<p> The current study examines California special education hearing officer (SEHO) case records for due process hearings held to settle disputes between families and the juvenile justice system. A mixed methods research design was used to explore trends and characteristics of the youths, families, types of disputes, and prevailing parties. Results indicate most of the cases involved male students aged 12-18 who met eligibility for emotional disturbance, seven types of complaints were filed, and families prevail more often in both substantive and procedural cases. The results of this study raise ethical concerns about juvenile justice agencies' ability to provide special education resources for court-involved youth.</p>

<p> The present study utilized data from the National Longitudinal Transition Study &ndash; 2, which is a longitudinal study of a nationally represented sample of students with disabilities between the years 2000 and 2010. Using this dataset, the relationships among disability type area of study, and degree completion were explored. The final sample included approximately 310 students classified as having learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), or autism spectrum disorder (ASD). It was hypothesized that individuals with ASD would prefer fields of study where there was limited social interaction to a greater degree than those with LD or ADHD. Additionally, it was hypothesized that students with ASD would be more likely than their LD and ADHD counterparts to choose fields of study in the areas of science, technology, engineering, and mathematics (STEM). Results from two path analysis models, however, revealed no significant findings. Consequently, it appears as though other factors or a combination of factors better account for the postsecondary outcomes of students with disabilities. The primary implication of these findings is that professionals and caregivers should refrain from making assumptions about area of postsecondary study or degree completion based simply on students&rsquo; disability types. Furthermore, it does not appear warranted to direct students with disabilities to select specific types of academic majors simply because it is assumed that pursuing those majors will result in better postsecondary outcomes.</p>

<p> There is a distinct need to understand subjective well-being for neurodivergent students in early childhood. Review of previous literature suggests the positive influence of subjective well-being in mitigating psychological distress; however, young children have been excluded from these investigations. Therefore, this study employed an advanced mixed methods research design, through which a convergent core was embedded within an overarching quasi-experimental framework to analyze three key outcomes in early childhood education: (a) self-identified conceptualizations of student covitality, (b) self-evaluated levels of student covitality, and (c) teacher-rated levels of executive dysfunction. </p><p> All students actively enrolled in a local partner school serving pre-Kindergarten to 2nd grade (<i>N</i> = 45) participated in qualitative and quantitative evaluations of covitality. Qualitative data were collected through semi-structured focus groups, and quantitative data were collected through student ratings on the Social-Emotional Health Survey-Primary (Furlong, You, Renshaw, O&rsquo;Malley, &amp; Rebelez, 2013). Qualitative findings suggested students conceptualize covitality as positive school experiences along a developmental trajectory across five themes&mdash;play activities, classroom instruction, school environmental factors, interpersonal relationships, and special programs. Quantitative results determined excellent internal reliability of the covitality scale for early elementary 1st- and 2nd-grade students (Cronbach's &alpha; = .908). </p><p> Two classrooms were randomly assigned to the waitlist control (<i> n</i> = 14) or intervention (<i>n</i> = 10) condition&mdash;1st- and 2nd-grade, respectively. A novel positive psychology intervention was designed and tested to promote covitality. Implementation of strategically targeted practices supported the underlying factors of gratitude, zest, optimism, and persistence. </p><p> Additional quantitative data were collected through teacher ratings of cognition on the Behavior Rating Inventory of Executive Function, Second Edition (Gioia, Isquith, Guy, &amp; Kenworthy, 2016). Intervention effects indicated a statistically significant interaction for improved executive functioning relative to the waitlist control group (<i>p</i> = .011). Integration of qualitative and quantitative results produced preliminary evidence of categorical advancement in a dual-factor clinical classification system and distinctions in varied and nuanced conceptualizations of well-being constructs over time. Synthesis of qualitative, quantitative, and integrated findings highlighted the value of design-based research generally, and the <i>Student Strengths Safari</i>^&copy; program, specifically, to establish a dual-factor model of educational well-being (EdWB) for optimal student development. </p><p>

<p> The focus of this research is in the area of Response to Intervention (RTI) and its effect on academic achievement in elementary schools in rural Missouri. In light of the regulations within the Individuals with Disabilities Education Act of 2004 and its accountability requirements for schools, this study is important and timely in order to provide valuable examples of effective RTI processes. The research approach adopted in this dissertation was a quantitative approach; therefore, quantitative analysis was utilized during a statistical comparison of elementary schools in Missouri and a review of information from a survey distributed to elementary principals in Missouri. The findings from this research were statistically significant in relation to improved academic achievement after the implementation of RTI processes. The goal of school administrators and teachers is to implement strategies to meet the educational needs of students. The RTI processes may serve as a viable strategy for this goal to be achieved.</p>

<p>The application of teacher consultation to improve reading comprehension outcomes for Deaf and Hard of Hearing (DHH) students in a high school setting was investigated. Due to the low-incidence nature of the disability, a multiple baseline study was implemented to monitor DHH students' responses to the interventions teachers generated from teacher consultation sessions. The AIMSweb MAZE measures were used to inform teacher consultation sessions by documenting changes in DHH student performance within the area of comprehension. A visual analysis of DHH students' progress monitoring data prior to and during intervention implementation suggested that teacher consultation led to improved comprehension outcomes due to a positive intervention effect among three DHH students and one teacher of the Deaf. Teachers reported that the use of progress monitoring was beneficial because it allowed them to adapt their instructional delivery based on what their DHH students needed. </p>

Research that has examined the achievement of children with behavior disorders has demonstrated a relationship between externalizing behavior disorders and academic underachievement, particularly in the area of reading. This study compared the early literacy skill development of 10 kindergartners and 10 first graders who were teacher-identified as presenting with difficult classroom behavior to that of 17 typical classroom peers. A systematic diagnostic assessment, using broad and narrow-band rating scales and structured interviews, was completed by parents and teachers to confirm the at-risk status of the identified children. Data were collected on early literacy skill development using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), which provided information on skill development over time. Parents taped home parent-child reading sessions, and tapes were coded to look at specific reading strategies. Parents were interviewed about home literacy factors including amount of time spent in parent-child reading, reading materials in the home, reading strategies used, and parental reading habits. Teachers were interviewed about classroom variables including type of curriculum and time spent on early literacy instruction. Findings included significant differences on oral reading fluency slopes for the first grade at-risk and comparison groups. Limitations of the study, implications for professional practice and suggestions for future research are also discussed.

The purpose of this study was to investigate level of spelling development in three types of spellers. First, two broad groups of spellers with average to above average intelligence were identified from an overall sample of 446 eleven to thirteen year old subjects based on K-TEA Spelling Test scores: high scores designated normal spellers, or the control group; low scores designated unexpected poor spellers, or the UPS group. Second, thirty-eight subjects in the control group and thirty-seven subjects in the UPS group were administered four word pronunciation, four spelling identification, and four spelling from recall tests. Scores on one of the word pronunciation tests (the Woodcock-Johnson) were used to divide the UPS group into two subgroups: above-mean scores designated dysgraphic spellers; below-mean scores designated dyslexic spellers. Mean scores by group for correct scores and error scores were analyzed by one way analyses of variance and follow-up Duncan's Multiple Range Tests to determine if and where significant differences occurred across groups. Prior to data collection, nine hypotheses were made based on Frith's (1986) three-phase model of reading and writing acquisition whereby children were hypothesized to develop through logographic, alphabetic, and orthographic phases of development, each phase marking a stage of normal development for normal spellers or a point of arrest for UPS spellers. Frith hypothesized an arrest at the logographic stage for dyslexic spellers; at the alphabetic stage for dysgraphic spellers. Data strongly support Frith's three-phase developmental model. Results from measures chosen to reflect functioning at different developmental levels tend to support that normal spellers have mastery of all three levels of development; that dysgraphic spellers have developed beginning level orthographic strategies; and that dyslexic spellers have developed beginning level alphabetic strategies. However, since both dysgraphics and dyslexics, unlike normals, seemed to show upper level skill loss in unfamiliar situations, a tentative alternative explanation to Frith's Developmental Arrest Theory is offered: that point of arrest for both dyslexic and dysgraphic spellers is at the logographic phase, with dysgraphics reaching higher developmental skill levels than dyslexics because of advanced verbal ability and compensatory strategies.

<p> The researcher taught students with autism 14 years in a public school. For years, her students were part of a social language class and a recess playgroup with typical peers. Though the therapists facilitating those groups observed progress, the researcher witnessed no real-life application outside of class.</p><p> Students with high-functioning autism had a diagnosis that included poor or lacking social skills and a language delay. Research stated that students on the autism spectrum must be taught social skills and could not be expected to 'pick up' skills through simple observation. In order for people to have relationships, go to college, obtain jobs, or marry, they must have adequate social skills.</p><p> The treatment in this study taught conversational skills using a structured <i> Conversation Game</i> (Brinton, Robinson, &amp; Fujiki, 2004) paired with the LinguiSystems workbook, <i>Spotlight on Socials Skills (adolescents): Conversations</i> (LoGiudice &amp; Johnson, 2008). The treatment took place in a self-contained setting to teach participants social skills, and then used scripts to aid the participants in generalizing the skills to unstructured settings. This study included four boys with an educational diagnosis of autism, who were at or near grade level. The treatment strived for generalization and maintenance of social skills to unstructured areas. </p><p> Data collection involved students' individual educational program goals, parent interviews and surveys, student pre-and post-interviews, worksheets, homework, the Empathy and Social-Skills pre-and post-tests, and the JobTips Assessment. The researcher took data regarding individual conversation skills, such as the number of comments, introductions, and closings, and the number of off-topic remarks, while a paraprofessional tracked data on the physical aspect of conversation, including eye contact, body language, facial expressions, and emotions.</p><p> All participants completed the LinguiSystems workbook, phase 2 by displaying appropriate verbal and physical aspects of conversation with other participants, and phase 3 by adding typical peers to the conversation. Three of the four participants were able to generalize social skills in the cafeteria and one generalized to recess. Fifty percent of the treatment population maintained their social skills. The LinguiSystems workbook paired with frequent conversational practice and feedback helped to generalize social skills for students with ASD.</p>

<p> There is a gap in research regarding examination of the relationship between burnout in special education school support staff members and their perception of locus of control (LOC) in their work environment. The purpose of this concurrent nested mixed methods study is to determine if there is a relationship between burnout and locus of control in professional school support staff (PSSS) working with special education students, by analyzing survey responses of a sample consisting of 86 PSSS in the northeastern United States. This study elicits data for quantitative analysis with Maslach Burnout Inventory and Rotter&rsquo;s Internal-External LOC Scale utilizing Pearson&rsquo;s Correlation and multiple regression analyses. The survey contains a contextual qualitative portion consisting of 10 open-ended question sets for thematic analysis. </p><p> The findings showed that increased internal locus of control is associated with decreased burnout in the subscales of emotional exhaustion and depersonalization. Notably, findings showed that increased internal LOC is associated with greater burnout in the subscale of reduced personal accomplishment. Recommendations for future research were made to conduct additional quantitative and qualitative research studies that explore the lived experiences of PSSS in special education, as well as to explore the usefulness of Dialectical Behavior Therapy (DBT) and Mindfulness as possible therapeutic approaches to counteract the effects of burnout.</p><p>

<p> This study employed a quantitative, ex-post facto non-experimental design to examine the effect of whether teaching honors, regular, or special education classes in either an elementary or middle school setting influenced the experience of teacher burnout. Participants included 69 teachers from two counties in a Southern state. The study survey consisted of one measure: Maslach Burnout Inventory &ndash; Educator Survey (MBI-ES). A multivariate analysis of variance (MANOVA) revealed that there was no significant main effect for both teacher specialty and grade-level taught in regard to the experience of teacher burnout on the MBI-ES. Additionally, when both teacher specialty and grade-level taught were looked at separately in regard to the experience of teacher burnout, there was no main effect. Educational leaders at both the district as well as the school level may use these results to provide in-service training to help teachers develop coping techniques to deal with the experience of burnout symptoms. Furthermore, this study suggests recommendations for future research in the area of teacher burnout such as use of a mixed method research design as well as the inclusion of high school teachers.</p><p>