Social perception has been identified as a significant contributor to how students know themselves and how they are known within the general classroom. These abilities can impact how successfully they negotiate their learning environment. This study addressed how students with learning disabilities (LD) and emotional handicaps (EH) compare on peer, teacher, and self assessments of social and academic domains of behavior. Subjects were 28 students classified as EH and 55 students classified as LD. This study was based on Kenney's Social Relations Model. A round-robin design was used to collect Likert ratings on 18 task and socio-emotional dimensions among peers. Subjects in grades 3 through 9 and their teachers completed an additional set of ratings on six classroom oriented dimensions. All ratings included a self and metaperception judgment. Results yielded consensus among peers on five task and socio-emotional oriented dimensions. Peer and self judgments and metaperceptions indicated that subjects rated themselves less similar to how they predicted their cohorts would rate them. A positive linear trend was found for the task but not for the socio-emotional construct across grade level predictions among the task consensus dimensions. Correlations between student and metaperception ratings of these traits were strong (r's ranging from.58 to .91). Findings are discussed in terms of how students with LD and EH view themselves and others both socially and academically as participants in the natural context of classrooms, and how the accuracy of these perceptions affect their ability to function within their educational environment.

The use of caregiver coaching in early intervention is growing with an increasing number of researchers examining the benefits and outcomes of caregiver-implemented interventions for young children with delays or disabilities. Most studies incorporate multiple coaching strategies within their approach; however, definitions and descriptions of coaching strategies and processes are limited and vague. This exploratory study was one of the first to systematically examine the use of problem-oriented and practice-based reflections during caregiver coaching sessions. Transcribed videos from 31 early intervention (EI) provider-caregiver dyads randomized to the Embedded Practice for Intervention with Caregivers (EPIC) intervention group or a business-as-usual (BAU) group were used for data collection, resulting in a total of 93 transcripts across three time points. Using methods of directed content analysis, a coding scheme describing various components of reflection was developed and used to code transcripts. Final data included the rate per minute and relative frequency of types, topics, and spontaneity of reflection. Mixed effects modeling analyses revealed significant group differences on topic of reflection and spontaneity of reflection. A difference on the frequency of reflective and non-reflective conversational turns was not identified. However, descriptive data suggested the EPIC group had a higher rate of critical comments and anticipatory questions as compared to BAU. Critical comments and anticipatory questions were most frequent when EI providers were using the problem-solving coaching strategy. When EI providers used the reflection strategy, the frequency of interpretive comments and evaluative questions was higher. Dyads in the EPIC group exhibited a higher frequency of reflective conversational turns related to intervention and caregivers in this group had a higher frequency of reflective conversational turns that were prompted by EI providers. The results of this study may help the field further define reflection as a coaching strategy and identify the potential utility of these comment and question types to increase caregiver capacity to embed intervention in routines. Further research in this area is needed to improve reflective conversation coding procedures and improve the definitions of reflection specifically for the field of early intervention. Clinical implications and limitations of the study are discussed. / A Dissertation submitted to the School of Communication Science and Disorders in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2018. / July 16, 2018. / caregiver coaching, early intervention, infants and toddlers, interventionists, parents, reflection / Includes bibliographical references. / Juliann Woods, Professor Directing Dissertation; Juliann Cortese, University Representative; Carla Wood, Committee Member; Amy Wetherby, Committee Member; Patricia Snyder, Committee Member.

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In view of the fact that Lebanon does not currently have a special education infrastructure, the purpose of this exploratory qualitative study was to understand the phenomenon of educating children with Down syndrome (DS) in Lebanon in terms of the meanings mothers ascribe to it and their description of their experience. The intent was to develop a conceptual ordering of the dynamics of the process that explains their experience and to identify critical factors that surround their quest for educational and related services for their children with DS. Empirical materials were collected through individual, face to face, semi-structured, long, qualitative interviews with 12 urban mothers of children with DS who are in the elementary school age range. Analysis of the empirical materials revealed that mothers are the vital and driving force behind securing programs for their children with DS and that they go through the following four related processes: (1) adapting to a new reality, (2) pursuing educational programs and related services, (3) accommodating to uncertainty, and (4) preserving self. In addition, four key factors in educating children with DS in Lebanon were identified: (1) financial resources, (2) mother's background and characteristics, (3) support, and (4) religion. After discussing these empirical findings and comparing them with extant literature, recommendations for research, practice, and policy development are provided / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2010. / March 26, 2010. / Exploratory Qualitative Study, Lebanon, Family Issues, Mother's Perspective, Intellectual Disabilities, Down Syndrome, Elementary Education, Special Education / Includes bibliographical references. / Mary Frances Hanline, Professor Directing Dissertation; Sande Milton, University Representative; Gideon R. Jones, Committee Member; Bruce M. Menchetti, Committee Member; Susan Miller Smedema, Committee Member.

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA, 2004) now includes language that permits local education agencies to use a process that determines if a child responds to scientific, research based interventions as part of their evaluation procedures. This reauthorization of IDEA 2004 has led to an increase demand for rigorous research on the outcomes of various models of response to intervention (RTI). Many of the components of RTI have a thorough base of empirical support. However, little empirical work has gone into understanding the standardization of service delivery and implementation of RTI in schools. There are two purposes to this study. First, this evaluation aims to provide formative evaluation data which will aid in the improvement of the processes and functions associated with the Clark County (Las Vegas) RTI Model in their critical role of supporting student achievement. Additionally, observations are then placed into a broader context in how they might contribute to the research base regarding implementation and service delivery standardization. Program evaluation data were collected from ten designated RTI schools in the Clark County School District in Las Vegas, NV that included structured interviews, surveys, direct observation of meetings, and a review of student intervention cases. Overall, results indicated evidence of an effective use of assessment and intervention tools across schools in a prevention oriented model. Unique examples of intervention service delivery models are discussed along with future directions for research.

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Within the American public education system, 13 percent of students receive special education services. Interventions provided to students with disabilities declared mild to moderate participate within the general education classroom every day. The purpose of this study was to investigate what knowledge general education teachers have of the characteristics of the disabilities that were present within their classrooms, strategies they used within the classroom to support these students, and what teachers could do additionally to support students with disabilities in the general education classroom. Teachers were generally aware of common characteristics of disabilities, but some fell victim to common misconceptions. Teachers attempted a variety of strategies to support their students within the general education classroom. A consensus of requiring more resources and support in the classroom was relayed from general education students when inquired for next steps.