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  Partner: UNT Libraries
 Degree Discipline: Special Education
 Collection: UNT Theses and Dissertations
The Early Literacy Development of Young Mildly Handicapped Children

The Early Literacy Development of Young Mildly Handicapped Children

Date: August 1986
Creator: Austin, Jerry Patricia Gentry
Description: The purpose of this study was to describe the extent and quality of prior knowledge, transactional nature, and social context of literacy knowledge demonstrated by young mildly handicapped learners. The study was based on current theories of literacy which view literacy growth as part of the total language system development, and ethnographic methods were used to gather and analyze qualitative data. Language and literacy events were observed in three special education classrooms including 43 students ranging in age from 4 years 1 month to 9 years 11 months. Major findings of the study included: (a) The children in this study demonstrated prior literacy knowledge much like that of non-handicapped peers, (b) Demonstrations of oral and written language system transactions decreased after students received formal instruction in reading and writing. And (c) children's ability to interpret print depended greatly on the presence or absence of context with the print.
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Perceptions of Temperament Characteristics of Children Classified as Learning Disabled

Perceptions of Temperament Characteristics of Children Classified as Learning Disabled

Date: August 1986
Creator: Cardell, Cheryl Dianne Elizabeth
Description: This study addresses how the temperament characteristics of seven year old learning disabled students are viewed in relation to those of the normally achieving students. Teacher perceptions, parent perceptions, and teacher versus parent perceptions are examined utilizing the six dimensions (activity, adaptability, approach/withdrawal, intensity, distractibility, and persistence) and the three factors (emotionality, sociability, and persistence) of the Temperament Assessment Battery.
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An Analysis of Critical Skills Used by Correctional Education Personnel

An Analysis of Critical Skills Used by Correctional Education Personnel

Date: December 1986
Creator: Roberts, Dewey F. (Dewey Franklin)
Description: A review of the literature indicated that critical skills needed by educators to work with adjudicated youth in correctional settings had not been sufficiently identified or analyzed. Research efforts using survey instruments appeared to offer a method for gathering data in order to develop and study a comprehensive list of critical skills of correctional educators. A survey instrument was developed in bifurcate format that required respondents to rate 135 skill items according to Importance and Proficiency. Two parallel Likert-type scales were provided so that respondents could rate items according to their perceptions of Importance and Proficiency, The instrument was mailed to three groups consisting of educators in youth correctional facilities, state level administrators of youth corrections, and college/university faculty in correctional education preservice teacher preparation programs. A total of 366 surveys were mailed with 183 (50%) returned. Four hypotheses and eight corollaries were developed. Data were analyzed using MANOVA to test for significant differences among all groups and within subjects for one group (correctional educators). The findings did not support the hypotheses or corollaries. Therefore, all hypotheses and corollaries were rejected. However, ANOVA and Chi-Square procedures revealed significant differences among groups and within Group 1, correctional educators. The findings suggested ...
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An Examination of the Behavioral Dimensions of Behaviorally Disordered Students Across Grade Levels Utilizing Confirmatory Factor Analysis

An Examination of the Behavioral Dimensions of Behaviorally Disordered Students Across Grade Levels Utilizing Confirmatory Factor Analysis

Date: December 1987
Creator: Sarnacki, Ronald L. (Ronald Leonard)
Description: A review of the literature regarding behavioral characteristics and underlying factors for behaviorally disordered (BD) students revealed that both elementary school aged and secondary school aged BD students may be able to be described by a similar factor structure. Utilizing ratings obtained on a national sample of BD students with the Behavioral Dimensions Rating Scale (BDRS). Research Edition, the pattern of item ratings for students in grades kindergarten through five (K-5) and grades six through eleven (6-11) was examined to confirm this literature-based theory. Multigroup simultaneous confirmatory factor analysis using maximum likelihood estimation procedures was utilized to compare the covariance structures of students in grades K-5 and grades 6-11. A goodness-of-fit index revealed that the covariance matrices of the two groups were invariant. Since the same factor structure could be used to describe BD students in grades K-5 and grades 6-11, the means for the two groups were compared using Hotelling's T^2 statistic for two independent samples. The analysis resulted in finding a significant difference between the two groups' means. A univariate F test was conducted for the behavioral dimensions to locate the source of the mean difference. A significant difference was found only for Factor I: Aggressive/Acting Out, indicating ...
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Cross-Cultural Validity of the Test of Non-Verbal Intelligence

Cross-Cultural Validity of the Test of Non-Verbal Intelligence

Date: August 1988
Creator: Parmar, Rene S. (Rene Sumangala)
Description: The purpose of this study was to investigate the extent to which a non-verbal test of intelligence, the Test of Non-Verbal Intelligence (TONI), may be used for assessing intellectual abilities of children in India. This investigation is considered important since current instruments used in India were developed several years ago and do not adequately reflect present standards of performance. Further, current instruments do not demonstrate adequate validity, as procedures for development and cultural transport were frequently not in adherence to recommended guidelines for such practice. Data were collected from 91 normally achieving and 18 mentally retarded Indian children, currently enrolled in elementary schools. Data from an American comparison group were procured from the authors of the TONI. Subjects were matched on age, grade, and area of residence. Subjects were also from comparative socioeconomic backgrounds. Literature review of the theoretical framework supporting cross-cultural measurement of intellectual ability, a summary of major instruments developed for cross-cultural use, non-verbal measures of intellectual ability in India, and issues in cross-cultural research are discussed, with recommended methodology for test transport. Major findings are: (a) the factor scales derived from the Indian and American normally achieving groups indicate significant differences; (b) items 1, 3, 5, 8, ...
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Analysis of Critical Skills Used By Educators of Students With Autism

Analysis of Critical Skills Used By Educators of Students With Autism

Date: August 1989
Creator: Bunsen, Teresa Dawn
Description: A review of the literature indicated that critical skills needed by educators of students with autism had not been sufficiently identified. Research efforts using survey instruments appeared to offer a method for gathering data in order to develop and analyze a comprehensive list of critical skills for educators of students with autism. A survey instrument was developed in bifurcate format that required respondents to rate 118 skill items according to Importance and Proficiency. Two Likert-type scales were provided to enable respondents to record their perceptions of Importance and Proficiency. The instrument was mailed to a nationwide stratified sample of educators of students with autism. A total of 90 surveys were mailed with 52 (57%) returned. Four hypotheses and two research questions were developed. Data were analyzed using MANOVA to test for significant differences among the four geographic regions of the United States and within ten skill areas. The findings did not support the hypotheses; therefore, all hypotheses were rejected. In further analysis utilizing the ANOVA and Chi-Square procedures, significant differences among some regions and within some of the skill areas were found. The findings suggest that educators from the four regions tended to differ in regard to Importance and Proficiency ...
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The Developmental Characteristics of Young Children Prenatally Substance-exposed

The Developmental Characteristics of Young Children Prenatally Substance-exposed

Date: December 1992
Creator: Taylor, Diane L. (Diane Louise)
Description: The purpose of this study was to explore the developmental characteristics of young children (ages 11-60 months) with prenatal substance-exposure. A developmental rating scale, the Developmental Checklist (DC) of the Developmental Observation Checklists (DOCs) was utilized. The DC measures the domains of language, motor, social/behavioral, and cognition, as well as overall developmental status.
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An Examination of Regular Education Elementary Teachers' Attitudes Toward Students with Emotional/Behavioral Disorders

An Examination of Regular Education Elementary Teachers' Attitudes Toward Students with Emotional/Behavioral Disorders

Date: December 1992
Creator: Coburn, Leslie D'Ann
Description: This study examined the attitudes of regular education teachers at the elementary school level, toward mainstreaming students with emotional/behavioral disorders (E/BD) and identified variables which were correlated with those attitudes.
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Preservice Teacher Attitudes towards Nonvocal Individuals using High Technology Augmentative Communication Devices versus Low Technology Communication Boards

Preservice Teacher Attitudes towards Nonvocal Individuals using High Technology Augmentative Communication Devices versus Low Technology Communication Boards

Date: December 1992
Creator: Macke, Robin A. (Robin Ann)
Description: The attitudes of preservice teachers towards individuals who are nonvocal and using either a high technology augmentative communication (HAC) device or a low technology communication board were investigated. A rating scale was devised, consisting of three sub-scales. The three sub-scales measured preservice teachers' estimates of intelligence, academic potential, and social acceptance in the regular education setting. Reliability and validity were established through a pilot study. Preservice teachers viewed videotapes of children using either high technology or low technology augmentative communication devices and subsequently completed the rating scale based on the videotapes. Results indicated that preservice teachers perceived the same child as having greater academic and social acceptance potential when using high technology augmentative communication.
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The Effects of Supplemental Performance and On-Task Contingencies on the Acquisition of Math Skills for Elementary School Students with Behavioral Disorders, Students with Attention Deficit Disorders, and Students without Disabilities

The Effects of Supplemental Performance and On-Task Contingencies on the Acquisition of Math Skills for Elementary School Students with Behavioral Disorders, Students with Attention Deficit Disorders, and Students without Disabilities

Date: May 1993
Creator: Suter, Cheryl L. (Cheryl Lynn)
Description: The purpose of this study was to investigate the effects of supplemental on-task and performance contingencies on the acquisition of math skills for elementary school children identified as seriously emotionally disturbed/behaviorally disordered, attention deficit disordered, and students without disabilities. Three experimental conditions were utilized, involving teacher-directed instruction with (a) no contingencies, (b) contingencies for academic performance, and (c) contingencies for academic performance and on-task behavior. The study was designed to measure the effects of these contingency conditions on the number of math problems solved accurately by the study's participants.
Contributing Partner: UNT Libraries
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