Visual supports, which provide information presented in a visual format to enhance achievement toward specific goals, can be very helpful for individuals who have autism spectrum disorder (ASD). Music therapists often use visual supports in their practice; however, research exploring how they do so is limited. In the present study, the researcher used a mixed-methods research design to explore music therapists’ use of visual supports for individuals who have ASD. The researcher e-mailed a survey to board-certified music therapists who opted to receive e-mails from the Certification Board for Music Therapists (CBMT), 525 of whom completed the entire survey. Approximately 70% of participants reported using visual supports “always” or “very often.” Participants most frequently reported using pictures with written words and visual schedules. Visual supports are most often used by music therapists in children’s facilities/schools and to address communication skills when working with individuals who have ASD. Participants most frequently reported using visual supports to generally enhance the session/interventions, using them to provide routine, predictability, and clear expectations for individuals who have ASD. Resources and recommendations provided by participants are also summarized. Open-ended responses were coded into themes, and most participants recommended specific software or applications and encouraged others to use certain visual supports, such as visual schedules and “real” pictures. Future researchers should examine the effectiveness of visual supports when used in music therapy sessions for individuals who have ASD.

Les travaux de recherche présentés dans ce manuscrit ont été menés dans le cadre du projet ClGEO de I 'Andra concernant la construction et le développement de nouveau soutènement pour les galeries d'un stockage des déchets radioactifs à une profondeur de 500m sur le site Meuse/Haute Marne à Bure. La première partie de ce travail porte sur l'établissement d'un modèle rhéologique de l'argilite du Callovo-Oxfordien nommé SC2D (Swelling Creep Diagenisis Damage). Traditionnellement, la calibration des modèles rhéologiques pour les matériaux argileux repose sur des essais de laboratoire à partir des échantillons carottés. Ces échantillons sont endommagés par la décharge hydromécanique lors du prélèvement. Cet endommagement ne peut pas être réparé par une reconsolidation sous la contrainte in situ de prélèvement. Cet endommagement va altérer durablement les caractéristiques hydromécaniques de l'argilite et engendrer des nouveaux mécanismes élasto-plastiques qui n'existent pas sur l'argilite in situ. L'originalité du travail dans ce premier temps porte sur la validation du modèle SC2D de l'argilite sain du Callovo-Oxfordien à partir de la simulation des essais de laboratoire sur échantillons carottés en prenant en compte toute l'histoire de la sollicitation depuis le prélèvement jusqu'à la rupture. Ensuite, le modèle SC2D « intégré» dans le code CLEO est appliqué aux simulations numériques des excavations des galeries du laboratoire souterrain de Bure. La deuxième partie de la thèse concerne la participation dans le programme de qualification et de mise en œuvre de l'Andra (brevet Andra et CMC) d'un nouveau soutènement compressible permettant d'absorber les convergences anisotropes des galeries creusées dans l'argilite du Callovo· Oxfordien. Ce nouveau soutènement sous forme d'anneaux est constitué d'un assemblage de voussoirs. Chaque voussoir est un sandwich comprenant • Le soutènement proprement dit par une coque de structure en béton armé.• Le matériau compressible surmontant la coque de structure. • La coque de protection pour permettre son transport et sa manipulation.La fabrication des voussoirs compressibles nécessite l'ajout de barbotine (ciment dopé avec du sable) pour la tenue de cette couche compressible. Ce voussoir compressible devait répondre à des exigences mécaniques définies par I 'Andra. Les essais présentés dans celte thèse concernent l'analyse des essais œdométrique réalisés chez EGC concernant la caractérisation mécanique à l'échelle de la couche compressible. Différentes variables ont été étudiées, ainsi que des essais de chargement uniforme sur modèle réduit d'anneau de coques. Ces essais seront présentés et commentés. Ensuite, un modèle rhéologique, qui est nommé Coqcéram, a été construit pour le matériau compressible sur la base du modèle Ganta Gravel. Les paramètres mécaniques du modèle Coqcéram sont obtenus à partir des essais œdométriques. La validation du modèle Coqcéram est réalisée par comparaison des simulations numériques avec les essais sur modèle réduit d'un anneau de voussoir compressible. Cette modélisation numérique a nécessité «l'intégration» du modèle rhéologique Coqcéram dans le code aux éléments finis CLEO. Après celte validation la modélisation a été appliqué à deux type anneaux de voussoirs en vrai grandeur mis en place dans le laboratoire souterrain Meuse/Haute Marne. La première modélisation a porté sur un anneau en voussoirs classique sans matériau compressible mis en place immédiatement après l'excavation. Cette modélisation montre une distribution des contraintes sur l'anneau très anisotrope associée à une augmentation continuelle des contraintes. En revanche, la modélisation réalisée avec des voussoirs compressibles montre une distribution des contraintes beaucoup plus faible que pour les voussoirs classiques mais surtout plus uniforme. / The studies presented in this manuscript are part of Andra's CIGEO project concerning the construction and development of a new tunnel support for the gallery of the radioactive waste repository. The structure is located at a depth of approximately 500m at the site Meuse/Haute-Marne at Bure. The first part of this work concerns the establishment of a rheological model of Callovo-Oxfordian claystone named SC2D (Swelling Creep Diagenesis Damage). Traditionally, the calibration of rheological models for clay materials is based on laboratory tests from core samples. These samples are dàmaged by the hydromechanical discharge during sampling. This damage cannot be repaired by reconsolidation under in situ stress. This damage durably allers the hydromechanical characteristics of the claystone and generate new elasto-plastic mechanisms that do not exist on in situ claystone. The originality of the work in this first phase concerns the validation of the SC2D model of Callovo-Oxfordian healthy claystone from the simulation of the laboratory tests on core samples taking into account the whole loading history since the sampling until rupture. Then, the SC2D model "integrated" in the CLEO code is applied to the numerical simulations of the tunnel excavations of the Bure underground laboratory. The second part of the thesis concerns the participation in the qualification and the implementation of Andra (patent Andra and CMC) of a new compressible support allowing to absorb the anisotropie convergences of the tunnels excavated in the Callovo-Oxfordian claystone. This is a new support by segmental ring. Each segment is a sandwich comprising: • The reinforced concrete stiff lining. • The compressible material surmounting the stiff lining.• The protective shell to allow its transport and handling.The manufacture of compressible segments requires the addition of slurry (cernent doped with sand) for the holding of this compressible layer. This compressible support had to meet mechanical requirements defined by Andra. The tests presented in this thesis concern the analysis of consolidation tests carried out at EGC concerning the mechanical characterization at the level of the compressible layer. Different variables were studied, as well as tests of uniform loading on mode! reduced of the segmental ring. These tests will be presented and commented. A rheological model is established for the compressible material based on the Ganta Gravel model named Coqceram. The mechanical parameters of the Coqceram model are obtained from consolidation tests. The validation of the Coqceram model is carried out by comparing numerical simulations with model tests of a segmental ring. This numerical modeling required the "integration" of the Coqceram rheological model into the CLEO finite element code. After this validation, the modeling has been applied to two types of real size segmental rings set up in the Meuse/Haute-Marne underground laboratory. The first modeling focused on a classic segmental ring without compressible material set up immediately alter excavation. This modeling shows a very anisotropic ring stress distribution associated with a continual increase of the stresses. On the other hand, the modeling carried out with compressible segments shows a stress distribution much lower than the classic segment, especially more uniform.

Abstract THE ROLE OF LEARNING EXPERIENCES, SUPPORTS AND BARRIERS FOR THE DOCTORAL STUDENT By Madeline B. Goldman, DDS, MEd A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2018 Major Director: Robin Hurst, Ed.D., Assistant Professor, Department of Teaching and Learning This study seeks to understand the role of career development classes offered by the graduate school at a large public research university as part of its Leadership and Entrepreneurs for Professional Development (LEAPD) program and the LEAPD program effects on doctoral students’ career development and choices. The study also aims to understand the contextual influences on doctoral students, specifically the perceived supports and barriers that influence their career choices. The study’s goal in understanding these issues is to discover how the LEAPD courses impact these students as well as identify perceived supports and barriers in career development for doctoral students. The Social Cognitive Career Theory (SCCT) serves as a theoretical foundation for the study. This qualitative interview study involved students from different STEM programs at the doctoral level. Results of this study showed that the LEAPD program raised the career development confidence and inferred self-efficacy of these students. Furthermore, performance accomplishments were a significant factor in the persistence of these students to the doctoral level. Teachers and professors were most frequently reported as sources of support for these doctoral students, and the presence of supports seemed to minimize barrier perceptions. Keywords: doctoral students, career development, learning experiences, SCCT, supports, barriers, performance accomplishments, vicarious learning, teacher support, STEM

This in-depth qualitative, phenomenological (Smith & Fowler, 2009) research study attempted to understand the experiences of young adults with intellectual disability who had completed a 2-year, inclusive postsecondary education program. 13 participants (4 former students with ID, 5 parents, and 4 Postsecondary Education staff members) participated in semi-structured interviews. Interviews were coded to provide themes amongst each individual group of participants. A document review was also conducted to better understand the program components and add validity to self-reports from interviews. Results were analyzed and used to provide implications for future research and program development.

More than 20,000 primary- and secondary-level schools, which represent 20% of all schools in the United States, are implementing school-wide positive behavior supports (SWPBS) to enhance socially desirable behavior and promote a decline of problematic behavior among students. The overall efficacy of the 3-tier SWPBS framework is well documented. However, a paucity of empirical research addresses the use of check in/check out (CICO), a Tier 2 intervention, for youth who present as quiet and withdrawn, and who are at risk of academic and social disengagement. Accordingly, this quasi-experimental, nonequivalent groups study assessed the overall effectiveness of CICO and considered the differential effects of conducting a functional behavior assessment (FBA) at the secondary level of SWPBS. Twelve students from 1 middle school formed the convenience sample. Analysis of covariance repeated across time, with the preintervention scores being the covariate, was used to assess between group differences in the students' internalizing behaviors on the Behavior Assessment System for Children-Second Edition (BASC-2) Self-Report, teachers' BASC-2 ratings of adaptive skills, and office discipline referrals. Paired sample t tests were conducted to assess within-group effects. Findings indicate that CICO was an effective intervention for students presenting with a pattern of internalizing behaviors. For participants in the experimental group, a significant effect was found on the functional communication scale. Social change implications include educators having a better understanding of how Tier 2 interventions can be enhanced to meet diverse needs and that inclusion of youth's self-reports is needed when determining effects of supports.

As military troops continue to deploy post September 11, 2001, limited literature indicates it is important to study the effects of the deployment on the military personnel and their families. The purpose of this nonexperimental study was to examine whether the physical distance between home and military-provided supports plays a role in whether Army families use such supports, and whether the use of these supports effects their coping strategies during the deployment process. Hobfoll's conservation of resources theory served as the framework for this study. Three hundred and two Army spouses, 44% active duty spouses, 33.8% Army National Guard spouses, and 22.2% Army Reserve spouses answered questions from the Conservation of Resources Evaluation, Brief COPE, and Participant Information Survey. Multivariate analysis of variance, between-groups t test, and Spearman's rho tests were run to determine relationships among the variables. According to study results, Army family participants determined that up to 20 miles was convenient to travel to access military-provided supports. Only the Veterans Center was used more than other supports, despite distance. Those families located closer to military-provided supports coped differently than those located farther away. The study adds to the literature on Army National Guard, Army Reserve, and active duty spouses by providing a better understanding for practitioners about Army families and their use of military-provided supports, their coping methods, social resource gain, and how distance plays a role for each. The military can use the information from this to provide support programs to enhance participation in services, which will help military families in times of deployment and inactive service.

Discipline is of increasing concern to school stakeholders in districts around the world. It is especially concerning in a district of a southern U.S. state, where a zero tolerance policy calls for the removal of disruptive students from the classroom. Students, teachers, administrators, and other district officials may benefit from effective implementation of Positive Behavior Interventions and Supports (PBIS), a positive discipline program that includes educators using data for instructional and discipline decision making. In the local district, little is known about the teachers' opinions regarding the PBIS implementation. The purpose of this project study was to gain insight on the teachers' assessment of the implementation of PBIS at Middle School A (MSA) and Middle School B (MSB) to benefit the PBIS program at MSA. The research questions addressed teachers' assessments of the PBIS implementation. Based on the theory of operant conditioning, a quantitative cross-sectional survey design was used to collect data using the PBIS Self-Assessment Survey. Survey data were analyzed descriptively and inferentially using an 1-way ANOVA. Applying the appropriate subscales of the survey instrument, MSA teachers scored the Classroom Setting System as in place and each of the other three systems (i.e. School-wide, Non-Classroom, and Individual Student Systems) as partially in place. MSA teachers (n = 22) also scored their PBIS systems higher than the teachers did at MSB (n = 22). Through the application of the resulting policy recommendation that indicates positive changes for MSA's PBIS program, student academic achievement and behavior may improve. In addition, through policy implementation, stakeholders in other districts may improve the implementation fidelity of their PBIS program with the objective of positively influencing students.

Students with Autism Spectrum Disorder (ASD) are enrolling in colleges and universities at an increasing rate. Although there is greater attendance in PSE settings, the graduation rate of this population is below the standard average. Improved services to help these students achieve their college and university goals are needed. Disability service professionals provide services to these students, yet oftentimes are not prepared to do so. In an effort to take a step toward addressing this concern, the current study began the exploratory process of identifying whether services provided by campus disability resources centers (DRC) align with the best practices that enhance the success of students with ASD. The current study began by asking an expert panel consisting of disability service professionals to develop and agreed upon a list of (a) barriers in providing academic accommodation (b) individual and systemic barriers faced by the student, and (c) supports that can help reduce these barriers. The final instrument identified 34 barriers to providing academic accommodation, 47 systemic barriers, and 37 individual barriers students with ASD experience in PSE settings. Additionally, DRC counselors identified 45 supports and services that would help address the identified barriers. Results of the study were discussed in the context of the literature related to identifiable barriers that prevent success in PSE settings as well as supports and services that can best benefit student with ASD. Additionally, implications, limitations, and recommendations for future research were discussed.

In this thesis, I explore how design scaffolds, or (i.e., intellectual supports) can assist learners engaging with computational making processes. Computational making combines programming with artifact production. Due to the complexity of tasks involved in computational making, there is an increasing need to explore and develop support systems for learners engaging with computational making. With $3,000 funding from Utah State University’s College of Education and Human Services, an undergraduate researcher and I, who both have experience with youth and computational making research, explored how design scaffolds impact youth engaging with computational making processes. To do so, we held a workshop where 11 learners (11 female, ages 11-16) used ARIS, a platform designed for non-programmers to create mobile games. In addition, we interviewed five ARIS designers who were able to evaluate our design scaffolds. We provide insights for improving the use of design scaffolds in computational making with ARIS specifically that also apply broadly to computational making processes. Moreover, we developed an ARIS course that teaches educators to use a design scaffold tool for ARIS. This research provides immediate benefits for educators who access the ARIS course and researchers seeking to improve upon design scaffold research for computational making processes.

The purpose of this study was to investigate the effects of individualized video-modeled Social Story interventions on the social communication skills of three children with High Functioning Autism/Aspergers Syndrome (HFA/AS). Using a multiple-baseline across participants design, video-modeled Social Stories were implemented and direct observations of the participants identified target behaviors were collected two times per week during unstructured school activities (e.g., recess). Overall, data demonstrated that video modeled Social Stories were effective for improving the rates of social communication for the participants, though modifications to allow access to social reinforcement was needed in two cases. In addition, all three participants demonstrated maintenance of skills at a two-week follow-up. However, generalization of skills was only observed for one participant.The present research provides no definitive claims of the effectiveness of a combined intervention for children with HFA/AS, Rather, it adds preliminary evidence that a combined intervention that teaches social communication skills and provides for a model of appropriate behavior may be a beneficial method of remediating social skill difficulties for many children and youth with HFA/AS.