation skills to adolescents with disabilities. It was unknown, therefore, whether adolescents with disabilities were learning self-regulation skills in school and whether teachers faced problems in teaching these skills. The study sought to explore this gap in knowledge and practice. Zimmerman's self-regulated learning theory and Bandura's self-efficacy theory served as the conceptual frameworks for this study. The research questions addressed middle school teachers' experiences with and perceptions of teaching self-regulation skills to adolescents with disabilities. Purposeful sampling was used to select 8 teachers, including general and special education teachers, who were currently teaching students with disabilities to participate in semistructured individual interviews. Additionally, lesson plans were reviewed to determine the use of planning for self-regulation interventions. Data were grouped into categories using coding and thematically analyzed. The findings indicated that teachers had experience teaching some aspects of self-regulation; however, they reported needing more information about the specific needs of their students with disabilities, ways to fit self-regulation skill instruction into the existing curriculum, and strategies to help their students build self-efficacy and motivation. With an increased focus on self-regulation skills, teachers may see an increase in the academic skills and motivation of students with disabilities.
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Damiani, Victoria Boccelli. "Responsibility as a factor in adjustment for siblings of children with retardation." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618691.
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Forty mothers of children with retardation and forty-one mothers of children without disabilities rated their nondisabled children on levels of in-home responsibility and psychological adjustment. Siblings of children with retardation were found to show significantly more difficulty in psychological adjustment but not more in-home responsibility. Mean scores on ratings of psychological adjustment were in the normal range for both groups. There was no relationship between the degree of responsibility the sibling had in the home and the degree of psychological difficulty. Girls in both groups had significantly more responsibility than boys. Mothers of children with disabilities did not report closer relationships with nondisabled siblings than mothers of nondisabled children did with their children. Siblings of children with disabilities also did not engage in more activities that could be considered altruistic. The possible positive impact of responsibility in childhood is discussed, with special attention to the potential negative implications as girls grow older. Implications for clinical practice are examined.
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Kadakia, Geeta Gupta. "Elementary Teachers' Perceptions of the Effectiveness of Coteaching." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4068.
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In response to the low passing rate of its students with disabilities, administrators at a small urban elementary school in south Texas implemented coteaching. Guided by Nonaka and Takeuchi's collaborative learning framework, this qualitative instrumental case study was conducted to investigate the effectiveness of collaborative teaching in the elementary education setting. Data collection consisted of a group interview and classroom observations with a purposeful sample of 4 general education teachers and 2 special education teachers of Grades 3-5 math and language arts who were coteaching at the time of the study. Teachers' perceptions regarding the effects of their professional relationship on collaboration efforts and of the effectiveness of coteaching in meeting the needs of students with disabilities were examined. Emergent themes were identified from the data through open coding and verified through NVivo and a peer reviewer. The findings showed that participants perceived coteaching to be an effective teaching strategy for working with students with disabilities. They suggested the following areas for improvement in their school's current coteaching program: parity among teachers, administrative support, shared planning time, relevancy of training, collaboration, and follow through regarding the roles and responsibilities of teachers. Based on the results, a professional development workshop was developed to improve the overall effectiveness of the coteaching program and better meet the needs of students with various disabilities in general education classrooms. The provision of training through the workshop may positively affect teachers' perceptions and implementation of coteaching. An improved academic environment in cotaught classrooms may benefit students with disabilities.
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Ogletree, Ann Laveda. "Servant Leadership: The Urban Principal’s Role in Facilitating Inclusion." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212089551.
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Charlton, Cade T. "Effects of a Self-Management Procedure Using Student Feedback on Staff Members' use of Praise in an Out-Of-School Time Program." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4703.
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Out-of-school time (OST) programs are under increasing pressure to improve student achievement. However, OST program administrators face a number of challenges to improving program effectiveness including inconsistent student participation, inexperienced staff members, and a lack of high-quality professional development. OST program administrators can address these challenges by implementing staff development practices that encourage the use of effective instructional strategies.
Specific praise is a simple and effective instructional strategy that has been linked to improved student engagement, enhanced academic achievement, and stronger student-teacher relationships. Unfortunately, there have been very few studies examining the effects of interventions designed to increase OST staff members’ use of specific praise. One staff development strategy that could be both feasible and effective is the use of self-management. Although there are a variety of approaches to self-management designed for teachers, not all self-management strategies are effective.
One strategy that might increase the feasibility and effectiveness of self-management programs is the use of student feedback. The process of comparing self-evaluations against a third-party standard such as student feedback is called matching in the self-management literature. Students can be a useful source of feedback because they observe their teachers frequently and can report the use of instructional strategies like specific praise. The purpose of this study was to examine the effects of a self-management procedure using student feedback on OST staff members’ use of specific praise. A multiple-baseline design across participants was used to examine the effects of the intervention on specific praise rates.
All participants increased their use of specific praise after implementing the self-management procedures. General praise rates became more variable throughout the study. These findings provide evidence for a functional effect on specific praise but not for general praise. Teachers reported high levels of satisfaction with the feasibility and effectiveness of the intervention. A statistically significant correlation was found between specific praise rates and student reports of specific praise.
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Morrison, Sharon S. "The Development of the Parent Effectiveness Test (PET)." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2866.
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Duncan, David Scott. "The Eating Survey: Disordered Eating and Clinical Cutoff for Adolescents Ages 14-17." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1100.pdf.
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Martinez, Cassandra L. "Examining School Culture and Resources as Predictors of the Implementation of Evidence-Based Intervention." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1319.
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There is a lag in implementation of evidence-based interventions (EBI) in public schools in the United States. This lag creates a gap between what has been scientifically supported and what has also been implemented in school settings by special education teachers and school psychologists. The purpose of this quantitative study was to determine if consultation and professional development resources and 2 elements of school culture (school climate and school characteristics) predict the implementation of EBIs. The study tested 7 potential predictor variables: professional development, consultation, school climate, inclusive characteristic, exclusive characteristic, bureaucratic characteristic, and adhocratic characteristic. Survey data from 137 middle school special education teachers and psychologists were analyzed using stepwise multiple linear regression analysis. Notable findings included that consultation accounted for 11% of the variance of EBI frequency alone, professional development accounted for 9%, and both combined accounted for 16%. Similarly, consultation accounted for 11% of the variance of implementation duration, professional development accounted for 8%, and both combined accounted for 15%. This study promotes positive social change through identifying ways for school administrators to increase school personnel's EBI implementation behavior: by investing in professional development and investing in consultation. Investments in these resources is predicted to improve school staffs' ability to better meet the complex educational needs of students with autism in least restrictive environments.
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Falkenberg, Carol Ann. "The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/298.
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This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. Throughout baseline and all phases, participants followed typical classroom procedures, brought their homework to school each day and gave it to the general education teacher. During Phase I of the intervention, participants self-monitored with a daily sheet at home and on the computer at school in the morning using KidTools (Fitzgerald & Koury, 2003); a student friendly, self-monitoring program. They also participated in brief daily conferences to review their self-monitoring sheets with the investigator, their special education teacher. Phase II followed the same steps except conferencing was reduced to two days a week, which were randomly selected by the researcher and Phase III conferencing was one random day a week. Maintenance data were taken over a two-to-three week period subsequent to the end of the intervention. Results of this study demonstrated self-monitoring substantially improved spelling and math homework completion and accuracy rates of students with disabilities in an inclusive, general education classroom. On average, completion and accuracy rates were highest over baseline in Phase III. Self-monitoring led to higher percentages of completion and accuracy during each phase of the intervention compared to baseline, group percentages also rose slightly during maintenance. Therefore, results suggest self-monitoring leads to short-term maintenance in spelling and math homework completion and accuracy. This study adds to the existing literature by investigating the effects of self-monitoring of homework for students with disabilities included in general education classrooms. Future research should consider selecting participants with other demographic characteristics, using peers for conferencing instead of the teacher, and the use of self-monitoring with other academic subjects (e.g., science, history). Additionally, future research could investigate the effects of each of the two self-monitoring components used alone, with or without the conferencing.
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Torres, Misty Dawn. "Finding Childcare for the Disabled Child: The Process and Decisions Through the Primary Caregiver’s Lens." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1433776716.
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Jacobs, James A. "School Climate: A Comparison of Teachers, Students, and Parents." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3476.
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This study was designed to examine the benefits of positive school climate and to measure the perceptions of school climate for intermediate grades in a Northeast Tennessee School district. An online school climate survey was used to collect responses from participants in intermediate grades and focused on the 3 major components of school climate: school engagement, school environment, and school safety. Data were collected for 2 consecutive years in 2016-2017 and 2017-2018. Response totals included 1,955 student responses, 116 teacher responses, and 210 parent responses that were analyzed and used for this study. Of the student totals, some students that were in 5th grade in 2016-2017 may have completed the survey again as 6th graders in 2017-2018.
Findings indicated that there were no significant difference in the perceptions of students, parents, and teachers in school climate over a 2-year span for this district. Research indicates there are multiple benefits to a positive school climate, including higher academic achievement, lower chronic absenteeism, and a decrease in discipline referrals.