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Dissertations / Theses on the topic 'Students with significant cognitive disabilities'

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Published: 4 June 2021
Last updated: 7 February 2022

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1

Farley, Daniel. "Exploring Reading Growth Profiles for Middle School Students with Significant Cognitive Disabilities." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22787.

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Statewide accountability programs are incorporating academic growth estimates for general assessments. This transition focuses attention on modeling growth for students with significant cognitive disabilities (SWSCD) who take alternate assessments based on alternate achievement standards (AA-AAS), as most states attempt to structure their AA-AAS systems as similarly as possible to their general assessments (GA). Test scaling, group heterogeneity, small sample sizes, missing data, and the use of status-based assessments that were not necessarily designed to measure a developmental continuum complicate modeling growth for SWSCD. This study addressed these challenges by: (a) analyzing test results from a common scale, (b) modeling achievement and growth for students in multiple demographic and exceptionality categories, and (c) using multiple cohorts to increase sample sizes. Latent growth curve modeling (LGCM) was used to define growth estimates based on exceptionality, sex, race, and economic disadvantage. Unconditional latent class growth analysis (LCGA) was used to determine the number of homogeneous subgroups that existed within the heterogeneous population of SWSCD for subsequent growth mixture modeling (GMM). Unconditional GMM was used to define the number of homogeneous subgroups of students with similar intercept and growth patterns within the overall population of SWSCD. Discriminant function analysis (DFA) including student exceptionality, sex, race, and economic disadvantage status was also used to analyze class membership post hoc. SWSCD with different exceptionalities generally had significantly different average initial achievement but growth rates that did not differ significantly from each other. SWSCD classified as economically disadvantaged performed significantly lower than their peers in initial achievement, yet exhibited growth rates that were not statistically different than the reference group. This study also found evidence for two separate latent classes of students with exceptionalities on the Oregon AA-AAS. The first class had lower achievement and larger growth rates, while the second class had higher achievement and slower growth rates. Students identified as SLD and CD were generally higher-performing, while students identified as ID, ASD, and OI were lower performing across all analytic models.
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Castelli, Courtney. "Balanced Literacy Instruction for Students with Significant Cognitive Disabilities| Barriers to Implementation." Thesis, McKendree University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743339.

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Abstract Currently, students with significant cognitive disabilities (SCD) are predominately exposed to a functional curriculum commonly delivered through behaviorists? methods (Keefe & Copeland, 2011). The most recent research has established that students with SCD who are presented with a high-quality comprehensive approach comparable to the best practices associated with general education practices can and do make positive gains in literacy skills (Bock, 2013; Browder, Ahlgrim-Delzell, Courtade, & Flowers, 2008; Erickson, Clendon, Abraham, Roy, & Van de Karr, 2005; Koppenhaver& Erickson, 2003,). The purpose of this phenomenological study was to examine potential barriers to implementing a comprehensive balanced literacy instructional program to students with SCD. The central question in this study was, what are the barriers to implementing a balanced literacy approach for students with significant cognitive disabilities? Three research questions guided the study, 1) What is the current knowledge base and understandings of administrators and teachers as it relates to teaching literacy skills to students with significant cognitive disabilities, how is this knowledge acquired, and how has it changed over time, 2) what are the perceived needs that need to be fulfilled in order for a systemic shift from a functional literacy curriculum to a balanced literacy curriculum approach to occur, and 3) how does the efficacy and beliefs held by teachers and administrators relate to the translation from research to practices as it corresponds to literacy instruction? Data was collected through interviews with administrators, special education teachers, and researchers. The analysis of the data from this study lead to the emergence of five key themes related to potential implementation barriers: acquisition of knowledge, current perspectives and understanding of literacy education, factors influencing curriculum decisions, high quality and relevant resources and supports, and systemic changes.

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Platten, Arlene Hackl. "Meaningful access to the common core for high school students with significant cognitive disabilities." Thesis, University of Southern California, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680871.

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This qualitative dissertation explored how high school students with significant cognitive disabilities in the moderate to severe category may receive an appropriate, standards-based education according to federal and state legislation given that they require fundamental living skills as well. It examined the ways their academic and functional learning requirements may be fulfilled through the development and implementation of a comprehensive curriculum consisting of adapted Common Core State Standards, life skills, and community-based instruction. It discussed the concept that students with cognitive disabilities require learning opportunities across a variety of settings, consistent with ecological development theory.

The study posed two key questions: How can high school students with significant cognitive disabilities access the Common Core State Standards in ELA, math, and science through a life-skills oriented, community-based curriculum? How do special education teachers perceive a curriculum emphasizing the integration of life skills and Common Core standards in ELA, math, and science? A research-based thematic curriculum was generated and field-tested on 7 educators of high school and middle school students with moderate to severe disabilities to obtain their perceptions of its feasibility and utility. The educators completed an initial background survey and then examined a voice-over PowerPoint curriculum sample using a curriculum evaluation form to guide their review. Educators were subsequently interviewed to determine their perceptions and check for alignment with previous responses.

Participants generally believed that students with significant cognitive disabilities could meaningfully access adapted versions of the Common Core based on students' level of ability and the provision of necessary supports. Key implications were derived from the findings. Teachers may need to engage in additional training and collaboration to generate customized curricula or modify existing programs to bring about student success. Special education teachers require the support of general education colleagues and local administration to enable the development or implementation of a comprehensively appropriate curriculum for the target population. More research is necessary to determine other ways the Common Core can be adapted for a greater range of ability levels to ensure success for all.

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4

Marks, Lori J., and M. L. McMurray. "Assistive Technology Tools to Address the Needs of Students with Significant Physical and Cognitive Disabilities." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3536.

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5

McGrath, Dawn L. "The relationship between grade level and performance of students with the most significant cognitive disabilities as measured with ISTAR (Indiana Standards Tool for Alternate Reporting) : implications for policy decisions." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336623.

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6

Holman, April M. "ANALYSIS OF STUDENT & TEACHER OUTCOMES FROM PRE-EXISTING DATA OBTAINED THROUGH THE LOW INCIDENCE INITIATIVE: TEACHING ACADEMIC AGE-APPROPRIATE LEARNING VIA COMMUNICATION PROJECT." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/128.

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Students with significant cognitive disabilities frequently exhibit reduced communicative and academic competence. The Low Incidence Initiative (LII) project was a professional development model designed to train school-based teams to facilitate increased communicative and academic competence with such students via distance-technology coaching. This study analyzed pre-existing data from year one of the LII. Data were analyzed to determine effectiveness of the project on communication status of students and on training school personnel to accurately identify student levels of communication, and for overall satisfaction with the project. Results indicated that all student participants demonstrated improvement in expressive communication output. 100% of students who required augmentative and alternative communication (AAC) increased in the complexity of AAC used. Some improvement in school personnel’s identification of student communication levels was demonstrated, however, the continued discrepancy between LII staff and school personnel indicates a need for additional training in this area. Qualitative analysis of survey question responses, and other anecdotal information, revealed an overwhelming satisfaction with the LII model, increased communicative sophistication of students, improvements in collaborative teaming, increased access to general curriculum for students, and improvement in school personnel skill-level. Implications of the results of this study and areas for future research are discussed.
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7

Lee, Ann, and Pamela J. Mims. "Accessing Academic Content for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/210.

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8

Mims, Pamela J., Carol Stranger, R. Pennington, W. White, J. Sears, and N. Strickler. "Opinion Paragraph Writing Intervention for Students with Significant Disability." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/309.

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Increasingly, technology has been used to provide access to academic curricula for students with moderate to severe intellectual disability. In the current pilot study, we used a multiple probe across participants design to evaluate the effectiveness of a technology-based instructional package on the opinion writing skills of three middle school students with moderate and severe intellectual disability. Findings suggest that the intervention resulted in improved performance across all three participants and that all participants maintained performance at levels greater than baseline. Limitations and implications for practice and future research are discussed.
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Mims, Pamela J., Bree Jimenez, and Joshua Baker. "Training Teachers to Implement Data Based Decisions for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/198.

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Research shows use of data based decisions for students with severe disabilities is highly beneficial, yet few teachers implement them in the classroom. This session will present the results of a study on the effects of DBD training on teacher/student outcomes. Also, participants will learn about the five most common DBDs. Learner outcomes: Provide participants with procedures and outcomes from a study conducted on training teachers of students with significant disabilities and autism from diverse backgrounds to make informed data-based decisions; and Participants will be provided a handout with a data based decision-making guide as well access to the online modules used in the study.
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10

Mims, Pamela J. "The Importance of Implementing Systematic Instruction Plans for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/203.

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11

Mims, Pamela J., Ann Lee, and D. Browder. "Teaching Middle School Aligned ELA Skills to Students with Significant Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/206.

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Mims, Pamela J., and Bree Jimenez. "Using Data to Guide Instruction: Training Teachers of Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/207.

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Jimenez, Bree, and Pamela J. Mims. "Using Data to Guide Instruction: Training Teachers of Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/204.

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14

Mims, Pamela J., and Ann Lee. "Teaching Middle School Aligned ELA Skills to Students with Significant Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/205.

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Mims, Pamela J., and Victoria Knight. "Comprehension through Grade Aligned Adapted Biographies for Students with Significant Disabilities and Autism." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/199.

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16

Dodge, Tanya A. "Parental Involvement in Individual Education Plan Development for Students with Significant Intellectual Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6010.

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Research indicates a connection between successful outcomes for students with significant intellectual disabilities and the individual education program (IEP) team's efforts in the IEP development process. However, little research has been conducted on the perceptions of parents and teachers of students with significant disabilities about parent participation in the IEP development process. Therefore, the purpose of this phenomenological study was to explore parent and teacher perceptions of parent participation in the IEP development process. The conceptual framework of this study was ecological design theory, based on Bronfenbrenner's theory of human development and Neal and Neal's theory of networked systems. Participants consisted of 4 parents and 5 teachers of students with significant intellectual disabilities who have participated in the IEP development process. The interviews conducted with participants were analyzed for patterns and themes. Findings showed that teacher descriptions centered on actions connected with fulfillment of state guidelines, which create the setting in which the IEP development takes place. Parent participants acknowledged compliance to state guidelines based on teacher actions, but parent commentary was centered on elements of the parent-teacher relationship. Responses indicated that actions to strengthen the school-parent partnership may improve parent and teacher experiences of IEP development. This study contributes to positive social change by providing administrators and teachers information to better support the IEP development process toward improved outcomes for students with significant intellectual disabilities.
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Barczak, Mary Aline. "Using Visual Supports to Teach Vocational Skills to Students with Significant Intellectual Disabilities." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587064968221701.

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18

Byrum, Hollie Ann. "Evaluating the Effects of Reinforcer Quality on Academic Skill Acquisition with Students With Significant Disabilities." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406309104.

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Mims, Pamela J., P. Young, and J. DeMarco. "Technology-based Intervention for Promoting Grade Aligned ELA Instruction for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/166.

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Students with moderate/severe intellectual disabilities/autism have been underexposed to grade aligned ELA content. This session highlights research to guide participants practice in implementing meaningful grade aligned ELA content such as opinion writing, comprehension of fiction and nonfiction text, and student led research via technology for students with low incidence disabilities.
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Mims, Pamela J., and Carol Stanger. "ELA Instruction for Students with Significant Disabilities: Fictional Novels Taught Through an iPad App." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/192.

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This presentation will inform participants on three studies targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of 3 single case studies, participants will learn about supports to make accessing the general curriculum motivating and easy to use while promoting best practices. Learner Outcomes: • This presentation will provide an interactive session on the use of the iPad app for use in grade aligned ELA instruction for students with significant disabilities from diverse backgrounds; • Participants will learn about the results will learn about the results of 3 single case studies conducted on the app (1 using nonfiction text and 2 using fictional text depicting characters from diverse backgrounds) with students with significant intellectual disabilities/autism; and • Participants will gain information about the scripted lesson that promotes best practices in teaching ELA.
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Mims, Pamela J. "Aligned English/Language Arts Instruction via an iPad App for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/190.

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22

Schaefer, John McDonald. "The Role of Context in Interaction Between Students With Significant Disabilities and Their Peers." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467976888.

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23

Zagona, Alison, and Alison Zagona. "Supporting Students with Significant Disabilities To Access the General Education Curriculum Within Inclusive Classrooms." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624294.

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This study investigated how educators support students with significant disabilities to access the grade-level literacy curriculum within inclusive classrooms. Examination of multiple data sources across four classroom contexts revealed a comprehensive understanding of the educators' beliefs and practices in implementing inclusive education. The educators fulfilled specific roles and collaborated to support the focus students. The findings also illustrated an alignment between the class instruction and how the focus student was supported to participate in the whole and small group activities. The focus students received individualized instruction that was aligned with the class instruction, and they received additional, individualized supports to meet their unique learning needs. Specific implications for future research and practice are discussed from the perspective of advancing inclusive education and supporting students with significant disabilities to access complex and meaningful literacy instruction.
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Crouch, Rachel L. "PERCEPTION OF RURAL GENERAL EDUCATORS ON THE INCLUSION AND PARTICIPATION OF STUDENTS WITH SIGNIFICANT DISABILITIES." UKnowledge, 2019. https://uknowledge.uky.edu/edsrc_etds/79.

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The purpose of the study was to question rural general education teachers’ perceptions and attitudes on the inclusion of students with significant disabilities. The investigator surveyed rural general education teachers on their perceptions of what should be occurring in terms of inclusion and on what they saw as occurring in terms of inclusion of students with significant disabilities. The results yielded mixed perceptions and were generally positive in terms of the inclusion occurring within that school district.
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Timura, Kayle E. "Handbook for Adapting Physical Education Activities for Students with Cognitive Disabilities." Ashland University Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1505161734646181.

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Donaghy, Tana Eileen. "Instruction of Students With Disabilities Cognitively Functioning Below Age 2." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1619.

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The Individuals With Disabilities Education Improvement Act requires students with disabilities to show progress on the same standards as their nondisabled peers without indicating how teachers should accomplish this goal. Many teachers lack the skills needed to address the unique learning challenges of students who are cognitively functioning below 2 years of age. This study used a qualitative exploratory case study design. The purpose of this study was to explore what was hindering teachers from providing grade level standards-based instruction for their students with multiple disabilities. Piaget's constructivist theory guided this study. Research questions were used to elicit how teachers were providing standard-based instruction and how they were determining strategies for course delivery. Data collection included semi structured interviews with 20 special education teachers who were selected using purposive sampling and who had at least 3 years of experience working with students who had multiple disabilities and had cognitive functioning levels below 2 years of age. Observations of the instructional practices of these teachers were also conducted. Data were analyzed using Hatch's typology; according to study results, teachers based instructional decisions on their individual beliefs about students, personal level of content knowledge, and custodial needs of students due to disabilities. In classroom observations, there was a lack of grade-level content. A professional development-training plan for teachers was created on standards-based content to shift perceptions about students and to develop appropriate instructional strategies. The social change implications of this study will benefit teachers by providing students with disabilities access to standards-based curriculum instruction to meet legislative requirements.
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Nichol, Wendy Seiter. "An Analysis of Due Process Hearings Involving Students with Significant Disabilities in Their Least Restrictive Environment." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6439.

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This research analyzed all available hearings from 2013 to 2015 in a national database of due process hearings regarding placement issues and determinations of the least restrictive environment for individual students with significant disabilities. The main research question was whether parents/guardians and due process hearing officers sought placements for these children with significant disabilities that considered creatively and holistically a range of options rather than just a dialogue between already extant possible programmatic offerings. The research resulted in a description and taxonomy of the types of issues and factors arising in the hearings for students with significant disabilities from 2013 to 2015. This research shows almost no evidence of creative or holistic thinking in these due process decisions, and there was little evidence of parent advocacy for general education classes and creative options for their students with significant disabilities beyond existing offerings. The most unique placements to be found in public school settings for these students were in general education classes. Twenty-four students in this analysis were offered general education classes with their typically achieving peers. In general, though, for this unique group of students with significant disabilities, very few due process hearings could be found to have demonstrated creativity, or the consideration of holistic options, for such students. In general, in due process hearings for students with significant disabilities from 2013 to 2015, parents were overwhelming advocating for, and due process hearing officers were deciding among, options on the continuum of placements already traditionally considered for students with significant disabilities.
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Mims, Pamela J. "Promoting Emergent Literacy for Students with Significant Disabilities and Autism Through Shared Stories and Adapted Books." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/211.

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Hodges, Kenneth W. "Evaluation of a Supplemental Kinesthetic-Based Reading Program for Disabled Students." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1685.

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This research study addressed the need for an evaluation of the effectiveness of teacher-written supplemental reading lesson plans for elementary students with significant disabilities. The participating elementary school implemented the supplemental kinesthetic-based reading program in the 2010â??2011 school year in order to improve the reading test scores of these disabled students. The theories of Howard Gardner's multiple intelligences and Maria Montessori's individualized learning process guided this research. The research question focused on exploring the effectiveness of the lesson plans. Participants included 6 students and their parents, 3 teachers, and 1 principal. Closed- and open-ended survey responses were collected from each participant, and 3 classroom observations were completed. Through descriptive analysis of student assessment scores and closed-ended stakeholder survey questions, and inductive analysis of an open-ended stakeholder questionnaire and classroom observations, these themes emerged: (a) positive effects on lessons, (b) opportunities for refining the collaborative process, and (c) negative effects of collaboration. After further analysis and review of related literature, the program evaluation recommendations of this study included: (a) improving the content of each lesson through the use of lesson study and (b) developing long-term professional development in which teams of teachers collaboratively plan, research, and study their lesson delivery as a way to determine how students learn best. The evaluation and recommendations emerging from this study could lead to positive social change by emphasizing that it is vital for teachers of exceptional students to tailor their instructional delivery strategies to meet the specific reading instructional needs of children with significant disabilities.
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Mims, Pamela J. "Writing and Research Instruction for Students with Significant Disability: Providing Accessible ELA Instruction through an iPad App." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/181.

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This presentation will inform participants of studies targeting both writing instruction and studentled research instruction via an App for middle school students with significant disabilities. Based on results two studies, participants will learn about supports to make persuasive writing and research instruction accessible for students with significant disabilities. Learner Outcomes: • Apply a persuasive writing intervention and a student-led KWHL research intervention that incorporates evidence-based practices in their classrooms. • Discuss ways to provide meaningful grade aligned access to ELA skills for students with significant disabilities from diverse backgrounds. • Incorporate technology (ipad) and grade aligned fictional and nonfiction novels that address complex and diverse themes into writing instruction as a means for increasing engagement and access for students with significant disabilities.
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Marino, Amy. "Effects of Outdoor-Based Adventure Education in Afterschool Programming for Students Struggling with Significant Identifiable Emotional Disabilities (SIED)." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1540685.

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This study examined an existing afterschool, outdoor-based program called Challenge: Nature. This program worked with students in sixth-grade through eighth-grade, who had been recognized as struggling with characteristics of a Significant Identifiable Emotional Disability (SIED). The goal of the study was to identify the effect this program provided to the participants, as well as how new skills and knowledge were transferred from the afterschool setting to other domains of participants' lives, including at school, at home, and in social situations. The research consisted of an action research project using a mixed-methods approach, with existing data previously collected through the host organization. This approach included parent and student surveys, direct observation sheets, and data from the school district. The data collected spanned three years, from the program's conception, to the middle of the 2012-2013 school year. Through data analysis, this study provided an overview of the effects of the program and made suggestions based on the findings.

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Mims, Pamela J., and Lynn Ahlgrim-Delzell. "Using Technology and Systematic Instruction to Promote Grade Aligned English/Language Arts Instruction for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/163.

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We share the results from a year-long randomized control trial study targeting a comprehensive approach to teach grade aligned ELA via an App for middle school students with significant disabilities. Participants will learn about the embedded evidence-based practices that led to significant outcomes.
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De, La Cruz Carrie F. "A Program Evaluation of a Literacy Initiative for Students With Moderate to Severe Disabilities." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/1926.

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Recently the National Reading Panel concluded that systematic and direct instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension that is informed by ongoing assessments of student progress results in positive student achievement (NICHHD, 2002). For students with moderate to severe disabilities and students with autism, reading instruction has historically focused on functional sight words. Unfortunately, very little research exists that has examined how the literacy achievement of students with moderate to severe disabilities can be impacted by a more comprehensive, data-driven instructional model. A special education program that serves students with moderate to severe disabilities and students with autism sought to improve reading instruction and literacy outcomes for these students and began the Educational and Life Skills (ELS) Literacy Initiative during the 2005-2006 school year. The purpose of the literacy initiative was to improve teacher skill and confidence in teaching reading, increase the alignment of literacy instruction with the identified best practices, improve the quality of the instructional planning process, and improve student outcomes in the area of literacy. The literacy initiative provided teachers with extensive curricular resources and professional development opportunities in order to achieve the desired outcomes. This study is an evaluation of the ELS Literacy Initiative. More specifically, the goals of this study were to (a) examine how the literacy initiative was being implemented, (b) determine to what extent the anticipated short-term and intermediate outcomes of the initiative were being realized, and (c) determine the next steps in implementation of the literacy initiative. To answer the evaluation questions, a mix of qualitative and quantitative data were collected, including teacher and parent surveys, teacher focus group interviews, and student outcome data. Overall, the outcomes of the ELS Literacy Initiative have been positive, with teachers feeling more confident and supported, instruction being more aligned with best practices, and students having made gains in their literacy skills. However, particular areas of improvement, such as the instructional planning process and curricular resources, should be addressed to meet the needs of students who are nonverbal. A set of recommendations regarding the next steps in the implementation of the ELS Literacy Initiative is included.
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Penrod, Lindsey A. "The Effects of Video Prompting for Activities of Daily Living With Preschool Students With Significant Intellectual and Developmental Disabilities." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429706158.

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Baxter, Andrew C. "The Effect of an iPad Application with Systematic Instruction on ELA Related Skills for High School Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3060.

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The following study looks to examine the effect of an iPad application on the English Language Arts (ELA) skills of listening comprehension for students with significant disabilities. The procedure was evaluated using a multiple probe across participants single case design. Outcomes were measured for improved ELA skills after intervention and were also measured for student engagement. Building upon the research of recent studies that have sought to develop and adapt grade-level literature for students with moderate and severe disabilities, this study seeks to find the effectiveness of an adapted text version of To Kill a Mockingbird, by Harper Lee for high school students diagnosed with intellectual disability and/or autism. The implementation of this adapted text included evidenced-based supports such as time delay, the system of least prompts and picture supports taught in conjunction with the use of the iPad application. The need for future research and implications for practice will be discussed.
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Streagle, Karren. "The Decision-Making Process of Finding Students with Significant Intellectual Disabilities Eligible for Participation in the Virginia Alternate Assessment Program." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2616.

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The purpose of this study was to understand the decision-making process used by IEP teams and case managers for students with significant intellectual disabilities who participate in alternate assessments based on aligned academic achievement standards (AA-AAS). Semi-structured in-depth interviews were conducted with case managers for students participating in the Virginia Alternate Assessment Program (VAAP) from school divisions in central Virginia. Traditional inductive data analysis techniques were used to analyze data collected from the in-depth interviews, the researcher’s reflexive field notes and observations, and a review of VAAP training and guidance documents provided by study participants. Findings illuminated the decision-making process of finding students with significant intellectual disabilities eligible to participate in the VAAP and resulted in a visual representation of the decision-making process.
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Reynolds, Catharine Jeanne. "The effects of instruction in cognitive revision strategies on the writing skills of secondary learning disabled students /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513407715.

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Morin, Victoria A. "Effects of a complex cognitive strategy on locus of control for students with learning disabilities." Gainesville, FL, 1993. http://www.archive.org/details/effectsofcomplex00mori.

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Straub, Carrie. "The Effects of Synchronous Online Cognitive Strategy Instruction in Writing for Students with Learning Disabilities." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5520.

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This study investigates the effects of self-regulated strategy development (Harris, Graham, & Mason, 2009) for cognitive strategy instruction in persuasive writing (POW+TREE) using a synchronous online learning environment for special education students. Participants are four adolescent students with learning disabilities (LD) with low achievement in writing. One undergraduate research assistant delivered instruction using a synchronous online platform (e.g., Adobe Connect) in conjunction with collaborative writing software (e.g., Google Docs word processing). A multiple probe across participants design was used to demonstrate a functional relationship between instruction and number of essay elements (EE). Number of correct minus incorrect word sequences (CIWS) was used as a secondary dependent measure. A non-experimental pre-post design was used to compare the mean performance of holistic writing quality scores and standard scores from the TOWL-3. All four participants gained EE and CIWS from baseline to treatment and demonstrated standard score changes from pre to post-test on the TOWL-3. Implications for writing instruction for students with LD using online learning environments are discussed.
Ph.D.
Doctorate
Education and Human Performance
Education; Exceptional Education
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40

Edl, Heather Marie. "Examining the impact of video self-modeling on the reading fluency of upper elementary and middle school students with significant reading disabilities." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274989.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2878. Adviser: Jack A. Cummings. Title from dissertation home page (viewed Apr. 15, 2008).
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Daniel, Gretchen Elisabeth. "Effects of cognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054670621.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xii, 143 p. Includes bibliographical references. Available online via OhioLINK's ETD Center
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Redd, Vanessa Alvarez. "A public school-sponsored program for students ages 18 to 21 with significant disabilities located on a community college campus a case study /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1727.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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43

Mims, Pamela J., Carol Stranger, Julie A. Sears, and Wendee B. White. "Applying Systematic Instruction to Teach ELA Skills Using Fictional Novels in an iPad App: Results from a Study on Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3227.

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Increasingly, researchers have successfully identified strategies to promote comprehension to students who are nonreaders. Further research is needed to replicate these promising results. In the current study, we used a multiple probe across participants design to evaluate the effectiveness of an iPad app, which incorporates evidence-based practices such as constant time delay and system of least prompts, on the acquisition of targeted vocabulary and comprehension of four middle school students with significant intellectual and developmental disability (SIDD). Findings suggest that the intervention resulted in improved performance across all participants and that some generalization and maintenance of skills was seen. Limitations and implications for practice and future research are discussed.
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Rich-Gross, Denise A. "The Perceptions of the Transition Process by Ohio Students With Intellectual Disabilities." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365891156.

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45

Wong, Kit-ching, and 王潔貞. "Effects of Simultaneous Prompting in teaching a chained self-care taskto primary school students with severe cognitive disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35539653.

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46

Guevara, Felipe D. "Assistive technology as a cognitive developmental tool for students with learning disabilities using 2D and 3D computer objects." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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47

Stone, Sarah M. "Using Video Modeling Delivered Through an iPod Touch to Teach Purchasing Skill to Students With Severe Cognitive Disabilities." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/2046.

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Video modeling is a recent buzzword in the vocabulary of special educators and other professionals who work with individuals with disabilities. This type of modeling has proven effective in many studies specifically for individuals with autism. Recent studies show the effectiveness of acquiring skills through observing a video recording of a model (themselves or another person) performing the skill correctly. The technique used in this study is video modeling with another individual as the model (VMO). The researchers looked at the acquisition of purchasing skills based on viewing the video model in the grocery store. The VMO was presented using an Apple iPod Touch where the student could easily access the video and use headphones to hear the VMO while shopping in the grocery store.This research involved three high school-aged participants with significant cognitive disabilities who displayed a need for purchasing skills within the grocery store. They were taught seven steps through the VMO in the grocery store. The skills were: (a) select shortest checkout lane, (b) put divider down and place items from the cart on the belt, (c) greet cashier, (d) pay cashier appropriate bill or combination of bills, (e) wait and take change and receipt from cashier, (f) thank cashier, and (g) take bag and carry belongings to the exit. In order to check for generalization of the skill, the participant was taken to different local grocery stores not involved in initial teaching once they acquired mastery at the original grocery store.Results indicated VMO increased responding for all three participants from the beginning of the study for purchasing groceries. All participants generalized the purchasing skills in other grocery stores; however, each participant required additional instruction via VMO or other prompting throughout the study.The results illustrate for educators and researchers that VMO represents a practical method for increasing skills in community settings. This also illustrates the need for VMO to be paired with additional instruction and should not be used as the only mode to teach a skill.
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Wong, Kit-ching. "Effects of Simultaneous Prompting in teaching a chained self-care task to primary school students with severe cognitive disabilities." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35539653.

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Reardon, Richard S. "The impact of formal classwide peer support training on the occurrence of initiated and reciprocal peer interactions of students with significant disabilities in inclusive physical education classes." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002277.

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50

Hopkins, Kathleen Ricards. "A study of the effect of interactive language in the stimulation of cognitive functioning for students with learning disabilities." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618342.

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Much can be gained by applying knowledge and insight gleaned from the field of neuropsychology to the field of education. Diagnosis and treatment of learning disabilities (LD) could be enhanced through an increased understanding of neurolinguistic functioning. The present study examined the effect of five instructional techniques aimed at stimulating the cognitive functioning of students with diagnosed learning disabilities. The defining characteristic of each of the five techniques is the use of interactive dialogue to stimulate oral language production leading to greater cognitive efficiency. Evidence is presented for the need for interhemispheric collaboration in complex linguistic tasks such as reading, writing, spelling, and arithmetic. Students with learning disabilities could be viewed as having a breakdown in dynamic functioning impacting neurological systems.;The intervention model developed by the National Institute for Learning Disabilities (NILD) assessed in the present study is based upon the theoretical foundations of Feuerstein (1980), Luria (1981), Piaget (1959), and Vygotsky (1962/1975). The interrelatedness of thought and language, the creation of the zone of proximal development, the recognition of the plasticity of intelligence and the belief in the importance of a human mediator in the learning process, each contributes to the design of techniques used in the NILD program.;The statistical analysis showed significant group-by-time interaction effects in the areas of general and verbal cognitive functioning for the experimental group (n = 47), as assessed by the Detroit Tests of Learning Aptitude - Second Edition (DTLA-2) when compared to the control group (n = 25). Significant gains over time were evidenced by the experimental group in reading, spelling, and arithmetic scores as measured by the Wide Range Achievement Test - Revised (WRAT-R), and in nonverbal cognitive functioning as measured by the DTLA-2.;Overall results indicated that students with diagnosed learning disabilities benefited from an intensive individualized program over a three-year period in a modified pull-out approach involving 160 minutes of instruction per week. Specifically, the interactive effects of five core instructional techniques appeared to significantly impact neurolinguistic functioning for the experimental group.
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