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  Partner: UNT Libraries
 Degree Discipline: Special Education
 Degree Level: Doctoral
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.
Contributing Partner: UNT Libraries
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.
Contributing Partner: UNT Libraries
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
Inclusion of Children and Youth with Emotional/Behavioral Disorders into the General Education Classroom Setting: Survey of General Education Classroom Teachers' Beliefs Regarding Expected Knowledge/Skills

Inclusion of Children and Youth with Emotional/Behavioral Disorders into the General Education Classroom Setting: Survey of General Education Classroom Teachers' Beliefs Regarding Expected Knowledge/Skills

Date: August 1994
Creator: Ellis, Lori L. (Lori Luann)
Description: This study identified the expected knowledge/skills needed for working with children and youth with emotional/behavioral disorders (E/BD) in general education classroom settings, as identified by general educators.
Contributing Partner: UNT Libraries
Investigating the Selected Validity of Authentic Assessment in Written Language for Students With and Without Learning Disabilities

Investigating the Selected Validity of Authentic Assessment in Written Language for Students With and Without Learning Disabilities

Date: August 1994
Creator: Peak, Pamela K. (Pamela Kamille)
Description: This research study was designed to investigate whether authentic assessment in written language is a valid assessment tool for students with and without learning disabilities. Teacher judgements were used to evaluate students' authentic writing assessments gathered from the classroom. Students' report card grades, authentic writing assessments, and two standardized writing assessments, the Test of Written Language- Revised and Written Language Assessment, were correlated to provide evidence of the validity of authentic assessment practices in written language.
Contributing Partner: UNT Libraries
Reliability of Authentic Assessment in Fourth-Grade Narrative and Descriptive Written Language for Students with and without Learning Disabilities

Reliability of Authentic Assessment in Fourth-Grade Narrative and Descriptive Written Language for Students with and without Learning Disabilities

Date: August 1994
Creator: Herron, Shelley R. (Shelley Rene)
Description: The purpose of this study was to determine reliability estimates of authentic assessment for fourth-grade narrative and descriptive writing samples for students with and without learning disabilities. Three types of reliability estimates were established: (a) inter-rater, (b) score stability, and (c) alternate-form. The research design involved 40 teachers, trained in holistic scoring by Education Service Centers 10 and 11 in Dallas and Fort Worth, Texas, who scored 16 writing samples. Approximately 2 weeks later the teachers rescored 8 of the same writing samples. In addition to scoring the writing samples, the teachers also completed a demographic questionnaire. The writing samples, which consisted of eight narrative and eight descriptive writings, were selected based upon teachers' holistic scores and scores from 1993 writing sample of the Texas Assessment of Academic Skills. Based upon these scores, two narrative and descriptive writings of above-average, average, and below-average writings were selected. In addition, two narrative and descriptive writing samples of students with learning disabilities in written language were selected.
Contributing Partner: UNT Libraries
Stress and Job Satisfaction Among Special Education Teachers in Urban Districts in Texas

Stress and Job Satisfaction Among Special Education Teachers in Urban Districts in Texas

Date: August 1994
Creator: Cummings, Elizabeth (Elizabeth Ann)
Description: The purpose of this study was to explore the correlation of stress and job satisfaction among urban special education teachers. A stress inventory, Maslach Burnout Inventory, a job satisfaction questionnaire, Minnesota Job Satisfaction Questionnaire, and a demographic profile were used to survey 292 special needs teachers.
Contributing Partner: UNT Libraries
A Comparison of Knowledge/Skills Statements Needed by Teachers of Students with Emotional and Behavioral Disorders and Teachers in Juvenile Correctional Special Education Settings

A Comparison of Knowledge/Skills Statements Needed by Teachers of Students with Emotional and Behavioral Disorders and Teachers in Juvenile Correctional Special Education Settings

Date: December 1994
Creator: McArthur, Patrick L. (Patrick Lee)
Description: This study had a two-fold purpose. The first purpose was to compare the rankings of a set of knowledge/skills statements as reported by teachers of students with emotional behavioral disorders and teachers in juvenile correctional special education settings. A survey instrument designed to measure the importance, proficiency, and frequency of use of clusters of knowledge/skills statements was administered to 123 teachers in juvenile correctional special education settings in state institutions. Mann Whitney U analyses were calculated to compare the mean rankings of the two groups of teachers. The findings indicated that teachers in juvenile correctional special education settings and teachers of students with emotional and behavioral disorders were very similar as to which knowledge/skills clusters were important to their job performance, which clusters they were most proficient at using, and which clusters they utilized most frequently. The second purpose was to compare the teachers in juvenile correctional special education settings and to determine whether their mean rankings of the knowledge/skills clusters varied when analyzed by differing categories of age, type of certification held, years of teaching experience, and level of the teachers' education. Analysis of variance revealed no significant difference in the mean rankings in any of the comparison groups. ...
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A Correlational Study Using the Behavior Dimensions Rating Scale & the Behavior Assessment System for Children with Two Groups of Elementary School-Aged Students in Special Programs

A Correlational Study Using the Behavior Dimensions Rating Scale & the Behavior Assessment System for Children with Two Groups of Elementary School-Aged Students in Special Programs

Date: December 1995
Creator: Livaudais, Noel Dwyer
Description: This study examined the correlation between two commercially available behavior rating scales. The two scales used were the Behavior Dimensions Rating Scale (BDRS) and the Behavior Assessment System for Children (BASC). Students from a special education behavior management class (primarily students with emotional disabilities) were rated on the two scales and students from a general education behavior management class (primarily students with conduct problems without disabilities) were rated on the two scales.
Contributing Partner: UNT Libraries
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