Thesis (Ed. D.)--Lehigh University, 1999. / Includes vita. Includes bibliographical references (leaves 184-202).

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Alysia Roehrig, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Jan 25, 2006). Document formatted into pages; contains xv, 260 pages. Includes bibliographical references.

This study addresses how the temperament characteristics of seven year old learning disabled students are viewed in relation to those of the normally achieving students. Teacher perceptions, parent perceptions, and teacher versus parent perceptions are examined utilizing the six dimensions (activity, adaptability, approach/withdrawal, intensity, distractibility, and persistence) and the three factors (emotionality, sociability, and persistence) of the Temperament Assessment Battery.

This study investigated the effects of selected spelling teaching methods on spelling mastery of upper-elementary, learning disabled students. It also examined the value of assessing learning disabled students' modality preferences for diagnostic/prescriptive purposes.The study's significance is that it sought to (a) determine whether students classified as learning disabled can identify their preferred learning modes; (b) determine whether matching modes of instruction to students' modality reference(s) results in greater achievement; and (c) identify a systematic way of prescribing instruction for learning disabled students.

This project investigated whether a precision teaching method used with learning disabled high school students (grades 9-12) could give them the skills needed to pass a minimum based competency test in the area of local, state and national government. The specific objective of this project was to determine if the use of precision teaching enabled the students to retain the facts needed to pass a competency test required for graduation. A multiple-baseline design across behaviors was used to show the effect of precision teaching in mastering the needed facts. The data from each baseline improved and surpassed the set criteria when the intervention was introduced. The Cache School District requires mastery level test score of 70% or higher for each competency test. The pretest scores of the students in this study ranged from 40% to 58%. When all three interventions were completed, the students' test scores ranged from 92% to 100%, thus meeting and surpassing the school district's mastery level.

The purposes of the study were (1) to determine the perceptions of high school principals and special education directors toward the participation by mentally retarded (MR) and learning disabled (LD) students in extracurricular activities in small, medium, and large schools, (2) to compare the perceptions of high school principals and special education directors, (3) to determine the perceptions of high school principals and special education directors toward the mandates of Public Law 94-142 which deal with extracurricular activities, (4) to compare the perceptions of principals and special education directors in regard to those mandates, (5) to compare the perceptions of high school principals in the three school sizes, and (6) to compare the perceptions of special education directors in the three school sizes. Based on the findings of this study the following conclusions are presented. 1. It appears that working closely with the special education program may help to improve perceptions toward students and laws affecting them. 2. It appears that principals’ perceptions may be improved through a more personal relationship with and awareness of MR and LD students and the laws affecting their education. 3. Low scores in regard to Public Law 94-142 may indicate an intolerance and lack of understanding of the law or philosophical differences in regard to mandated programs. 4. Low scores by principals in particular on the law section may be due to lack of ample time available to study the law. 5. There appears to be no differences in perceptions of principals in Texas high schools regardless of school size. 6. It appears that smaller schools with fewer special education students have special education directors with more positive perceptions than the directors in other school sizes.