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Thèses sur le sujet « Children with disabilities Teacher effectiveness »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 8 février 2022

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1

Scott, Catherine M. « Perceived general education teacher efficacy and students with high incidence disabilities / ». Thesis, Connect to this title online ; UW restricted, 1997. http://hdl.handle.net/1773/7676.

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2

Tony, Mary Pushpy. « The effectiveness of Assistive Technology to support children with Specific Learning Disabilities : Teacher Perspectives ». Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44169.

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According to the UNICEF report, up to ten percent of children in the world have affected specific learning disabilities (SLD) and the majority of these children are educated in general education classrooms. An important resource for children with learning disabilities to flourish in the classroom is access to assistive technology. To prepare children on how to utilize assistive technology in the learning environment is important for teachers. This systematic review focused on teacher perspectives on assistive technology regarding children with SLD. Six scholarly articles were used for this study. The information drawn from the articles showed that teachers are receptive to assistive technology in their classrooms. They perceived assistive technology as an important supportive device for improving the vital skills of reading and writing comprehension. However, it is clear from their perspectives that the teachers needed more support than they were able to access in order to feel comfortable to implement and use assistive technology in the classroom. Therefore the need for professional development and training and the integration of appropriate technical devices are vital to enhance the development of children with SLD. Future research will be focus on how pre-service teachers are being prepared for AT use as a part of their pre-service training program and professional development.

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3

Woodcock, Stuart. « Diagnosing potential preservice teachers' understanding and expectations of students with learning disabilities / ». Access electronically, 2008. http://ro.uow.edu.au/theses/127.

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4

DeMeurers, Patricia King. « Transitions from early childhood special education to kindergarten : a study of three transition plans and their effectiveness as reported by families and kindergarten teachers / ». view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9987229.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-183). Also available for download via the World Wide Web; free to University of Oregon users.

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5

Thompson, Nancy Sharlett. « Teacher training and the implementation of reading instruction for students with mild to moderate mental retardation ». CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2308.

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6

Bonneau, Lynda. « School experiences of foster children as seen through the eyes of teachers : a project based upon an independent investigation / ». View online, 2008. http://hdl.handle.net/10090/8378.

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7

Ali, Emad Mohammed. « The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities including Visual Impairment ». Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195459.

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The Picture Exchange Communication System (PECS) is an augmentative and alternative communication program (Frost & Bondy, 2002). Although PECS has been effectively used to teach functional requesting skills for children with autism, mental retardation, visual impairment, and physical disabilities (e.g., Anderson, Moore, & Bourne, 2007; Chambers & Rehfeldt, 2003), there are limited studies examining the effectiveness of PECS to teach requesting skills for children with multiple disabilities including visual impairment (Lund & Troha, 2008).This study explored the effectiveness of combining tangible symbols and other adaptations with PECS to teach requesting skills to students with multiple disabilities. Specifically, the participants were four students with multiple disabilities including visual impairment who also had many challenges in communication skills. The research design was the multiple probe design across subjects, a variation of a multiple baseline design. A notable benefit to this design is that there was no need to collect continuous recordings of baseline measures, because a strong a priori assumption of stability and the possibility of causing strong participant reactions existed before introducing the intervention. Instead, the researcher made periodic recordings of baseline levels to insure no significant changes have occurred before introducing the intervention.The study included four parts: (a) the assessment of reinforcers, (b) baseline, (c) the implementation of the intervention, which was teaching the three PECS phases and conducting generalization sessions, and (d) the maintenance condition. Three important research questions were posed:1. Can students with multiple disabilities including visual impairment learn to make requests for preferred items using adapted PECS materials and procedures?2. Can students with multiple disabilities including visual impairment generalize requesting skills for preferred items using adapted PECS from training rooms to classrooms?3. Can students with multiple disabilities including visual impairment maintain requesting skills after training?The results indicated that all four participants learned requesting skills using adapted PECS, generalized the newly acquired skills to their classrooms, and maintained the requesting skills after training. Results of this study provided preliminary evidence that PECS with adaptations could be used effectively to teach requesting skills for students with multiple disabilities including visual impairment.

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8

Yu, Shing-ip Francis, et 余成業. « Perceptions of school effects and school effectiveness among key personnel in two local special school for physically handicappedchildren ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960601.

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9

Daveta, Mereoni Laveti. « Inclusive education for children with disabilities in Fiji : Teacher perspectives and attitudes ». The University of Waikato, 2009. http://hdl.handle.net/10289/2769.

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The purpose of this research was to examine teacher perspectives and attitudes on inclusive education for children with disabilities in Fiji. Teachers' perspectives and attitudes are crucial in providing insights that could help improve education and services for children with disabilities in regular schools in Fiji. A qualitative approach using semi structured interviews was selected as the methodology for this research. Nine teachers from nine different schools in Suva, the capital city of Fiji, participated in this research. The nine participants were selected from three different school settings. Three of the participants were from special schools, three were from primary schools and three were from secondary schools. Data collected showed that teachers support inclusive education, however, they had reservations on the inclusion of students with severe disabilities. Several factors were identified to influence teachers' attitudes towards inclusion. The most common factors were severity of disability that the students had, inadequate training of teachers on teaching students with disabilities, inadequate government funding, lack of specialised resource personnel and lack of appropriate equipment and resources to support students and teachers in the teaching learning process. Limited commitment from the Ministry of Education and limited participation and consultation of teachers on policy and curriculum design were also identified as contributing factors for non inclusion of students with disabilities in regular schools. Teachers need to change their perspectives and attitudes and schools need to be welcoming and prepared to accept all students with disabilities into the general education system in Fiji.

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10

Smith, Patricia Gallagher. « Classroom behaviors, academic achievement, and self-, teacher, and parent perceptions of elementary SBH and SLD children / ». The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726460321664.

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11

Chung, See-lung. « The school effectiveness of a special school for moderately mentally handicapped children in Hong Kong : curriculum area / ». Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304087.

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12

Amsden, Janet. « Problem statements referred to teacher assistance teams ». Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28948.

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This study examined problems referred to Teacher Assistance Teams (TATs) during the 1988-89 school year in four Vancouver schools. Exploratory analyses were conducted to discover: (a) similarities or differences between problems referred to Teacher Assistance Teams and those referred to School-based teams (SBTs); and (b) similarities or differences between problem statements before and after the problem identification phase of the TAT process was carried out. Significant differences were found in the nature of problems referred to TATs and to SBTs. No significant differences were found in problem statements before and after problem identification was carried out.
Education, Faculty of
Graduate

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13

Hatchell, Eryn. « Regular education and special education teacher attitudes toward inclusion ». Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hatchelle.pdf.

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14

Chambers, Cynthia R. « Teaching Children with Moderate/Severe or Multiple Disabilities ». Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3897.

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15

Murdoch, Heather Rosemary. « Repetitive behaviours in children with sensory impairments and multiple disabilities : a developmental approach ». Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366173.

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16

Bergant, Lydia Bernadette. « Relationships between teacher ratings and the Gordon diagnostic system in the early identification of academically at-risk kindergarten children ». Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30370.

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This exploratory study investigated the similarities and differences between two assessment measures — the Kindergarten School Learning Profile teacher ratings and the Gordon Diagnostic System — in identifying children who would likely be at-risk for experiencing school failure as a result of attentional/impulse control deficits displayed in kindergarten. As attentional skills are believed to influence memory, visual memory was also investigated in relation to attention and impulse control. Twenty-eight teacher-nominated "high risk" kindergarten students were identified as functioning within the lowest 10% for overall school readiness. Computerized systematic random selection procedures were used to identify 30 control students. Teacher ratings of attentional and impulse control abilities manifested both within and outside of the classroom were obtained for all children and compared to their vigilant and impulse control performances on the Gordon Diagnostic System (GDS). Visual memory abilities were examined through use of the Bead Memory subtest of the Stanford-Binet Intelligence Scale: Fourth Edition. The results obtained reveal that normally achieving students were assigned higher qualitative ratings of attention and impulse control by their teachers than were the "high risk" students. Significant relationships between impulsivity (as measured by the GDS) and teacher ratings were unsubstantiated by the data obtained. Only the "high risk" group displayed few significant correlations between teachers' ratings of attentional skills and students' vigilant performances on the GDS. Normally achieving students were found to display significantly better vigilant and impulse control skills on the GDS compared to the poorly achieving "high risk" group. Significant performance deterioration over time was evident on the Vigilance Task but not on the Delay Task of the GDS. Few significant differences between boys and girls in both impulse control and sustained attentional skills were displayed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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17

Mui, Chak-pong Michael. « Effectiveness of small group instruction for children with severe mental handicap ». Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042794.

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18

Tso, Shu-fai. « The effectiveness of computer-assisted learning in stimulating vocabulary learning of children with mild mental handicap ». Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135981.

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19

Rinald, Katherine. « Effectiveness of a rapid toilet training workshop for parents of children with developmental disabilities ». Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/38188.

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Individuals with developmental disabilities often experience challenges in learning toileting skills, which highlights a need for effective toilet training strategies that can be readily disseminated to caregivers. The purpose of this study was to evaluate the effects of parent attendance at a rapid toilet training-derived workshop on the toileting behaviours of their children with developmental disabilities. In the workshop, 6 parents were provided with instruction related to teaching urinary continence, which included increased fluid intake, positive reinforcement for correct toileting, scheduled toilet sittings, scheduled chair sittings to teach initiation, redirection for accidents, maintenance and generalization . Following the workshop, parents implemented the toilet training procedure they had learned at home with their children for approximately 5 days with telephone support from a researcher. A multiple baseline design was used to examine the effectiveness of the workshop. Results suggest that the toilet-training workshop resulted in increases in positive toileting behaviours in five of the six children. The results are discussed in relation to previous and future research and implications for practice.

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20

Liddle, Melissa Rae. « Effectiveness of Adaptive Care Plans for Children with Developmental Disabilities During Outpatient Clinic Appointments ». Xavier University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1564751331604259.

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21

Zimmerman, Mary. « Teacher perceptions toward including students with emotional behavioral disabilities in general education classes ». Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006zimmermanm.pdf.

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22

Yu, Shing-ip Francis. « Perceptions of school effects and school effectiveness among key personnel in two local special school for physically handicapped children ». Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135063.

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23

VanDover, Teresa. « The development of a Missouri teacher beliefs scale for inclusive practices / ». free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924936.

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24

Woodburn, Joyce Marie Raines. « The effectiveness of section 504 of the United States rehabilitation act in the Baldwin County, Alabama, public school system ». [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000044.

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25

Mui, Chak-pong Michael, et 梅澤邦. « Effectiveness of small group instruction for children with severe mental handicap ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958151.

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26

Watson, Alma Louise. « A descriptive analysis of parent and teacher perceptions regarding parent involvement in a program for the preschool handicapped ». Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-10032007-171508/.

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27

Quintero, Nicole Ella. « The transition to kindergarten family and teacher practices for children with autism and other developmental disabilities / ». Related electronic resource : Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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28

Branch, Jessica Marie. « Effects of Teacher Facilitation and Child-Interest Materials on the Engagement of Preschool Children with Disabilities ». University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492896085780957.

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29

Chung, See-lung, et 鍾思龍. « The school effectiveness of a special school for moderately mentally handicapped children in Hong Kong : curriculumarea ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960844.

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30

Ross, Amanda L. « The influence of teacher efficacy on North Carolina Agriculture teachers' perceived success in working with students with special needs ». Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4559.

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Thesis (M.S.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 26, 2007) Includes bibliographical references.

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31

Swan, Karrie L. « Effectiveness of Play Therapy on Problem Behaviors of Children with Intellectual Disabilities : A Single Subject Design ». Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68051/.

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A growing disparity between the mental health needs of children and their lack of treatment served as the basis of this study. To address this existent gap, I proposed that child-centered play therapy (CCPT), a holistic treatment that fosters children's emotional, developmental, and social growth would serve as a viable treatment. The purpose of this study was to examine the effect of CCPT on problem behaviors among children identified with an intellectual disability. Specifically, a single case, A-B-A design (N = 2) was used to examine changes in participant's problem behaviors as measured on the Aberrant Behavior Checklist (ABC) across conditions. Trained raters used the ABC to rate participant's problem behaviors 3 times per week during the course of this study. Participants completed 2 weeks of a no-intervention phase, 5 weeks of play therapy 3 times per week, and 2 weeks of a no-intervention maintenance phase. Additionally, participants were administered the Gesell Developmental Observation to assess their maturational age during the baseline and maintenance phases. Parents also completed the ABC during two intervals: baseline phase, and maintenance phase. Analysis of results indicated that problem behaviors decreased for both participants. Results from the percent of non-overlapping data (PND), an indice for effect size further revealed that play therapy was a very effective treatment for participants. Follow-up interviews suggested that play therapy is a viable intervention for children with intellectual disabilities and problem behaviors. Clinical observations and implications for future research are presented.

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32

Kwan, Choi-fong. « The effects of computer-assisted versus teacher-centered instruction in enhancing time telling skill of children with mild mental handicap ». Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24840117.

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33

Weiner, Ricia. « Teacher and student perspectives on the inclusion and mainstreaming of children with moderate and severe cognitive disabilities ». College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7281.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Counseling and Personnel Services. 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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34

Gray, Karen Fischer. « An examination of the relationship between parent satisfaction with IEP meetings and student academic achievement / ». view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181101.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 129-133). Also available for download via the World Wide Web; free to University of Oregon users.

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35

Newman, Tina Michelle. « The effectiveness of a multisensory approach for teaching addition to children with Down Syndrome ». Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26298.

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The effectiveness of the Touch Math method of instruction was examined in count-all addition procedures with Down Syndrome children. Four children with Down Syndrome were selected for a multiple probe design study. The participants, two male and two female, are students at a school for intellectually handicapped children and adolescents. They were ascertained to have the minimum required skills in rote counting, one-to-one correspondence, and recognition and identification of numbers. In a multiple pretest procedure with 15 simple addition problems, they demonstrated ineffective addition strategies such as guessing and averaged less than 35% correct.
The Touch Math program was then implemented during the regularly scheduled math period four days a week for 40 minutes each day. Students progressed through an incrementally more difficult series of simple addition worksheets. During each session the student received training on the problems and then was administered the worksheet.
Results indicate that the Touch Math method has been successful for the teaching of simple addition with these students. Scores on the worksheets progressed from 0% to 100% correct and probe results improved from less than 35% correct to greater than 86% correct following completion of the program. Subjects completed the program in 5 to 16 days.

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36

Burgess, Patricia D. « Assessing Professional Development Needs of Elementary Teachers Implementing Inclusion of Children With Disabilities in General Education Classrooms ». Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2889.

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A descriptive study was conducted to identify authentic professional development needs of elementary teachers preparing, implementing, and maintaining inclusion of students with disabilities in the general education classrooms in Northeast Tennessee. The purpose of this study was to contribute information of identified professional development needs of elementary teachers to current research on responsible inclusive education. Data were collected from 325 elementary teachers randomly assigned to the sample using a 65-item survey designed for this study. Three subsections of the survey, Assessing Professional Development Needs of Teachers Implementing Inclusion in Grades PreK-8, assessed the perceived needs of conditions, areas, and foundations of effective professional development by determining the discrepancies between observed and desired scales. Demographic factors included years of teaching experience, level of education, level of experience working with students with disabilities, current stage of involvement with an inclusive programs, and amount of formal or college course work in special education. The data were analyzed with an analysis of variance to determine significance between and within groups and a post hoc test determined specific significant groups. The factors that determined the most significance were level of experience working with students with disabilities and current stage of involvement with an inclusive program. Conclusions of the study reveal the need for professional development based on professional growth stages and relevant to present working conditions and events.

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37

Koedel, Cory Robert. « Three essays on teacher quality and educational production ». Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3259637.

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Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed June 11, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

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38

Howard, Tyrone Caldwell. « Pedagogical practices and ideological constructions of effective teachers of African American students / ». Thesis, Connect to this title online ; UW restricted, 1998. http://hdl.handle.net/1773/7791.

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39

Carrizales, Dianna Clare. « Validating the performance standards and cutscores for Oregon's alternate assessments : procedural evidence, teacher perception, and impact data / ». view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1192179761&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 157-162). Also available for download via the World Wide Web; free to University of Oregon users.

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40

Grobe, Patricia. « The use of child-based consultation : changing problematic behaviors in children and altering interactions with teachers in the classroom environment ». Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85911.

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Child-based consultation is an innovative problem-solving consultative model. Essentially, child-based consultation is a process wherein the child is given the role of the consultee to induce a behavioral change in a significant adult (Bergan & Kratochwill, 1990; Kratochwill & Pittman, 2002; Kratochwill, Sladeczek, & Plunge, 1995). The present study was an exploratory investigation to evaluate the efficacy of child-based consultation as an alternative form of problem-solving consultation in the school setting. In the present study, child-based consultation was used to promote behavioral changes in teachers in the classroom environment. In addition, child consultees, manifesting behavioral difficulties, were engaged in this consultative process in order to learn new, individualized skills and strategies to alter their own problematic behaviors. The resulting behavioral changes in four child consultees, and their teachers, were investigated. Specifically, the study measured whether child involvement in child-based consultation increased the teacher's use of positive reinforcement and decreased the teacher's use of punishment with each child consultee. The study also sought to ascertain the impact of the child-based consultative process on the child consultee's problem behaviors targeted for change. Additionally, the teacher's sense of efficacy was measured to evaluate if the use of this form of consultation with children manifesting behavioral difficulties would lead to a heightened sense of teacher efficacy. Finally, the present study evaluated if being involved in child-based consultation would lead to a more adaptive self-concept in the child consultees. Time-series, small- n research designs (i.e., AB, multiple baseline, changing criterions designs) were used to analyze study outcomes. Results indicated that certain teacher behaviors were positively altered from baseline to post-intervention. Generally, positive changes in child consulte

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41

Shriner, Cheryl Lynn Light. « Comparing the effects of teacher- vs. child- sequenced tasks on the behavior of young children with developmental disabilities / ». Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.

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42

Chen, Hsin-Ju. « The effectiveness of FBA-based interventions on social goals and behaviors of a student at risk of E/BD ». 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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43

Tso, Shu-fai, et 曹樹輝. « The effectiveness of computer-assisted learning in stimulating vocabulary learning of children with mild mental handicap ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960509.

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44

Fung, Chi-yuen Eddie. « The effectiveness of computer assisted instruction and teacher assisted instruction for teaching English words to mentally handicapped children with Autism ». Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22329997.

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45

Horn, E. M., Cynthia R. Chambers et Y. Saito. « Techniques for Infants, Toddlers, Preschoolers, and Primary-Aged Children with Severe and Multiple Disabilities ». Digital Commons @ East Tennessee State University, 2008. https://www.amzn.com/0205488722.

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This text for early childhood special education pre-service and in-service teachers provides a unique and much needed focus on how to collaborate effectively with the wide variety of professionals who work with young children who have developmental delays.

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46

Taussig, Patricia L. « The effects of teacher participation and probing on language production during sociodramatic play of Head Start students ». Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/558367.

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An experimental comparison was made of the effects of teacher participation, teacher probing behavior, and nonparticipation by teachers during the sociodramatic play sessions of three groups of Head Start preschool students (twelve subjects). A combination of the multiple baseline and multielement single-subject designs was employed to study the effects of teacher participation in sociodramatic play on the amount of language production exhibited by Head Start students. A Placheck method was utilized to record student language production at the end of each 10-second interval throughout each 10-minute session. Thirty play sessions were observed and recorded by both the researcher and a videocamera. Students were selected by their teachers, and all play sessions took place within the children's own classroom. Subjects included six males and six females.The study was divided into three phases. The Baseline phase included the alternation of the conditions of teacher participation and nonparticipation. At the end of this phase, teachers were trained in the use of probes, or questions to which the answer is not known by the teacher. During the Probe phase, teachers participated in play sessions daily and utilized frequent probes. During the Multielement Manipulation phase, the conditions of teacher participation alone and teacher participation emphasizing the use of probes were randomly alternated. Graphic representations of subject performance data were used to portray intersubject and intrasubject variability.Results indicated that rates of student language production increased for 10 out of 12 students (83%) when exposed to the condition of teacher probing during the Probe phase of the study. When the effects of teacher participation and teacher participation emphasizing probing were compared, it was found that 11 out of 12 students (92%) exhibited higher rates of language production during the condition of teacher probing.It was concluded that the use of teacher participation in the sociodramatic play of Head Start students, particularly with an emphasis on probing behavior, proved to be most beneficial in enhancing the amount of language production of the students. The findings of the present study lend support to the concept that teacher participation in the sociodramatic play of low-income preschool children can result in increased student language development.

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Sawyer, Rebecca Jo Moore. « Teacher Training : An Examination of Skill Acquisition, Generalization, and Increases in Child Appropriate Behavior ». Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2606/.

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The effects of a training package (modeling, role-playing, and feedback) were evaluated using a multiple baseline across skill areas. Two trainers taught two teachers to use basic intervention skills that included components of both discrete trial teaching (DTT) and the Natural Language Paradigm (NLP). Training occurred in the context of one task. Generalization was assessed with two untrained tasks. Teachers' responses in the target task increased following training, as did appropriate responding from the child. Some generalization of the teaching skills occurred. Teachers were instructed to generalize acquired skills as a possible method to promote generalization. The results of these findings and implications for training of ABA providers are discussed.

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LeBlanc, Louise. « Student and teacher perspectives regarding effects of resource room attendance on the self-concept of children with learning disabilities ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0018/MQ56808.pdf.

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Tedesco, Maria F. « Concussion in School-aged Children : Evaluating the Effectiveness of an Online Concussion Training Program ». University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1501166656935177.

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Encubahre, Wossen. « Technology impact assessment : the effectiveness of advanced instructional technology in remedying learning difficulties of disadvantaged youngsters in an urban setting ». PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/541.

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Technological advancement has allowed widespread use of computers. Teachers are using computer based instruction in educating talented and disadvantaged youngsters. Unabated by unsettled issues and claims, computers are introduced to cope with declining enrollment and school revenues; pressure to improve student achievement and cut costs. However, some educators fear two possibilities: computer displacement of teachers; and creating a class of technologically disadvantaged students that could result from a growing gap of access to computers. Another factor is the restriction of disadvantaged students to basic skills. While providing opportunities of a wider application to others. The objectives of this research are: to examine issues about instructional computers; review the academic and economic rationales behind; and, to make appraisals of their instructional and resource effectiveness. A quasi-experimental evaluation research was carried out on two "experimental" groups (CAI and PLL), and a control group (TMI) of Title I schools in Portland. A sample was selected, and multiple criteria of effectiveness assessment, i.e., comparative economic analysis and impact assessment, was conducted using multiple-regression and regression-based covariance analysis on test scores, instructional time, cost figures and other census data. A survey of instructional personnel was also conducted to evaluate courseware quality. Highlights of the findings of the research are the following. Title I students' achievement scores neither the initial nor the final are homogeneous; however, computers foster effective compensatory education; CAI shows a superior instructional achievement and cost-effectiveness. Survey results of instructional personnel confirm this finding. Resource and neighborhood variables explain a significant portion of achievement variation. Instructional time is positively related to but not a linear predictor of achievement. The impact of time also depends on the level of achievement. The expansion of instructional computer use is encouraged, together with recommendations for caution in the selection of courseware/curriculum compatibility. It is also strongly recommended that teachers should be involved in the selection of future instructional technology to assure successful implementation and optimal compatibility of teachers and computers.

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