<p> This study investigates the outcome of using two different types of token economy boards to reduce disruptive behavior and off-task behavior of children ages five to seven, in a self- contained special education setting in a suburban public school. The purpose of using two different types of token economy boards is to find out which token board is more effective in reducing target behaviors. One token board is personalized with a picture of the student and their favorite characters or toys; the other chart is plain with no personalized pictures at all, other than a Board Maker picture of the preferred behavior and a picture of the reward. </p><p> The sample used for data collection consists of three students, one female and two males, aged 5 to 7, diagnosed with Autism. Data collection included a detailed and accurate count of the disruptive and off-task behaviors that were logged onto data sheets. Data was collected from the student&rsquo;s arrival in the morning until dismissal time at the end of the school day by having each one-to-one paraprofessional use a clicker counter for each disruptive behavior. The collection of data took place over five consecutive weeks, where the two token economy boards were alternated weekly for each child. The aim for this study is to draw conclusions on which token board provided better results in positive behavior, as well as if a noticeable preference was observed in the student&rsquo;s reactions to the different token boards. </p><p> Mixed methods research was used in this investigation, which includes the mixing of qualitative and quantitative data. My hypothesis stated that a higher rate of on-task behavior would occur, with less disruptive behavior, by using a token board with personalized pictures for this age group of children. The conclusions of this investigation show that a higher rate of on-task behavior with less disruptive behaviors occurred from using the plain token economy board for this age group with their current medical diagnosis of autism.</p><p>

<p> This study was designed to investigate possible changes in the use of four specific learning strategies by students who had learning disabilities: using a device, thinking about knowledge, finding a starting point, and acting differently in the future. The five student participants were instructed in a special education pull-out reading classroom using the blended learning classroom model. The researcher explored behavioral changes related to student participants&rsquo; use of these learning strategies in general education classrooms. This study attempted to investigate student participants&rsquo; and general education teachers&rsquo; perceptions of the four learning strategies. A math teacher, a social studies teacher, and a science teacher from the researcher&rsquo;s teaching team also contributed their perceived observations of student participants&rsquo; use of the four learning strategies in their classrooms. The triangulation of data used in this study was achieved through use of pre-surveys and post-surveys that inquired into use of learning strategies on the parts of student participants and general education teachers at the inception of the study and again at its conclusion. Interviews with each of the study&rsquo;s participants were also conducted at the conclusion of the study. Student binders used by the student participants in the blended learning instructional model were analyzed for evidence. The results of the study indicated that although according to survey data, students did not demonstrate changes in their ability to use the four learning strategies, most student participants reported using the strategies in their general education classes.</p>

<p> Finding a way to motivate students to complete their work is a problem that has been a topic with plentiful research. The use of reward systems is one way in which educators have tried to motivate their students. The research discusses the impact that reward systems have on intrinsic and extrinsic motivation. The impact of the rewards on intrinsic and extrinsic motivation will be examined through the literature review. New programs have emerged trying to impact student motivation. One of these newer programs will be examined (PBIS- Positive Behavior Interventions and Supports) through the literature review. </p><p> There is limited research on classroom rewards systems from the parent&rsquo;s perspective. This study uses a mixed methods approach with parent surveys of the classroom reward systems in four elementary school classrooms. This data will be analyzed against the four classroom teacher interviews. This will expand on the limited research analysis of the parent&rsquo;s viewpoint on their child&rsquo;s classroom reward system.</p><p>

<p> Conventional wisdom strongly supports that people&rsquo;s behavior is affected by the weather in many ways. But while the correlation between weather and student behavior if often accepted as popular fact amongst parents and educator&rsquo;s alike, very little research exists to support this correlation and educators may be at risk for making teaching decisions based on inaccurate understandings. This correlational study investigated the relationship between barometric pressure and the behavior of third grade students in a rural setting. Results indicated no relationship between these variables. Implications for educational practice is discussed.</p><p>

<p> The focus of my study was to explore if teachers think handwriting should be included as part of the core curriculum. The aim of the project was to observe and discuss if handwriting instruction is beneficial in the second grade. For my research, data was collected from observations, surveys, and interviews. The benefits and disadvantages of handwriting instruction were also researched. In recent years, each year that I taught, the handwriting of the students has become more and more illegible. Students had difficulty putting their thoughts onto the paper. It was taking them longer and longer just to write simple sentences, especially my students who were identified with learning disabilities. They could verbally come up with great ideas to discuss but as soon as I informed the students that it was time to put those thoughts to paper, the struggles began. Students would ask me how to form letters, spacing was nonexistent, and I could not read what they wrote. Moreover, the students could not even read their own writing. The study began with a survey of the teachers&rsquo; beliefs and experiences with handwriting instruction. Observations of teachers&rsquo; instruction and lessons were conducted. The findings were astounding. Manuscript handwriting instruction took place in kindergarten as students spent a week on each letter. There was no formal handwriting instruction, manuscript or cursive, in first grade and in second grade cursive handwriting instruction began in the last six weeks of school. If students did not master how to write a letter of the alphabet in kindergarten then it was up to the students to figure it out unless a teacher caught it and provided some type of instruction. Only 2 out of 6 teachers had any formal training or instruction on how to teach children to write.</p><p>

<p> This thesis examines whether or not a newly implemented Positive Behavior Interventions and Supports (PBIS) system is working in a middle school during its first year. The school used for this study is a middle school that serves students from fifth to eighth grade. The research conducted looked into the positive and negative thoughts staff and students had in regards to the PBIS system. During the school year, teachers who worked at the school for more than two years were surveyed on their viewpoints of the effectiveness of the PBIS system. Students in fifth grade were also given a survey to gain an understanding of their viewpoints on how the system is working in the school. Observations and personal interviews with teachers and students were also conducted to discuss their thoughts on the PBIS system and how they believe it has worked in its first year. The results from the surveys showed that the staff and students in the school felt that the Positive Behavior Interventions and Supports system did not work in its first year.</p><p>

The purpose of this study is to explore the extent, to which professionals in helping professions (PHPS) with learning disabilities are able to name the support, services, and assistance that they require to successfully engage in the full range of activities for their daily living. Additionally, the study explores how PHPS describe their experiences with support, services, and assistance available to them. The study was conducted using a qualitative, phenomenological in-depth interview methodology. The study sample consisted of 10 helping professionals with learning disabilities that work in helping professions. Data was collected using audiotaping of interviews and field notes. Audio tapes were transcribed and data from the transcriptions was analyzed for this study. Nine major themes emerged from the analysis of the study data the themes were disability, daily living, oppression, self-esteem, self-reflection, creative management, creative management adaptive behaviors, services and support. Key findings from the study suggest that professionals in helping professions (PHPs) with learning disabilities are creative, strong willed and persevere despite the odds. Most of the PHPs went through school without accommodations and relied upon their own abilities and determination to pass. Two out of the ten PHPs were diagnosed with learning disabilities when they were children. Three of the PHPs were born before learning disabilities were formalized and labeled as a disability. The data suggests that people with learning disabilities need support, services and assistance in all areas of their daily living. Recommendations for change are provided for addressing the problematic themes that emerged from the data.

Statement of the problem. The problem addressed in this study is whether special needs students progress in their prototype designation faster in a comprehensive or vocational school system. This issue is critical because within the past ten years an increasing number of special needs students have become a sizeable percentage of the students in vocational school systems. Methodology. The methodology utilized in this study was the survey method. An instrument was mailed to 65 randomly identified comprehensive school systems and 65 vocational school systems. The computer language BASIC was used to generate the list of comprehensive school systems. A vocational school system is identified as one which has five or more vocational course offerings. The approach was to utilize the "sample of the whole" method. There are 65 identified vocational school systems in the Commonwealth of Massachusetts. In addition to the utilization of the survey instrument, the researcher conducted on-site interviews in six school systems; three comprehensive and three vocational. These were chosen due to their marked tendencies of significant movement of special needs students from the prototypes of 502.1-502.4. The on-site interviews was also undertaken to supplement the data generated by the survey instrument. Results. The survey generated responses from 13 comprehensive school systems and 19 vocational school systems. Within prototypes 502.1 and 502.2 (least restrictive) there were 8,423 special needs students from the comprehensive sector and 17,805 from the vocational sector. Within prototypes 502.3 and 502.4 (most restrictive) there were 5,488 special needs students from the vocational sector and 4,798 from the comprehensive sector. Conclusions. The conclusions of this study were as follows: (1) Increasing number of special needs students in the least and most restrictive prototypes were found to be in the vocational sector; (2) Increasing number of students from the vocational sector were mainstreamed; (3) More students in the comprehensive sector remained in their prototypes over a four year period of time. In general, the study determined that special needs students achieved placement in the least restrictive prototype settings in the vocational delivery system at a quicker pace than their counterparts in the comprehensive sector.

Thesis (M. P. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

<p> This study examined the effects of a 2-day professional development for special education teachers of students who have Autism Spectrum Disorders (ASDs). The professional development included general knowledge of ASDs and teaching strategies that could be used in the classroom to assist children with ASDs. This study also ascertained teachers&rsquo; perceptions and knowledge gains as a result of participating in professional development opportunities on ASD. </p><p> The overarching research question addressed in this study was: Does a professional development on ASDs for special education teachers increase their knowledge of ASD and their knowledge and ability to implement strategies in the classroom? The specific research questions were: 1. Does the professional development change teachers&rsquo; perceptions of students with ASD? 2. Does the professional development increase the special education teachers&rsquo; knowledge of ASD? 3. Does the professional development provide specific teaching strategies directly related to students with ASDs&rsquo; success? </p><p> The researcher employed a mixed methods approach for this research study. The researcher collected data using the ASD Inventory (pre and post assessment). The study measured participants&rsquo; perceptions and knowledge of ASD, provided evidence-based practices to the participants, and assessed the participants&rsquo; comfort levels teaching students with ASD. The inventory assessments were analyzed using paired-samples t-test to obtain the final results. </p><p> The overall goal of this study was to learn about how to create effective professional development experiences for special education teachers in the area of ASDs. The goal was to enhance teachers&rsquo; perceptions of teaching students with ASD, increase their technical knowledge of ASD, and improve their knowledge of strategies to use when teaching students with ASD, as assessed by the ASD Inventory. </p><p> The major findings in this study were that after a 2-day professional development on ASD, there was a significant change in teachers&rsquo; perceptions of students with ASD, as well as a significant increase in teachers&rsquo; knowledge of ASD. Evidence of teaching strategies provided by the professional development was indicated through the assessment and teacher participation. Therefore, teachers learned strategies to meet the needs of students with ASDs.</p>