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  Partner: UNT Libraries
 Degree Discipline: Special Education
 Collection: UNT Theses and Dissertations
Effects of a Prototypical Training Program on the Implementation of Systematic Observational Data Collection on Iep Objectives for the Core Deficits of Autism Spectrum Disorders

Effects of a Prototypical Training Program on the Implementation of Systematic Observational Data Collection on Iep Objectives for the Core Deficits of Autism Spectrum Disorders

Date: May 2013
Creator: Harkins, Jessica L.
Description: Legal mandates and best practice recommendations for the education of students with autism spectrum disorders (ASD) emphasize the importance of systematic, ongoing observational data collection in order to monitor progress and demonstrate accountability. The absence of such documentation in decision-making on instructional objectives indicates a weakness in bridging the research-to-practice gap in special education. Utilizing a multiple baseline design across participants, the current study evaluated the effects of a prototypical teacher training program (i.e., workshop, checklist, in-classroom training with feedback, and maintenance with a thinned schedule of feedback) on the frequency of data collection on core deficits of ASD and the use of data-based decision-making. Results indicate increases in daily mean frequency of data collection following intervention. Maintenance and generalization indicates variable responding across participants. Effect size (Cohen's d) indicates a large, clinically significant effect of the training program. Results are discussed in relation to training models, maintenance, and future research.
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A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders

A Qualitative Research Study of How Extended Field Experience Prepares Special Education Teachers of Students with Emotional and Behavioral Disorders

Date: May 2005
Creator: Wang, Hsin-Yi
Description: A well-prepared and qualified special education teacher is crucial to the performance of students with emotional and behavioral disorders (EBD). The prominent educators and federal government encourage the use of extended field experiences in preparing qualified special education teachers. The study examined the strengths and weaknesses of extended field experience in terms of the perceptions of the prospective teachers and teachers of students with EBD. Both individual interviews and a focus group were used to collect data. The results revealed that extended field experience benefits prospective teachers in showing the reality of the teachers' world, self-motivation assessment, and professional development. However, there were some improvements that could be made, including more placement selections and more practical knowledge.
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Impact of Absent Father-Figures on Male Subjects and the Correlation to Juvenile Delinquency: Findings and Implications

Impact of Absent Father-Figures on Male Subjects and the Correlation to Juvenile Delinquency: Findings and Implications

Date: August 2003
Creator: Eastin, Jennifer Flood
Description: This study was predicated on the belief that a father brings something unique to the family, thus, making irreplaceable contributions to the life of a child. Fathers are unique in that they provide something different from mothers. They are irreplaceable because when they are absent, children are said to suffer emotionally, intellectually, socially, and behaviorally. The contributions of fathers to a child's well being cannot be fully replaced by better programming, ensuring child support programs, or even by well-intentioned mentoring programs. A review of literature relevant to delinquency and adolescent behavioral and academic success revealed that there may be a correlation between a male role-model and the teaching of self-control and socially appropriate behaviors. Indeed, much of what the large body of research pertaining to fatherhood reveals is that, compared to children raised in two-parent homes, children who grow up without their fathers have significantly worse outcomes, on average, on almost every measure of well being (Horn, 2002). In addition, an understanding of the factors that may influence delinquent behaviors, in particular within the family unit, can better equip parents and educators to support those who may be exhibiting the beginning signs of delinquent behavior. This study was designed to ...
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Teachers' Perspectives on Student Problematic Behavior and Social Skills

Teachers' Perspectives on Student Problematic Behavior and Social Skills

Date: May 2011
Creator: Riney, Summer Sides
Description: The research investigation reported herein examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targets students in kindergarten through grade five who are identified by the school system for being at-risk for being labeled with emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavioral supports (i.e., social skills training, functional behavioral assessment, and team collaboration). Teachers completed a teacher form of the Social Skills Rating System before and after the student received program services to determine differences in social skills and problematic behavior pre- and post- program early intervention services. An analysis was also made of the differences among gender, ethnicity, and grade according to the teachers' perspectives. Data indicated statistically significant results in the area of social skills and problem behavior. The results indicate early intervention services that teach social skills and use functional behavioral assessments to deal with problem behavior are beneficial to children displaying behavior challenges.
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Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators.

Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators.

Date: December 2010
Creator: Hughes, Heather L.
Description: A significant rise in the number of students with autism spectrum disorders (ASD) served in today's schools requires special education administrators to possess knowledge in this area. The purpose of this study was to determine the general knowledge of special education administrators concerning ASD and knowledge of educational programming, to explore their educational training and professional development experiences in ASD, to identify the training needs of special education administrators in ASD, and to determine if knowledge, training and experience in ASD predict litigation. Using survey methods, data were collected from a sample of 106 special education administrators in Texas. Data revealed special education administrators were most knowledgeable of general characteristics, common myths, and instructional strategies, and less knowledgeable of eligibility criteria. Knowledge regarding educational programming for learners with ASD produced mixed results. Logistic regression analysis revealed general autism knowledge, knowledge of educational programming, training, and experience in ASD were not factors predicting litigation. Although results indicated none of the factors explored in this study were predictors of litigation, areas of need regarding professional development were identified. Implications for future research are also discussed.
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Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus

Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus

Date: December 2010
Creator: Wilhite, Shannon
Description: Approximately 20% of students with emotional and behavioral disorders (E/BD) are sent to an alternative campus for their lack of social competence. Social skills training (SST) is an evidence-based intervention to help increase social competence for students with E/BD, but there is limited research that addresses SST for students with E/BD at alternative campuses. A mixed-methods design was utilized to examine SST at an alternative campus for students with E/BD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, after which, the Why Try SST program was implemented. Following the intervention, the same type of data were collected. Nonparametric statistics guided the quantitative analysis, because of the small population being studied. Differences from pre- to post-intervention were examined. Triangulation methods drove the qualitative data collection and analysis through observations, student interviews, and teacher interviews. Students exhibited significant differences from pre- to post-intervention in the number of office disciplinary referrals and several areas on the behavioral rating scales. Important insight into motivation and perceptions was gained through the observations and interviews.
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Knowledge and Confidence of Speech-Language Pathologists Regarding Autism

Knowledge and Confidence of Speech-Language Pathologists Regarding Autism

Date: December 2010
Creator: Ray, Julie M.
Description: The increased prevalence rate of autism has immense implications for speech language pathologists (SLPs) who are directly involved in the education and service delivery for students with autism. However, few studies have documented the effectiveness of the knowledge and confidence of SLPs regarding autism. The purpose of this study was to measure the knowledge and confidence of SLPs regarding autism and the extent to which their educational and professional training prepared them to work effectively with this population. An online survey was administered to and returned by 336 SLPs nation-wide. Two multiple linear regressions were conducted to determine the variables that explained overall knowledge and confidence. The number of students with autism on one's caseload explained most of the variance. Independent sample t-test results depicted knowledge and confidence scores of SLPs who were behaviorally trained versus those who were not behaviorally trained. SLPs who were behaviorally trained had higher mean scores on measures of knowledge and confidence when compared to those without formal behavioral training. Finally, a bivariate correlation was conducted to explore the relationship between knowledge and confidence of SLPs, however, results were not statistically significant.
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A follow-up study of a masters program for teachers of students with emotional/behavioral disorders.

A follow-up study of a masters program for teachers of students with emotional/behavioral disorders.

Date: August 2008
Creator: Walter, Paulette C.
Description: Educators today are faced with a worthy goal. Every student, including those with emotional and behavioral disorders (EBD), must be taught by a qualified teacher. However, recruiting, training, and retaining quality special education teachers continue to confound the field. The purpose of this study was to determine if the completion of a NCATE/CEC (National Council for Accreditation of Teacher Education/Council for Exceptional Children) approved masters program specializing in EBD from a well-known university increased the confidence in knowledge and skills of special educators, the numbers of special educators, and/or the retention of special educators working with students with EBD. The sample in this study was composed of 199 students who had completed the master's degree in special education who specialized in emotional/behavioral disorders from 1985 to 2005. Data were compiled from 80 students at a response rate of approximately 40%. Additionally, five respondents participated in face-to-face interviews. The data did not lend themselves to the quantitative analysis and thus pose a limitation to the generalizability of this study. However, combined with the qualitative analysis, the study provided a rich analysis of a program whose graduates stay in the field of special education providing services to students with EBD.
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A Longitudinal Study of Graduation, Retention, and School Dropout for Students in Regular and Special Education

A Longitudinal Study of Graduation, Retention, and School Dropout for Students in Regular and Special Education

Date: May 1998
Creator: Smith, Karen S., 1948-
Description: This study examined differences in retention, graduation, and dropout between students in grades 9-12 in special education and regular education in the state of Texas for school years 1992-93 through 1995-96. The purpose was to gather information regarding the possible adverse effects of increased academic standards and mandatory testing on students with disabilities. The results indicate that when compared to students in regular education, students with disabilities are significantly more likely to be retained and are not experiencing the same decline in dropout rates as regular students. There is no indication that students with disabilities have been adversely affected by school reform but the size of the school district may play a significant role in whether or not students with disabilities dropout of school.
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Knowledge and attitudes of preservice teachers towards students who are gay, lesbian, bisexual, or transgendered.

Knowledge and attitudes of preservice teachers towards students who are gay, lesbian, bisexual, or transgendered.

Date: December 2003
Creator: Morgan, Daniel J.
Description: The study used a survey design to ascertain the levels of knowledge and attitudes of special education and non-special education preservice and inservice teachers towards students with different sexual orientations. The results of this study are based on 408 responses from preservice and inservice teachers enrolled at seven institutions of higher education within North Carolina, Virginia, and the District of Columbia offering teacher training programs in regular and/or special education. Two previously developed instruments were used to measure dependent variables in this study. Koch's modified version of The Knowledge about Homosexuality Questionnaire developep by Harris, Nightengale & Owen was used to measure the dependent variable of the preservice and inservice teacher's knowledge about homosexuality. Herek's Attitudes Toward Lesbians and Gay Men (ATLG) measured the dependent variable of attitudes towards homosexuals. The study found no significant differences reported mean scores for knowledge or attitude of homosexuality among the teacher groups surveyed: (a) special education preservice teachers, (b) non-special education preservice teachers, (c) special education inservice teachers, and (d) non-special education inservice teachers. Neither gender nor age were found to be factors in measures of knowledge or attitude of preservice or inservice teachers. Receiving prior instruction in serving the needs of GLBT ...
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