The purpose of this study was to investigate the effectiveness of training educators in the pre - behavioral intervention process of functional behavioral assessment. An original evaluation instrument was developed entitled, The Survey for Students Exhibiting Challenging Behavior. The instrument included measures of participating educators, knowledge of function of problem behavior and their ability to generate recommendations for a behavior intervention plan. The instrument was distributed to schools in a large urban district and completed by special educators. Educators trained and untrained in the functional behavioral assessment process were compared in the study. The study incorporated a post - test only design. All instruments were analyzed using a factorial ANOVA. Those educators who were trained in the district functional behavioral assessment program answered general questions related to function of problem behavior significantly better than those who did not receive training. There is no significant difference between educators on their ability to generate recommendations for behavior intervention plans. It is important that educators receive training in functional behavioral assessment to gain an understanding of the basic notions being function of problem behavior. Current training does not translate into educators' ability to make strong recommendations for behavior intervention plans.

The thesis investigates the views of disruptive students in two schools in England and the United States. In both countries considerable recent attention has been given to such groups of students. They have been seen as an oppositional group and much media attention has been directed towards them as a possible threat to good order in schools and society. Little attention has been given to the views of the students themselves. The conceptual and practical problems for a comparative study of the phenomenon are fIrstly outlined. These relate to context (time and space), to defInition, to cause and the lack of acknowledgement of the views of disruptive students within school systems, A theoretical framework is then constructed, based upon the concept of the ecosystem, as defmed by Bronfenbrenner. Twelve students, termed disruptive by teachers in the two schools, are identified. Data is obtained, using qualitative methodology, concerning students' views on four aspects of school-life: the curriculum, their teachers, disruptive behaviour and school organisation. Data is analysed in two ways: by considering the 'ecosystemic experience' of the student and then by outlining a 'continuum of responses'. The first approach illustrated that disruptive students in both schools suggested that interactions within the 'microsystem' and the 'mesosystem' inform their views about school. The second suggests that the views of the students concerning school were sometimes similar to those of their teachers, and they are frequently expressed in positive terms. The study then outlines three issues which may be important in arguing for more advocacy for disruptive students: the discrepancies between micro- and macro-theorising, the gap between the rhetoric of school organisation and the experiences of the students, and the non-oppositional stance frequently adopted by the students. Each indicates some potential for including disruptive students' views in aspects of school organisation.

<p> This research is a case study in which the effects of sensory input are evaluated on one student with Autism Spectrum Disorder. Sensory Integration Therapy (SIT) is often used as a part of treatment programming for individuals with autism. This research aims to evaluate a correlation between sensory input and its effects on transition latency. Sensory input was given to the student prior to his first work session of each day. Data was taken on how long it took the student to begin working following the input and prompt to work. Throughout the research two additional factors were considered; the function of the student&rsquo;s behavior and the element of choice. This research suggests that by looking at sensory input, but adding the elements of behavioral function and individual choice, this research may arouse further research of SIT.</p><p>

<p> This research study was done to evaluate the effectiveness of alternative seating for a student with attention deficit hyperactivity disorder when completing a given task. The aim of this study was to note the difference in task completion duration when given the alternative form of seating. Research was done through observation and data collection over a four-week timeframe at a public school in Olympia Fields, Illinois. This elementary school serves a population of both general education students and special education students. The study looks at a special education kindergarten student who is placed in the general education setting for a majority of his school day. During the study, data was collected in the special education room during the students&rsquo; resource minutes in the morning half of the school day. The aim of the study was to observe the effects of the use of a standard classroom chair to the use of a Kids Stay-N-Play Ball when performing task completion. Data from the five-week period was analyzed as well as interviews with the staff and student, and field notes from the researcher. This study found that the implementation of a yoga ball as alternative seating with a student diagnosed with attention deficit hyperactivity disorder was beneficial during academic instruction. There was both a decrease in task completion duration and a decrease in maladaptive behaviors for the student being directly observed. Based on the data collection, observations, and interviews, the use of alternative seating showed an increase in time-on-task as well.</p><p>

<p> This study investigates the outcome of using two different types of token economy boards to reduce disruptive behavior and off-task behavior of children ages five to seven, in a self- contained special education setting in a suburban public school. The purpose of using two different types of token economy boards is to find out which token board is more effective in reducing target behaviors. One token board is personalized with a picture of the student and their favorite characters or toys; the other chart is plain with no personalized pictures at all, other than a Board Maker picture of the preferred behavior and a picture of the reward. </p><p> The sample used for data collection consists of three students, one female and two males, aged 5 to 7, diagnosed with Autism. Data collection included a detailed and accurate count of the disruptive and off-task behaviors that were logged onto data sheets. Data was collected from the student&rsquo;s arrival in the morning until dismissal time at the end of the school day by having each one-to-one paraprofessional use a clicker counter for each disruptive behavior. The collection of data took place over five consecutive weeks, where the two token economy boards were alternated weekly for each child. The aim for this study is to draw conclusions on which token board provided better results in positive behavior, as well as if a noticeable preference was observed in the student&rsquo;s reactions to the different token boards. </p><p> Mixed methods research was used in this investigation, which includes the mixing of qualitative and quantitative data. My hypothesis stated that a higher rate of on-task behavior would occur, with less disruptive behavior, by using a token board with personalized pictures for this age group of children. The conclusions of this investigation show that a higher rate of on-task behavior with less disruptive behaviors occurred from using the plain token economy board for this age group with their current medical diagnosis of autism.</p><p>

<p> Two varying types of multiple stimulus without replacement preference assessments (MSWO) were conducted with three 21-year-old participants with low-functioning autism. The first preference assessment was parent-led. This was done by using a revised version of the RAISD, a parent interview tool, to gain the top ten items the parent viewed as being most reinforcing to their child. The experimenter then utilized those 10 items to conduct the multiple stimulus without replacement preference assessment. All three participants were also given a standard multiple stimulus without replacement preference assessment utilizing 10 generally common used reinforcing items that are typically available in a classroom setting. Upon yielding the results of each type of preference assessment, an alternate treatment design was utilized to determine reinforcing effects of the varying preference assessment results. A baseline phase occurred where participants completed a matching-to-sample file folder task, that they have all shown 100% competency with in the past, to record the duration and accuracy it took the participants to complete the activity while receiving no reinforcement. Duration and accuracy for the matching-to-sample file folder activity were then compared to determine if they would increase their speed and accuracy when presented the opportunity to gain the parent-led and standard preference assessment result&rsquo;s reinforcer upon completion. Results showed students displayed shorter durations for both types of preferences, however slightly favored the teacher-led assessment. Accuracy was generally the same for baseline and both types of preference assessments.</p><p>

<p> High teacher attrition and low teacher retention rates continue to plague the field of special education, which leads to teacher shortages year after year (Andrews &amp; Brown, 2015; Vittek, 2015). Solutions for increasing special education teacher retention continue to be explored (Billingsley, 2005; Brownell &amp; Sindelar, 2016; Tyler &amp; Brunner, 2014). The purpose of this study was to discover trends or themes connecting special education teacher work conditions and job satisfaction, principal support, and decisions of teachers to continue teaching special education. Participants for this study were special education teachers and principals from 60 accredited public K-12 school districts in Missouri. Participants received an online survey to provide their perceptions of special education work conditions, needs, and supports. Frequencies and percentages of responses were calculated and categorized. Findings revealed, overall, special education teachers need more time to complete paperwork, develop lessons and activities, and collaborate with teachers. Special education teachers did not receive additional compensation for extra workload responsibilities. Special education teacher job satisfaction was 76.6%, and while the majority of teachers reported plans to continue teaching special education, 11.4% of teachers did not plan to continue. Principals did not perceive a need for special education teachers to have additional time to complete paperwork, develop lessons and activities, or collaborate with other teachers. Principals did not perceive the need for special education teachers to receive additional compensation for their workloads, and they perceived special education teacher job satisfaction at 100%.</p><p>

<p> Schools and agencies that serve individuals with autism spectrum disorder (ASD) typically focus on traditional teaching targets including academics, adaptive behavior, workplace competencies, as well as social and life skills. An emerging area of focus is the importance of happiness and achieving an overall quality of life (QoL) as the ultimate outcome of education and support services. Although not defined operationally, there is a belief among parents and service providers that happiness and an overall QoL is important and should be actively pursued along with the other essential traditional teaching targets. This study examined parent perspectives on indicators of QoL and happiness for individuals with ASD including whose responsibility it is to address them. The purpose of this study was to further the extant research to include information from parents regarding factors they believe are important to obtaining a QoL for their child and to determine whether parents include the happiness of their child as an important factor in an overall QoL. The research instrument consisted of a parent questionnaire that was delivered to the parent participants through an online survey. Several educational institutions and service providers in the Commonwealth of Pennsylvania and State of New Jersey assisted in recruiting parent participants for the study by identifying interested parents of individuals (with ASD) they serve. Results from this study are expected to be useful among education professionals and service providers to gain a deeper understanding regarding the perceptions and priorities of what parents consider important QoL concerns, and the extent to which they believe these QoL concerns should be operationalized as targets for teaching and ultimately be established as goals for formal training in educational and training contexts. Understanding the importance of QoL concerns for parents should heighten attention of educators and service providers to incorporate QoL indices as targets for teaching and prioritize that teaching according to parental priorities. Understanding the priority of parental QoL concerns for their children should contribute to program design in individualized instructional goals.</p><p>

D.Ed. / To understand the concept of inclusive education in the South African context it is important to reflect on the history of the education system. Prior to 1994 the Education Department had been divided into eighteen different departments which were differentiated in terms of race and ethniticity. Each department had its own policies regarding learners with barriers to learning. Some of these departments made no provision for these learners, consequently they were marginalised, especially in rural communities. Extreme disparities existed in the provision of education and virtually no black children with learning barriers had access to education. In the departments that did however provide for learners with learning barriers, psychologists evaluated these learners by means of the medical model. This model took into account only barriers that were intrinsic and which may have an effect on learning. The medical model labeled, categorised and stigmatised, learners and they were accordingly placed in special schools. Not only did this labeling negatively influence learners' self-esteem and self-worth, but that their learning barriers were seldom addressed and the required support was hardly forthcoming. After the first democratic election in South Africa in 1994, a single education department was established. Legislation has subsequently changed and every learner now has the right to equal education with the development of White Paper 6: Building an Inclusive Education and Training System. This study focused on a specific rural school and examined the implementation of inclusive education in this school. The contextual and cultural aspects of the school were considered using a case study with elements of ethnography, taking into account and how the school has accepted, implemented and promoted inclusive education. The need for change and context as well as culture was investigated, showing how this has influenced the implementation of inclusive education in this school.

M.Ed. / This study investigated the perceptions of the teaching community, consisting of teachers and therapists, with regards to the implementation of the Teaching Handwriting, Reading and Spelling Skills (THRASS) programme in a special needs school. THRASS is a literacy program which promotes the learning of literacy skills within a whole school paradigm. The implementation of this program requires teachers and therapists to learn how the program approaches the teaching of literacy, which is a different methodology to what has previously been taught in the classroom. It is both the positive and negative aspects of this implementation process that has been researched for this study. This study was placed within the interpretivist paradigm. A case study design was used as one special needs school was identified as the focus of the research, which outlined the boundaries for the case. A qualitative approach was used, making use of semi structured interviews as the method of data collection. Interviews were then coded, analyzed and themes identified. The findings were explored in themes, which were used to inform recommendations. These themes included the perceptions of the initial THRASS training which included the financial implications of training and the inclusion of parent participation. Secondly, perceptions about teaching THRASS were explored. This included both positive and negative aspects on the implementation of the new programme. Thirdly, perceptions regarding the collaborative process that THRASS encourages. It was found that collaboration led to empowerment within the teaching community. Finally perceptions regarding learner performance and the view that learner confidence increased with the implementation of this programme. This study provides an opportunity to view and explore teachers’ and therapists perceptions about the implementation of THRASS which is being introduced with iii special needs learners. It outlines both positive and negative experiences that have been identified through this implementation process. These perceptions enable other schools to learn from these experiences and allows further understanding in the implementation of THRASS, within a special needs environment.