<p> Autism research continues to refine the exact rate of autism; it also attempts to approximate the undiagnosed rate of autism to capture the number of individuals functioning on the high-end of the spectrum without a formal diagnosis. Whether students exhibiting characteristics of autism have a formal diagnosis or not, many enrolled in public education classrooms are most appropriately served in the general education setting. This study examined the characteristics of students in general education settings to ascertain the number of students diagnosed with autism. Additionally, it investigated the educational practices regularly applied in the general education setting in conjunction with the classroom teacher&rsquo;s knowledge of those practices most beneficial to students with autism. This mixed methods investigation used a survey to examine practices in two Utah school districts. Reported rates of students who were served under an IEP or 504 and identified as having autism were consistent with the Centers for Disease Control (CDC) reporting rates of autism prevalence in the United States. Teachers identified instructional practices effective for students with autism 80% of the time. Additionally, teachers reported they &ldquo;always&rdquo; or &ldquo;often&rdquo; used 91.7% of the instructional practices in their classrooms that have been identified as effective for students with autism. Fisher&rsquo;s exact test yielded no statistically significant differences between groups of participants. Themes from open-ended survey responses revealed students with significant learning differences impact the delivery of the curriculum, but teachers believe the general education setting is most appropriate for students with learning differences. Teachers also report feeling inadequately prepared to teach students with autism. Data suggests that additional research is needed regarding the design and implementation of universal classroom instructional strategies to meet the needs of all learners in the general education setting.</p>

<p> This research examined the co-teaching method of instruction for students with disabilities in the inclusion classroom setting. Quantitatively, the study sought to explore the impact of co-teaching on student achievement growth and performance. Achievement growth and performance was measured using STAR scores and TCAP assessment scores. Qualitatively, the researcher investigated teacher beliefs and attitudes toward co-teaching using a survey including Likert-scale and open-ended questions. Co-teaching was found to be beneficial, since both special education students and general education students made equal academic progress in the inclusion classroom. A teacher perception survey provided the researcher with insight into the benefits, challenges, and beliefs about co-teaching.</p>

<p> The purpose of this study was to determine the student outcomes of implementing schema-based instruction on students in grades 3-8 identified with an educational disability and ascertain how students&rsquo; developed mathematical problem solving skills. After special education teachers in a metropolitan school district in the Midwest administered a pre-assessment, the researcher used the results to select 21 students with an educational disability to participate in the mixed-methods study. Special education teachers implemented Asha K. Jitendra&rsquo;s (2007) educational program titled, Solving Math Word Problems: Teaching Students with Learning Disabilities Using Schema-Based Instruction, during the 2013-2014 school year and taught participants using these techniques. The researcher measured student achievement by using both a pre and post-assessment and M-CAP benchmark scores on mathematical problem solving. In addition, the researcher gathered perceptions of schema-based instruction via surveys and interviews with special education teachers, general education teachers, and student participants. The analysis of quantitative data from the pre and post-assessments of students participating in the schema-based program as well as the analysis of qualitative data from student participant surveys supported a positive outcome on the use of schema-based instruction with students with an educational disability; the findings of this study reinforced the then-current literature. However, the student participants' M-CAP assessment data did not demonstrate the same amount of growth as the assessment data from the schema-based program. In addition, the analysis of survey and interview data from the two teacher groups also displayed discrepancies between special education teachers&rsquo; and general education teachers&rsquo; overall perceptions of the schema-based instructional program. Despite this, the preponderance of evidence demonstrated most students who participated in the study did learn as a result of the schema-based instruction and developed mathematical problem-solving skills. Therefore, the findings of this study corroborated the then-current literature and supported the continual use of the researched program; Solving Math Word Problems: Teaching Students with Learning Disabilities Using Schema-Based Instruction, by Jitendra (2007). The researcher concluded this program a valid research-based intervention to increase mathematical problem solving skills for students with an educational disability.</p>

<p> Function-based assessments and interventions are routinely used in school settings as an effective method to address problem behaviors that impede the learning of the student or others. When function-based interventions are not successful, it is often due to problems with treatment integrity (TI). Using an ABCBC single subject design, this study examined whether function-based teacher supports could improve TI. The results demonstrated that the function-based supports provided to the teacher resulted in higher levels of TI and improvements in student behavioral outcomes. Using function-based intervention concepts to develop teacher intervention support, limitations to the study, and directions for future research are discussed.</p>

The purposes of the study were to: describe the overall picture of deaf students attending public colleges for the normal hearing in Florida, report their academic achievement, determine their level of satisfaction with their college experience, and identify factors that contribute or hinder deaf students' academic achievement and satisfaction with the college experience. / The conceptual framework was based on findings that deaf individuals have the same learning capabilities as their normal hearing counterparts (Myklebust, 1971), but do require specialized teaching methods in their education, especially during their early years. Deaf students attended colleges for the normal hearing long before the passage of Section 504 of the 1973 Rehabilitation Act; however, the lack of support services made it difficult for deaf students unless they were exceptional academically and had an oral education (Quigley et al., 1968; Berg, 1970). / This study explored the influence of the availability of auxiliary aids on deaf students' attendance, academic achievement and satisfaction with the college experience. A questionnaire was developed based on the questionnaire used in the Quigley et al. (1968) study. / It was found that the variable "satisfaction" was the best predictor of "academic achievement". "Academic achievement" and "felt attainment of professional goals" were found to be the best predictors of "satisfaction". The variable "size of deaf peer group" was found to be the factor that most influenced "felt attainment of professional goals". / It was recommended that practitioners help deaf students begin career exploration and goals clarification in their secondary years, continuing the process in college. Practitioners should also help students develop a support group. It was recommended that the state of Florida consider establishing centers for the deaf at one or two state universities and several community colleges to enhance service delivery to the deaf. / Recommendations for future research were to utilize an interview method with deaf students in colleges for the normal hearing in Florida in order to obtain more in-depth information about their experiences. Researchers were also encouraged to replicate this study in other regions with other minority student groups. / Source: Dissertation Abstracts International, Volume: 48-02, Section: A, page: 0318. / Thesis (Ph.D.)--The Florida State University, 1987.

The incremental effects of stimulant medication and the prediction of medication response were examined in a sample of 59 ADHD children enrolled in a behavioral summer day treatment program. Measures of positive and negative social behavior were derived from a behavioral point system and observations of peer interaction. Cognitive measures were derived directly from the classroom and a laboratory task of learning was also administered. Initial assessment measures such as psychological tests and teacher and parent ratings of behavior, as well as demographic and familial measures were used to predict medication response. Medication response was defined globally as well as in discrete behavioral domains. MANOVA results revealed a positive effect of.3 mg/kg methylphenidate on most measures of social and cognitive behavior. Consistent with previous research, medication effects on negative social behavior and academic performance were demonstrated. In this study, positive medication effects were also found on prosocial behavior. The most consistent predictors of medication response, regardless of how response was defined, were teacher ratings of internalizing and externalizing symptoms. Discriminant analyses and multiple regressions revealed that higher teacher ratings of externalizing symptoms were associated with a good response to medication, whereas higher teacher ratings of internalizing symptoms were associated with a poorer response to medication. Other variables that predicted medication response such as age, and teacher ratings of impulsivity and hyperactivity are also discussed. Children were also clustered according to their medication response profile to determine if different response profiles were associated with different child characteristics. Age, parent ratings of internalizing symptoms, and teacher ratings of impulsivity discriminated between / the clusters of children with different response profiles. Although several statistically significant predictors of medication response were identified, they accounted for no more than one third of the variance regardless of how medication response was defined. These findings are consistent with prior research. It remains that the best way to determine medication response is to administer a controlled clinical trial of stimulant medication. / Source: Dissertation Abstracts International, Volume: 51-02, Section: B, page: 0987. / Major Professor: William E. Pelham. / Thesis (Ph.D.)--The Florida State University, 1989.

The purpose of this study was to investigate in-depth visually handicapped children's understanding of the length measurement concept. The concept was investigated using four assessment devices that included the Transitivity of Length, Conservation of Length, Written Length Assessment, and Functional Length Assessment. Both quantitative and qualitative data were obtained on all the assessments. Twenty-four children participated in the study, 7 braille readers, 7 large print readers, and 10 regular print readers who were included for purposes of comparison. / The data were analyzed to determine if there was a difference between the three vision groups on each of the four assessments. The vision groups were then divided into high and low scorers on each of the four assessments to determine if there was any difference between high and low scorers by vision group on each of the four assessments. Overall, regular print readers had the least difficulty with the tasks and large print readers the most difficulty. Vision seemed to account for the differences rather than age. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 4083. / Major Professor: Pearl E. Tait. / Thesis (Ph.D.)--The Florida State University, 1990.

Consecutive multielement designs were conducted to examine the effect of academic success and failure on classroom disruptiveness of three low achieving eighth graders: Larry, Jimmy, and Jeff. During 10 days, five conditions of success and of failure were randomly alternated and induced by means of written assignments. At the end of class the teacher told the student his grade without social reinforcement. Following this, the first occurrence of talking, being physical, and being out-of-seat was recorded in his next class during eighty, 10 second observation intervals. Interobserver reliability averaged above 80% across these measures. / Daily grades, known as background variables, received by each student in classes prior to the experimental sessions, were also analyzed. Larry's teachers recorded grades on days he was notified. Jimmy's and Jeff's teachers arranged for grade notifications, if any, according to the experimental sequence. A clear relationship between background variables and experimental effect was not discernible. / A functional relationship between success and failure and disruptive behavior was not demonstrated. Differences between median percentages during success and failure revealed that the notifications only slightly affected subsequent student behavior. Larry's talking behavior was unaffected. For Jimmy, a median percentage of 60% during failure indicated his talking behavior almost doubled that recorded for success of 32%. Jeff's talking behavior escalated during both conditions. Except for Jimmy, Larry's and Jeff's physical behavior appeared to increase slightly following success notifications as indicated by a difference between the medians of 5% and 9%, respectively. Jimmy's median percentages for success and failure of 12% and 19%, showed a slight difference of 7% in his physical behavior during failure. Out-of-seat behavior was minimal for all students. Median percentages for Larry's and Jimmy's out-of-seat behavior following success was zero. Following failure, median percentages were 10% and 4%, respectively. A difference of 1% between Jeff's median percentages was recorded. Debriefing sessions held for each student indicated they were pleased to have been involved in the study. / Source: Dissertation Abstracts International, Volume: 50-03, Section: A, page: 0662. / Major Professor: Andrew Oseroff. / Thesis (Ph.D.)--The Florida State University, 1989.

<p> The purpose of this quantitative study was to analyze the impact of three predicting factors, low socioeconomic status (SES), participation in community based work experience (CBWE) programs, and the presence of multiple disability diagnoses, on postsecondary outcomes of students with Autism Spectrum Disorder (ASD). The case study specifically analyzed postsecondary outcomes of 70 high school students with an educational diagnosis of ASD, who graduated from public, self-contained special education secondary schools during the 2014-2017 academic years. Postsecondary outcomes were measured through data gathered by the school district&rsquo;s Graduate Six Month Follow Up questionnaire.</p><p> Study results found no statistically significant impact of any predictor variables on postsecondary outcomes. Results also indicated no significant relationship between the three predictor variables. Limitations of the study include sample size, qualification for free and reduced lunch, data collection tools, and time frames. Implications for practice and future research opportunities are discussed.</p><p>

<p> Approximately one-third of school-age children have been identified as students with learning disabilities. As a result, teachers are confronted with the challenge of providing quality instruction to students with diverse learning needs. Challenges and benefits abound in the inclusive classroom. Therefore, the study, considered quantitative, non-experimental, and survey research in nature, explored variables that influence teacher perception and participant-perceived satisfaction of inclusion. The cross-national study consisted of 112 participants hailing from public and private schools in Africa, Europe, and the United States. Differentiated instruction, social skills development, pre-service preparedness, and classroom culture represented the most statistically significant correlates in predicting teacher perception of inclusion as superior in meeting the comprehensive educational needs of students with mild to moderate learning disabilities.</p><p>