An inquiry into the factors influencing the development of the field of Behavior Disorders: A qualitative approach

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This dissertation has explored the origins of the field of Behavioral Disorders via a qualitative approach. In order to collect data, interviews were conducted with respondents who were selected via purposeful sampling. All respondents have had a significant impact on the field of special education as evidenced by scholarship and leadership throughout their careers. Data analysis of the interview transcriptions was accomplished through the utilization of computer software. The data indicated six areas/topics that were seen among respondents as being significant to the development of the field of Behavioral Disorders.
Date: August 2000
Creator: Menendez, Anthony L.
System: The UNT Digital Library

Social Skills and Problem Behavior Assessment of General and Special Education Vocational Students

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The purpose of this study was to analyze students' specific ITP-related social skills goals, student self-reported social skills, and the relationship between teacher and employer ratings of vocational students social skills and problem behaviors. This study examined (48) vocational students, (24) general education vocational students and (24) special education vocational students in grades nine through twelve. The students' vocational teachers and employers also participated in the study. This represented (144) individual assessment of social skills and problem behaviors utilizing the Social Skills Rating System -Student version (SSRS-S) and the Social Skills Rating System Teachers -version (SSRS-T). The findings indicated no specific social skill goals were deliminated in the students' ITP's. However, the findings did indicate the general education vocational students rated themselves higher, on average, on the empathy subscale than did the special education students. The analysis of data comparing standardized social skill scores, social skill subscale scores, standardized problem behavior scores, and standardized problem behavior subscale scores between teachers and employers for general and special education vocational students indicated employers rated special education students higher on the cooperation subscale only. No other differences were found.
Date: August 2000
Creator: Monahan, Michael
System: The UNT Digital Library

Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications

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Researchers have noted that by providing formal and informal social skills training (SST), the school can become a potential optimal setting that fosters the development of social competence in students with behavioral problems. Indeed, learning to get along with people is one of the most important skills that we can teach students. In order to maximize its effectiveness, SST must be motivating and personally relevant enough for students to want to use the skills. In addition, it must provide opportunities for learned skills to be practiced under varying conditions and in as close to natural situations as possible in order to enhance the transfer of training. The purpose of the study was to investigate the social competence of students aged from six to twelve, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multiage grouping, impersonation, and telecommunications. By providing intensive, literature-based training in a multiage classroom, the SST gave students opportunities to practice skills in a natural, real-life environment and, therefore, increased the likelihood of generalizing these skills in other settings. The employment of impersonation and telecommunications also enhanced students' acquisition of social …
Date: May 2004
Creator: Chen, Kaili
System: The UNT Digital Library

Technology-mediated distance education used to prepare special education personnel.

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This study examined how technology-mediated distance education is used in special education courses in teacher preparation programs. The data are based on a 30-item survey administered to members of the Teacher Education Division of the Council for Exceptional Children, who identified themselves as serving in an instructional capacity within institutions of higher education. Technology-mediated instruction was characterized in terms course delivery methods and program attributes. An analysis of instructional design processes revealed that most instructors are largely autonomous and do not rely on a team-based approach. Most make use of course-design and management software. Training is linked to course strategy and evaluation, while experience is associated with implementation. Respondents emphasized communication and student feedback. While both users and non-users of distance education technology foresaw the increased use for course delivery in the future, a notable percentage (13%) of current users indicated a desire to discontinue use.
Date: August 2004
Creator: Mohr, John Darrell
System: The UNT Digital Library

Distance Education in the Preparation of Special Education Personnel: An Examination of Videoconferencing and Web-based Instruction

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This study examined the effectiveness of employing videoconferencing and Web-based instruction in the preparation of special education personnel. Due to the acute shortage of special education personnel, it was anticipated that the use of videoconferencing and online instruction would provide a convenient way for students to attend class without having to travel to the actual location of the educational site. Further, it was believed that this initiative would result in higher student enrollment in special education teacher certification programs, consequently leading to an increase of personnel in the field. Moreover, the increase in personnel would enhance the ability of educational institutions to address the dismal academic, social, and behavioral outcomes of students with disabilities. Information for the study was collected from surveys that investigated how students perceived the use of videoconferencing and web-based instruction in the preparation of special education personnel. Ninety-four graduate students responded to the videoconferencing surveys while 88 responded to the Web-based instruction surveys. Six respondents were randomly selected to participate in face-to-face interviews designed to investigate the effectiveness of both approaches. Findings indicated that videoconferencing and Web-based instruction are convenient ways for students to attend class although videoconferencing sites may not be conveniently located to all …
Date: August 2005
Creator: Bore, Julia Chelagat
System: The UNT Digital Library

A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder.

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The purpose of this study was to explore the efficacy of using a computer word processing program in the assessment of written expression with college-bound individuals who had been diagnosed with a learning disability (LD) and/or attention-deficit/hyperactivity disorder (ADHD). Fifty-six (35 eleventh and 21 twelfth) graders, attending a private college-preparatory school for students with LD and/or ADHD, were administered the Spontaneous Writing composite of the Test of Written Expression - Third Edition (TOWL-3). The TOWL-3 has equivalent forms, Form A and Form B. One form was administered in accordance with the test manual, using paper and pencil (standard format). The other form (i.e., alternate format) was administered with word processing access. Paired samples tests (repeated measure) and bivariate correlation designs were computed to explore the relationships between measures. Results of the study revealed significant increases (p<.01) in the subtest and composite scores when participants were administered the test in the alternate format. Other components of the research study did not reveal strong meaningful relationships when cognitive ability, graphomotor speed, and keyboarding rate were compared with the standard and/or alternative formats of the writing composite. A high rate of comorbity was exhibited with the majority of participants (75%) having two or …
Date: December 2006
Creator: Morris, Mary Ann
System: The UNT Digital Library

Current Practices in Working With Special Education Paraeducators.

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With so many paraeducators working in special education, it is important for teachers, administrators, and researchers to know how paraeducators are being utilized, supervised, and managed in order to create the most effective programs for students with special needs. Research is needed regarding current practices in supervising paraeducators. The purposes of this study were to (a) delineate the current practices being utilized by special education teachers of students with emotional and behavioral disorders (EBD) who supervise paraeducators that work with students with EBD in the general education classroom and (b) determine how effective the supervised paraeducators perceive those practices to be. Current practices were revealed by answering the following questions: (1) According to special education teachers and paraeducators, what procedures and practices are being utilized to supervise paraeducators who work in the general education environment with students with EBD? (2) In what ways do teachers and paraeducators see these supervision practices as being effective? (3) What is the relationship between actual supervision practices and accepted best practices? There were 60 participants in all, 30 professional teachers and 30 paraeducators. All 60 participants completed a survey; of these 60, 5 teachers and 5 paraeducators were individually interviewed Findings from the study …
Date: December 2006
Creator: Asel, Crystal S.
System: The UNT Digital Library

Complex-Restricted Repetitive Patterns of Vocal Behavior of Individuals with High Functioning Autism: An Innovative Intervention

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Repetitive verbal patterns of speech are a trait associated with high-functioning autism (HFA). For some, this higher-order restricted, repetitive behavior impedes learning, social opportunities, and access to work environments. Despite emerging motivation for establishing social relationships, some individuals with HFA lack the behavioral prerequisites to establish meaningful relationships. The purpose of this study is to demonstrate the effectiveness of teaching interaction to decrease higher-order verbal restricted and repetitive behaviors (RRBs) for four adults with HFA. Through a multiple baseline design across participants, individuals were exposed to a function-based intervention (i.e., teaching interaction) that systematically taught and reinforced alternative communicative behaviors while interrupting repetitive speech with specific feedback. Teaching interaction effectively reduced RRBs and increased alternative conversation for all four participants. Three of the four participants elected to participate in post-intervention maintenance sessions that occurred in individualized naturalistic settings. Their conversation behaviors maintained with one participant receiving one booster session.
Date: May 2019
Creator: Flatt, Kimberlee Kay
System: The UNT Digital Library

Effects of Telepractice for Training Autism Teachers to Contrive Motivating Operations

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The rising rate of the autism spectrum disorders (ASD) has resulted in challenges for teachers in public schools, concerning the delivery of evidence-based practices for superior outcomes. Thus, school districts are in need of professional learning options that can be efficiently and effectively delivered to improve the procedural fidelity of interventions. The purpose of this study is to demonstrate the effectiveness of using telepractice to teach autism teachers how to contrive motivating operations to teach manding to students with ASD. By utilizing multiple baselines across participants design, four autism teachers in public schools received intervention support through an online module along with video models as well as direct performance feedback from autism specialists via video-conferencing. The primary dependent variable was the percentage of correct responses from the instructional procedures of task analysis, and the secondary measure was the subsequent rate of student mands. Data were analyzed both visually (i.e., through the study of behavioral patterns) and statistically (i.e., analysis of effect size). Results indicate that telepractice increased accuracy of both teacher and student target responses.
Date: May 2019
Creator: Shearer, Carin R
System: The UNT Digital Library

Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism Spectrum Disorder

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Poor post-school outcomes for young adults with an autism spectrum disorder (ASD) have underscored the need to gain insight into the use of evidence-based practices (EBPs) in the planning and implementation of transition services. EBPs for effective transition planning and implementation have been documented in the literature but do not appear to be fully utilized in practice to achieve desired student outcomes, reflecting a research-to-practice gap. EBPs have the potential to produce positive outcomes at the high school level, if implemented with fidelity. Special education personnel, especially administrators, play a vital and unique role in transition planning. They can either facilitate or hinder the process. This phenomenological study investigated the perceptions of public school administrators regarding the extent of their awareness of EBPs to ensure the successful transition of students with ASD and associated barriers. Semi-structured interviews were conducted with 10 secondary-level public school administrators. Major themes identified through analyzing the qualitative data included (a) a positive vision for students with ASD, (b) characteristics of a good transition program, (c) administrators' roles in the transition process, (d) barriers to EBP implementation, (e) strategies to reduce barriers, and (f) ownership of what administrators can do to remedy the problem. Lastly, the …
Date: May 2019
Creator: Thomas, Jamie Allison
System: The UNT Digital Library