You searched for subject:(SPECIAL TEACHING).
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Iowa State University
1.
Wells, Jennifer L.
Who I want you to be: Three portraits of culturally competent teachers improving the mental health of students.
Degree: 2018, Iowa State University
URL: https://lib.dr.iastate.edu/etd/16690 
► There is a lack of critical research addressing racism as a dynamic of mental health in schools. In the critical view, US schools mirror a…
(more)
▼ There is a lack of critical research addressing racism as a dynamic of mental health in schools. In the critical view, US schools mirror a social system built on an ideology of white supremacy; the US school system may perpetuate racial trauma for students of color. Teachers who demonstrate culturally competent identities in practice have important roles to play in counteracting racial trauma and promoting the mental health of students of color.
This qualitative study explores how culturally competent teachers make sense of their identities, how they make sense of their students’ identities to build relationships, and how they understand student identities contributing to mental health. Extending Critical Race Theory (CRT) and Relational Cultural Theory (RCT), this dissertation proposes a new framework for understanding cultural competence at the intersection of racism and mental health, Critical School Mental Health Praxis (CrSMHP). CrSMHP challenges models of resiliency which put the onus on the victim to overcome circumstances. It instead targets the root cause of the traumas, oppressive social systems and their perpetuation in schools. Cultural competence in CrSMHP focuses on dismantling oppressive systems through systematic critical reflection and practice.
Using portraiture, this dissertation paints the stories of three culturally competent teachers in order to illustrate the lived experience of such critical reflection and practice. Common to the lived experience of each teacher are the following practices: the intentionality of relationship-building, the encouragement of a climate of critical questioning, and the embedded nature of activism. These practices help further define a 5-point implementation plan for CrSMHP as a profession-wide approach to confronting the mental health dimensions of racism-derived racial trauma in US schools.
Subjects/Keywords: Special Education Administration; Special Education and Teaching
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APA (6th Edition):
Wells, J. L. (2018). Who I want you to be: Three portraits of culturally competent teachers improving the mental health of students. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/16690
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Wells, Jennifer L. “Who I want you to be: Three portraits of culturally competent teachers improving the mental health of students.” 2018. Thesis, Iowa State University. Accessed March 01, 2021.
https://lib.dr.iastate.edu/etd/16690.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wells, Jennifer L. “Who I want you to be: Three portraits of culturally competent teachers improving the mental health of students.” 2018. Web. 01 Mar 2021.
Vancouver:
Wells JL. Who I want you to be: Three portraits of culturally competent teachers improving the mental health of students. [Internet] [Thesis]. Iowa State University; 2018. [cited 2021 Mar 01].
Available from: https://lib.dr.iastate.edu/etd/16690.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wells JL. Who I want you to be: Three portraits of culturally competent teachers improving the mental health of students. [Thesis]. Iowa State University; 2018. Available from: https://lib.dr.iastate.edu/etd/16690
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
East Tennessee State University
2.
Case, Matthew.
A Qualitative Case Study of Coteaching Relationships.
Degree: EdD (Doctor of Education), Educational Leadership, 2017, East Tennessee State University
URL: https://dc.etsu.edu/etd/3327
► Co-teaching is defined as a general education teacher and special education teacher, who may or may not have the same area of expertise, jointly…
(more)
▼ Co-teaching is defined as a general education teacher and special education teacher, who may or may not have the same area of expertise, jointly delivering instruction to a group of students with special needs in a special education classroom. The purpose of this qualitative case study was to examine the perceptions of general and special education teachers in regard to forming coteaching relationships in a school setting organized to serve special education students through coteaching models. Participants were purposefully sampled following the typical case sampling strategy and included two public schools. Of the two schools, there were five special education teachers and two general education teachers who participated in in-depth interviews based on open-ended questions from a predetermined interview guide. Analysis of transcripts from the interviews helped identify the findings for this study. Through the analysis of the transcripts the data revealed becoming a coteacher, communication, coplanning, continuity of teachers, and roles and responsibilities of coteachers were factors of forming a cohesive coteaching relationship.
Subjects/Keywords: Coteaching; special education; Special Education and Teaching
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APA (6th Edition):
Case, M. (2017). A Qualitative Case Study of Coteaching Relationships. (Thesis). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3327
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Case, Matthew. “A Qualitative Case Study of Coteaching Relationships.” 2017. Thesis, East Tennessee State University. Accessed March 01, 2021.
https://dc.etsu.edu/etd/3327.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Case, Matthew. “A Qualitative Case Study of Coteaching Relationships.” 2017. Web. 01 Mar 2021.
Vancouver:
Case M. A Qualitative Case Study of Coteaching Relationships. [Internet] [Thesis]. East Tennessee State University; 2017. [cited 2021 Mar 01].
Available from: https://dc.etsu.edu/etd/3327.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Case M. A Qualitative Case Study of Coteaching Relationships. [Thesis]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3327
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
3.
Schmidt, Amanda.
Interventions for K-2 Students within the Special Education Classroom to Improve Self-Regulation before transitioning back into the General Education Classroom.
Degree: Special Education: M.S., Special Education, 2019, St. Cloud State University
URL: https://repository.stcloudstate.edu/sped_etds/83
► This study looks at three kindergarten and first-grade students that all qualify under the category of Emotional or Behavioral Disorders. These students spend the…
(more)
▼ This study looks at three kindergarten and first-grade students that all qualify under the category of Emotional or Behavioral Disorders. These students spend the majority of their day in the
special education resource room. They are all on an Individualized Education Plan (IEP), and at a federal setting III. These students have all displayed a difficult time with following directions, staying on task, and coping age-appropriately. this paper discusses their individual needs more in the participants' section in chapter two. The focus of this paper will be Chapter 4 in
Conscious Discipline; Composure which is included in the second component, Safety. “Composure is self-regulation in action. It is the prerequisite skill adults need before disciplining children” (Bailey, 2015). The main focus in this chapter that will be implemented is creating a safe space for students and
teaching breathing techniques to reduce and manage stress, which then leads to the coping skills. The focus will be tracking the number of verbal prompts from an adult the students need to appropriately cope with the situation that has them escalated or in the blue, yellow or red zone. This study is a single
subject with multiple baselines. The findings were positive, however with only 3 participants there was no test of inferential statistics to test if there was a statistically significant difference.
Advisors/Committee Members: Jennifer Christensen, Bradley Kaffar.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Schmidt, A. (2019). Interventions for K-2 Students within the Special Education Classroom to Improve Self-Regulation before transitioning back into the General Education Classroom. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/sped_etds/83
Chicago Manual of Style (16th Edition):
Schmidt, Amanda. “Interventions for K-2 Students within the Special Education Classroom to Improve Self-Regulation before transitioning back into the General Education Classroom.” 2019. Masters Thesis, St. Cloud State University. Accessed March 01, 2021.
https://repository.stcloudstate.edu/sped_etds/83.
MLA Handbook (7th Edition):
Schmidt, Amanda. “Interventions for K-2 Students within the Special Education Classroom to Improve Self-Regulation before transitioning back into the General Education Classroom.” 2019. Web. 01 Mar 2021.
Vancouver:
Schmidt A. Interventions for K-2 Students within the Special Education Classroom to Improve Self-Regulation before transitioning back into the General Education Classroom. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Mar 01].
Available from: https://repository.stcloudstate.edu/sped_etds/83.
Council of Science Editors:
Schmidt A. Interventions for K-2 Students within the Special Education Classroom to Improve Self-Regulation before transitioning back into the General Education Classroom. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/sped_etds/83
4.
Ewens, Katherine A.
Exploring the Effects of Video Self-Modeling as an Intervention for Social Interactions in Young Children with Disabilities.
Degree: Special Education: M.S., Special Education, 2016, St. Cloud State University
URL: https://repository.stcloudstate.edu/sped_etds/20
► Video Self-Modeling (VSM) provides learning opportunities for young children with disabilities through technology by watching a 3-minute video clip of himself/herself successfully performing a…
(more)
▼ Video Self-Modeling (VSM) provides learning opportunities for young children with disabilities through technology by watching a 3-minute video clip of himself/herself successfully performing a desired behavior. In this study, a single case multiple-baseline design was used to determine the effectiveness of VSM in increasing social interactions specifically in the area of cooperative play in three young children ages 4 years old and 5 years old. The participants in the study receive
Special Education Services under the Autism Spectrum Disorders (ASD), and Developmental and Cognitively Delayed (DCD) educational categorical labels and participate in a center-based classroom with non-typical peers. VSM enhanced overall play skills, appropriate play, and engagement in play activities. The relationship between educational labels and VSM effectiveness is discussed along with other factors that may influence VSM outcomes with young children with a variety of disabilities.
Advisors/Committee Members: Jane Minnema, Shannon Rader, Marc Markell.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Ewens, K. A. (2016). Exploring the Effects of Video Self-Modeling as an Intervention for Social Interactions in Young Children with Disabilities. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/sped_etds/20
Chicago Manual of Style (16th Edition):
Ewens, Katherine A. “Exploring the Effects of Video Self-Modeling as an Intervention for Social Interactions in Young Children with Disabilities.” 2016. Masters Thesis, St. Cloud State University. Accessed March 01, 2021.
https://repository.stcloudstate.edu/sped_etds/20.
MLA Handbook (7th Edition):
Ewens, Katherine A. “Exploring the Effects of Video Self-Modeling as an Intervention for Social Interactions in Young Children with Disabilities.” 2016. Web. 01 Mar 2021.
Vancouver:
Ewens KA. Exploring the Effects of Video Self-Modeling as an Intervention for Social Interactions in Young Children with Disabilities. [Internet] [Masters thesis]. St. Cloud State University; 2016. [cited 2021 Mar 01].
Available from: https://repository.stcloudstate.edu/sped_etds/20.
Council of Science Editors:
Ewens KA. Exploring the Effects of Video Self-Modeling as an Intervention for Social Interactions in Young Children with Disabilities. [Masters Thesis]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/sped_etds/20
Loyola University Chicago
5.
Fagin, Jean Marie.
Global Influences and Resistance Within: Inclusive
Practices and South Africa's Apartheid Government.
Degree: MA, School of
Education, 2011, Loyola University Chicago
URL: https://ecommons.luc.edu/luc_theses/549
► South Africa's racially segregating apartheid government officially lasted for over forty years, from 1948 to 1994. Black South Africans were the victims of established…
(more)
▼ South Africa's racially
segregating apartheid government officially lasted for over forty
years, from 1948 to 1994. Black South Africans were the victims of
established oppression resulting in poverty, poor health care, and
limited educational opportunities. Black South Africans with
disabilities faced even greater exclusion from society due to their
physical and cognitive challenges. Education for black students was
neither compulsory nor free, and few black students with
disabilities received services. During the
apartheid regime (1948-1994), disability issues were being address
globally. The United Nations issued declarations, conventions, and
a programme of action devoted to people with disabilities. In the
early 1980's the South African government began making changes
toward, an apparently, more inclusive society. While such changes
could be attributed to international influences, it is the local
political atmosphere which provides the catalyst. The study of
international trends, South African policy and local political
struggles during apartheid provides a glimpse of the complexities
of the international and local influences on special needs
education and disability
rights.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Fagin, J. M. (2011). Global Influences and Resistance Within: Inclusive
Practices and South Africa's Apartheid Government. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/549
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Fagin, Jean Marie. “Global Influences and Resistance Within: Inclusive
Practices and South Africa's Apartheid Government.” 2011. Thesis, Loyola University Chicago. Accessed March 01, 2021.
https://ecommons.luc.edu/luc_theses/549.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Fagin, Jean Marie. “Global Influences and Resistance Within: Inclusive
Practices and South Africa's Apartheid Government.” 2011. Web. 01 Mar 2021.
Vancouver:
Fagin JM. Global Influences and Resistance Within: Inclusive
Practices and South Africa's Apartheid Government. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2021 Mar 01].
Available from: https://ecommons.luc.edu/luc_theses/549.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Fagin JM. Global Influences and Resistance Within: Inclusive
Practices and South Africa's Apartheid Government. [Thesis]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_theses/549
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Central Florida
6.
Duff, Christine K.
An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass.
Degree: 2017, University of Central Florida
URL: https://stars.library.ucf.edu/etd/5613
► The goal of this research was to determine how the self-awareness process of expressing emotions and identifying emotions of others was impacted during a…
(more)
▼ The goal of this research was to determine how the self-awareness process of expressing emotions and identifying emotions of others was impacted during a mirror-based intervention for first grade students from inclusive classrooms. The study investigated the extent that a two-way mirror display helped eight students increase their level of awareness when expressing emotions and identifying the emotions of others. Traditional assessment measures for assessing empathy and accuracy in perception of emotions of others have relied on binary, forced choice responses that have not addressed a student's level of awareness, or increased awareness in identifying the emotions of others. Further, binary tests of theory of mind (ToM) and empathy that provide 'either/or' assessment do not account for an individual's level of ToM or empathy in identifying emotions of others, when 100% accuracy is not achieved 100% of the time. A two-way mirror served to provide a real time, real world opportunity for students to examine their own expression of a given emotion, while the student on the non-reflected side simultaneously evaluated the accuracy of that emotion. The accuracy of the projected emotion was evaluated and results indicated an increase in accuracy of expressing emotions. This research study introduced a three choice assessment measure, 'The Emotion Word Assessment (EWA) that provided students choices in identifying their peers' emotion, and was used to assess accuracy and increases in correct choices, with concomitant changes in student own awareness of their emotion expression and the awareness of others' emotions. Constructs of ToM, empathy, cognitive empathy and affective empathy, cognitive processing, compassion, and sympathy were examined and recommendations for future empathy and emotional assessment provided.
Advisors/Committee Members: Hines, Rebecca.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Duff, C. K. (2017). An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5613
Chicago Manual of Style (16th Edition):
Duff, Christine K. “An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass.” 2017. Doctoral Dissertation, University of Central Florida. Accessed March 01, 2021.
https://stars.library.ucf.edu/etd/5613.
MLA Handbook (7th Edition):
Duff, Christine K. “An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass.” 2017. Web. 01 Mar 2021.
Vancouver:
Duff CK. An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass. [Internet] [Doctoral dissertation]. University of Central Florida; 2017. [cited 2021 Mar 01].
Available from: https://stars.library.ucf.edu/etd/5613.
Council of Science Editors:
Duff CK. An Exploratory Mixed Methods Study of Student Awareness in Expressing Emotions and Identifying the Emotions of Others: Through the Mirror Looking Glass. [Doctoral Dissertation]. University of Central Florida; 2017. Available from: https://stars.library.ucf.edu/etd/5613
College of William and Mary
7.
Brown, Adam Joseph.
Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders.
Degree: Doctor of Education (EdD), Education, 2018, College of William and Mary
URL: https://scholarworks.wm.edu/etd/1530192557
► In this study, I explored motivation and burnout of novice (1-3 years of teaching experience) and veteran (10 or more years of teaching experience) teachers…
(more)
▼ In this study, I explored motivation and burnout of novice (1-3 years of teaching experience) and veteran (10 or more years of teaching experience) teachers of students with Emotional Behavioral Disorders (EBD). The educators who participated in the study work in a regional public day school that serves school districts across a large metropolitan area in the southeastern United States. The study focused on one program within the public day school, which serves students with EBD in self-contained classrooms. Data were collected from semi-structured interviews of teachers who met the experience level of either novice or veteran status. Similar themes emerged throughout the data collected. The most prominent similarities included a perception of unrealistic expectations set by administration, need for increased support, and importance of establishing a routine to effectively disconnect from work. Additionally, there were differences between the
groups of teachers interviewed. Novice teachers indicated a need to develop a stronger sense of self-efficacy and direct support from their administrators. Veteran teachers sought more emotional support from their administrators. These findings present an opportunity for the organization to explore ways to address these commonalities and differences being experienced by novice and veteran teachers and to reduce the experience of burnout among teachers of students with EBD.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Brown, A. J. (2018). Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1530192557
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Brown, Adam Joseph. “Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders.” 2018. Thesis, College of William and Mary. Accessed March 01, 2021.
https://scholarworks.wm.edu/etd/1530192557.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Brown, Adam Joseph. “Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders.” 2018. Web. 01 Mar 2021.
Vancouver:
Brown AJ. Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders. [Internet] [Thesis]. College of William and Mary; 2018. [cited 2021 Mar 01].
Available from: https://scholarworks.wm.edu/etd/1530192557.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Brown AJ. Factors that Contribute to Motivation and Burnout among Teachers of Students with Emotional Behavioral Disorders. [Thesis]. College of William and Mary; 2018. Available from: https://scholarworks.wm.edu/etd/1530192557
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
College of William and Mary
8.
Boyd, Michelle.
Co-teaching: Perceptions of Urban, Secondary Co-Teachers.
Degree: Doctor of Education (EdD), Education, 2013, College of William and Mary
URL: https://scholarworks.wm.edu/etd/1539618511
► Co-teaching has been used to address access and accountability mandates for students with disabilities. Despite research regarding elements needed for co-teaching success, research shows mixed…
(more)
▼ Co-teaching has been used to address access and accountability mandates for students with disabilities. Despite research regarding elements needed for co-teaching success, research shows mixed results regarding co-teaching effectiveness as it relates to student achievement. Given that teachers are the most influential school-related factor vis-a-vis student achievement, this quantitative study, utilizing a cross-sectional survey design, was employed to gain additional information regarding urban, secondary co-teacher perceptions of co-teaching. to that end the Co-teacher Perceptions Survey was administered to 95 middle and high school co-teachers in an urban school district situated in eastern Virginia. Results of this study indicate that successful co-teachers have higher perceptions of co-teaching, co-teacher philosophy and co-planning than unsuccessful co-teachers. Successful co-teachers also have different perceived use of co-teaching models than unsuccessful co-teachers as they use station and alternative teaching more often than their unsuccessful counterparts. However, no differences were noted in co-teacher perceptions for the following subgroups: general and special education co-teachers, middle and high school co-teachers, novice and veteran co-teachers, and voluntary and non-voluntary co-teachers. Implications for practice include ensuring both co-teachers are held equally responsible for student performance in co-taught classes and incorporating co-planning time in the master schedule with high expectations for deliverables from the co-planning process.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Boyd, M. (2013). Co-teaching: Perceptions of Urban, Secondary Co-Teachers. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618511
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Boyd, Michelle. “Co-teaching: Perceptions of Urban, Secondary Co-Teachers.” 2013. Thesis, College of William and Mary. Accessed March 01, 2021.
https://scholarworks.wm.edu/etd/1539618511.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Boyd, Michelle. “Co-teaching: Perceptions of Urban, Secondary Co-Teachers.” 2013. Web. 01 Mar 2021.
Vancouver:
Boyd M. Co-teaching: Perceptions of Urban, Secondary Co-Teachers. [Internet] [Thesis]. College of William and Mary; 2013. [cited 2021 Mar 01].
Available from: https://scholarworks.wm.edu/etd/1539618511.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Boyd M. Co-teaching: Perceptions of Urban, Secondary Co-Teachers. [Thesis]. College of William and Mary; 2013. Available from: https://scholarworks.wm.edu/etd/1539618511
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Western Michigan University
9.
Schelling, Amy L.
Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities.
Degree: EdD, Special Education and Literacy Studies, 2011, Western Michigan University
URL: https://scholarworks.wmich.edu/dissertations/459
► The purpose of this study was to evaluate if the use of a self-advocacy strategy, with high school students identified as having a mild…
(more)
▼ The purpose of this study was to evaluate if the use of a self-advocacy strategy, with high school students identified as having a mild cognitive disability, would increase student use of self-advocacy skills across multiple school settings. Participants in the study were also identified as participating in at least one general education class at the time the study was conducted.
A multiple baseline across participants and across settings design was applied to determine the effects of instruction on students' use of a self-advocacy strategy before and after the instructional period and across settings. Use and generalization of a self-advocacy strategy was measured across two separate conference meeting settings. Additionally, use and maintenance of behaviors related to self-advocacy were measured across the
special and general education classroom settings.
The data presented in the study shows that secondary students with a mild cognitive disability learned a self-advocacy strategy and were able to demonstrate use of the strategy across settings.
Advisors/Committee Members: Dr. Shaila Rao, Dr. George Haus, Dr. Sarah Summy.
Subjects/Keywords: Special Education and Teaching
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APA ·
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Manager
APA (6th Edition):
Schelling, A. L. (2011). Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/459
Chicago Manual of Style (16th Edition):
Schelling, Amy L. “Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities.” 2011. Doctoral Dissertation, Western Michigan University. Accessed March 01, 2021.
https://scholarworks.wmich.edu/dissertations/459.
MLA Handbook (7th Edition):
Schelling, Amy L. “Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities.” 2011. Web. 01 Mar 2021.
Vancouver:
Schelling AL. Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities. [Internet] [Doctoral dissertation]. Western Michigan University; 2011. [cited 2021 Mar 01].
Available from: https://scholarworks.wmich.edu/dissertations/459.
Council of Science Editors:
Schelling AL. Evaluating the Use of a Self-Advocacy Strategy as a Means of Improving Progress in the General Curriculum for Individuals with Cognitive Disabilities. [Doctoral Dissertation]. Western Michigan University; 2011. Available from: https://scholarworks.wmich.edu/dissertations/459
Western Michigan University
10.
Anderson, Dawn L.
Orientation and Mobility, Reading, and Math: Analysis of Data for Children with Visual Impairments from the Special Education Elementary Longitudinal Study.
Degree: PhD, Interdisciplinary Health Sciences, 2010, Western Michigan University
URL: https://scholarworks.wmich.edu/dissertations/496
► This dissertation research comprised three studies focused on vision-specific skills, and their association with functional and academic outcomes for school-age students with visual impairment.…
(more)
▼ This dissertation research comprised three studies focused on vision-specific skills, and their association with functional and academic outcomes for school-age students with visual impairment. The studies involved analysis of secondary data for 850 students with visual impairment who participated in the
Special Education Elementary Longitudinal Study (SEELS). Data in the SEELS were gathered using direct assessment and parent and teacher responses for a nationally representative sample of elementary and middle school students.
The first study used Chi Square analysis to determine if participation in Orientation and Mobility (O&M) training, or if the time when O&M instruction was received, was associated with performance of mobility activities. Results showed that participation in O&M instruction was not associated with higher performance of outcome indicators.
The second study involved correlation analysis of factors associated with the development of literacy skills for sighted students and students in the "ABC Braille" study. Regression models were tested, which included factors that correlated most highly to scores on Oral Reading Fluency (ORF) and Reading Comprehension assessments and that retained sample size (not all participants took all measures). Hierarchical linear regressions revealed that participation in structured literature activities contributed positively to both ORF and reading comprehension test scores.
The third study investigated factors that contribute to higher standardized math test scores for students with visual impairment. Outcome measures were scores gathered at three points in time on a math calculation achievement test. Hierarchical linear regressions were conducted using the six variables that were correlated most highly with math calculation scores and met the requirements of sample size. Across the three waves, student factors contributed as much as 20% of the variance and educational factors contributed as much 39% of the variance in test scores. Current grade level in math and reading made the largest contribution.
These studies suggest that functional and academic outcomes for students with visual impairment are related to educational programs that provide instruction in both the vision-specific expanded core and the general core curriculum. The research also has implications for improving large scale data gathering with low incidence populations.
Advisors/Committee Members: Dr. Robert Wall Emerson, Dr. Nickola Wolf Nelson, Dr. Jane Erin.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Anderson, D. L. (2010). Orientation and Mobility, Reading, and Math: Analysis of Data for Children with Visual Impairments from the Special Education Elementary Longitudinal Study. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/496
Chicago Manual of Style (16th Edition):
Anderson, Dawn L. “Orientation and Mobility, Reading, and Math: Analysis of Data for Children with Visual Impairments from the Special Education Elementary Longitudinal Study.” 2010. Doctoral Dissertation, Western Michigan University. Accessed March 01, 2021.
https://scholarworks.wmich.edu/dissertations/496.
MLA Handbook (7th Edition):
Anderson, Dawn L. “Orientation and Mobility, Reading, and Math: Analysis of Data for Children with Visual Impairments from the Special Education Elementary Longitudinal Study.” 2010. Web. 01 Mar 2021.
Vancouver:
Anderson DL. Orientation and Mobility, Reading, and Math: Analysis of Data for Children with Visual Impairments from the Special Education Elementary Longitudinal Study. [Internet] [Doctoral dissertation]. Western Michigan University; 2010. [cited 2021 Mar 01].
Available from: https://scholarworks.wmich.edu/dissertations/496.
Council of Science Editors:
Anderson DL. Orientation and Mobility, Reading, and Math: Analysis of Data for Children with Visual Impairments from the Special Education Elementary Longitudinal Study. [Doctoral Dissertation]. Western Michigan University; 2010. Available from: https://scholarworks.wmich.edu/dissertations/496
11.
Simpson, Kathryn Mary.
The use of musical elements to influence the learning of receptive communication skills in children with autism.
Degree: PhD, 2013, Australian Catholic University
URL: https://researchbank.acu.edu.au/theses/453
► Individuals with autism demonstrate impairments in the area of communication, with many lingering in the prelinguistic stage of communicative development. Early intervention implementing evidence based…
(more)
▼ Individuals with autism demonstrate impairments in the area of communication, with many lingering in the prelinguistic stage of communicative development. Early intervention implementing evidence based practices is recommended. Current research indicates interventions for individuals in this stage of development have focused primarily on facilitating expressive communicative skills, with little research investigating interventions to facilitate receptive communicative skills. In typically developing infants, the prosodic and repetitive characteristics of speech and song directed to infants are viewed as features of the prelinguistic language environment associated with communication development. While there is a correlation between attending to infant-directed speech and language outcomes in children with autism, these children are less responsive to infant-directed speech than their typically developing peers. Increasing the salience of infant-directed stimuli for individuals with autism may assist them to acquire receptive language. There is some evidence to indicate that individuals with autism may be responsive to music interventions, although little research in this area has investigated a relationship between music and communication. The focus of this study was to investigate if the auditory input evident in the prelinguistic environment could be enhanced through the use of musical elements to aid receptive language learning and engagement in children with autism and severe language delay.
An experimental methodology with a cross-over design was used to compare the learning outcomes for children with autism and severe language delay in two intervention conditions: infant-directed song and infant-directed speech. The intervention was designed to teach children receptive labelling skills. Participants were recruited from Queensland State Special schools within a 50 km radius of the Brisbane CBD. Twenty two children (mean age 5.9 years) completed the research study. A computer-based intervention was developed employing evidence-based instructional practices appropriate for this group of children. The children were asked to identify pictures presented on a touch screen monitor during an interactive song/story. Four pictures were taught in each condition. Each stage consisted of four training sessions and fifteen individual teaching sessions and generalisation training. The order of the intervention was counterbalanced across participants. Data were collected on participants’ correct and incorrect responses. Video recordings were coded to provide data on participants’ level of engagement across the sessions. Generalisation and maintenance data were recorded. Data were statistically analysed using SPSS 19.
Following the intervention there was a significant increase in learning the picture names in both the sung and spoken presentations, although no condition demonstrated superiority. Participants maintained learning at follow-up and generalised learning following both the sung and spoken condition. Children were more…
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Simpson, K. M. (2013). The use of musical elements to influence the learning of receptive communication skills in children with autism. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/453
Chicago Manual of Style (16th Edition):
Simpson, Kathryn Mary. “The use of musical elements to influence the learning of receptive communication skills in children with autism.” 2013. Doctoral Dissertation, Australian Catholic University. Accessed March 01, 2021.
https://researchbank.acu.edu.au/theses/453.
MLA Handbook (7th Edition):
Simpson, Kathryn Mary. “The use of musical elements to influence the learning of receptive communication skills in children with autism.” 2013. Web. 01 Mar 2021.
Vancouver:
Simpson KM. The use of musical elements to influence the learning of receptive communication skills in children with autism. [Internet] [Doctoral dissertation]. Australian Catholic University; 2013. [cited 2021 Mar 01].
Available from: https://researchbank.acu.edu.au/theses/453.
Council of Science Editors:
Simpson KM. The use of musical elements to influence the learning of receptive communication skills in children with autism. [Doctoral Dissertation]. Australian Catholic University; 2013. Available from: https://researchbank.acu.edu.au/theses/453
12.
Hobbs, Micha Lachole.
Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training.
Degree: MA, Special Education, 2012, Encompass Digital Archive, Eastern Kentucky University
URL: https://encompass.eku.edu/etd/79
► This study was designed to further investigate the relationship between teachers' knowledge and perceptions of stuttering before and after an in-service training. Specifically, to…
(more)
▼ This study was designed to further investigate the relationship between teachers' knowledge and perceptions of stuttering before and after an in-service training. Specifically, to determine whether providing teachers with training on stuttering increases their knowledge of stuttering and contributes to more positive perceptions towards their students who stutter (SWS). The participants were twenty-three elementary and secondary teachers from Wolfe County Kentucky who currently had students in their classrooms who stuttered and volunteered to participate in this study. The participants' knowledge about stuttering was measured using the Alabama Stuttering Knowledge Test (ASK) and their perceptions were measured using the Teacher Attitudes Toward Stuttering Survey (TATS). Both instruments were used to measure the teachers' knowledge and perceptions before and after an in-service training was provided. Analysis of the study's results suggested that a statistically significant difference existed between teachers' overall knowledge about stuttering after the in-service training. The results also suggested that a statistically significant difference existed between teachers' perceptions of their SWS after the in-service training. The results of this study suggest that a relationship exists between teachers' knowledge of stuttering and their perceptions of SWS in their classrooms.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Hobbs, M. L. (2012). Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training. (Masters Thesis). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/79
Chicago Manual of Style (16th Edition):
Hobbs, Micha Lachole. “Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training.” 2012. Masters Thesis, Encompass Digital Archive, Eastern Kentucky University. Accessed March 01, 2021.
https://encompass.eku.edu/etd/79.
MLA Handbook (7th Edition):
Hobbs, Micha Lachole. “Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training.” 2012. Web. 01 Mar 2021.
Vancouver:
Hobbs ML. Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training. [Internet] [Masters thesis]. Encompass Digital Archive, Eastern Kentucky University; 2012. [cited 2021 Mar 01].
Available from: https://encompass.eku.edu/etd/79.
Council of Science Editors:
Hobbs ML. Teacher Perceptions and Knowledge about Stuttering Before and After an In-Service Training. [Masters Thesis]. Encompass Digital Archive, Eastern Kentucky University; 2012. Available from: https://encompass.eku.edu/etd/79
University of Nevada – Las Vegas
13.
Nasir-Tucktuck, Mona.
The Effects of Distributed Trials on Behaviors of Students with Significant Disability.
Degree: PhD, Educational & Clinical Studies, 2017, University of Nevada – Las Vegas
URL: https://digitalscholarship.unlv.edu/thesesdissertations/3155
► Teaching academic instruction to students with significant cognitive disability (SCD) has been done with success over the past years (Browder, Mims, Spooner, Ahlgrim-Delzell, &…
(more)
▼ Teaching academic instruction to students with significant cognitive disability (SCD) has been done with success over the past years (Browder, Mims, Spooner, Ahlgrim-Delzell, & Lee, 2008; Hudson & Test, 2011; Mims, Hudson, & Browder, 2012), However, research is scarce and further instructional strategies are needed to help align the standard-based curriculum for this population of students (Browder, Ahlgrim-Delzell, Flowers, & Baker, 2012).
The academic inclusion of students with SCD has been a topic of interest for researchers over the past few decades. In 1997, research on
teaching academics to students with SCD was scarce (Nietupski, Hamre-Nietupski, Curtin, Shrikanth, 1997). The individuals with disabilities education act (IDEA) was reauthorized in 1997, to require that all students with disabilities to have access to the general curriculum (IDEA, 1997). In 2001, No Child Left Behind was passed (NCLB, 2001), which made sure that all students are successful and held the schools accountable for the success of all students.
These movements have prompted many researchers to investigate different instructional strategies to deliver instruction better and more specifically, academic instruction such as reading (Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2005), math (Browder, Spooner, Ahlgrim-Delzell, Harris, & Wakeman, 2007), and science (Courtade, Spooner, & Browder, 2007) to students with SCD. With the passing of Every Student Succeeds Act (ESSA, 2015), the importance of
teaching academic instruction to students with SCD is still eminent.
Based on the findings from the research, systematic prompting (Mims, Hudson, & Browder, 2012) and embedded instruction (Jimenez & Kamei, 2015) have been used as effective instructional strategies for students with SCD. The research also strongly suggests the use of shared stories to deliver academic instruction to students with SCD is also very effective (Hudson, et al., 2015; Mims, et al., 2012; Spooner et al. 2014).
This study added to the research by using systematic prompting to teach pivotal skills distributed in an adapted literature shared reading book, and examined the effects of this intervention on the acquisition of skills, listening comprehension, and behaviors of students with SCD.
A single
subject multiple probe baseline design across participants was used and results suggest the occurrence of a functional relationship between the independent and each of the dependent variables. The results of the study discussed the effects of the independent variable on pivotal skill acquisition and listening comprehension, as well as assessed the effects of this intervention on the ability of the students to generalize the dependent variables over time and across settings. The social validity of this intervention was also assessed through a survey sent out to the teachers, parents, and students.
Advisors/Committee Members: Joshua N. Baker, Cori More, Tracy Spies, Randall Boone.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Nasir-Tucktuck, M. (2017). The Effects of Distributed Trials on Behaviors of Students with Significant Disability. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3155
Chicago Manual of Style (16th Edition):
Nasir-Tucktuck, Mona. “The Effects of Distributed Trials on Behaviors of Students with Significant Disability.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021.
https://digitalscholarship.unlv.edu/thesesdissertations/3155.
MLA Handbook (7th Edition):
Nasir-Tucktuck, Mona. “The Effects of Distributed Trials on Behaviors of Students with Significant Disability.” 2017. Web. 01 Mar 2021.
Vancouver:
Nasir-Tucktuck M. The Effects of Distributed Trials on Behaviors of Students with Significant Disability. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2021 Mar 01].
Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3155.
Council of Science Editors:
Nasir-Tucktuck M. The Effects of Distributed Trials on Behaviors of Students with Significant Disability. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3155
University of Nevada – Las Vegas
14.
Yeager, Kristopher Hawk.
Transition Perceptions of High School Students with Emotional and Behavioral Disorders and Their Teachers.
Degree: PhD, Early Childhood, Multilingual, and Higher Education, 2019, University of Nevada – Las Vegas
URL: https://digitalscholarship.unlv.edu/thesesdissertations/3753
► After school, students with EBD often have poor outcomes related to employment, postsecondary education, and independent living. Individualized strengths-based transition planning that provides a…
(more)
▼ After school, students with EBD often have poor outcomes related to employment, postsecondary education, and independent living. Individualized strengths-based transition planning that provides a multitude of services and supports can improve these outcomes. There is limited research on the perspectives of students with EBD and how these viewpoints compare with those of teachers. Additional research in this area can provide researchers and practitioners with a more complex understanding of youth perspectives that can influence the development of authentic, strengths-based, and culturally responsive interventions. This mixed-methods study analyzed the transition-related strengths, needs, and social supports of students with EBD. Across three traditional public high schools, participants included students (n=8) with EBD between the age of 14 and 17 who received instruction in a self-contained Pre-Vocational course and their
special education teachers (n=3). To reveal strengths and needs, students and teachers completed the Transition Planning Inventory-2 (TPI-2), and to reveal perceptions of social supports students completed the Child and Adolescent Social Support Survey (CASSS). Then, students and teachers completed semi-structured interviews. Lastly, educational documents were reviewed to triangulate findings and increase the trustworthiness of findings. Students rated themselves significantly higher on the TPI-2 than teachers. Interview data confirmed differences in how students perceive their strengths and needs for the transition to adulthood. On the CASSS, students indicated that they received the most social support from teachers and close friends and the least from classmates and people in school. Interviews confirmed that most students received frequent social support from teachers. Students and teachers had similar perspectives on their support from parents and teachers. However, they had differences in their opinions of support from friends, classmates, extended family, and people in school (i.e., administrators, counselors, transition specialists). Additional research is needed to address the limitations in this study, in particular, by identifying a more representative sample and including the perspectives of additional stakeholders (i.e., parents, extended family, transition specialists).
Advisors/Committee Members: Joseph Morgan, Kyle Higgins, Monica Brown, Iesha Jackson.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Yeager, K. H. (2019). Transition Perceptions of High School Students with Emotional and Behavioral Disorders and Their Teachers. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3753
Chicago Manual of Style (16th Edition):
Yeager, Kristopher Hawk. “Transition Perceptions of High School Students with Emotional and Behavioral Disorders and Their Teachers.” 2019. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021.
https://digitalscholarship.unlv.edu/thesesdissertations/3753.
MLA Handbook (7th Edition):
Yeager, Kristopher Hawk. “Transition Perceptions of High School Students with Emotional and Behavioral Disorders and Their Teachers.” 2019. Web. 01 Mar 2021.
Vancouver:
Yeager KH. Transition Perceptions of High School Students with Emotional and Behavioral Disorders and Their Teachers. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2019. [cited 2021 Mar 01].
Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3753.
Council of Science Editors:
Yeager KH. Transition Perceptions of High School Students with Emotional and Behavioral Disorders and Their Teachers. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2019. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3753
University of Nevada – Las Vegas
15.
Buchter, Jennifer Margaret.
Large Group Video Modeling: Increasing Social Interactions in an Inclusive Head Start Classroom.
Degree: PhD, Educational & Clinical Studies, 2019, University of Nevada – Las Vegas
URL: https://digitalscholarship.unlv.edu/thesesdissertations/3579
► Social skills are associated positive academic and well-being outcomes across the lifespan, especially for individuals with disabiliites (Carter, Sisco, Chung, & Stanton-Chapman, 2010; Hirsh-Pasek,…
(more)
▼ Social skills are associated positive academic and well-being outcomes across the lifespan, especially for individuals with disabiliites (Carter, Sisco, Chung, & Stanton-Chapman, 2010; Hirsh-Pasek, Golinkoff, Berk, & Singer, 2009; Lifter, Mason, & Barton, 2011; Rubin, Bukowski, & Laursen, 2009). Without instruction, children with disabilities often have social skill delays that result in social isolation and peer rejection (Barton, 2015; Goldstein, English, Shafer, & Kaczmarek, 1997; Gresham, 1982; Nelson, McDonnell, Johnson, Crompton, & Nelson, 2007; Rogers, 2000; Travis, Sigman, & Ruskin, 2001). Direct and explicit instruction, not only for the targeted child but also for their peers, is required to support the acquisition and generalization of positive social interactions.
The purpose of this study was to answer three research questions. The first research question examined the effects of a large group video modeling intervention at increasing positive social interactions, both initiations and responses, of young children with disabilities and their peers. The second questioned examined if the effects of the intervention generalized to another setting, the outdoor playground. The third question examined teachers reported satisfaction with the acceptability and effectiveness of the intervention as measured by the Behavioral Intervention Rating Scale (BIRS, Elliot & Von Brock Treuting, 1991).
A multiple baseline design across participants was used to examine whether a functional relationship existed between a large group video modeling intervention and increased social interactions and if the skills generalized to the outdoor playground. Visual and statistical analysis were used in addition to Tau to examine effect size. Additional analysis was conducted to determine whether a functional relationship existed between the intervention and an increase in social initiations (motor and verbal) by participants. Social validity was collected from teachers and teacher assistants who implemented the interventions.
Four preschool age children with developmental delays and their classroom peers participated in the study. Results of the study suggest a functional relationship between the large group video modeling intervention and an increase in the number of intervals participants engaged in positive social interactions with peers for all participants. Data suggests a functional relationship between the classroom intervention and an increase in social interactions in the generalization setting for all participants, but to a lesser degree than post intervention. Teachers reported they were satisfied with the intervention effects, the targeted skills were important, the intervention was easily implemented with a high degree of fidelity, and the intervention lead to an increase is social interactions.
Advisors/Committee Members: Jeffery Gelfer, John Filler, Kyle Higgins, Jennifer Rennels.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Buchter, J. M. (2019). Large Group Video Modeling: Increasing Social Interactions in an Inclusive Head Start Classroom. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3579
Chicago Manual of Style (16th Edition):
Buchter, Jennifer Margaret. “Large Group Video Modeling: Increasing Social Interactions in an Inclusive Head Start Classroom.” 2019. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021.
https://digitalscholarship.unlv.edu/thesesdissertations/3579.
MLA Handbook (7th Edition):
Buchter, Jennifer Margaret. “Large Group Video Modeling: Increasing Social Interactions in an Inclusive Head Start Classroom.” 2019. Web. 01 Mar 2021.
Vancouver:
Buchter JM. Large Group Video Modeling: Increasing Social Interactions in an Inclusive Head Start Classroom. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2019. [cited 2021 Mar 01].
Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3579.
Council of Science Editors:
Buchter JM. Large Group Video Modeling: Increasing Social Interactions in an Inclusive Head Start Classroom. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2019. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3579
University of Nevada – Las Vegas
16.
Marsh, Robert Jordon.
School Connectedness: Comparing Students with Emotional and Behavioral Disorders to Their General Education Peers.
Degree: PhD, Educational & Clinical Studies, 2016, University of Nevada – Las Vegas
URL: https://digitalscholarship.unlv.edu/thesesdissertations/2879
► School connectedness is the extent to which a student feels that adults and peers on their school campus care about their behavioral and academic…
(more)
▼ School connectedness is the extent to which a student feels that adults and peers on their school campus care about their behavioral and academic success as well as their overall wellbeing. School connectedness is comprised of four factors: (a) bonding, (b) attachment, (c) engagement, and (d) climate. Students with emotional and behavioral disorders (EBD) may experience difficulty with developing high levels of school connectedness, which may lead to engagement in health-risk behaviors.
The purpose of this study was to determine the levels of school connectedness of students with EBD and compare them to the levels of their general education peers. A school connectedness questionnaire was created for this study and participants were recruited from elementary, middle, and high schools in a large urban school district. A total of 136 students aged 8 to 18 completed the questionnaire.
The results of the analysis of variance indicated that of the four factors of school connectedness, students with EBD reported significantly lower levels of school bonding than did their general education peers. Students with EBD reported lower levels of school attachment and engagement, but these results were not significant. Students with EBD also reported higher levels of school climate than did their general education peers. The results indicate that students with EBD experience school differently than their general education peers, especially in terms of school bonding.
These findings have implications for teacher education. Teacher education programs should include coursework outlining the development of positive teacher-student relationships as well as coursework to develop the skills needed to teach students with EBD to develop their own positive relationships with their peers. It is through the development of meaningful positive relationships that the outcomes for students with EBD will be improved.
Advisors/Committee Members: Kyle Higgins, Joseph Morgan, Monica Brown, Therese Cumming, Michael McCreery.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Marsh, R. J. (2016). School Connectedness: Comparing Students with Emotional and Behavioral Disorders to Their General Education Peers. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2879
Chicago Manual of Style (16th Edition):
Marsh, Robert Jordon. “School Connectedness: Comparing Students with Emotional and Behavioral Disorders to Their General Education Peers.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021.
https://digitalscholarship.unlv.edu/thesesdissertations/2879.
MLA Handbook (7th Edition):
Marsh, Robert Jordon. “School Connectedness: Comparing Students with Emotional and Behavioral Disorders to Their General Education Peers.” 2016. Web. 01 Mar 2021.
Vancouver:
Marsh RJ. School Connectedness: Comparing Students with Emotional and Behavioral Disorders to Their General Education Peers. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2021 Mar 01].
Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2879.
Council of Science Editors:
Marsh RJ. School Connectedness: Comparing Students with Emotional and Behavioral Disorders to Their General Education Peers. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2879
University of Nevada – Las Vegas
17.
Feeney, Danielle M.
Using Positive Self-Talk and Goal-Oriented Thinking to Improve Behavioral Outcomes for Students with Learning Disabilities.
Degree: PhD, Early Childhood, Multilingual, and Higher Education, 2019, University of Nevada – Las Vegas
URL: https://digitalscholarship.unlv.edu/thesesdissertations/3721
► Positive self-talk is the experience of carrying on an internal conversation with oneself in the form of praise and encourages the individual to persist…
(more)
▼ Positive self-talk is the experience of carrying on an internal conversation with oneself in the form of praise and encourages the individual to persist despite risks or challenges. Goal- oriented thinking is a purposeful mental process used when solving a problem or working on a task and generally occurs when an individual is reasoning, problem solving and decision making. When engaged in goal-oriented thinking, individuals must interpret their current situation, determine their desired state, and then connect the two through a series of actions in an attempt to transform the former to the latter. Individuals who frequently use positive self-talk as a goal-oriented mental process have improved task awareness, exhibit greater effort towards a task, and are more likely to make frequent attempts to reach a desired outcome.
The purpose of this study was to determine the effects of positive self-talk and goal- oriented thinking on on-task behavior for middle school students with learning disabilities (LD). Students with LD have increasingly distracting thoughts and therefore need to be explicitly taught to change their cognitive processes. A multiple baseline across participants design was used in one self-contained classroom in a large urban school district. A total of four sixth- and seventh-grade students participated. Data were collected on student on-task behavior and work completion rates.
Advisors/Committee Members: Joseph Morgan, Monica Brown, Wendy Rodgers, Stefani Relles.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Feeney, D. M. (2019). Using Positive Self-Talk and Goal-Oriented Thinking to Improve Behavioral Outcomes for Students with Learning Disabilities. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3721
Chicago Manual of Style (16th Edition):
Feeney, Danielle M. “Using Positive Self-Talk and Goal-Oriented Thinking to Improve Behavioral Outcomes for Students with Learning Disabilities.” 2019. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021.
https://digitalscholarship.unlv.edu/thesesdissertations/3721.
MLA Handbook (7th Edition):
Feeney, Danielle M. “Using Positive Self-Talk and Goal-Oriented Thinking to Improve Behavioral Outcomes for Students with Learning Disabilities.” 2019. Web. 01 Mar 2021.
Vancouver:
Feeney DM. Using Positive Self-Talk and Goal-Oriented Thinking to Improve Behavioral Outcomes for Students with Learning Disabilities. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2019. [cited 2021 Mar 01].
Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3721.
Council of Science Editors:
Feeney DM. Using Positive Self-Talk and Goal-Oriented Thinking to Improve Behavioral Outcomes for Students with Learning Disabilities. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2019. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3721
University of Nevada – Las Vegas
18.
Ewoldt, Kathy.
Reverse Engineering an Expository Paragraph for Students with Mild to Moderate Disabilities and English Learners.
Degree: PhD, Educational & Clinical Studies, 2018, University of Nevada – Las Vegas
URL: https://digitalscholarship.unlv.edu/thesesdissertations/3250
► Writing is a difficult task for most students. Only 27% of all students in America can write proficiently at or above grade level (U.S.…
(more)
▼ Writing is a difficult task for most students. Only 27% of all students in America can write proficiently at or above grade level (U.S. Department of Education, Institute of Education Sciences, 2012). With the recent adoption of rigorous standards (i.e., Common Core State Standards, Next Generation Science Standards), secondary students are required to engage in increasingly more expository writing tasks, a difficult challenge for students with high-incidence disabilities and English learners.
During the instruction process, teachers may model an example to show students how experts approach a task, typically in a sequence of beginning, middle, and ending steps. This intervention applied reverse engineering theory to the modelling step of paragraph writing instruction. The link between the prewriting and drafting steps of the expository paragraph writing process was explicitly taught in a backward sequence. The intervention consisted of nine 30-minute lessons implemented over a period of three weeks. Participants were 42 students in three middle school resource classrooms in a large urban school district in the southwestern United States. Each school was assigned randomly to one of three groups: reverse sequence modeling with a graphic organizer, reverse sequence modeling with a systematic letter-labeled graphic organizer, and typical resource classroom instruction. Students participated in pre-, mid-, and post-intervention assessments to determine if their knowledge and application of paragraph writing skills improved expository paragraph writing quality.
Results indicate there was not a statistically significant difference between the intervention groups. However, findings indicate practical significance. Students with high-incidence disabilities and English learner scores increased during the three-week intervention with medium to large effect sizes. Responses from social validity measures indicate teachers will change their instruction modeling procedures as a result of participating in the study.
Advisors/Committee Members: Joseph Morgan, Tiberio Garza, Tracy Spies, Kyle Higgins, Erin Hannon.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Ewoldt, K. (2018). Reverse Engineering an Expository Paragraph for Students with Mild to Moderate Disabilities and English Learners. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3250
Chicago Manual of Style (16th Edition):
Ewoldt, Kathy. “Reverse Engineering an Expository Paragraph for Students with Mild to Moderate Disabilities and English Learners.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021.
https://digitalscholarship.unlv.edu/thesesdissertations/3250.
MLA Handbook (7th Edition):
Ewoldt, Kathy. “Reverse Engineering an Expository Paragraph for Students with Mild to Moderate Disabilities and English Learners.” 2018. Web. 01 Mar 2021.
Vancouver:
Ewoldt K. Reverse Engineering an Expository Paragraph for Students with Mild to Moderate Disabilities and English Learners. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2021 Mar 01].
Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3250.
Council of Science Editors:
Ewoldt K. Reverse Engineering an Expository Paragraph for Students with Mild to Moderate Disabilities and English Learners. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3250
University of Nevada – Las Vegas
19.
Love, Matthew.
Promoting Vocabulary Knoweldge In Inclusive Science Classrooms: Comparison Of Instructional Methods.
Degree: PhD, Educational & Clinical Studies, 2018, University of Nevada – Las Vegas
URL: https://digitalscholarship.unlv.edu/thesesdissertations/3365
► A sustained trend in the overall enrollment in the United States has seen classrooms reflect more student diversity. This diversity has included increased rates…
(more)
▼ A sustained trend in the overall enrollment in the United States has seen classrooms reflect more student diversity. This diversity has included increased rates of participation in general education classrooms from both students from culturally and linguistically diverse backgrounds and students with disabilities. While the increase in student diversity in general education classrooms is certainly a positive step in increasing inclusive education, shifting student demographics have presented teachers with new and evolving instructional challenges. The diverse academic, cultural, and linguistic backgrounds students represent also come to characterize the unique learning needs teachers should address. This is particularly true in science, where recommendations and evidenced-based practices differ for different student populations (i.e., students with disabilities, students learning English). As technology has become more mobile (e.g., personal computers, tablets) teachers are increasingly able to provide individualized instruction and supplement traditional classroom instruction with technology. While there is great potential for technology-based tools to provide flexible and personalized instruction that addresses the diverse learning needs of students, there are little empirical investigations that describe specific ways students interact with technology to learn. To support the development of sound instructional technology, research that describes specific design elements and their impact on student learning is needed. This study aimed to compare teacher-led and technology-based instructional interventions designed to teach students academic vocabulary in inclusive science classrooms. The vocabulary instruction delivered in the study was delivered by teacher-led instruction (TLI) or personalized mobile instruction (PMI) and oriented around specific inquiry assignments. Additionally, student and teacher perceptions of these interventions were collected through surveys. The results of this study suggest that teacher-led interventions that utilize evidence-based practices and personalized learning tools that are well designed can have similar impact developing students’ depth of vocabulary knowledge. Additionally, teacher and student perceptions of the helpfulness and impact on student learning did not differ between treatment groups, though teachers rated the interventions as more helpful and impactful for students’ depth of vocabulary knowledge.
Advisors/Committee Members: Joseph Morgan, Kyle Higgins, Tracy Spies, Jeff Shih.
Subjects/Keywords: Special Education and Teaching
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APA ·
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APA (6th Edition):
Love, M. (2018). Promoting Vocabulary Knoweldge In Inclusive Science Classrooms: Comparison Of Instructional Methods. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3365
Chicago Manual of Style (16th Edition):
Love, Matthew. “Promoting Vocabulary Knoweldge In Inclusive Science Classrooms: Comparison Of Instructional Methods.” 2018. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021.
https://digitalscholarship.unlv.edu/thesesdissertations/3365.
MLA Handbook (7th Edition):
Love, Matthew. “Promoting Vocabulary Knoweldge In Inclusive Science Classrooms: Comparison Of Instructional Methods.” 2018. Web. 01 Mar 2021.
Vancouver:
Love M. Promoting Vocabulary Knoweldge In Inclusive Science Classrooms: Comparison Of Instructional Methods. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2018. [cited 2021 Mar 01].
Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3365.
Council of Science Editors:
Love M. Promoting Vocabulary Knoweldge In Inclusive Science Classrooms: Comparison Of Instructional Methods. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2018. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3365
University of Nevada – Las Vegas
20.
Choi, Eunhye.
Exploring the Attitudes of Students Enrolled in a Teacher Certification Program through a Disability Awareness Documentary Film Intervention.
Degree: PhD, Early Childhood, Multilingual, and Higher Education, 2020, University of Nevada – Las Vegas
URL: https://digitalscholarship.unlv.edu/thesesdissertations/3877
► Negative attitudes towards individuals with disabilities can lead to a lack of opportunities in society as well as educational settings. Therefore, it is essential…
(more)
▼ Negative attitudes towards individuals with disabilities can lead to a lack of opportunities in society as well as educational settings. Therefore, it is essential to promote positive attitudes to provide equal opportunities and rights to individuals with disabilities. However, there have been insufficient attempts to explore the attitudes of students enrolled in teacher certification programs. Diverse disability awareness programs have been utilized to enhance positive attitudes, and documentary films are frequently used to deliver such interventions. The current study implemented a series of documentary films as an intervention tool and examined the effects of the disability awareness documentary film intervention on the attitudes of students enrolled in a teacher certification program. Attitudes of a control group and treatment group were examined. The treatment group participated in three intervention phases, each consisting of: (1) watching a documentary film and (2) examining positive media representations. Results indicated that the overall state of attitudes in students enrolled in a teacher education program, as measured in the pre-test, were positive. There were no significant differences in participants’ attitudes between the treatment group and the control group; however, the control group’s attitudes were greater than the treatment group at the post-test. There was no statistically significant difference in the treatment group’s attitudes measured in the pre-test and post-test. However, the treatment group’s post-test attitudes increased in a positive direction across time. The current study also found that there were significant correlations between the treatment group’s attitudes and their evaluations on positive media portrayals of individuals with disabilities (complexity and equal interaction). These findings are discussed alongside recommendations, limitations, implications, and conclusions.
Advisors/Committee Members: Tracy Spies, Joseph Morgan, Cori More, Gary Larson.
Subjects/Keywords: Special Education and Teaching
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APA ·
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APA (6th Edition):
Choi, E. (2020). Exploring the Attitudes of Students Enrolled in a Teacher Certification Program through a Disability Awareness Documentary Film Intervention. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3877
Chicago Manual of Style (16th Edition):
Choi, Eunhye. “Exploring the Attitudes of Students Enrolled in a Teacher Certification Program through a Disability Awareness Documentary Film Intervention.” 2020. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021.
https://digitalscholarship.unlv.edu/thesesdissertations/3877.
MLA Handbook (7th Edition):
Choi, Eunhye. “Exploring the Attitudes of Students Enrolled in a Teacher Certification Program through a Disability Awareness Documentary Film Intervention.” 2020. Web. 01 Mar 2021.
Vancouver:
Choi E. Exploring the Attitudes of Students Enrolled in a Teacher Certification Program through a Disability Awareness Documentary Film Intervention. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2020. [cited 2021 Mar 01].
Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3877.
Council of Science Editors:
Choi E. Exploring the Attitudes of Students Enrolled in a Teacher Certification Program through a Disability Awareness Documentary Film Intervention. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2020. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3877
University of Nevada – Las Vegas
21.
Zirkus, Katelyn Jessie.
Informal Interactions: A Mini-Ethnographic Case Study of Students with Emotional and Behavioral Disorders.
Degree: PhD, Educational & Clinical Studies, 2019, University of Nevada – Las Vegas
URL: https://digitalscholarship.unlv.edu/thesesdissertations/3754
► Most educational professionals are committed to supporting the students they serve in developing the skills needed to achieve the highest educational life potential they…
(more)
▼ Most educational professionals are committed to supporting the students they serve in developing the skills needed to achieve the highest educational life potential they possibly can. The Individuals with Disabilities Education Improvement Act (IDEIA, 2004) reaffirms that the purpose of
special education is to prepare students for further education, employment, and independent living. However, post-school outcomes for students with emotional and behavioral disorders (EBD) often run counter to this stated purpose. Outcomes for students with EBD into adulthood are often not positive, substantiating the need of congressional intent to strengthen preparation and consequently improve these students’ quality of life.
Therefore, it is imperative that we study variables that exist within educational structures for students with EBD to determine what is both supporting and hindering these outcomes. Through deeper exploration of these variables, we can provide potential explanations of the educational practices and schooling structures on the outcomes of students with EBD and develop programs that are better designed to meet the needs of this population of students. This dissertation employs mini-ethnographic case study methods to magnify educational practices within informal learning environments. From a sociocultural perspective known as the advocacy and participatory paradigm, this study sought to answer the following question: what do informal interactions look like between school staff members and students with EBD during reinforcement period? Analyses sought to demonstrate ways in which informal interactions demonstrate and resist the behavioral norms that are the goals of educational practices. Observations were the focus of empirical analysis for this study. Over the course of the study, I observed 30 hours of informal interactions between school staff members and students with EBD in the cafeteria during Lion’s Den (i.e., a pseudonym for the allotted positive reinforcement time associated with the school-wide point and level system). Observation data were collected via a participant observer role documented by “in-situ” field notes, written in real time.
The descriptive and reflective field notes chronicled informal interactions between school staff members and students with EBD. While the structure and execution of observations and field notes remained consistent throughout the study, treatment of the data employed the use of grounded theory methodologies and conventional content analysis. Data were coded using open, selective, and in-vivo coding. The study reveals a number of themes related to the informal interactions between students with EBD and staff members during a 30-minute reinforcement period.
The following themes were found: (a) Inconsistency in Determination of Students’ Current Level: Since When, (b) Limited Communication Between Staff and Students: What Do You Want, (c) Additional Validation and Negotiation of Level: Staff or Card is What I Need, and (d) Predetermined…
Advisors/Committee Members: Joseph Morgan, Kyle Higgins, Monica Brown, Stefani Relles.
Subjects/Keywords: Special Education and Teaching
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APA ·
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Manager
APA (6th Edition):
Zirkus, K. J. (2019). Informal Interactions: A Mini-Ethnographic Case Study of Students with Emotional and Behavioral Disorders. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/3754
Chicago Manual of Style (16th Edition):
Zirkus, Katelyn Jessie. “Informal Interactions: A Mini-Ethnographic Case Study of Students with Emotional and Behavioral Disorders.” 2019. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 01, 2021.
https://digitalscholarship.unlv.edu/thesesdissertations/3754.
MLA Handbook (7th Edition):
Zirkus, Katelyn Jessie. “Informal Interactions: A Mini-Ethnographic Case Study of Students with Emotional and Behavioral Disorders.” 2019. Web. 01 Mar 2021.
Vancouver:
Zirkus KJ. Informal Interactions: A Mini-Ethnographic Case Study of Students with Emotional and Behavioral Disorders. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2019. [cited 2021 Mar 01].
Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3754.
Council of Science Editors:
Zirkus KJ. Informal Interactions: A Mini-Ethnographic Case Study of Students with Emotional and Behavioral Disorders. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2019. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/3754
University of New Mexico
22.
ALOTHAIM, SULIMAN SALEH.
Autism Spectrum Disorders (ASD): Knowledge, Teaching Skills, Preparation, and Needed Knowledge of Saudi Arabian Special Educators to Meet the Needs of their Students with ASD.
Degree: Special Education, 2017, University of New Mexico
URL: https://digitalrepository.unm.edu/educ_spcd_etds/29
► The Saudi government pays much attention to improving the quality of teachers who teach students with disabilities, including those identified with ASD. The purpose…
(more)
▼ The Saudi government pays much attention to improving the quality of teachers who teach students with disabilities, including those identified with ASD. The purpose of this study was to explore the beliefs and perceptions of teachers of students with ASD in Al Qassim about their knowledge,
teaching skills, and preparation to teach students with ASD. This study addressed two questions. The first question was what teachers in Al Qassim believe they know about ASD and how to teach students with ASD. The second was what teachers of students with ASD believe they need to be successful teachers of students with ASD. The study was qualitative in nature. I addressed these two questions by interviewing seven practicing
special educators in Al Qassim, Saudi Arabia. Three themes emerged from the analysis: (a) Participants’ Perceptions of their Teacher Preparation Programs, (b) post-BA learning, and (c) the Reality of
Teaching in Schools. Conclusions, implications, and suggestions were made based on the findings of the study.
Keywords: Autism Spectrum Disorder (ASD), teacher preparation programs, professional development courses, in-service
special education teachers, and pre-service teachers.
Advisors/Committee Members: Julia Scherba de Valenzuela, Susan Copeland, Megan Griffin, Jan Armstrong.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
ALOTHAIM, S. S. (2017). Autism Spectrum Disorders (ASD): Knowledge, Teaching Skills, Preparation, and Needed Knowledge of Saudi Arabian Special Educators to Meet the Needs of their Students with ASD. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_spcd_etds/29
Chicago Manual of Style (16th Edition):
ALOTHAIM, SULIMAN SALEH. “Autism Spectrum Disorders (ASD): Knowledge, Teaching Skills, Preparation, and Needed Knowledge of Saudi Arabian Special Educators to Meet the Needs of their Students with ASD.” 2017. Doctoral Dissertation, University of New Mexico. Accessed March 01, 2021.
https://digitalrepository.unm.edu/educ_spcd_etds/29.
MLA Handbook (7th Edition):
ALOTHAIM, SULIMAN SALEH. “Autism Spectrum Disorders (ASD): Knowledge, Teaching Skills, Preparation, and Needed Knowledge of Saudi Arabian Special Educators to Meet the Needs of their Students with ASD.” 2017. Web. 01 Mar 2021.
Vancouver:
ALOTHAIM SS. Autism Spectrum Disorders (ASD): Knowledge, Teaching Skills, Preparation, and Needed Knowledge of Saudi Arabian Special Educators to Meet the Needs of their Students with ASD. [Internet] [Doctoral dissertation]. University of New Mexico; 2017. [cited 2021 Mar 01].
Available from: https://digitalrepository.unm.edu/educ_spcd_etds/29.
Council of Science Editors:
ALOTHAIM SS. Autism Spectrum Disorders (ASD): Knowledge, Teaching Skills, Preparation, and Needed Knowledge of Saudi Arabian Special Educators to Meet the Needs of their Students with ASD. [Doctoral Dissertation]. University of New Mexico; 2017. Available from: https://digitalrepository.unm.edu/educ_spcd_etds/29
23.
Birk, Danielle.
Co-Teaching Math at the Secondary Level
.
Degree: 2014, California State University – San Marcos
URL: http://hdl.handle.net/10211.3/120405
► The Co-Teaching method at the secondary level is an essential part of the students??? education with special needs. It benefits the students by including them…
(more)
▼ The Co-
Teaching method at the secondary level is an essential part of the students??? education with
special needs. It benefits the students by including them within the general education curriculum and in turn the students begin to thrive both as students and individuals. The researcher created and presented a manual to the staff of a middle school in North County San Diego outlining how to Co-Teach math at the secondary level. The goal is to increase or maintain Co-
Teaching specifically with respect to math. Research has proven that providing a solid math foundation at the secondary level is necessary for future success in math subjects at the high school level and beyond. Math is and continues to be a foundation for higher learning. Therefore, it is the researcher???s opinion that employing the Co-
Teaching method will result in students with
special needs greater learning success within their lifetimes.
Advisors/Committee Members: Mauerman, Leslie P (advisor).
Subjects/Keywords: co-teaching;
math;
special education
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APA (6th Edition):
Birk, D. (2014). Co-Teaching Math at the Secondary Level
. (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/120405
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Birk, Danielle. “Co-Teaching Math at the Secondary Level
.” 2014. Thesis, California State University – San Marcos. Accessed March 01, 2021.
http://hdl.handle.net/10211.3/120405.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Birk, Danielle. “Co-Teaching Math at the Secondary Level
.” 2014. Web. 01 Mar 2021.
Vancouver:
Birk D. Co-Teaching Math at the Secondary Level
. [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10211.3/120405.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Birk D. Co-Teaching Math at the Secondary Level
. [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/120405
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Limerick
24.
Cooper, Cathy.
An investigation into the use of I.C.T. in teaching and learning In special schools in Munster.
Degree: Education and Professional Studies, 2011, University of Limerick
URL: http://hdl.handle.net/10344/1817
► non-peer-reviewed
We live in an ever increasingly technologically dependent world. It is essential therefore that our young people are educated to appreciate the uses and…
(more)
▼ non-peer-reviewed
We live in an ever increasingly technologically dependent world. It is essential therefore that our young people are educated to appreciate the uses and the potential of I.C.T. in enhancing all our lives. This investigation looks at the use of I.C.T. in special schools in Munster, examining teacher‘s attitudes towards I.C.T. and how they already implement I.C.T. in their classrooms today. It also sets out to find what, if any, barriers are now in place which prevent or hinder that use.
Thirty-three special schools were identified in Munster and all teachers in these schools were sent a postal questionnaire. Two teachers were observed using I.C.T. in their classes and two interviews were conducted with teachers in special schools. The resulting data were then gathered together and examined. The investigation identified a number of barriers to the successful implementation of I.C.T. in teaching and learning which exist in our special schools, namely: inadequate teacher training in the area of I.C.T.; inadequate resources appropriate to learners with S.E.N.; access to professional support in the area of assistive technology; access to professional support in the form of National I.T. & Special Needs Advisory Service and the Regional I.C.T. Advisory Service; inadequate technical support; inadequate funding for special schools. This study suggest that special schools should be looked at in a different light to mainstream schools when it comes to resourcing as the needs of a special school are more diverse and specialised, therefore needing a more individualised approach to resourcing. It would also suggest that special schools should be afforded specialised training within their own schools so the best possible outcome can be achieved for learners with S.E.N.
Advisors/Committee Members: Lane, Catriona.
Subjects/Keywords: I.C.T; special schools; Munster; teaching
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APA (6th Edition):
Cooper, C. (2011). An investigation into the use of I.C.T. in teaching and learning In special schools in Munster. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/1817
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Cooper, Cathy. “An investigation into the use of I.C.T. in teaching and learning In special schools in Munster.” 2011. Thesis, University of Limerick. Accessed March 01, 2021.
http://hdl.handle.net/10344/1817.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cooper, Cathy. “An investigation into the use of I.C.T. in teaching and learning In special schools in Munster.” 2011. Web. 01 Mar 2021.
Vancouver:
Cooper C. An investigation into the use of I.C.T. in teaching and learning In special schools in Munster. [Internet] [Thesis]. University of Limerick; 2011. [cited 2021 Mar 01].
Available from: http://hdl.handle.net/10344/1817.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cooper C. An investigation into the use of I.C.T. in teaching and learning In special schools in Munster. [Thesis]. University of Limerick; 2011. Available from: http://hdl.handle.net/10344/1817
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of South Carolina
25.
Kumpiene, Gerda.
Family Engagement in Secondary Transition: Importance, Frequency, and Preparedness Identified by Transition Professionals.
Degree: PhD, Educational Studies, 2019, University of South Carolina
URL: https://scholarcommons.sc.edu/etd/5613
► The purpose of this study was to examine transition professionals' perceptions of the importance of family engagement practices, how frequently specific family engagement practices…
(more)
▼ The purpose of this study was to examine transition professionals' perceptions of the importance of family engagement practices, how frequently specific family engagement practices are implemented, and the perceived level of preparation to implement these practices. The survey instrument was created for the purpose of this study, based on the extant literature review related to the specific family engagement practices that transition professionals implement in their work. A total of 237 transition specialists from 81 South Carolina school districts and 24 South Carolina Vocational Rehabilitation Department local offices participated in the study. To identify the underlying structure of the specific family engagement practices, exploratory factor analysis was conducted, which revealed three family engagement domains: (a) Family Guidance, (b) Family Recognition, and (c) Family Partnership. Each domain comprised a set of specific family engagement practices and study participant responses regarding perceived importance, frequency, and preparation were evaluated at a domain level.
Data analysis revealed that transition professionals perceived family engagement practices as highly important across all three domains; however, reported preparation and frequency of actual implementation of such practices were lower. Study results showed that there was a statistically significant difference related to both perceived importance and frequency of implementation of family engagement practices across three groups of transition professionals: those who felt low, moderately, and highly prepared to perform such practices across all three domains. Statistically significant difference also existed among three groups of transition professionals based on the perceived importance of family engagement practices with respect to the frequency of implementation of such practices.
Advisors/Committee Members: Erik Drasgow, Anthony Plotner.
Subjects/Keywords: Education; Special Education and Teaching
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Manager
APA (6th Edition):
Kumpiene, G. (2019). Family Engagement in Secondary Transition: Importance, Frequency, and Preparedness Identified by Transition Professionals. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5613
Chicago Manual of Style (16th Edition):
Kumpiene, Gerda. “Family Engagement in Secondary Transition: Importance, Frequency, and Preparedness Identified by Transition Professionals.” 2019. Doctoral Dissertation, University of South Carolina. Accessed March 01, 2021.
https://scholarcommons.sc.edu/etd/5613.
MLA Handbook (7th Edition):
Kumpiene, Gerda. “Family Engagement in Secondary Transition: Importance, Frequency, and Preparedness Identified by Transition Professionals.” 2019. Web. 01 Mar 2021.
Vancouver:
Kumpiene G. Family Engagement in Secondary Transition: Importance, Frequency, and Preparedness Identified by Transition Professionals. [Internet] [Doctoral dissertation]. University of South Carolina; 2019. [cited 2021 Mar 01].
Available from: https://scholarcommons.sc.edu/etd/5613.
Council of Science Editors:
Kumpiene G. Family Engagement in Secondary Transition: Importance, Frequency, and Preparedness Identified by Transition Professionals. [Doctoral Dissertation]. University of South Carolina; 2019. Available from: https://scholarcommons.sc.edu/etd/5613
University of South Carolina
26.
Googe, Heather Smith.
A Short-Term Longitudinal Study of the Relationship Between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Pre-Kindergarten Program.
Degree: PhD, Educational Studies, 2011, University of South Carolina
URL: https://scholarcommons.sc.edu/etd/1942
► The purpose of my study was to evaluate the relationship between classroom process quality and child language and academic outcomes from the beginning of…
(more)
▼ The purpose of my study was to evaluate the relationship between classroom process quality and child language and academic outcomes from the beginning of the pre-kindergarten year to the beginning of the kindergarten year for one cohort of children participating in a state-funded pre-kindergarten program in South Carolina. Data for my study were part of a larger extant dataset from the evaluation of the South Carolina Child Development Education Pilot Program. Individual child assessment data collected in the fall of the pre-kindergarten year and the fall of the kindergarten year for 118 children from 49 classrooms were compared to classroom observation data collected in the spring of the pre-kindergarten year. The measure used to capture classroom process quality was the Classroom Assessment Scoring System (CLASS; Pianta, LaParo, & Hamre, 2008). The Picture Vocabulary Test 4 (PPVT 4; Dunn & Dunn, 2007) measured child receptive language outcomes and the Woodcock-Johnson-III (WJ-III-Woodcock, McGrew, & Mather, 2001) measured child pre-academic achievement. Because children were nested within classrooms, hierarchical linear modeling (HLM, Raudenbush & Bryk, 2002) was the analytic framework used to examine the relationship between classroom quality measured by the CLASS and the individual child outcomes of receptive language and academic achievement. Findings included no significant relationships between dimensions of classroom process quality and the child outcomes of receptive language and academic achievement. Discussion of these results and Implications for future research is discussed.
Advisors/Committee Members: William H Brown.
Subjects/Keywords: Education; Special Education and Teaching
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APA (6th Edition):
Googe, H. S. (2011). A Short-Term Longitudinal Study of the Relationship Between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Pre-Kindergarten Program. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/1942
Chicago Manual of Style (16th Edition):
Googe, Heather Smith. “A Short-Term Longitudinal Study of the Relationship Between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Pre-Kindergarten Program.” 2011. Doctoral Dissertation, University of South Carolina. Accessed March 01, 2021.
https://scholarcommons.sc.edu/etd/1942.
MLA Handbook (7th Edition):
Googe, Heather Smith. “A Short-Term Longitudinal Study of the Relationship Between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Pre-Kindergarten Program.” 2011. Web. 01 Mar 2021.
Vancouver:
Googe HS. A Short-Term Longitudinal Study of the Relationship Between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Pre-Kindergarten Program. [Internet] [Doctoral dissertation]. University of South Carolina; 2011. [cited 2021 Mar 01].
Available from: https://scholarcommons.sc.edu/etd/1942.
Council of Science Editors:
Googe HS. A Short-Term Longitudinal Study of the Relationship Between Classroom Quality and Child Language and Academic Outcomes in a State-Funded Pre-Kindergarten Program. [Doctoral Dissertation]. University of South Carolina; 2011. Available from: https://scholarcommons.sc.edu/etd/1942
University of Central Florida
27.
Wills-Jackson, Celestial.
Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional Behavioral Disorder and Comorbid Disabilities.
Degree: 2018, University of Central Florida
URL: https://stars.library.ucf.edu/etd/5979
► This study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the…
(more)
▼ This study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the number of verbal responses during peer relationships for students with comorbid disabilities in a clinical setting.
This SEL intervention was modified for children with comorbid autism spectrum disorder (ASD) and emotional and behavioral disorder (EBD). A single-
subject, multiple-baseline, across-participants design was used. Participants included adolescents (n = 6) with comorbid disabilities, predominantly ASD and EBD, their board-certified behavior analysts (BCBA), and six behavior technicians. The researcher established and maintained face-to-face reciprocal peer social engagements (communication) and direct eye gaze (contact) with participants in dyad groups. Each session included a 60-minute video of peer social interactions. Direct observations, differential reinforcement of other behaviors (DRO), and pre- and post-Social Skills Improvement System-Rating Scales (SSIS-RS) were examined. Evidence of SEL intervention effectiveness was measured by percentage of nonoverlapping data points (PND). Social validity was measured using the multiple-rater SSIS-RS and intervention fidelity checklists evaluating the Sanford Harmony intervention. Results from data and visual analysis revealed all participants significantly increased their direct eye contact, verbal reciprocity, and social engagements after implementing the Harmony program. In addition, a PND value of 100% was calculated for each dependent variable indicating the Harmony program was a highly effective intervention increasing eye contact, verbal reciprocity, and social engagements for students with EBD and comorbid disabilities.
Advisors/Committee Members: Hines, Rebecca.
Subjects/Keywords: Special Education and Teaching
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APA (6th Edition):
Wills-Jackson, C. (2018). Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional Behavioral Disorder and Comorbid Disabilities. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5979
Chicago Manual of Style (16th Edition):
Wills-Jackson, Celestial. “Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional Behavioral Disorder and Comorbid Disabilities.” 2018. Doctoral Dissertation, University of Central Florida. Accessed March 01, 2021.
https://stars.library.ucf.edu/etd/5979.
MLA Handbook (7th Edition):
Wills-Jackson, Celestial. “Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional Behavioral Disorder and Comorbid Disabilities.” 2018. Web. 01 Mar 2021.
Vancouver:
Wills-Jackson C. Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional Behavioral Disorder and Comorbid Disabilities. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2021 Mar 01].
Available from: https://stars.library.ucf.edu/etd/5979.
Council of Science Editors:
Wills-Jackson C. Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional Behavioral Disorder and Comorbid Disabilities. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: https://stars.library.ucf.edu/etd/5979
28.
Mayes, Zerek.
Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.
Degree: 2019, University of Central Florida
URL: https://stars.library.ucf.edu/etd/6534
► This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and…
(more)
▼ This phenomenological study examined the lived experiences of
special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving
special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education Statistics, 2018). The current failings of reform efforts to improve the academic achievement of students with EBD brings the roles, responsibilities and practices of teachers and their preparation into view. This study examined the impact of culture on the attitudes, beliefs, and practices of
special education teachers. Semi-structured interviews were conducted with eight participants (N = 8). A thematic analysis resulted in three overarching themes. The three themes included: (a) the essentials: keys to student engagement, (b) the frustrations regarding effective program implementation, and (c) elements of an effective program. This study exposed multiple factors affecting the effectiveness of
special educators' practices as well as offered recommendations for teachers, schools, districts, policies, and future research.
Advisors/Committee Members: Martin, Suzanne.
Subjects/Keywords: Education; Special Education and Teaching
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APA ·
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Manager
APA (6th Edition):
Mayes, Z. (2019). Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6534
Chicago Manual of Style (16th Edition):
Mayes, Zerek. “Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.” 2019. Doctoral Dissertation, University of Central Florida. Accessed March 01, 2021.
https://stars.library.ucf.edu/etd/6534.
MLA Handbook (7th Edition):
Mayes, Zerek. “Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.” 2019. Web. 01 Mar 2021.
Vancouver:
Mayes Z. Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities. [Internet] [Doctoral dissertation]. University of Central Florida; 2019. [cited 2021 Mar 01].
Available from: https://stars.library.ucf.edu/etd/6534.
Council of Science Editors:
Mayes Z. Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities. [Doctoral Dissertation]. University of Central Florida; 2019. Available from: https://stars.library.ucf.edu/etd/6534
University of Central Florida
29.
Schreffler, Jillian.
The Life Experiences of Women with an Intellectual Disability who were Sexually Assaulted.
Degree: 2019, University of Central Florida
URL: https://stars.library.ucf.edu/etd/6576
► The views of those with an intellectual disability (ID) on sexuality is not a topic many are willing to broach. Many challenges exist for those…
(more)
▼ The views of those with an intellectual disability (ID) on sexuality is not a topic many are willing to broach. Many challenges exist for those identified with ID when it comes to sexual education, including a lack of appropriate curricula; a lack of trained school personnel; the inability of school, state, and national stakeholders to agree on policy or curriculum content; and the generalizability of the content. These challenges are heightened by an increase in sexual assault of women with ID. To improve sexual assault prevention skills, the researcher conducted a phenomenological study to identify the current status of sexual assault and sexual education, specifically for women with ID. Semi-structured interviews occurred with seven women with ID who were sexually assaulted. The outcome of this dissertation research provides information, derived from these women, as ways to better educate females with ID in relation to sexual education and sexual assault prevention.
Advisors/Committee Members: Dieker, Lisa.
Subjects/Keywords: Education; Special Education and Teaching
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APA ·
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APA (6th Edition):
Schreffler, J. (2019). The Life Experiences of Women with an Intellectual Disability who were Sexually Assaulted. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6576
Chicago Manual of Style (16th Edition):
Schreffler, Jillian. “The Life Experiences of Women with an Intellectual Disability who were Sexually Assaulted.” 2019. Doctoral Dissertation, University of Central Florida. Accessed March 01, 2021.
https://stars.library.ucf.edu/etd/6576.
MLA Handbook (7th Edition):
Schreffler, Jillian. “The Life Experiences of Women with an Intellectual Disability who were Sexually Assaulted.” 2019. Web. 01 Mar 2021.
Vancouver:
Schreffler J. The Life Experiences of Women with an Intellectual Disability who were Sexually Assaulted. [Internet] [Doctoral dissertation]. University of Central Florida; 2019. [cited 2021 Mar 01].
Available from: https://stars.library.ucf.edu/etd/6576.
Council of Science Editors:
Schreffler J. The Life Experiences of Women with an Intellectual Disability who were Sexually Assaulted. [Doctoral Dissertation]. University of Central Florida; 2019. Available from: https://stars.library.ucf.edu/etd/6576
University of Central Florida
30.
Bukaty, Caitlyn.
Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities.
Degree: 2016, University of Central Florida
URL: https://stars.library.ucf.edu/etd/5075
► Individuals with intellectual disabilities (ID) are known to have deficits in problem-solving skills within the realm of social communication, which may pose a barrier to…
(more)
▼ Individuals with intellectual disabilities (ID) are known to have deficits in problem-solving skills within the realm of social communication, which may pose a barrier to employment (Livermore & Goodman, 2009). The ability to provide appropriate verbal responses is critical to success in an inclusive workplace for people with ID (Alber, Heward, & Hippler, 1999). Foley and colleagues (2013) found individuals with ID with strong communication skills were more likely to be engaged in independent employment than peers with weak communication skills. Furthermore, the Workforce Innovation and Opportunity Act (WIOA; 2014) mandated improved access to inclusive employment opportunities for people with disabilities. However, social communication for the workplace is a seldom addressed skill (Langford, 2013; Matsumoto & Hwang, 2013b).
In an attempt to contribute to the research base surrounding workplace communication skills for individuals with ID the researcher conducted an experimental group design study to examine the effects of mixed-reality virtual peer interactions on workplace problem-solving. The Innovative Facilitation of Requisite Communication Skills for Employment (In-FORCE) intervention consisted of four 5-minute interactions with a virtual avatar playing the role of a peer in the TLE TeachLivE (TLE) virtual environment. Each participant in the treatment group completed the intervention. During interactions participants discussed workplace problem scenarios with the peer avatar, and received coaching and feedback from the avatar. Scenarios were based on a soft skills curriculum from the U.S. DOL (n.d.) and were validated by experts in the field of entry level employment. Problem-solving achievement was measured using a checklist. Checklist data were analyzed between pretest and posttest based on group assignment using a repeated measures analysis of variance (ANOVA) with one factor between.
The results of the analysis indicated positive change between pretest and posttest for individual members of the treatment group, but the results were not statistically significant. A possible reason for this lack of significance is the minimal amount of time participants spent engaged in the intervention. The 20 minutes total intervention time was advantageous as it (1) required participants to spend minimal time away from regular daily activities; (2) controlled the emotional impact of the interactions, as 5 minutes in a simulator has been found to have to the emotional equivalence of 30 minutes of human interaction (Dieker, Hynes, Hughes, & Smith, 2008); and (3) it allowed the intervention to be delivered at the cost of $40 per participant. Despite controlling for time in this study, more time engaged in the intervention may have led to more noticeable results. Building upon potential changes and future implications the researcher discusses the findings, implications for problem-solving and employment skills training, and the reconceptualization of research practices for individuals with ID.
Advisors/Committee Members: Dieker, Lisa.
Subjects/Keywords: Special Education and Teaching
Record Details
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APA ·
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bukaty, C. (2016). Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5075
Chicago Manual of Style (16th Edition):
Bukaty, Caitlyn. “Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities.” 2016. Doctoral Dissertation, University of Central Florida. Accessed March 01, 2021.
https://stars.library.ucf.edu/etd/5075.
MLA Handbook (7th Edition):
Bukaty, Caitlyn. “Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities.” 2016. Web. 01 Mar 2021.
Vancouver:
Bukaty C. Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities. [Internet] [Doctoral dissertation]. University of Central Florida; 2016. [cited 2021 Mar 01].
Available from: https://stars.library.ucf.edu/etd/5075.
Council of Science Editors:
Bukaty C. Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities. [Doctoral Dissertation]. University of Central Florida; 2016. Available from: https://stars.library.ucf.edu/etd/5075
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Open Access Theses and Dissertations
