Thesis (PH.D.) -- Syracuse University, 2007. / "Publication number AAT 3266306"

Thesis (Ph. D.)--Syracuse University, 2009. / "Publication number: AAT 3385856."

<p> Factors Influencing Preschool Teachers&rsquo; Perceptions of Behavior Support Strategies for Addressing Young Children&rsquo;s Emotional and Behavioral Problems Preschool teachers play an important role in the process of early identification and intervention for young children who are at-risk for or have emotional and behavioral problems. However, various factors may impede or promote preschool teachers in initiating the process of early identification and intervention for emotional and behavioral problems. This study focused on positive behavior support (PBS) as a system approach to preschool teachers&rsquo; identification and intervention for emotional and behavioral problems in young children. </p><p> This study used quantitative methods to investigate early childhood education factors that influence preschool teachers&rsquo; perceptions of the importance and feasibility of behavior support strategies for addressing young children&rsquo;s emotional and behavioral problems. Participants were 141 early childhood general and special education teachers who taught 3-5 year-old classrooms in a large, middle Atlantic state during the 2014-2015 school years. The teachers completed a paper-based comprehensive survey that consisted of demographic sections and several validated measures including the Behavior Support Questionnaire. Data were analyzed to examine relative relations among program, teacher, and child factors and the teachers&rsquo; perceptions of behavior support strategies, to identify which potential factors (program setting, teaching beliefs, and severity of problem behaviors) best predict the teachers&rsquo; perceptions of behavior support strategies, and to determine whether there were significant differences in the perceptions of general education teachers and those of special education teachers regarding behavior support strategies. </p><p> Statistically significant findings revealed that preschool teachers across early childhood education settings perceived behavior support strategies as important more than feasible, and that special education teachers perceived behavior support strategies as more important than general education teachers. The findings also showed that professional development, teacher age, and years of teaching experience seemed to influence teachers&rsquo; perceptions of the feasibility of behavior support strategies. Program setting appeared to influence teachers&rsquo; perceptions of the importance of behavior support strategies. Furthermore, the findings suggested that teaching beliefs tended to influence the teachers&rsquo; perceptions of both the importance and feasibility of behavior support strategies, and that the teaching beliefs by far were the strongest predictors of the teachers&rsquo; perceptions of the importance and feasibility of behavior support strategies.</p>

<p> The topic of this study was the way teachers of children with autism perceive the home-school collaboration and its impact on learning. This research addressed the gap in the literature on the topics of children with autism&rsquo;s performance gap in comparison to their age-equivalent peers. The research question was, &ldquo;How do teachers of children with autism perceive the home-school collaboration and its impact on learning?&rdquo; A generic qualitative methodology was appropriate to address this question. Data collection occurred through face-to-face interviews with 8 open-ended questions. The sample included 10 teachers of children with autism. All teachers had a minimum of 3 years&rsquo; teaching experience, were state certified special educators, currently taught children with autism, and had experience collaborating with the people in the children&rsquo;s homes. Inductive thematic analysis facilitated identification of the patterns and themes that emerged from the data and provided a thorough understanding of the home-school collaboration. Six themes emerged from the teachers&rsquo; responses: (a) collaboration improves learning, (b) communication is vital, (c) collaboration supports overall student improvement, (d) challenges to the collaboration, (e) parental involvement is imperative, and (f) ways for teachers to promote parental engagement. The results of the study suggested that teachers involved in home-school collaboration can overcome obstacles that are inherent in the collaboration process and facilitating academic success. A strong collaboration consistently yielded positive results for a child with autism. With a strong connection between the parent and teacher, a child was able to grasp material in the classroom, while the home strengthened the learning process. Along with improving learning, the home-school collaboration process decreased the child&rsquo;s anxiety and enhanced a sense of security. Some recommendations for future research include utilizing a larger sample to increase generalizability and covering a larger geographic area for better representation of the population.</p><p>

Differences in self-control between a group of typical and a group of boys clinically diagnosed as having Attention Deficit Hyperactivity Disorder (ADHD) between 5 to 6 years of age were assessed using a procedure in which subjects could select larger, more delayed reinforcers versus smaller, more immediate reinforcers exchangeable for toys. During two of the six phases of self-control assessments carried out over two days, subjects had access to additionally programmed activities (music and toys). Along with choice data, several collateral measures were collected including different classes of activity (e.g., actometer, out of seat), latency to respond, ratings of enjoyment, verbal and nonverbal time estimations of delay, and contingency descriptions of the self-control task. ADHD subjects chose the delayed, larger reinforcer significantly less frequently over time than did typical subjects, while typical subjects chose increasingly to self-control over phases. The opportunity to engage in the additionally programmed activities did not alter self-control responding and both groups used the music and toys equally often. Latencies did not differ significantly between the two groups, but were significantly different between phases, with longer latency times during Phase B when the additional sources of reinforcement were available. ADHD subjects became more active over time, although this effect was mitigated during the B Phases. The group members did not differ in their ability to estimate the delays, or in their ratings of task enjoyment, and they could describe the contingencies accurately. The results demonstrated that the choice task proved to serve as an objective way to measure self-control differences between ADHD and other children.

<p> A chronic condition causes many psychosocial and emotional impacts to children and adolescents who are diagnosed. However, various interventions, including camp programs, have been developed to promote coping. The intention of this study was to examine the benefits of camps for children and adolescents with chronic conditions from camper-first perspectives. Data was collected through semi-structured interviews of seven participants who attended a camp for children and adolescents with chronic conditions. Results of this study indicated campers experienced many benefits. Further, this study brings an awareness to the impact and importance of camp programs long after the week-long session has ended. Further, it displays camp programs should serve as an intervention utilized by Child Life Specialists and other medical staff to promote optimal growth and development.</p><p>

<p> Given the growing research base for Animal-Assisted Interventions (AAI) with children, programs that involve Animal-Assisted Activities (AAA) and Animal-Assisted Therapy (AAT) are increasingly prevalent across many community settings, from hospitals to libraries and public schools. The increasing popularity of AAI in public schools appears limited to service animals and canine-assisted reading programs however, as animal-assisted therapy in school-based therapeutic and special education settings is less common. Although anecdotal support exists for therapy animals in the school setting, most educators are unaware of the growing body of empirical support for using animal assisted activities and therapy to address a variety of student needs related to academic performance, communication, attention, motor skills, behavior, and social-emotional functioning. In order to assess the viability of AAI in public schools, a sample of educational professionals working in California (N = 23) was presented with a review of the literature and current practices in AAI. Following this presentation, participants were asked to provide feedback on the perception, potential value, and practicality of AAI in the public school setting, specifically for students with disabilities and special education needs. Results indicated that a majority of respondents felt that AAI, including both AAA and AAT, are worth pursuing in public schools, despite potential drawbacks and challenges. Most respondents reported that AAI would be well-received by stakeholders in their district, as well as provide a valuable benefit to students. Along with the current literature, these findings suggest that AAI may be an adjunct strategy for school-based therapeutic and classroom objectives that districts should consider exploring. However, problems specific to the IEP process and a need for more research continue to present obstacles to the expanded use of AAI in public schools.</p><p>

Some of the positive social benefits found to accrue among participants of peer tutoring programs were investigated in mentally retarded subjects who were characterized by aggressive behavior. Twenty-five institutionalized adults were randomly assigned to be tutors or nontutuors. All subjects were trained to play with an experimental apparatus that delivered pairs of edible rewards following its correct operation. Subjects were taught to share one of the edibles with the trainer. During the experimental treatment, nontutors were allowed to operate the apparatus and to share with the trainer as before. However, tutors were prompted to demonstrate their skill to a peer and then to share an edible with them. As expected, the scores on posttreatment experimental tests of both sharing and helping were significantly higher for tutors (p $<$.05). In addition, tutors were found to be significantly less aggressive than nontutors on one measure of aggression (p $<$.05). The results are congruent with previous research and suggest that the positive effects of tutoring may extend to the mentally retarded. Potential biases in the procedure, as well as a number of alternative explanations for the results are discussed.

<p> This quantitative research conducted in Southern California validated Lake and Billingsley&rsquo;s (2000) Grounded Theory regarding factors causing conflicts in special education. This study found that discrepant views of a child or child&rsquo;s needs, knowledge, service delivery, constraints, valuation, reciprocal power, communication, and trust, were associated with the perception of conflicts. Generally, the bivariate correlation coefficients indicated that all the predictors were statistically significant except use of power. The regression model evidenced significant association of knowledge, services, valuation, and trust. The comparison of the models for three subgroups of 194 Participants indicated that for parents, service delivery and valuation were significant factors of conflicts. For administrators and service providers, trust was a significant factor of conflicts. There was sufficient evidence to conclude that service delivery, valuation, and trust were associated with conflicts after the partial out of the other constructs. </p>

<p> Response Interruption and Redirection (RIRD) has been demonstrated to be an effective treatment for stereotypic behavior exhibited by persons with autism spectrum disorder. The present study investigates the applicability of this intervention in the context of the classroom setting. Specifically, it investigates whether or not the intervention is as effective when it is used with a subject in the process of completing complex tasks. This research also investigates collateral effects of reduced stereotypic behavior on productivity and efficiency of task completion. While stereotypy was reduced and productivity increased across three experimental conditions, there were mixed results as to the relationship between RIRD and overall efficiency of task completion. </p>