In Experiment I, the experimenter selected 13 developmentally delayed preschool students without Naming to test for speaker and listener vocabularies. This affirmed the independence of speaker and listener vocabularies, as evidenced by a significantly larger listener vocabulary than speaker vocabulary. Six participants were selected from Experiment I to participate in Experiment II. None of the participants had the full Naming capability at the onset of the study. Multiple exemplar instruction across speaker and listener responses was implemented to induce Naming in these participants. A non-concurrent multiple probe design across participants was implemented to test for the emergence of speaker responses for stimuli the participants could only respond to as a listener prior to the acquisition of Naming. Within this design was a nested non-concurrent multiple probe design to test the effect of multiple exemplar instruction on the induction of Naming. Following the acquisition of Naming the experimenter re-tested listener and speaker responses finding that the participants could respond as a speaker to the stimuli they previously could only respond to as a listener. Five of six participants acquired approximately 70% or greater untaught responses following the acquisition of Naming. One participant acquired approximately 30% of untaught speaker responses following the acquisition of Naming.

The present research focuses on the possible relation between observing responses and language acquisition. In the first of three experiments, preschool aged participants with and without disabilities were presented with the opportunity to observe multiple aspects of a stimulus. A Naming experience was created in which the stimulus was presented with visual and auditory characteristics, such that the participant heard the name of an object while observing an action demonstrated with the object. The dependent variables measured which of those aspects selected out the participant's observing responses. The participants consistently acquired the actions associated with the objects, but produced fewer names as a speaker. The second experiment used alternating treatments with single case design to analyze the responses to stimuli presented with and without actions. Unconsequated probe trials of the dependent variables measured whether the participant acquired listener and speaker responses for the name of a stimulus, and whether the presence of an action improved or hindered acquisition of those responses to the stimulus. In the experimental action condition, participants acquired fewer speaker and listener responses to the stimuli. The results indicated that the visual-motor (action) aspects of the stimuli selected out the participants observing responses over the auditory (name) aspects of the stimulus. Consequently, the presence of an action hindered rather than facilitated incidental acquisition of names, suggesting the dominance of visual stimuli over auditory stimuli. In the third experiment, participants were selected who acquired listener responses to the stimuli in the experimental action condition, but did not readily acquire the speaker responses. The participants were presented with multiple exemplar instruction (MEI), which provided rotated opportunities to receive reinforcement for responding to the stimuli with action imitation, listener responses, and speaker responses to the stimuli. Following mastery of the MEI intervention, participants acquired both speaker and listener responses to novel sets of stimuli in the experimental action condition. The results suggest that rotated opportunities to emit multiple responses to a single stimulus in the presence of reinforcement can result in a shift of stimulus control such that new observing responses emerge that were not present before. The results are discussed in terms of conditioned reinforcement, observing responses, and incidental language acquisition. Evaluated as a whole, the findings from these experiments indicate that when an individual is provided with a specific instructional history, he or she can acquire additional responses to a stimulus, beyond the speaker and listener, as a result of the Naming experience.

The purpose of this study was to test the effects of a peer-yoked contingency on the induction of observational performance, observational acquisition, and the Naming capability. In Experiment I, three male Kindergarten and first grade students diagnosed with disabilities were selected as target participants because they had the listener component of Naming but were missing observational performance, observational acquisition nor did they have the speaker component of Naming capability in repertoire. Peer participants, kindergarten to first grade males, were selected because observational performance was in repertoire but they did not have observational acquisition and speaker component of Naming in repertoire. A non-concurrent multiple probe across participants was used to measure target participants' and peer participants' acquisition of both types of observational learning, as well as Naming. The independent variable was a peer-yoked contingency game board involving an observational intervention requiring the target participants to observe the peer participant. The dependent variable was the target participants and peer participants responses to probe trials for observational performance, observational acquisition, and Naming. The results of Experiment I showed that the peer-yoked contingency game was effective for inducing observational performance, observational acquisition, and Naming for the target participants. The intervention was also effective in the induction of observational performance, observational acquisition, and Naming for the peer participants. Experiment II was then conducted to further test the effects of the peer-yoked contingency game board. The target participants in Experiment II were four preschool aged children diagnosed with as a preschooler with a disability and who did not have in repertoire observational performance, observational acquisition, and Naming. Four preschool aged children served as peer participants during the observational intervention because they had observational performance in repertoire and the listener component of naming but were missing observational acquisition and speaker component of Naming. The dependent variable was the same as in Experiment I. The independent variable in Experiment II was the peer-yoked contingency game board with the reinforcement of duplicative behaviors. There were two types of conditions: No Peer (Peer was not present during the observational task); and Peer (Peer was present for the observational task). The results showed the No Peer condition did not increase either the target participants' or peer participants' responses to probe trials to criterion level for observational performance, observational acquisition, or Naming. The data from the Peer condition was effective in inducing capabilities for target participants and peer participants.

Struggling deaf readers, like struggling readers with dyslexia, share similarities in their difficulty with phonemic awareness, decoding, fluency, vocabulary, and comprehension. Orton-Gillingham instruction is used to remediate these difficulties among hearing readers, but data is needed on its effectiveness with deaf students. Five subjects, who were severely deaf or hard of hearing, participated in a year long case study analyzing the impact of an Orton-Gillingham approach, supported with Cued Speech, on the development of their reading skills. Participants ranged from kindergarten to Grade 5, had additional learning, language, and socioeconomic challenges, and were mainstreamed in a public school district. Data were obtained in the fall, winter, and spring of one academic year from assessments (DRA, DIBELS, PAF), interviews with classroom teachers, and field notes. Results demonstrated that all five students made a year of growth, or more, on their reading achievement, similarly to expected yearly progress of students without disabilities. Results indicated that Orton-Gillingham instruction, supported with Cued Speech, may mitigate reading challenges among severely deaf or hard of hearing students in the mainstream. Additional studies are needed to verify the results in different educational settings.

I tested the effects of conditioning books on the rate of acquisition of textual responses for 16 participants with (11 participants) or without (5 participants) developmental delays, ranging in age from 2.4 to 4.6 years old, in three experiments. Eight males and 8 females participated; the children were selected from an early intervention/preschool program that implemented a behavior analytic approach to all instruction, and they were selected for participation because they did not have book stimuli as conditioned reinforcers for observing, but they did have the necessary prerequisite skills in repertoire to acquire textual responses. The independent variable was the establishment of books as reinforcers for observing responses and as a preferred activity in a free play area. The dependent variable was the rate of acquisition of textual responses before and after books were established as conditioned reinforcers. The embedded dependent variable was the number of 5s intervals participants observed books in the free play setting, and the embedded independent variable was one of three methods of conditioning book stimuli (textual operant discrimination training, Pavlovian second order conditioning, or conditioning books through peer observation). A non-concurrent multiple pre- and post-intervention probe design across groups was used. In Experiment I, the participants ranged in age from 2.4 to 2.7 years old. Participants A and B acquired conditioned reinforcement for observing books as a function of mastering pre-requisite skills (word/picture discrimination) and one set of sight words. Participants C and D required stimulus-stimulus pairings to acquire books as conditioned reinforcers. Results showed that Participants A-D learned sight words 2.20 to 7.25 times faster as a function of having books as conditioned reinforcers. Experiment II differed in that: a) the participants were 3.7 and 4.6 years old, b) more sets of sight words were taught, and c) free play area probes were conducted with peers with and without books as conditioned reinforcers in a systematic fashion. Participant E acquired conditioned reinforcement for observing books as a function of mastering two sets of sight words. Participant F did not acquire books as conditioned reinforcers through sight word instruction, nor through stimulus-stimulus pairings, but did acquire conditioned reinforcement for observing books as a function of the conditioning books through a peer observation intervention. Results indicated that Participants E and F learned sight words 1.6-2.06 times faster than in pre-intervention conditions. Experiment III differed in that a) additional sight words were taught and b) free play sessions were conducted without peers. Results showed that Participants A1- C3 learned sight words 1.5 to 9 times faster (mean= 3.28 times faster) with the exception of Participant A4, who required a mean of one more session (mean of 3.5 sessions to 4.5 sessions) in post-intervention conditions. Participants A2, A4, B3, and C1, acquired books as reinforcers as a function of textual operant discrimination training (TODT). Marked increases in observing books was noted for Participant C3 after TODT, but not to criterion levels. TODT was not effective for Participants A1, A3, B2, and C2, but Pavlovian second order conditioning (PSOC) was effective for these participants. Neither TODT nor PSOC was successful in conditioning books as reinforcers for Participant B1, but conditioning books through peer observation was successful. Results are discussed in terms of: (a) the different interventions to condition books as reinforcers individualized per the repertoires of the participants, (b) the establishment of books as reinforcers as a developmental cusp, and (c) supporting the argument for the establishment of books as conditioned reinforcers as an empirical definition of reading readiness. Word count: 580 Keywords: stimulus-stimulus pairing, book conditioning, sight words, learn units to criterion, nursery school students, developmental delays, reading readiness

I conducted two experiments on silent reading. Experiment I was a non-intervention experimental comparison study conducted with 60 participants. Data were collected across two reading conditions 1) reading aloud or 2) reading silently and answering multiple choice comprehension questions. The data were analyzed within and between two groups, elementary-age and adult readers, across the two conditions using a repeated measure ANOVA. The results indicated significant differences in fluency rates between age groups and reading conditions and non-significant effects between and within subjects for reading comprehension. Adult readers read on average, two times faster with accurate reading comprehension in the silent reading condition compared to the read aloud condition and when compared to elementary-aged participants across both reading conditions. The results indicated that fluent adult readers are more efficient when reading silently. Experiment II tested the effects of a treatment package designed to teach participants to read silently on reading comprehension with six third graders using a delayed non-concurrent multiple probe design. Participants selected for the study could not read silently and respond correctly to comprehension questions. All of the participants had fluent vocal textual responding at a minimum rate of 90 correct words per minute with no more than two errors for their reading level and speaker-as-own-listener comprehension when they read aloud. The dependent variables consisted of silent reading probes and listener and speaker comprehension responses. The independent variable was a reading instruction treatment package using a peer-yoked contingency game board. During intervention sessions, participants rotated between opportunities to read silently and listening to audio recordings of spoken text. Participants completed selection and production questions to assess comprehension following each reading condition. Participants were matched in pairs based upon reading capabilities, reading repertoires, and the peer contingences that were arranged during intervention sessions with a yoked contingency game board. During intervention, progression on the peer-yoked contingency game board was contingent upon silent reading and criterion level responding to comprehension questions for both participants in the pair. Following the intervention, all participants acquired silent reading and criterion level comprehension.

<p> The purpose of this dissertation study was to explore the leadership attributes of special education central-office administrators. Using Senge&rsquo;s five disciplines of the learning organization and Marzano&rsquo;s 21 responsibilities of the school leader, this multicase study sought to discover the attributes of a special education leader. The focus of this dissertation study was to explore what leadership traits exist across systems-level special education leaders. </p><p> To understand special education leader engagement at the central-office level, interviews and observations were completed with special education leaders willing to participate in the research study. Additionally, each participant was required to submit a copy of his or her resume to the researcher. A multicase-study approach was used to analyze the attributes of each leader involved in the dissertation research. </p><p> The study analysis revealed that special education leaders in the State of Maryland demonstrate leadership attributes related to Senge&rsquo;s five disciplines of the learning organization and Marzano&rsquo;s 21 responsibilities of the school leader. Findings expanded the existing literature to include an analysis of special education leadership at a systems level.</p><p>

<p> This mixed methods case study examined the systems thinking component of collaboration through coteaching at inclusive public school environments to facilitate the needs of special education students who are presently segregated at nonpublic schools. This study first analyzed qualitative data in the form of interviews from a sample population of 5 district representatives to disclose the chief reasons for such failure on the part of a plethora of public school districts in southern California to facilitate the needs of their students (characterized with emotional disturbance and/or another disability who also display behavior issues) in inclusive and collaborative environments. Secondly, this study used quantitative data in the form of surveys to investigate the preliminary openness of collaboration through coteaching from a sample population of 51 teachers who currently instruct (or had experience instructing) students at a nonpublic school campus. And lastly, this study investigated whether that same sample population of teachers felt that a coteaching model/approach at inclusive and collaborative school campuses are feasible for the students they currently teach (or had experience teaching) at nonpublic school environments. The findings from this study are three-fold: First, the qualitative interviews exposed that there are considerable deficiencies among certain school districts in southern California in the effort to educate all students with disabilities on public school campuses. The following themes were developed from the responses of the district representative participants: (a) inadequate support for teachers in coteaching classrooms, (b) negative aspects of segregated placements, and (c) positive aspects of segregated placements (please note that subthemes also emerged from each of the three areas). Second, the findings from the quantitative portion revealed that participants&rsquo; age, gender, educational background, and years of teaching experience did not influence openness to coteaching and coteaching responsibilities. Next for the quantitative portion, the study uncovered that participants&rsquo; responses were almost evenly split regarding the feasibility of coteaching models, however slightly more participants felt that the coteaching model was not a feasible alternative to nonpublic school placements. Lastly, the study also uncovered that the nonpublic teacher participants indicated that the most beneficial model out of all the coteaching options presented in the survey (to best facilitate their nonpublic/segregated students in a public school settings) is that of team teaching. Consequently from this study&rsquo;s findings, it appears that until certain individual school districts substantially increase their teacher and auxiliary staff supports, shift monetary spending, and provide strong leadership to enhance collaboration among its special and general education teachers, nonpublic school placement for some students with ED and behavior issues may be an appropriate placement.</p><p>

The purpose of this study was to determine which IEPs are of greater quality for learning-disabled students: teacher-written IEPs (those developed without the aid of microcomputers or manuals of goals and objectives); manual-assisted IEPs (those developed with the aid of manuals of goals and objectives); or microcomputer-assisted IEPs (those developed with the aid of both manuals of goals and objectives and microcomputers). This study investigated the question: What effect does the use of microcomputers and manuals of goals and objectives have upon the quality of IEPs developed for learning-disabled students?;The sample consisted of 120 IEPs of students categorized as learning-disabled by the North Central Regional Education Sevice Agency (RESA 7) of West Virginia. Forty of the IEPs were teacher-written, forty of the IEPs were manual-assisted, and forty of the IEPs were microcomputer-assisted. Three trained raters examined and evaluated, individually, all of the IEPs involved in the study with regard to legal requirements, relevance, and clarity using the Checklist For Documenting Appropriateness of the IEP.;A statistical analysis of the data collected regarding each hypothesis revealed the following findings: (1) A t test indicated that the microcomputer-assisted IEPs in this study received a significantly higher mean total score (p < .01) on the Checklist For Documenting Appropriateness of the IEP than did the teacher-written IEPs in this study. as a result, the null hypothesis (that there was no difference in quality between microcomputer-assisted IEPs and teacher-written IEPs as evaluated using the Checklist For Documenting Appropriateness of the IEP) was rejected. (2) A t test indicated that the manual-assisted IEPs in this study received a significantly higher mean total score (p < .01) on the Checklist For Documenting Appropriateness of the IEP than did the teacher-written IEPs in this study. as a result, the null hypothesis (that there was no difference in quality between manual-assisted IEPs and teacher-written IEPs as evaluated using the Checklist For Documenting Appropriateness of the IEP) was rejected. (3) A t test indicated that the microcomputer-assisted IEPs in this study received a significantly higher mean total score (p < .01) on the Checklist For Documenting Appropriateness of the IEP than did the manual-assisted IEPs. as a result, the null hypothesis (that there was no significant difference in quality between manual-assisted IEPs and microcomputer-assisted IEPs as evaluated using the Checklist For Documenting Appropriateness of the IEP) was rejected.

In response to the decline in student achievement test scores during the past decade and the perceived erosion of confidence in the quality of public education, a number of states have initiated legislative or administrative action to develop and implement a variety of statewide minimum competency testing (MCT) programs. as of January 1, 1980, thirty-six states, including the Commonwealth of Virginia, had mandated some form of MCT programs for elementary and secondary school students.;In Virginia and in at least five other states a major purpose of MCT programs is to ensure, through a uniform statewide test, that students who are awarded a standard high school diploma have achieved a minimum level of proficiency in specified educational skills.;Handicapped and non-handicapped students of the graduating class of 1981 were the first to be required to meet the Virginia Graduation Competency Test (GCT) requirement as a criterion of eligibility for the award of a standard high school diploma.;Establishment of a direct and clearly defined working relationship between MCT programs and the IEP has been advocated as an ethical and reasonable means of ensuring that handicapped students will be provided fair and meaningful opportunities to benefit from instruction in the skills assessed by state and local MCT programs. This study was designed to examine the relationship between the Virginia Graduation Competency Test (GCT) assessment of student proficiency in specific educational skills and the educational skills content of the annual goals and short-term instructional objectives of the individualized education programs (IEPs) of handicapped high school students.;A total of 286 IEPs (N - 1981 = 124; N - 1982 = 162) representing 162 LD students and 30 ED students who took the March 1981 GCT were obtained for examination from 82 of 93 (88%) local Virginia school divisions which administered the March 1981 GCT to LD and ED high school students. IEP statements of students present level(s) of performance, annual goals and short-term objectives were examined for specific GCT skills content and performance related data.;The findings of this investigation suggest that the extent to which local school personnel are incorporating specific GCT skills into the educational programs provided for handicapped students through the IEP may be less than adequate to document systematic planning for meeting the GCT skills instructional needs of Virginia's handicapped students.