Impulsivity may be conceptualized as the choice of a smaller, sooner reward (SSR) at the cost of a larger reward available after a delay. Progressive delay training (PDT) has been used to teach people with a variety of developmental characteristics (e.g., intellectual and developmental disabilities, acquired brain injuries, typically developing children) to select the larger, later reward (LLR) in this choice paradigm even when delays are relatively lengthy (e.g., several minutes). However, PDT has not been evaluated for its efficacy for treating impulsive choice making in children with emotional and behavioral disorders (EBD). Given that impulsivity often co-occurs with EBD, PDT may be an avenue for treatment worth investigating for this particular population. The purpose of this study was to evaluate the effects of PDT with a classroom rule-following requirement on the impulsive choices of six first- and second-grade children with EBD. We implemented a number of research-based approaches to progressive delay training, and found that participants were generally resistant to treatment. However, PDT with a rationale and rule for selecting the LLR increased delays at which three of our six participants made self-controlled choices (i.e., selected the LLR). Our results differ from those of previous evaluations of PDT in which a variety of approaches to PDT were effective across most participants. We discuss potential explanations and implications of our discrepant results, as well as directions for future research on treating impulsivity in children with EBD that are indicated by our findings.

<p> The purpose of this current study was to examine the effect of a preschool teacher intervention around the use self-monitoring and the online learning modules. The interventions were delivered online using: online learning modules that provided exemplars of the operationally defined instructional language supports. The study included 12 Head Start classrooms, with 21 lead and assistant teachers who were randomly assigned to one of two treatment conditions: (a) graphed feedback based on self-reported data, or (b) written feedback based on performance data from videos. An experimental research design was conducted to evaluate the treatment effects for teachers and children (<i>n</i> = 107). The results suggested that regardless of condition, the majority of teachers increased their total frequency of language facilitation strategies. Additionally, the results suggest that teachers&rsquo; receptive vocabulary skills and their role in the classroom (lead or assistant) may mediate the effect of the professional development intervention.</p><p>

<p> The aim of this study was to explore the variation in student behavior across the ED, LD, and OHI disability categories and to examine demographic, behavioral, and academic factors that may place students at risk for negative outcomes. This study used teachers&rsquo; rating of students&rsquo; in-class behavior to identify latent classes of students in the ED, LD, and OHI special education categories. Using a person-centered research design, this study examined patterns of student behavior across the externalizing, internalizing, and learning behavior domains, allowing for a unique description of students&rsquo; behavioral functioning. Results demonstrated that the classroom behavior of these students was heterogeneous both within and across these disability categories, and that the co- occurrence of externalizing, internalizing, and learning behavior challenges was common for many students. Additionally, results indicated that several demographic variables, including gender, ADHD status, disability classification, and race/ethnicity, predicted students&rsquo; latent class membership. Although ratings of students&rsquo; reading achievement did not predict their concurrent latent class membership, results suggested that latent class membership was associated with students&rsquo; longitudinal reading outcomes.</p><p>

<p> The purpose of this study is to examine the degree which teachers have implemented the CHAMPS program within a rural Midwestern School and the effect it is having on student behavior. It examines data received through an on line survey through Survey Monkey to teachers at the elementary, intermediate and high school levels and School Wide Information System (SWIS), an electronic referral system for recording noncompliant student behaviors. The survey had four sections covering demographics, perceptions and trainings of CHAMPs, the use of CHAMPs strategies, and teacher perception of the effects on student behavior. The results indicated that almost 30% of the teachers had not received an overview of RTI and almost 40% had not had CHAMPs training and less than 30% had received training on using the SWIS reports. The elementary and the intermediate teachers have a higher percentage using CHAMPs while the majority of the high school teachers do not. The majority of the teachers indicate there has been no change in student behavior. For any form of RTI including CHAMPs to succeed, it requires administrative support, fidelity, training, accountability, and a communication with a common vocabulary. The data of this study indicates that more training should occur in understanding RTI, implementing CHAMPs and using SWIS referral forms.</p><p>

The Individualized Family Service Plan (IFSP), is designed to offer a holistic family-centered approach to meet the needs of families with children with disabilities between the ages of 0 to 3 years old. The goal is to help support the family, and provide services that are specific to the child's special needs in order to facilitate the child's growth and development. Therefore, this is a very complex and comprehensive program that tries to help meet the needs of the child and family simultaneously. The goal of this study was to explore parents' perceptions of the IFSP based on their experiences with the program. Twenty-one parents representing fourteen families of young children with disabilities, or experiencing developmental delays, who were either currently on, or have been part of an IFSP within the past 2 years, participated in this study. Qualitative research methods using a phenomenological design of in-depth interviews, together with follow-up interviews and a focus group were used in conducting this study. The results of this study revealed two categories of service coordination, and family experience and perspective, as the source of origination of themes and critical issues that the parents had highlighted. The themes included: the role of the caseworker; IFSP coordination; transition from IFSP to IEP; family services; family involvement; diversity issues; parents in multiple roles; networking; occupational influence; personal growth in parents; meaning and life lessons; and fathers' involvement. The critical issues included: home-based services; teamwork; advocacy; free services; flexibility; and assessment issues. Parents had expressed both positive and negative reflections related to both the themes and critical issues. Parents' reflections highlighted the significance of these results to the importance of understanding and improving of the IFSP. Implications for future research, policy development and professional practice are addressed.

This study measured the quality of life, job satisfaction, functional ability, and job performance of 40 people with developmental disabilities receiving supported employment services from a north Florida provider. Quality of life and job satisfaction were assessed via interviews with supported employees, using the Quality of Life Questionnaire (QOL.Q; Schalock & Keith, 1993a) and the Job Descriptive Index (JDI; Smith, Kendall, & Hulin, 1997), including the Job in General (JIG) scale, respectively. Functional ability and job performance of supported employees were assessed by employment consultants (ECs), who completed the Functional Assessment Inventory (FAI; Crewe & Athelstan, 1981) and the Job Observation and Behavior Scale (JOBS; Rosenberg & Brady, 2000a). Results of Spearman rank order correlations indicated a significant relationship between overall quality of life and general job satisfaction. Further, significant correlations between the competence/productivity subscale of the QOL.Q and certain aspects of the job (JDI), specifically, work, pay, and supervision were found. Results of Wilcoxon-Mann-Whitney tests of two independent samples according to high and low functional ability revealed a significant difference between groups on quality of job performance, while no significant difference between groups on type of job support or overall quality of life was found. Examination of median scores of job performance, however, revealed that despite functional ability group differences, the majority of supported employees achieved average job performance with intermittent support, when compared to workers who weren't receiving support and performing the same competitive jobs. Implications for future practice, personnel preparation, policy, and research are suggested. / A Dissertation submitted to the Department of Special Education and Rehabilitation Counseling Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2003. / November 3, 2003. / Job Performance, Functional Ability, Job Satisfaction, Quality of Life, Supported Employees, Disabilities / Includes bibliographical references. / Bruce M. Menchetti, Professor Directing Dissertation; Sande Milton, Outside Committee Member; Andrew B. Oseroff, Committee Member; Mary Frances Hanline, Committee Member.

abstract: The purpose of this study was to explore the relationship between an adolescent girl with an orthopedic impairment and her wheelchair. The study looked at the relationship of a high school female and how she views her wheelchair as a separate entity and not an extension of her body. This study also looked at how the relationship with her wheelchair had a profound influence on how she self-identified, as a “normal girl” and refuted the disability identity that was assigned her. The National Center for Education Statistics (NCES) states that there are about 6.7 million children in the U.S. with some type of a disability (NCES, 2019). Out of that number in the year 2015-16, there was a relatively small number of children with orthopedic impairments (i.e. 1% or 67,000). Approximately 16,640 of that number are females (NCES, 2019, OSEP, 2018, U.S. Department of Education, 2019). The NCES concludes that there are 0.8 percent of females between the ages of 3-22 that participate in some type of special education program at a public school in the Unites States. This study moved away from the traditional humanist lens (human v nature) and instead employed new materialist and post humanist theoretical frameworks to explore the entangled material reality of the body-chair relationship. Exploring the body-chair relationship through a material discursive approach allowed for data to be read and re-read exploring the relationality between self and matter. The participant of the study refuted the notion to claim disability due to her ability to perform acts typical of a high school female (e.g. engage in social media, ride public transportation independently). The results of the study suggest that a disability identity is multifaceted and diverse in similar ways, as are the people with impairments and disabilities. This dissertation provides the opening for further research to explore the disability identity and is not the final word. The relationality between self and matter is entangled with social discourse on what it means to be disabled. Questions not easily answered: Who gets to claim disability? Who does not? The implications for educations are numerous and profound. / Dissertation/Thesis / Doctoral Dissertation Special Education 2020

The incidence of autism has increased from an average of one in 88 to one in 110 (Center for Disease Control, 2010; ADDM Network, 2012). Autism spectrum disorders are an important health and educational problem affecting many areas of daily living, (CDC, 2012; Cermak, S., et al, 2010). Over 80 percent of children diagnosed with autism demonstrate sensory modulation symptoms and related behaviors such as sensory seeking, sensory avoiding, self-stimulation, etc, (Kintwell, et al, 2011; Ben-Sasson, et al, 2009; Tomchek & Dunn, 2006). There is some beginning evidence found in the literature that sensory processing of children on the autism spectrum interferes with their daily routines (Nadon, et al, 2011; Stein, et al, 2011/2012; Schaff, et al, 2011), and there is a paucity of research which addresses the impact sensory processing has on the daily routine of eating. This study will contribute to this expanding body of knowledge. Eating difficulties are a frequent problem for children on the autism spectrum (Nadon, et al, 2011; Schreck & Williams, 2006) which impacts their physical health (Lukens & Linscheid, 2008), their functioning in the family (Schaff, et al, 2001) and their functioning in educational settings (Koenig & Rudney, 2010). This study assesses the differences in sensory processing and eating problem behaviors between two groups of children, aged 5 -12 years, those identified on the autism spectrum (N=34) and those typically developing (N=34). Data was collected through parent and child questionnaires that assessed sensory processing and eating behaviors (BAMBI, Short Sensory Profile, Sensory Eating Checklist, and Touch Inventory for Elementary-Aged Children). Results of the t test, anovas and correlation analyses revealed statistically significant differences on all measures between both samples (p<.001) and demonstrated a moderate to strong positive correlation between eating problem behaviors and sensory processing difficulties with correlation coefficients ranging from .548-.947. This study provides preliminary data supporting the connection between sensory processing difficulties and eating difficulties in children with autism. It is important to identify these difficulties because with increased identification, improved and informed support and treatment can be provided for the children and their families.

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