Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (Ed.D.)--Fairleigh Dickinson University, 1987. / Source: Dissertation Abstracts International, Volume: 49-06, Section: A, page: 1431. Adviser: Melvyn Hill.

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3242493."

<p> This study focuses on progress monitoring regarding CVC (consonant-vowel-consonant) words with three first grade students. The aim of this project is to find the most appropriate frequency of assessment in progress monitoring of first grade students who receive Tier 2 response to intervention for consonant vowel consonant words over a three-month period. Three students were chosen to participate in Response to Intervention (RTI) for literacy. These students received twenty minutes of RTI instruction four days a week. Response to Intervention is a process used by educators to help students who are struggling with a skill or lesson. These three students needed additional instruction with consonant vowel consonant (CVC) words. Each of the three students were progress monitored and assessed either twice a week, once a week, or biweekly. Data was collected on each student to show progress during the three-month period. The purpose of this study is to learn which frequency of progress monitoring is appropriate for students to gain progress over a length of time when receiving RTI instruction. </p><p>

The key research issue of this thesis is what professional key stakeholders perceive as the factors that result in some Pupil Referral Units (PRUs) being more successful than others. This is a qualitative study of data which was collected between 2006 and 2009 using chaos and complexity theory as a theoretical framework. In establishing what a successful PRU is, the study identified two types of PRU provision: - Primary and Key StageS PRUs: staff work to reintegrate students into mainstream schools after a period of intervention. - Key Stage4 PRUs: integration into college or work placement is seen as being more appropriate routes for older students. In addition KS4 PRU provision was perceived more as a 'long-term' provision to provide continuity and stability during the examination period. The study provides a brief overview of early educational provision before looking at the introduction and development of PRUs in England and Wales. The study analyses responses by Estyn and Ofsted HMI teams to quality and standards within PRUs and goes on to present key stakeholder perceptions of PRUs. Factors that impact on the quality of a PRU are then identified and discussed with the main element being identified as the characteristics of the PRU head teacher. Finally the study suggests a new model of leadership and management qualities that contribute to a successful PRU.

<p> The aim of this study is to determine if students in special education receive a benefit to their self-esteem by learning about the concept of growth mindset. Many times, students in special education find that their deficits become the focus of their educational experience. I hope to show that teaching children the idea of growth mindset, the belief that an individual can improve his or her abilities, will provide a positive boost in school performance. Data will be collected via surveys both before and after a series of growth mindset videos are shown to students that are currently receiving special education services. Each potential subject will have a letter sent home to parents explaining the study and asking for consent to have their child participate. Students will remain anonymous with pseudonyms assigned to participants for any notes, and a different teacher assigning all students a number for the surveys.</p><p>

<p> The aim of this project is to determine if physical education has a positive or negative impact on special education students in the following areas: attention, energy, participation, and mood. I hope to benefit the special education field and bring attention to how physical movement can improve the lives of children with disabilities. The data will be collected through observations. The teacher assistant will conduct the observations of the students within the classroom in four 15-minute increments totaling one-hour immediately following physical education class. A check list will be used to identify if the following areas observed either increased or decreased: attention, energy, participation and mood. The select students to be observed will have a letter sent home to parents to inform them of my research and to ask for consent for observations of their child. Students will remain anonymous, as pseudonyms will be used to identify them. Personal interviews will be conducted with the student&rsquo;s teacher to discuss the results of the observations.</p><p>

<p> The project will consider how paraprofessionals are trained for their jobs and how this can affect how they feel about their place of employment. Paraprofessionals are called upon to provide service and care to individuals who need extra assistance. However, in order to properly perform specific parts of their jobs, they need to have proper trainings that explain how to execute these responsibilities. This project will examine how paraprofessionals are trained for their job by comparing the checklist of training required by one school&rsquo;s HR department along with what is actually occurring within the classrooms they work in on a daily basis and how these trainings can affect job satisfaction based upon self-disclosure. Some of these responsibilities include taking proper academic data and behavioral data, implementing specific strategies such as when to offer an individual a break, and knowing when to give a consequence such as implementing classroom management strategies.</p><p> In this study, paraprofessionals will use rating scales to evaluate themselves and how they feel about their skills for particular tasks they complete on a daily basis such as helping students with toileting, following and implementing behavior plans, using sensory strategies, and modeling communication through the use of a communication device as well as their overall job perceptions. In addition, experts will be rating the paraprofessionals within their field of expertise, which means the Speech and Language Pathologist will rate the paraprofessionals&rsquo; performance in using communication strategies, the Occupational Therapist will rate the paraprofessionals&rsquo; use of OT/sensory strategies, the Behavior Therapist will rate the accuracy of behavior data and implementing behavior strategies, and the classroom teacher will rate the accuracy of academic data and pushing the students to become more independent within the classroom. Each expert will then lead a paraprofessional training session and provide tips and strategies that the paraprofessionals can then use when their students. Once all the trainings are completed, the paraprofessionals will rate themselves again and the experts will rate the paraprofessionals&rsquo; performance. These ratings will then be compared to the ratings conducted at the beginning of the project to determine if the trainings had any effect on the paraprofessionals&rsquo; job performance and job perceptions.</p><p>

<p> This study examined the contribution of adult directed lessons to student social engagement as part of a multicomponent procedure of adult directed lessons and child specific prompting with peer support delivered to four elementary-aged students with Autism Spectrum Disorder. Prior to intervention, each participant exhibited deficits in social engagement compared to same-age peers. The study was conducted in two phases. In Phase One, assessment, interviews, rating scales, and observations were conducted to determine the social skills deficits of each student. During Phase Two, intervention, a individualized intervention plan was implemented using adult directed lessons and child specific prompting with peer support. Using a combined ABC and reversal (A-B-BC-B-BC), a functional relation between the full intervention and immediate increase in social engagement was demonstrated. When the intervention procedures returned to adult directed individualized social skills lessons <i>only</i>, a rapid decrease in social engagement occurred. Reinstatement of the full intervention procedure resulted in high levels of social engagement. Generalization across peers was evident and maintenance data indicated high levels of social engagement for three out of the four participants. Implications, limitations, and directions for future research are presented.</p><p>

<p> The current study examined the relationship between the dismissal of the young child with developmental delays (YCDD) from the individual educational plan (IEP) prior to kindergarten and later requalification for special education services. The primary purpose of the study was to provide stakeholder perceptions of current practices regarding meeting the needs of four former YCDD students. The perceptions came through interviews with former YCDD students, their parents, teachers, administrators and, additionally, data from interventions, state assessments and survey. </p><p> Data showed that the relationship between dismissal and requalification for services showed low achievement from all four former YCDD students. All four focus students did requalify for special education services. In addition, the stakeholder&rsquo;s perceptions revealed recurring themes and implications for practice. Given the small sample utilized for the current study, the findings may not be generalized to all children with a former YCDD diagnosis. Results provided implications for keeping the diagnosis through kindergarten transition and researching the study on a larger scale.</p><p>