Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--Syracuse University, 2005. / "Publication number AAT 3193851."

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3251790."

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3251781."

Thesis (Ed. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 100-104).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Special Religious Education). Includes bibliographical references (p. 79-83).

<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>

Part H of Public Law 99-457 offered incentives to states to develop services to children, birth through age two, who have or are at risk for developmental delays. A major emphasis is on inclusion of family members as full participants in the design and implementation of services. The Individualized Family Service Plan (IFSP) is a written plan for services to be implemented for the child and family. This study evaluated critical components of the IFSP document to determine if several assumptions concerning services are substantiated by fact. It is assumed that components specified in the law for content of the IFSP plan will be present on IFSPs, family members will incorporate recommendations made by professional providers into the goals chosen for their child and there will be congruence or match between recommendation and goal statements. It is assumed that all areas of development will be considered when planning programming and that children and their families will receive equitable services regardless of gender, ethnicity or the case manager assisting them. Data were taken from IFSP documents from November 1, 1992 to May 1, 1993. The data revealed a low rate of compliance with the seven requirements for content of the plan specified in P.L. 99-457. Analysis by developmental area showed an emphasis on physical development. A low rate of congruence between recommendation and goal statements was found. Difference in congruence was found when analyzed by case manager, but not by gender or ethnicity. The law enabling services for infants and toddlers with disability incorporates assumptions concerning the development of a plan for services. In this investigation of IFSP documents, several assumptions concerning the IFSP document are not verified by the data.

<p> Research confirms that dyslexia is the most common form of learning disability that exists in schools today. Continuous dyslexic research has narrowed in on specific characteristics of the disability, yet many dyslexics still struggle academically. The need for additional literature resides within the success stories of dyslexic individuals who have overcome their educational deficit and have persevered in academic arenas. This study examined factors contributing to the academic success of students With dyslexia and their ability to transcend academic barriers as they continue the journey into post-secondary education. Additionally, this study explored the influences of the educational methods, support structures such as family, peer and school mentorship, and coping strategies that might have affected the dyslexic learner&rsquo;s academic performance. This phenomenological qualitative study utilized semi-structured interviews to capture the lived experiences of eight high-achieving students With dyslexia who have recently graduated or are on track to graduate from a post-secondary university. Interview questions were piloted and checked for validity. To ensure information-rich data, purposeful sampling was implemented to create a pool of participants that fit the phenomenon of high-achieving students With dyslexia through dyslexic organizations and the snowballing effect of participants.</p><p>