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  Partner: UNT Libraries
 Decade: 2010-2019
 Degree Discipline: Special Education
Alternative Certification: A Comparison of Factors Affecting the Motivations of General and Special Educators

Alternative Certification: A Comparison of Factors Affecting the Motivations of General and Special Educators

Date: August 2010
Creator: Hogan, Kathleen Ann
Description: This study was developed to examine the motivations of individuals who chose alternative routes to teacher certification and what they believe were the strengths and weaknesses of their alternative certification preparation (ACP). Data accrued from this study were based on a 55-item online survey and participant information from an online focus group. The study compared the differences between general and special educators in regards to the motivating factors affecting the decision to become a teacher, remain a teacher, and in choosing a non-university-based ACP, as well as the perceived strengths and weaknesses of the ACP. The results from the survey suggest there are differences in the motivating factors affecting general and special educator's decision to become a teacher and to remain a teacher. Additional survey results suggest there are no differences in the reason these two groups chose a non-university-based ACP. The results of the survey and the online focus group were comparable for these two groups. The remainder of this dissertation includes a review of literature related to teacher shortages and teacher preparation including alternative certification. Additionally, information on the results and analysis of the study are discussed, as well as recommendations for future research.
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Comparing the Effects of Home Versus Clinic-Based Parent Training for Children with Autism

Comparing the Effects of Home Versus Clinic-Based Parent Training for Children with Autism

Date: May 2010
Creator: Crone, Regina M.
Description: Research with parents on managing child problem behavior typically measures either child or parent behavior. This study was designed to evaluate the effectiveness of training parents to implement a function-based behavior intervention plan (BIP) in a non-trained natural environment utilizing a Multiple Probe Design across Participants. Participants included four parent-child dyads. Measurement variables included parents' use of effective and ineffective strategies and child problem behavior. Intervention involved training parents to understand and implement the BIP using effective strategies, modeling the effective procedures, and providing feedback following parent implementation of procedures. Results showed that the intervention was very effective in promoting skill generalization of parents and decreasing child problem behavior. The findings have implications for research and clinical practice.
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Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency

Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency

Date: December 2010
Creator: Wanyonyi-Short, Maureen N.
Description: This study investigated educators' perceptions of the importance of competencies for teachers of students with emotional and behavioral disorders and their own proficiency in the competencies. Participants included educators who had completed university-based coursework on emotional and behavioral disorders. Competencies from the Qualification and Preparation of Teachers of Exceptional Children study were correlated with CEC's content standards and knowledge skill sets for special education teachers of individuals with emotional and behavioral disorders. Participants ranked 88 competencies on importance and proficiency. Results revealed that educators' proficiency in competencies, their years of experience, and level of education contribute a significant percentage of variance in their ratings of the importance of competencies. Implications for further research are provided.
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The Effect of Naturalistic Behavior Strategies on the Quality of Social Interactions for Children with Autism

The Effect of Naturalistic Behavior Strategies on the Quality of Social Interactions for Children with Autism

Date: August 2012
Creator: Nichols, Susan Marie
Description: Autism is primarily a social disorder and deficits in social?orienting may be responsible for the failure of children with autism to initiate critical social behaviors. The purpose of this research was to improve the quality of social interactions of children with autism by implementing naturalistic behavior strategies intervention utilizing a multiple baseline design across four participants. Naturalistic behavior strategies comprised a comprehensive package of integrated components including: (a) intervention in the child’s natural environment; (b) child-initiated play activities ; (c) prompts to emit language; (d) shaping for all vocal approximations and (e) delivery of natural reinforcement with embedded social interactions to maintain learned behavior. In addition to intervention, generalization of child behaviors was assessed across untrained parents and/or caregivers in the same environment. Results indicated the effectiveness of naturalistic teaching strategies package in increasing (a) the frequency of vocal mands for all children, (b) the number of times that children initiated social engagement during manding, and (c) intervals of nonverbal dyadic orienting. These skills generalized across two untrained caregivers in the same clinical setting without any training from the interventionist. Two parents required training during the generalization phase in order for their child’s behaviors to maintain at levels demonstrated during ...
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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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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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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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Personnel Preparation in Special Education: An Exploration of Autism Spectrum Disorders Programmatic Changes in Institutions of Higher Education Teacher Training Programs

Personnel Preparation in Special Education: An Exploration of Autism Spectrum Disorders Programmatic Changes in Institutions of Higher Education Teacher Training Programs

Date: August 2011
Creator: Lett-Stallworth, Tawana
Description: Programmatic change related to autism spectrum disorders (ASD) training in special education teacher education programs across the U.S. and institutional variables that influenced change were examined. Variables included institutions’ current coverage of autism content in coursework and institution enrollment. One faculty member from each identified institution was invited to participate in the study. Data were collected from 136 special education faculty using an exploratory survey instrument, the National Survey on ASD Preparation in Undergraduate Special Education Teacher Training Programs (NSAP). This study was designed around themes which emerged from empirical and pragmatic research findings conceptualizing prevalent issues in personnel preparation for ASD including critical knowledge and skills needed by teachers to effectively serve students with ASD. Results indicated a significant number of programmatic changes (66%) remain to be implemented in undergraduate special education programs at institutions participating in the study.
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Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management

Preschool Teachers' Self-reported Levels of Preparation for Classroom Behavior Management

Date: August 2013
Creator: Lohmann, Marla J.
Description: Research indicates that serious behavior problems begin during the early childhood years. The study examined the perceived preparedness of teachers related to behavior management as well as preschool teachers' usage of evidence-based prevention and intervention strategies. The data indicates that preschool teachers feel prepared for managing aggression in their classrooms and report utilizing evidence-based prevention and intervention strategies regularly. Additionally, the data shows a weak relationship between teacher variables and the likelihood of feeling prepared for managing aggression or utilizing evidence-based strategies. The results can be used to gain a better understanding of special education preschool teachers' training needs in regard to behavior management and managing behavior problems in the preschool classroom.
Contributing Partner: UNT Libraries
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