Department: Education : Special Education ![[clear]](close-x.png "Remove this limiter")
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1.
ACHESON, MARSHA J.
THE EFFECT OF NATURAL AIDED LANGUAGE STIMULATION ON REQUESTING DESIRED OBJECTS OR ACTIONS IN CHILDREN WITH AUTISM SPECTRUM DISORDER.
Degree: EdD, Education : Special Education, 2006, University of Cincinnati
► This study investigated the effect of Natural Aided Language Stimulation (NALS) on…
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▼ This study investigated the effect of Natural Aided Language Stimulation (NALS) on requesting objects and actions in preschool children with autism spectrum disorder (ASD). NALS used picture symbols that were highlighted (pointed out) while a message was spoken (naming choices available). Three children, diagnosed with ASD, who attended a preschool classroom for children with disabilities in an urban school district and who lacked the speech and language skills to make an appropriate and understandable request, participated. Background data were gathered through tape-recorded interviews with participants’ parents and teacher to gain information on communication skills and picture language boards were made. A training video was made for the teacher to learn the NALS procedure and use of prompts to elicit responses and to recognize an appropriate response during requesting routines. A multiple baseline design across participants was used to analyze the effects of NALS intervention. The independent variable was the use of NALS during a requesting routine within the classroom. The dependent variable was the change in communication behavior on the part of the participants. Four routines were recorded each day. A data point represented two days or eight responses. Baseline data were recorded without the use of NALS and, after a clear trend was established, intervention data were gathered with NALS in place. Follow-up data were gathered in the same way as intervention data to show maintenance in the procedure as well as in the children’s responses. Spontaneous communication was also recorded during the study. Results showed that the NALS intervention was effective for all participants. Summary tables and figures illustrated that the children’s appropriate responses increased over the course of the study and that the participants responded primarily by pointing to the pictures on the language boards or pointing to and verbalizing the choices. Data also showed a decrease in the number of prompts needed to elicit an appropriate response. Social validity data gathered through “end of the study” questionnaire revealed that the parents and the teacher believed that the NALS intervention was an effective strategy in aiding the participants in appropriately and clearly communicating a request.
Advisors/Committee Members: Zins, Dr. Joseph E.
Subjects: Education, Special
Keywords: Autism, Augmentative and Alternative Communication, Picture Support, Natural Aided Language Stimulation
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2.
Borders, Christina Marie.
Direct Observation as a Decision Method for Evaluating Inclusionary Classroom Participation of Children with Mild Hearing Impairment: A Pilot Study.
Degree: EdD, Education : Special Education, 2009, University of Cincinnati
► An observation code was utilized to study how children with mild to…
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▼ An observation code was utilized to study how children with mild to moderate hearing loss participate within inclusive classroom settings. Participation was considered as active engagement as well as following routines and directions. Prevalence of behavior, responses to practice and prompt opportunities, levels of prompting required to follow classroom directions and engagement were analyzed across students with impaired hearing and those with normal hearing ability. One student had more responses to practice and prompt opportunities presented in the classroom than his normally hearing peers while the other students had rates of responding similar to their peers' data on this variable. A consistent finding was that children with hearing impairment required more levels of prompting and were less accurate at the level of class-wide verbal prompts than their normal hearing peers, and that variation occurred by types of activities. Engagement data indicated that four of the children with hearing loss had similar rates of engagement to their peers. One student had lower rates of engagement in the classroom than his normally hearing peers. Agreement data on all coded variables ranged between 82.76% and 98.99% for all variables except prompting at the individual level (73.50%) and visual level (50%). Social validity judgments by parents and teachers indicated that the information gleaned in this study was useful and important. They also indicated that the information addressed concerns and would be helpful with educational planning. Direct observation is used idiographically for intervention purposes, and students with hearing impairment may have been well placed in the selected inclusionary classrooms limiting observable differences. Still, potential uses for data derived from direct observation include consultation with teachers regarding interventions to increase student engagement and impact student learning within the inclusive classroom context. By repeated observations to obtain or clarify baseline, the observations may be used subsequently for prevention and intervention services.
Advisors/Committee Members: Bauer, Anne.
Subjects: Special education
Keywords: classroom participation; hearing impairment; observational code; inclusion
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3.
CARNAHAN, CHRISTINA.
TEACHING STUDENTS WITH AUTISM IN GROUP SETTINGS: INCREASING TEACHER EFFICIENCY AND STUDENT LEARNING.
Degree: EdD, Education : Special Education, 2007, University of Cincinnati
► The aim of this study was to increase the instructional effectiveness and…
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▼ The aim of this study was to increase the instructional effectiveness and efficiency of educators working with students with autism through systematic small group instruction. Using a multiple baseline design, the study assessed the effects of an intervention package for teaching students with autism to follow verbal directions in a small group setting. The intervention package incorporated a least-to-most prompting system, reinforcement strategies, systematic teaching, and visual directions. Participants included three fifth grade students with autism. Outcomes varied by student and across directions. The treatment package is described in detail. Implications for practice and future research are discussed.
Advisors/Committee Members: Bauer, Dr. Anne.
Subjects: Education, Special
Keywords: autism; instructional context
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4.
CARR, VICTORIA WILSON.
PERCEPTIONS OF PARENT INVOLVEMENT IN SCHOOLS FROM FAMILIES OF CHILDREN WITH AND WITHOUT SPECIAL NEEDS.
Degree: EdD, Education : Special Education, 2001, University of Cincinnati
► The purpose of this study was to compare perceptions of parental involvement…
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▼ The purpose of this study was to compare perceptions of parental involvement of families who have children with special needs and families who have children without special needs from preschool through grade three. A survey of families with regard to parent involvement was conducted in Ohio. Responses from a sub-sample of 781 families who did not have children with special needs and 145 families who had children with special needs was analyzed. In general, few significant differences were found between the perceptions of parents of children with and without special needs. The differences found were related to the importance of family support and learning at home. In addition, differences in how well schools initiated and implemented parent involvement were found in volunteering and decision making dimensions. Specifically, parents of children with special needs placed more importance on receiving information about community services and discussing hopes and future plans for their children than did parents of children without special needs felt the schools did a significantly better job of inviting parents into the classroom to help. In addition, although both groups of parents rated serving on decision making committees low, parents whose children did not have special needs rated this dimension more satisfactory. No other areas within the six dimensions for both the importance of parent involvement and how well schools initiated and implemented parent involvement were found significantly different between the two groups of parents. Overall, parents perceived the schools as being moderately receptive to parental involvement.
Advisors/Committee Members: Johnson, Dr. Lawrence J.
Subjects: Education, Special
Keywords: parent involvement; families; school involvement; decision-making in schools; disabilities and parent involvement
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5.
Clarke, Laura Shipp.
Use of Picture Response Cards in the General Education Classroom to Increase Participation of Students with Mild Mental Disabilities.
Degree: EdD, Education : Special Education, 2010, University of Cincinnati
► The passage of IDEA and No Child Left Behind have highlighted the…
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▼ The passage of IDEA and No Child Left Behind have highlighted the importance of all students having access to the general curriculum, and to learning in the least restrictive environment. Prior to IDEA and No Child Left Behind, students with intellectual disabilities were often excluded from instruction in the general education classroom, and were provided separate instruction. Research-based strategies are needed to support education of students with intellectual disabilities in the general education classroom. This study used an ABAB design to investigate the effects of using response cards to increase student participation, accuracy and test performance in the general education classroom. Results of this study suggest that response cards are an effective instructional strategy to increase in on-task behavior, accurate responding, and test scores for students with intellectual disabilities in the general education classroom. Study demonstrated a high degree of social validity for teachers and students. Results from this study extend earlier research in which authors found that response cards increase the participation of students with intellectual disabilities in the resource setting.
Advisors/Committee Members: Bauer, Anne.
Subjects: Special education
Keywords: intellectual disabilities; response cards; accurate responding; on-task behavior; instructional strategy
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6.
DILLION, PAMELA BAKER.
THE HAND THAT ROCKS THE CRADLE.
Degree: EdD, Education : Special Education, 2001, University of Cincinnati
► The purpose of this investigation was to determine if there were differences…
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▼ The purpose of this investigation was to determine if there were differences in the interaction styles of mothers and children. The children selected belonged to three distinct groups: typically developing children, children who were at risk, and special needs children who had an identified disability. The Nursing Child Assessment Satellite Training (NCAST) scales were developed in the late 1970's by Kathryn Barnard and her colleagues at the University of Washington School of Nursing. At that time, there was no observational assessment tool that could be used effectively by practitioners to determine which caregiver-child dyads had interaction styles which placed them at risk for future problems. The goal of the NCAST researchers was to identify dyads as early as possible, so that intervention programs could begin for the child during infancy. Data for this study were collected through the administration of the NCAST Teaching Scale by a sole examiner who had been certified by the NCAST research team. There were 45 dyads that included a mother and a child from birth through three years of age. The subjects were seen in both home and clinical settings in the Cincinnati area. The mother was asked to choose an activity that she believed was novel for her child. She then was observed as she taught the activity to the child. The examiner observed the interaction and scored the 72- item protocol. The results of the study indicated that there was a difference in interaction styles of the dyads. However the difference was in the interaction style of the mothers alone. The NCAST detected no differences among the three groups of children, even though they had been specifically selected for their differences in ability levels. The mothers of the at risk children scored lower than the mothers of typical and special needs children. The demographics of the mothers of typical and special needs children made them more similar on measures of age, SES, and educational level, which was a serious confound for this study. In the future, there is a serious need for early intervention professional to receive feedback on the effectiveness of their programs. It appears that the NCAST is a good tool to indicate the improvement of the interactive styles of the dyads. However, it should be interpreted cautiously when examining changes in the child rather than the caregiver. There was little attention paid to the environment of the interaction, even though the environment plays a critical role in the life of the child. The use of the HOME in addition to the NCAST would give a more complete picture of the interaction. Hoepfully the results of this study will substantiate the critical importance of caregiver-child interaction and guide early intervention programs to concentrate their efforts on programs to improve caregiver-child interaction.
Advisors/Committee Members: Johnson, Dr. Lawrence J.
Subjects: Education, Special
Keywords: mother-child interaction; caregiver-child interaction; NCAST
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7.
DUGLE, VIVIAN R.
RESILIENT ADOLESCENTS WITH LEARNING DISABILITIES: MARKER VARIABLES RELATED TO POSITIVE OUTCOMES.
Degree: EdD, Education : Special Education, 2007, University of Cincinnati
► The purpose of this study is to gain insights as to why…
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▼ The purpose of this study is to gain insights as to why some students with learning disabilities have positive life outcomes despite the risk factors associated with identification as having a learning disability. This study, based on archival research of extensive case files of 22 participants, describes adolescents with learning disabilities having positive outcomes despite risk factors. These 22 case files of adolescents with learning disabilities have been examined and the term “marker variable” is used to note the significant events in these students’ lives which illustrate their resilient life outcomes. Based on a review of the literature and the themes that emerged from a comparison of this data, an analysis of the marker variables among these participants has been conducted. In addition, a closer look is taken at six representative cases in order to create a picture of these successful students. A discussion into implications for effective teaching practice and future research is addressed.
Advisors/Committee Members: Bauer, Dr. Anne M.
Keywords: Learning Disabilities; Adolescents; Marker Variables; Resilience
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8.
Earl, Polly Jeannette.
Communication Behaviors of a Young Child with Auditory Dys-Synchrony: Seeing Cued Dutch and Cued Spanish.
Degree: EdD, Education : Special Education, 2006, University of Cincinnati
► A ten month old girl with auditory dys-synchrony was studied for eight…
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▼ A ten month old girl with auditory dys-synchrony was studied for eight months to observe the development of her communication behaviors. The spoken languages of the home were cued to the subject in Dutch by her mother and Spanish by her father. Exposure to language also included Cued English by one speech/language pathologist and spoken and signed English in an early intervention program. Parents were the primary communicators in natural interactions, play, and reading situations with their daughter. This is the first known study to examine a child this young being cued to simultaneously in two languages. Findings of this qualitative study revealed age appropriate receptive language in both languages of the home with and without the auditory signal. Expressive language and vocabulary was approximately 6 months delayed in Spanish and Dutch; no cues or approximations of cueing were observed being used by the subject. There was no evidence that any English words were assimilated by the subject and only two spontaneous sign approximations were observed for MORE and FINISH. At 18 months, speech production included approximately ten words in Spanish and two in Dutch. Additional studies are encouraged using similar qualitative techniques to observe communication behaviors, especially to establish the developmental stages of cued language reception and expression of children younger than two years of age who are deaf or hard of hearing.
Advisors/Committee Members: Kretschmer Jr., Dr. Richard R.
Keywords: Cued Speech; Auditory Dys-synchrony; Cued Dutch; Cued Spanish; early intervention; bilingualism; language and literacy; qualitative research; Deaf education
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9.
Eckler, Jennifer w.
Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level.
Degree: EdD, Education : Special Education, 2010, University of Cincinnati
► The purpose of this research study is to increase the knowledge base…
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▼ The purpose of this research study is to increase the knowledge base on adolescent students who are exhibiting behavioral/emotional problems. These students continue to be under-identified, continue to leave school at an alarming rate, spend large amounts of time either in in-school suspension/out of school suspension scenarios take valuable instructional time by causing major interruptions to the classroom as well as to the educational building. A broader understanding of these students and their experiences that may help the school community better utilize their resources to intervene in these students lives. The literature on students at risk for demonstrating emotional/behavioral problems supports our anticipation that at-risk students will be less engaged, exhibit more problematic behavior, have more office discipline referrals, more absences and have a negative self view of their learning community than their peers. (Shores et al., 1993; Wehby et al., 1995). This research expands the knowledge base of at risk students who are currently exhibiting emotional/behavioral difficulties at the secondary level. To address the academic and behavioral needs of students with or at-risk for EBD, this study utilized a naturalistic study design to investigate the historical background, opportunities to respond (OTR) in the classroom, off-task behavior, and praise/reprimand statements in the secondary general education classroom. Results of this study suggest that the historical data, specifically, ODR, GPA and attendance record are good indicators of at-risk behaviors. Results for off-task behavior are less clear showing a slight difference between students considered at-risk and their peers. Results for opportunity to respond and praise/reprimand statements were most startling; showing that while in the same learning environment few opportunities to respond existed for any of the students, including both students at risk as well as their peers while in the same learning environment. Future research should examine these indicators in a larger sample size in a different school setting. Implications for response to intervention Tier I interventions are explored.
Advisors/Committee Members: Bauer, Anne.
Subjects: Special education
Keywords: naturalistic study; behavior with secondary students; opportunities to respond
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10.
Embury, Dusty C.
Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention.
Degree: EdD, Education : Special Education, 2010, University of Cincinnati
► This study investigated the effects of including multiple and varied co-teaching strategies…
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▼ This study investigated the effects of including multiple and varied co-teaching strategies on the levels of engagement of students with and without disabilities in inclusive classrooms. Students with and without disabilities showed increased engagement when teachers changed co-teaching strategies from one teach/one assist to parallel, team, and station teaching. This investigation also considered the role of reflective planning on changes to teacher behavior. Teachers that planned more frequently using a reflective tool and who planned specifically for co-teaching used more varied co-teaching strategies and implemented those strategies more frequently. Those teachers that planned more frequently and used the Collaborative Assessment Log as a reflective tool showed marked changes in their descriptions of their own roles at the end of the study indicating increased participation and sense of responsibility for the special educator and more creative lessons, collaboration, and an increased sense of a shared classroom.
Advisors/Committee Members: Kroeger, Stephen.
Subjects: Special education
Keywords: co-teaching; qualitative case study; inclusive education; single subject; inclusion; coteaching
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11.
FOO, SUE FAN.
THESE CHILDREN ARE MINE - A CASE STUDY OF AN AFRICAN-AMERICAN FAMILY WITH DEAF CHILDREN: THE INTERACTIONS WITHIN THE FAMILY AND WITH EARLY INTERVENTION PROFESSIONALS.
Degree: EdD, Education : Special Education, 2002, University of Cincinnati
► The purpose of this qualitative research is to provide rich, descriptive data…
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▼ The purpose of this qualitative research is to provide rich, descriptive data about the interactive dynamics of a working class African American family with two young deaf children, focusing on sibling relationships, parent-child/children relationship and the family's relationships with early intervention professionals. This case study has been guided by family systems theory, examining the interaction patterns and relationships within the family subsystems in naturally occurring situations in their everyday lives. The interaction processes within the family and between the family and professionals, the social roles, communication strategies used and early intervention strategies and approaches have been closely analyzed. The family consists of parents, siblings and extended family of cousins. The initial focus of the case study is a 2-year-old girl with severe to profound bilateral sensorineural hearing loss. She is the third of three children. She has an older deaf brother. During the course of the study, the focus changed to the family and its relationships with early intervention service providers. Descriptive data were collected during an eight-month period through participant observation, interviews, videotaping. The study provides portraits of the family members, thematic analyses of the interactions within the subsystems, between the subsystems within the family and the interactions and relationships between the family and service providers and the relationships. The findings disclose misconnections in 1) the interaction patterns within the family and between the family and intervention professionals, 2) cultural and belief structures between family and professionals, 3) developmental expectations and standards of the focus child and 4) collaboration between family-professionals and between professionals. The mother who is an effective primary caregiver, adopted various roles in order to interact and provide multiple social experiences for her children. Data also reveal that the child's strengths as she employs a wide range of communication strategies to initiate and maintain membership in the family. Her communication abilities and language development are influenced by the home culture and social experiences. Overall, the findings have implications for educators of deaf children, early intervention professionals, and research. Qualitative studies using the systems theory framework can provide a holistic view of the families with deaf children.
Advisors/Committee Members: Kretschmer, Dr. Richard R.
Keywords: family systems theory; parent-early intervention professionals; family interactions; family with deaf children; home culture and belief structures
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12.
Harte, Helene A.
Identifying Engagement in Children with Autism in the Home Setting.
Degree: EdD, Education : Special Education, 2008, University of Cincinnati
► This qualitative study examines perspectives of parents of children with autism related…
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▼ This qualitative study examines perspectives of parents of children with autism related to engagement in the home environment. Increased engagement decreases the likelihood of less productive behaviors. Investigation of engagement in the home setting may provide insights into the development of interventions. Collaboration between parents and professionals is essential for success for children with autism. Using the photovoice method, interviews were conducted with 5 parents of children with autism from preschool through fourth grade. The parent participants were all female. Five questions guided this study: 1) What are indicators of engagement in the home? 2) In what kinds of activities are children with autism engaged in the home setting? 3) How do parents of children with autism identify engagement? 4) What are some things parents do to facilitate engagement? 5) What are some needs and goals of parents in terms of facilitating engagement in the home setting? Findings suggest that children are engaged with objects such as toys, computers and musical instruments. Parents of children with autism identify engagement based on the duration of interactions, the focus of the child and the absence of undesirable behaviors. Parents use a variety of teaching strategies to engage children including physical activity, building on the interests of children, breaking tasks down into steps and facilitating sibling interactions. A major parent goal is independence with a need for consistency across settings and support in dealing with obstacles.
Advisors/Committee Members: Bauer, Anne.
Subjects: Special education
Keywords: Engagement; Autism; Parents of Children with Autism
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13.
HOFFMAN, TRACEY KATHLEEN.
FAMILY-CENTERED SERVICE DELIVERY IN EARLY INTERVENTION: HOME-BASED VERSUS CENTER-BASED.
Degree: EdD, Education : Special Education, 2001, University of Cincinnati
► The purpose of this investigation was to determine parental and early intervention…
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▼ The purpose of this investigation was to determine parental and early intervention professionals' perceptions of the benefits and drawbacks to home-based and center-based early intervention programs. This study was concerned with how parents and professionals thought that the Individual Family Service Plan (IFSP) process, parent/professional partnership, and communication process all had an impact on the type of service delivery they were receiving or providing. The goal was to elicit aspects or characteristics of early intervention programs that were more effective in either a home-based or center-based program model. Data for this study were collected through interviews with parents of children receiving either home-based or center-based early intervention services and early interventionists providing either home-based or center-based services. Administrators of several early intervention programs in the Cincinnati area were also interviewed to provide insight into the responses given by both the parents and professionals, and to provide a framework for each program's philosophy on family-centered early intervention. The early intervention programs involved in this study were from seven different counties in the Cincinnati and Northern Kentucky area. The results of this study indicated that the majority of families interviewed were generally pleased with the overall services they were receiving. However, the location that the family receives services or the professional provides services seems to be a significant factor in how these perceptions and attitudes are different. The role of the participants did not seem to have as much of an impact on the results of the interview data collected and analyzed. In other words, the setting (home-based or center-based) made more of a significant difference in how participants responded than the role (parent or early interventionist). In the future, the challenge for early intervention professionals is to give the decision-making process back to families and to guide them into the early intervention system rather than push them along. The challenge for families is to take on the role of decision-makers and become advocates to seek out programs that best meet their child and family's needs. Hopefully the results of this study will encourage early intervention professionals and families to step back and consider whether or not early intervention programs are serving families in the environment that benefits both children and families.
Advisors/Committee Members: JOHNSON, DR. LAWRENCE J.
Subjects: Education, Special
Keywords: early intervention; service delivery; family-centered; home-based versus-center based; special education-early childhood
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14.
IRISH, CHERYL L.
THE EFFECTS OF PEG- AND KEYWORD MNEMONICS AND COMPUTER-ASSISTED INSTRUCTION ON FLUENCY AND ACCURACY OF BASIC MULTIPLICATION FACTS IN ELEMENTARY STUDENTS WITH LEARNING AND COGNITIVE DISABILITIES.
Degree: EdD, Education : Special Education, 2001, University of Cincinnati
► This study investigated the effectiveness of peg- and keyword mnemonics as delivered…
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▼ This study investigated the effectiveness of peg- and keyword mnemonics as delivered by a software program, Memory Math, on the accuracy and fluency of basic multiplication facts of students with learning and cognitive disabilities who demonstrated significant deficits in math. Six children, in grades 3 to 6, participated in this study that was conducted in an urban district of moderate size in the Midwest. A multiple baseline design across subjects was used to analyze the effects of the Memory Math intervention. The mnemonic procedures were based on research by Mastropieri and Scruggs (1999) and computers provided instruction. The experimental procedure consisted of four phases: baseline, intervention, maintenance, and follow-up. Two dependent variables, percentage of problems completed correctly and duration of time on task, were recorded for all students using computer-based assessment. Concurrent generalization measures were employed to evaluate the effect of transferring computer performance to paper/pencil tasks. Following the intervention, every student demonstrated increased mean performance on paper/pencil measures of basic multiplication facts. Four of six students demonstrated a level of performance indicative of mastery (>85%). The retention of treatment effects was demonstrated by maintenance and follow-up measurements (two weeks and one month respectively) after intervention. The results of this study support other research on the effectiveness of mnemonic strategies to increase students' ability to acquire, retain, and retrieve information. It also supported the usefulness of technology to deliver strategy instruction to students with learning and cognitive disabilities. The study, however, did not result in increased fluency as measured by duration of time on task. Theoretical implications of the present study focused on the robustness of mnemonics strategies and computer-assisted instruction with supplemental classroom review. Practically, the study reflects the benefits of mnemonics instruction in math and the effectiveness of computer-assisted instruction. Future research recommendations include using the software program with students with other mild disabilities, including visual impairment; assessing generalization of the strategy to regular classroom contexts and to other math content; evaluating the program's effectiveness as a supplement in regular education; and studying the viability of the software program as a stand-alone project without regular class review.
Advisors/Committee Members: Zins, Dr. Joseph E.
Subjects: Education, Special
Keywords: learning disabilities; mnemonics; cognitive disabilities; interventions in multiplication or basic math factors; memory
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15.
Jordan, Ashley Sokol.
Appropriate Accommodation for Individual Needs Allowable by State Guidelines.
Degree: EdD, Education : Special Education, 2009, University of Cincinnati
► Accommodation decisions should be based on the validity and accountability to provide…
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▼ Accommodation decisions should be based on the validity and accountability to provide the least restrictive accommodations for students with learning disabilities. Accommodations are based upon the allowable guidelines set by the Ohio Department of Education but the scribing accommodations do not meet the least restrictive criteria for many students with disabilities. While it is important to have guidelines and consistency when considering accommodations, it is even more crucial to determine the accommodations that would best fit the individual need of the student. Student, parent and teacher input of how they view the usefulness and effectiveness of accommodations is vital to determining the most appropriate accommodations to be used. Research comparing the specific accommodations used during state assessments versus classroom accommodations has been limited. A particular concern is the lack of attention to differences between classroom accommodations and statewide accommodations for groups of students with disabilities. This study offers an in-depth analysis of interviews of ten intervention teacher and testing proctors, five parents with children who have specific learning disabilities, and six students with learning disabilities regarding their perceptions of the usefulness accommodations allowed during statewide assessments. A pilot study was used to determine accommodations frequently used by general education teachers and intervention specialists. With information from the review of 40 IEP testing pages and results from the pilot study, typological analysis was used to begin analysis of predetermined accommodations then inductive analysis was used to discover emerging themes across the 21 semi-structured interviews. Within the data set of the pilot study and semi-structured interviews, the scribing accommodation was identified as having the greatest differences in use between classroom and statewide uses and acceptability. Teachers stated that they used a variation of scribing methods in the classroom, but during state testing, scribing was provided using only the state allowed dictation method. Student perceptions of the accommodations used were positive or null but no negative comments were made about testing accommodations. Other perceptions concerning differences between classroom and statewide accommodations are identified and limitations to this research as well as implications for future research are discussed.
Advisors/Committee Members: Bauer, Anne.
Subjects: Education; Special education
Keywords: accommodations; special education; allowable; scribe
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16.
KNESTRICT, THOMAS DAVID.
A POST MODERN CRITIQUE OF ATTACHMENT THEORY: MOVING TOWARDS A SOCIALLY JUST ECOLOGICAL FRAMEWORK.
Degree: EdD, Education : Special Education, 2002, University of Cincinnati
► The theory proposed by Bowlby (1951), Ainsworth (1978) and others, usually called…
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▼ The theory proposed by Bowlby (1951), Ainsworth (1978) and others, usually called "Attachment Theory" evolved from the psycho-analytic interpretation of the primary relationship that develops between the mother and the child during the first three years of life (Cassidy, 1999). A postmodern analysis of this theory reveals that it supports the status quo, and reinforces stereotypical maternal roles that discriminate against family, women and mothers who do not meet the theories narrow maternal, familial expectations. In turn, this reinforcement of the dominant discourse in concert with the market economy creates a paradigm that fails to consider many ecological and environmental variables in the development of attachment relationships. These shortcomings create the popular notion of the primacy of childhood and the singular importance of the mother/infant dyadic relationship. A new, ecological model of attachment is needed that will accurately and equitably describe the important but not deterministic mother/ infant relationship.
Advisors/Committee Members: Bauer, Dr. Anne M.
Subjects: Education, Special
Keywords: attachment; ecological; social justice; post modern
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17.
Kuwahara, Katsura.
A micro-ethnographic study of communication/language development in a Japanese child with profound hearing loss before and after cochlear implantation.
Degree: EdD, Education : Special Education, 2008, University of Cincinnati
► This study described the communication and spoken language development of a Japanese…
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▼ This study described the communication and spoken language development of a Japanese girl with profound hearing loss who used a cochlear implant from 19 months of age. The girl, Akiko, was born in Belgium where her family was living at that time. After she was identified as deaf at birth, she and her parents were provided with support services. The family relocated to Japan when Akiko was 1 year 5 months of age. When she was 1 year 6 months of age Akiko underwent cochlear implantation. The cochlear implant device was activated when Akiko was 1 year 7 months of age. The parents routinely made video recordings of Akiko interacting with family members and teachers at home and at school. The video recordings taken by the parents used as the data for this study contained scenes of Akiko from the time she was 3 months of age until she was 4 years 11 months of age. Micro-ethnographic methods were used to analyze the dynamics and development of selected communicative interactions over this age span of fifty-six months. The original pool of video recordings provided for my dissertation study contained 213 scenes, as well as email exchanges with Akiko’s mother, the webpage created by Akiko’s mother, and an informal discussion with Akiko’s parents during a joint viewing session of the 29 scenes, which were chosen for in depth analysis. As a result of video viewing and editing, Akiko’s communication development was found to follow expected patterns of development as described by other child language researchers of children with normal hearing, such as, Elizabeth Bates and colleagues (e.g., Bates, 1974; Bates, Camaioni, Volterra, 1975) who applied, J.L. Austin’s “speech act theory” as the foundation for their descriptions of “early communication development” of children. There were seven demarcations that represent Akiko’s communication and spoken language development: 1) perlocutionary, 2) transition of perlocutionary to illocutionary, 3) illocutionary, 4) transition of illocutionary to locutionary, 5) locutionary, 6) dialogue, and 7) narrative.
Advisors/Committee Members: Kretschmer, Richard.
Subjects: Education
Keywords: Cochlear implant; child development; speech act; communication/language development; ethnography; video analysis
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18.
LAWLESS FRANK, CATHERINE MARY.
A STUDY OF NEGATION IN CHILDREN WITH AND WITHOUT PSYCHIATRIC DISORDERS.
Degree: EdD, Education : Special Education, 2004, University of Cincinnati
► This study investigated the comprehension of four forms of negation in children…
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▼ This study investigated the comprehension of four forms of negation in children with and without psychiatric disorders. The study involved the use of short scenarios involving four of the forms of negation in English; prohibition, nonexistence, rejection and denial. The participants in this study were two groups of ten children between the ages of 9.5 to 12.6 years of age. The first group was children with emotional/behavioral problems, who were labeled by their home school districts as Severely Emotionally Disturbed. The other group was a matched control group from another area school without the label Severely Emotionally Disturbed. The participants meet individually with the researcher and were read 32 short scenarios (5-6 lines each) and asked two yes/no questions after each story. The yes/no questions asked if the subject of the story wanted something (motivation) and if they got something (outcome). When first examining the results, it does not appear as if there is a noteworthy difference in a child with psychiatric disorders and one without in their ability to understand negation as defined in this study. The overall percent correct was 96.2% with 94.8% for the group with psychiatric disorders and 97.5% for the control group. The average number of mistakes per participant was 3.3 verses 1.6 for the control group. When the individual results of each form of negation are further analysised, a different picture begins to develop. In rejection, prohibition and nonexistence, the overall scores do not appear to differ greatly between the two groups, but the actually number of participants responding incorrectly does. Consistently in these three forms, the group with psychiatric disorders had greater numbers of participants scoring incorrectly on one or more questions. This was especially true for the negation form of nonexistence. This discrepancy was also apparent in questions regarding the subject’s motives (want) especially in instances where the subject’s motive did not match their outcome. The negative form of denial did not appear to exhibit any of these discrepancies with scores of 160 versus 158 and only 20% of the participants scoring incorrectly from both the control group and the group with psychiatric disorders.
Advisors/Committee Members: Kretschmer, Dr. Richard.
Subjects: Education, Special
Keywords: Negation; Psychiatric Disorders; Emotionally Disturbed
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19.
Moomaw, Sally Coup.
Measuring Number Sense in Young Children.
Degree: EdD, Education : Special Education, 2008, University of Cincinnati
► The purpose of this research was the development of a valid and…
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▼ The purpose of this research was the development of a valid and reliable mathematics curriculum-based measure (MCBM) that can be used by early childhood programs and teachers to assess Number sense,the ongoing development of quantitative reasoning, in preschool children. This is important in light of the current focus on program accountability, as exemplified by the National Reporting System instituted by Head Start, implications of the federal No Child Left Behind Act, and the documentation of progress toward academic content standards required by many states. Previous attempts to develop assessment tools for measuring number sense have focused largely on memorized number facts and have not considered the pre-counting quantification skills described by Piaget and Kamii. Of further concern to educators is the difficulty in accurately assessing preschool children. For this reason, curriculum-based measures, which are aligned to classroom curriculum and can therefore inform planning and instructional decisions, are of particular interest. The hypothesis of the current research was that six measurable variables, quantification level, counting skills, comparison of sets, numeral recognition and understanding, combination of sets, and patterning, would make a significant contribution to the latent construct of number sense. The measurement tool was an interactive game, played between assessor and child, that consisted of a series of cards in a standardized order and teddy bear counters. The game was aligned to the curriculum of a licensed preschool center in Cincinnati, Ohio, from which a sample of 108 children, ages 3 to 5, was drawn during the 2006-07 school year. Confirmatory factor analysis was used to evaluate the hypothesized model. Results indicated a good model fit: χ2 (3, N = 108) = 4.246, p = .236; NFI =.990; CFI = .997; and RMSEA = .062. In addition, all standardized path coefficients demonstrated both statistical (p < .001) and practical significance (β > .3), with robust standardized regression weights ranging from .71 to .88. The results suggest that the MCBM, which evaluated pre-counting as well as counting skills, was a valid and reliable measure of number sense for this sample.
Advisors/Committee Members: Bauer, Anne.
Subjects: Educational evaluation; Mathematics education; Preschool education; Special education
Keywords: number sense; curriculum-based measure; mathematics development; quantitative reasoning; early childhood; young children; preschool
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20.
Moore, Elizabeth J.
Teacher Perceptions of Academic Giftedness in Elementary Classrooms: A Study of Metaphors.
Degree: EdD, Education : Special Education, 2009, University of Cincinnati
► This qualitative study was designed to identify teacher perceptions of gifted education…
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▼ This qualitative study was designed to identify teacher perceptions of gifted education and students identified as academically gifted through the use of metaphors. Findings suggest that the teachers held a positive view toward gifted education and children identified as gifted. These beliefs influenced the means in which they service students in the general classroom. However, results indicated a limited understanding of the various models that identify and service students that are gifted. It was evident that attempts at meeting the needs of the gifted population were partially successful. The analysis suggested the need for professional development for educators in the areas of gifted education, particularly the characteristics of giftedness and the various strategies to best meet the needs of those identified as gifted. Metaphors became a tool that elicited descriptions of children identified as gifted from the perspective of the educators. The understanding of the metaphors linked teacher perceptions about gifted education and giftedness to suggestions of program models that ultimately will affect teaching practices.
Advisors/Committee Members: Bauer, Anne.
Subjects: Elementary education; Teaching
Keywords: teacher perception; academic giftedness; metaphor
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21.
MURDOCK, DANIEL P. SR.
SCHOOL-WIDE BEHAVIORAL SUPPORT: A THEORY-BASED PROGRAM IMPLEMENTATION STUDY OF POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT.
Degree: EdD, Education : Special Education, 2007, University of Cincinnati
► The primary objective of this study was to substantiate implementation fidelity of…
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▼ The primary objective of this study was to substantiate implementation fidelity of the Positive Behavioral Interventions and Support program (PBS) employed by a school district. The investigation utilized a mixed-method theory-based evaluation to examine the extent to which the PBS program had been implemented in comparison to predetermined goals and objectives. The evaluative measures were employed within a three-phase framework (pre-adoption, delivery and post-delivery) to systematically monitor program implementation. Quantitative and qualitative findings, both formative and summative, provided on-going guidance for the program. PBS is the application of a broad range of systemic and individualized behavior approaches to achieve socially important behavior change and learning outcomes while preventing problem behavior with all students. District stakeholders chose to implement school-wide PBS in an effort to maximize academic achievement and to create and sustain safe and orderly environments in a unified and common system by identifying, adopting, and sustaining research-validated behavior management practices, policies and systems. Classroom specific behavior management was enhanced with the integrated implementation of selected content from the Classroom Organization Management Program (COMP). Results demonstrated a successful first year of program implementation. A substantial quantity of items central to school-wide PBS had been adequately established. The value of theory-driven program evaluation was supported. Collectively, findings indicated that both the planned intervention and implementation support system were satisfactorily implemented. Specific items for which reservation was experienced were identified for action planning by team leaders. District stakeholders committed to the model and began to experience the benefits of their program in terms of developing and maintaining a positive school environment for all students. The PBS provided the opportunity for more effective teaching and the provision of more support to individual students with challenging behavior. Suggestions regarding next steps for the PBS field of study and appropriate courses of action for the immediate district were offered. Findings from this study may contribute to the school-wide behavioral support knowledge base by demonstrating theory-based program evaluation and enhancing our understanding of the procedures pertinent to PBS program implementation.
Advisors/Committee Members: Malone, Dr. D. Michael.
Keywords: Positive Behavioral Interventions and Support; Theory-Driven Evaluation; School-wide Behavioral Support
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22.
Ruiz, Donna M.
Traditional Or Distance: A Comparative Examination of Student Satisfaction in Higher Education.
Degree: EdD, Education : Special Education, 2007, University of Cincinnati
► This study examines the satisfaction of two groups of graduate students engaged…
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▼ This study examines the satisfaction of two groups of graduate students engaged in the same degree program. These groups vary on the nature of program delivery, with one group participating in distance education and the other in conventional campus-based education. This recognition of indicators of positive outcomes of support systems related to online education is needed to maintain a high level of best practices. The study used extant data gathered through a student satisfaction survey. The survey results of the two groups were compared in an effort to identify any differences reported across groups. Results indicate distance education students and conventional-campus-based students from the same graduate education program were highly satisfied with their experiences. However, results indicate that overall distance education students were more satisfied then their counter-parts enrolled in the conventional campus-based programs.
Advisors/Committee Members: Johnson, Dr. Lawrence J.
Keywords: Distance Education; Online Compared to Conventional Campus-based Education; Higher Education Program Satisfaction; Student Support Services; Technology
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23.
SCHUMACHER DYKE, KARIN SUE.
Young adults with autism transitioning to the world of work: Parent perspectives.
Degree: EdD, Education : Special Education, 2008, University of Cincinnati
► The purpose of this qualitative study is to examine information provided by…
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▼ The purpose of this qualitative study is to examine information provided by parents of individuals with autism regarding their childrens transition experience. Twelve participants parenting young adults with autism spectrum disorder (ASD) in active transition to work, defined as those in grade levels nine through twelve, contributed to a self administered survey. Five major themes emerged from the data related to; (a) accommodation or impediment to supports, (b) skills sets perceived as supportive or detrimental to establishing self determinism, (c) exploring beneficial or harmful attributes to obtaining employment, (d) discerning benefits of the transition process, and (e) determining parent knowledge. A major question that comes out of the results of this study seems to indicate that parents are right to be skeptical about their children's prospects to live as fulfilled individuals in society today. The gap between what could be with proper support and what is in terms of what is being delivered to their children and families by the current system seems broad and in need of further examination.
Advisors/Committee Members: Bauer, Anne.
Subjects: Special education
Keywords: autism; young adults; transition to work; parents
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24.
SNEED, NEDRA ANN.
INTERACTIONAL DISCOURSE USED IN BOOK READING BY URBAN APPALACHIAN MOTHERS AND THEIR PRESCHOOL CHILDREN.
Degree: EdD, Education : Special Education, 2000, University of Cincinnati
► The purpose of this study was to identify and describe the interactional…
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▼ The purpose of this study was to identify and describe the interactional discourse of mothers with Urban Appalachian backgrounds and their preschool children as they read books. The mother/child dyads were videotaped interacting in a play session, in which books might be shared, in a room in the children's preschool building. Qualitative research methods were employed to describe and analyze the reading interactional discourse, verbal and nonverbal, shown in the videotapes of the 14 mother-child dyads who shared books. Microanalysis of the videotaped interaction sessions revealed three main divisions of each interaction: Getting Into the Book, Reading the Book, and Getting Out of the Book. Four main styles of reading interactional discourse emerged through further analysis: (1) Reading Only, (2) Reading and Discussing Topics on the Page, (3) Reading and Discussing Topics off the Page, and (4) Reading, Discussing Topics On and Off the Page, While Playing With Toys. An utlier style emerged, No Reading/Labeling of Pictures. Further analysis revealed subcategories of behaviors which served to more richly describe these interactions. The results of this study which have been revealed thus far suggest that there is a wide range of reading interactional discourse demonstrated by these Urban Appalachian mothers and children. As there has been limited data collected from this particular population, professionals have had a limited knowledge base with which to work effectively with Urban Appalachian parents and children. Some implications which are discussed are how using the information on the diverse reading interactional discourse styles of these Urban Appalachian mothers and their preschool children may assist professionals in the development of appropriate interventions and programs to meet the literacy needs of these unique families, because they come to the programs with their own reading interaction discourse style, similar to other low SES populations, as well as middle SES mother/child dyads. These program developers also need to continue to find ways to assist all Urban Appalachian parents and their children in a culturally-sensitive manner.
Advisors/Committee Members: Kretschmer Jr., Dr. Richard R.
Subjects: Education, Special
Keywords: reading; early childhood; appalachian
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25.
Webster, Kimberly Lynn.
The Problem Solving Process: A Single Case Investigation into Procedural Adherence, Teacher Adherence, and Student Outcomes.
Degree: EdD, Education : Special Education, 2010, University of Cincinnati
► This study investigated a fourth grade problem solving team, teacher adherence to…
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▼ This study investigated a fourth grade problem solving team, teacher adherence to an intervention, and the effects of the intervention on student performance. This study hypothesized that (a) providing performance feedback to problem solving teams on a 20-item checklist created from the literature increases procedural adherence, (b) creating an intervention adherence sheet for general education teachers increases teacher adherence to intervention procedures, and (c) if a planned intervention for a student is implemented with adherence, student outcomes would improve. The participants for this study were a fourth grade problem solving team (n=7), general education teachers (n=3), targeted students (n=3), and a micro-norm student group (n=3). A single subject AB design revealed that performance feedback to a fourth grade problem solving team increased procedural adherence to the 20-items on the checklist. Additionally, a single subject AB design with an added maintenance phase revealed that when a student with an attention to task concern is provided a Tier 1 intervention with teacher adherence to the intervention, performance may improve. Thus, providing performance feedback to problem solving teams and creating teacher adherence sheets for intervention implementation may increase student outcomes. Furthermore, limitations, implications for research and practice, and suggestions for further research are discussed.
Advisors/Committee Members: Bauer, Anne.
Subjects: Special education
Keywords: problem solving team; intervention adherence; response to intervention; teacher adherence; problem solving process; adherence
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26.
WINTEREMAN, KATHLEEN GARNER.
FACILITATING THE SOCIAL INCLUSION OF CHILDREN WITH AUTISM SPECTRUM DISORDERS IN RESPONSIVE ELEMENTARY CLASSROOMS.
Degree: EdD, Education : Special Education, 2003, University of Cincinnati
► This study examined the use of Responsive Classroom strategies to promote the…
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▼ This study examined the use of Responsive Classroom strategies to promote the social inclusion of students with autism spectrum disorders (ASD). Qualitative research methods were employed to collect and analyze the data. The data were collected over the course of three months within two public elementary classrooms where two students identified as having ASD were enrolled. Both students attended the same suburban elementary school. Their classroom teachers were chosen because of their unique training and implementation of Responsive Classroom techniques. Within both classrooms students participated in five aspects of a Responsive Classroom: morning meeting, classroom organization, rules and logical consequences, guided discovery, and academic assessment. As an outgrowth of the structure in the classroom, the targeted students and their typical peers began to incorporate physical and verbal strategies that were conducive to social inclusion of the students with ASD. Strategies to support students with ASD generally fall into two broad categories of adult-mediated and peer-mediated approaches of intervention. The Responsive Classroom methodology incorporates the strengths of both approaches to offer students a learning environment that scaffolds students’ language usage and allows for generalization of skills across school settings. Implications for future research are discussed.
Advisors/Committee Members: Kretschmer, Jr., Dr. Richard R.
Subjects: Education, Special
Keywords: AUTISM; SPECIAL SKILLS; RESPONSIVE CLASSROOM
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