Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

Positive school environments have been shown to raise academic achievement. Youngstown East High School has had six principals in six years, and there has been a strong sense of disconnect from the community in their support (both academically and athletically) of the continuous changes that have been made in the Youngstown City School District. East High School has a 99.8% economically disadvantaged population with 13.6% being English Language Learners and 27.1% students with disabilities. Using Positive Behavior Intervention Supports (PBIS) to address discipline to affect the management of absenteeism and academic interventions, what measures can be taken to raise the staff and student morale of the high school environment? How can Golden Bears Alumni contribute to the culture and climate as they relate the past to the present? Since the Youngstown City School District is focused on PBIS and must use the Academic Improvement Plan to completely move out of the watchful eyes of the State of Ohio, one must ask how, exactly, can culture and climate improve the academic and athletic performances of their students? How can the district build school pride within the school as well as the surrounding community? How can remaining alumni be used as resources to connect to outliers who could possibly invest in East High School? This study explores these questions by examining data on the effects of climate and culture within the school and community and its impact of school pride on academic achievement and athletic performance, with a specific focus on improving the school pride at Youngstown East High.

Doctor of Philosophy, The Ohio State University, 2024, Educational Studies

Word recognition is a key part of reading development and a fundamental component of elementary reading curricula. However, students with learning disabilities (LD) often encounter difficulties with reading skills and exhibit deficits in word recognition, increasing the need for interventions that enhance their reading achievement. Incremental rehearsal (IR), one of the most commonly used flashcard interventions supported by previous literature, has shown its effectiveness in different skills, such as word recognition. IR offers opportunities for repeated practices to help struggling students improve their outcomes. Despite the growing number of students with LD in Saudi Arabia, there is a lack of research examining the efficacy of interventions designed to improve reading outcomes, specifically word recognition, in students with LD in elementary schools. Thus, conducting an empirical study to teach Arabic word recognition to elementary students with LD in Saudi Arabia is crucial. Utilizing a single-subject multiple-probe experimental design across word sets, this study aimed to examine the effect of the IR intervention on Arabic word recognition in three fourth-grade male students with LD in Saudi Arabia. Maintenance and generalization of word recognition were also examined to investigate the sustainability of the IR intervention and to provide more precise conclusions regarding its efficacy. Results indicated that the IR intervention was effective for all three participants. All participants showed an increased number of words read correctly, accurate responses on retention measures, and maintenance and generalization of word recognition. Limitations, recommendations for future research, and implications for practice are discussed.

Doctor of Education , University of Dayton, 2024, Educational Administration

The ability of special education paraeducators who work with emotionally and behaviorally disturbed (EBD) students has been compromised by a lack of initial and long-term training. This Participatory Action Research Study asked six special education paraeducators, two special education administrators, and one special educator teacher to share their input on what they believed was needed in training to improve the paraeducators' ability to deliver quality social and academic education to EBD students at the middle school level

Master of Arts, The Ohio State University, 2024, Educational Studies

Many children with autism spectrum disorder have goals related to improving daily living skills. Least-to-most (LTM) prompting is an intervention that is commonly used for improving these outcomes, but it does not yet meet What Works Clearinghouse (WWC) criteria as an Evidence-Based Practice (EBP). In an effort to contribute to this evidence base, the purpose of this study was to examine the effectiveness of using least-to-most prompting to teach three daily living skills to a 3-year old boy with autism spectrum disorder (ASD). The three daily living skills included opening a lunch container, drying hands, and tracing the uppercase letter R. The LTM prompting hierarchy included an opportunity for an independent response, a gestural prompt, and then physical prompting. The results of this study found that LTM prompting was effective in teaching some, but not all daily living skills for the target student. These findings suggest LTM prompting is generally effective, but in order for it to be effective, supplemental approaches may need to be used for some students and for some skills.

Doctor of Education (Ed.D.), University of Findlay, 2025, Education

According to national standardized test results, American students are failing at an alarming rate. Research suggests that teachers are not prepared to teach in inclusive classrooms. Research also suggests that a teacher's efficacy rating can impact student achievement. This study explores how teachers of inclusive classrooms are attempting to meet the needs of all students in their classroom, whether they feel able to meet those needs, and training that teachers have received, or would like to receive, that they believe have or would increase their efficacy. Data was collected from 179 general education teachers, grades 3-6, in Ohio who are teaching in inclusive classrooms. The survey instrument utilized the Ohio Teacher Efficacy Scale, the Classroom Practice Inventory, and additional open-ended questions. Participants were also invited to be interviewed. Six participants were interviewed. The study found that educators report high levels of efficacy in most areas with an overall mean of 7.18, they utilize a wide variety of instructional practices with an emphasis on individualizing education for each student, and they prefer learning through experience opposed to attending a class on a topic. Results of this study can be used to craft meaningful learning experiences for both pre-service and in-service teachers which might influence their efficacy which could influence the growth of their students.

Doctor of Education (Ed.D.), University of Findlay, 2024, Education

Aims: This study investigated itinerant teacher's personal views regarding competency related to delivering special education services to preschool children with disabilities in an inclusive setting by using a consultative model. Demographics: The study comprised forty-two females and one male itinerant from all over Ohio. Among the participants, forty-two identified as White, with one Hispanic person choosing to partake. Methodology: To collect quantitative and qualitative data, an online survey with fifteen closed-ended and one open-ended question was distributed to itinerant teachers in Ohio. During the survey development, specific Likert-type scale components were selected from the Performance Indicators for Early Childhood Education Specialists (PIECES) self-assessment. Analysis: The quantitative data from the fifteen closed-ended questions was analyzed by individually comparing the response frequency on each item. The participants' answers were copied and pasted into a Word document to analyze the open-ended question. Part of sentences or entire sentences were highlighted and then color-coded to generate codes. Each set of codes was turned into themes, then explained by utilizing in vivo coding, which focused on including a few of the participant's quotes as examples to capture their voice and experiences. Implications: The analysis indicates that, regardless of their background or experience, itinerant teachers perceive themselves as capable and confident in implementing the consultative model within inclusive preschool settings. With proper training and support from administration, consultants, and consultees in inclusive settings can establish constructive working relationships and collaborate on actions that continually benefit students with disabilities. Recommendations: Future research to gather more in-depth quantitative and qualitative information concerning the consultative model from itinerant and general education teachers is recommended.

Master of Arts, The Ohio State University, 2024, Educational Studies

Students with learning disabilities (LD) often struggle with a variety of literacy skills including reading comprehension. Fortunately, students with LD can learn strategies to help them better comprehend what they read. Self-questioning is one reading comprehension strategy that has been validated to be effective for students across a range of age and ability levels. To use the self-questioning strategy, students stop periodically while reading a passage, generate a question about what they read, and then answer that question before continuing to the next paragraph. This study examined the effects of teaching a self-questioning strategy to three sixth graders with learning disabilities. Specifically, a multiple baseline across participants design demonstrated that self-questioning was functionally related to improved reading comprehension quiz scores. Additionally, all participants demonstrated generalization of the strategy to a different content area. This thesis also presents limitations of this study, directions for future research, and implications for practitioners.

Doctor of Philosophy, The Ohio State University, 2024, Educational Studies

This dissertation consists of five distinct chapters that explore the theme of Class-wide Function-based Intervention Teams (CW-FIT). Chapter 1 is an introduction about how the CW-FIT intervention as a class-wide management system supports students with disabilities in classrooms. Chapter 2 is a systemic review analyzing current literature about the effects of the CW-FIT intervention. Chapter 3 is a research study examining the effects of the CW-FIT intervention on classroom behavior of three elementary school students with disabilities. Chapter 4 is a practitioner paper that provides a description to educators on how CW-FIT and other group contingency interventions can be incorporated in the classroom. Finally, Chapter 5 provides my research aims and future goals.

Doctor of Education , University of Dayton, 2024, Educational Administration

There are five developmental areas: gross motor, fine motor, communication, adaptive behavior, and social-emotional. If social-emotional skills are delayed, all other developmental areas are negatively impacted. Preschool-aged students are incapable of kindergarten readiness if they have a delay in social-emotional development as it impacts their ability to gain and retain academic knowledge. An integrated public preschool in Ohio expressed concern of increased delays in social-emotional skills following the COVID-19 shutdown. Staff noticed an increase in classroom disruptions and emotional dysregulation. To counteract this, the social- emotional program, The Zones of Regulation, was adapted and implemented throughout the preschool environment. Through the theoretical framework of street-level bureaucracy and a bottom-up approach, this qualitative participatory action research study examined the staffs' perspectives on the ease of implementation and effectiveness of the adapted version of The Zones of Regulation. The data that was collected and analyzed revealed that, in the opinion of the participants, the building-wide implementation of this program was successful and improved classroom management. Areas of the program that need improvement were revealed and an action plan was developed.

Doctor of Philosophy, The Ohio State University, 2024, EDU Policy and Leadership

This study asked what elements should be included in a cognitive accessibility heuristic framework for parent-educators to compare STEM educational video games for K-5 level autistic children who require substantial supports? To provide an answer to this question, two component questions were asked: 1) “which computer learning game environment and affordance considerations should be included in a cognitive accessibility heuristic framework?” and 2) “which elements of which evidence-based practices should be included in a cognitive accessibility heuristic framework?” A heuristic framework was created that poses questions regarding autism cognitive accessibility considerations for game settings, user interface elements, and user interaction feedback elements that align with evidence-based practices for autism. A small group of 10 participants were parent-educators of autistic children who met the study question criteria and were solicited by convenience and snowball sampling. The heuristic was tested against two STEM-based computer learning games at the K-5 curricular level, specifically Box Island and Peg Plus Cat – Music Maker). Participants were asked to evaluate the heuristic against these games based on how they thought their autistic children would perceive the game experience. Data showed that the list of questions included in the heuristic appropriately considered autism cognitive accessibility when evaluating computer STEM-based computer learning game settings, when reviewing the game environment interface, and when responding to user interaction. The study concluded that participants considered all questions were valuable and should be included. Since the relative importance of some questions differed amongst participants, the heuristic also demonstrated sufficient flexibility to accommodate varying needs of the participants' autistic players. Participants indicated that stepping through the heuristic provided heightened awareness of autistic percept (open full item for complete abstract)

Master of Arts, The Ohio State University, 2024, Educational Studies

A subset of children with autism spectrum disorder (ASD) have limited or no functional communication skills and need augmentative and alternative communication (AAC) to meet their communication needs. One evidence-based form of AAC, Picture Exchange Communication System (PECS), involves a child exchanging picture icons with a communication partner for desired items. In this study, I aimed to replicate the effects of PECS in prior studies by using a multiple baseline across behaviors design to examine the effects of PECS on communicative exchanges for a 3.5-year-old boy on the autism spectrum. Basic effects were detected for two behaviors but not the third, and therefore a functional relation was not established. An effect might have been detected for the third behavior had I measured total communication and not only PECS exchanges. The child's parent found PECS to be effective and beneficial for her child. This study highlights the importance of focusing on multimodal communication systems that are dynamic and flexible.

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This qualitative case study is situated in the area of educational leadership. It aims to explore possible strategies for increasing community-integrated employment for graduates of a Job Training Coordination Program at OakVeil High School. It is important to consider the lived experiences, hopes, fears, and barriers experienced from a caregiver's perspective so that a Job Training Coordinator can better assist families during the transition from school to a career. There is a gap in employment between people with disabilities and their non-disabled peers. Caregivers' perspectives on participation in community-integrated employment for their children of transition age with disabilities were examined through the investigation of three sub research questions. Open-ended interviews and record reviews were gathered and analyzed through coding. Data analysis resulted in the following themes: Employer and Person-Centered Values for CIE, JTC as CIE Support, Alternate Settings from CIE, and Family Support Services. Key findings were interpreted to consider safety, transportation, self-determination, caregiver support, and caregiver involvement. This study demonstrates how policies, safety at the workplace, and transportation are common barriers to community-integrated employment from the caregiver's perspective. Suggestions are offered to help Job Training Coordinators, special education teachers, job coaches, employers, and caregivers improve the rate of Community-integrated employment. This study also suggests that barriers, support services, personal preference, civil rights, and familial needs are interwoven and recognition of this is necessary for successful employment in the community for people with disabilities.

Doctor of Philosophy, The Ohio State University, 2024, Educational Studies

This dissertation focuses on sensory-based strategies at schools for students on the autism spectrum, with a focus on the degree to which these approaches might be effective for reducing interfering behaviors or promoting on-task behaviors. Chapter 1 provides an introduction and brief background information related to the subsequent chapters. Chapter 2 is a systematic literature review on the degree to which sensory-based strategies are an effective means to reduce interfering behavior. Chapter 3 is a mixed-method study of how teachers use sensory-based strategies based on observations and interviews. Chapter 4 is a research-based practitioner guide for how teachers could use of therapy balls to promote on-task behavior. Lastly, Chapter 5 provides a conclusion, situates this dissertation within my line of research, and provides a framework for my future research.

Doctor of Philosophy, The Ohio State University, 2024, EDU Teaching and Learning

This qualitative research study sought to uncover the benefits of an employer-tailored training intervention in addressing employer knowledge, perspectives, and attitudes regarding employing an individual with a visual impairment, with the ultimate goal of identifying a way to positively impact the high unemployment rate amongst this population. This study continues to address necessary employment barrier research needed within the field of education and rehabilitation of the visually impaired. Data gathering was obtained in three phases, through (1) pre- and post-survey questionnaires, with both closed and open-ended survey questions, and (2) fieldnotes collected during the training intervention. Data was analyzed through a constant comparison grounded theory model using cross-references between fieldnotes and pre- and post-survey data. Quantitative data collected regarding survey responses from the Employer Perspectives on the Employment of People with Disabilities through the Office of Visual Impairment and Employment Policy, U.S. Department of Labor (Domzal, Houtenville, & Sharma, 2008) was used to provide supportive descriptive statistics only due to low participant response rates. These responses showed some positive changes within select categories. Positive changes included the understanding that individuals with visual impairments could operate a smart phone, access email, and independently operate a PC or laptop. Additionally, respondents agreed their company could afford to accommodate an individual with a visual impairment and could benefit from disability awareness training to increase overall knowledge, confidence in hiring, willingness to hire, and dispel concerns regarding employing an individual with a visual impairment. Qualitative open-ended pre and post-survey data indicated increased knowledge in the areas of (a) accommodations and assistive technology, (b) state vocational rehabilitation programming (e.g. job coach support, funding, training (open full item for complete abstract)

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

Historically, minority students have been overrepresented in special education programming in the United States (Fletcher, 2014; Wright & Wright, 2021). This study describes how several external historical, theoretical, and practical factors beyond academic challenges impact special education qualification rates for minority students compared to their non-minority counterparts. It also considers these factors through the lens of implicit bias, cultural misunderstandings, and misinterpretations of disability categories, like emotional disturbance. The study outlines these contexts by exploring Disability Critical Race (DisCrit) Theory, Cultural Ecological Theory, and Social Learning Theory to understand the social and cultural influences that further lead to the issue of overrepresentation. Prior research suggests that lack of cultural awareness, potential implicit bias mindsets, and other issues beyond students' development and control contribute to the disproportionate representation of minority students in special education (Breese et al., 2023; Kreskow, 2013). This mixed-methods study utilizes Q-methodology and a questionnaire to examine external root causes and systemic issues related to influences regarding the special education evaluative process for minority groups, specifically Black students and emotional disturbance. By examining the perspectives of education professionals, this study aims to recognize the need for considerations of cultural responsiveness, effective self-reflective practices, ongoing professional development, and innovative systems that address the whole child before the special education evaluative process begins. The results of the study reveal significant concerns related to the special education evaluative processes regarding consideration of external factors, overall consistency, procedural misunderstanding, and issues related to cultural differences. These findings from a theoretical context indicate a need for understandin (open full item for complete abstract)

Master of Arts, The Ohio State University, 2024, Educational Studies

At-risk student groups in early childhood education may struggle to learn letter names and gain alphabet knowledge. Using a multiple baseline across participants design, this study examined the use of simultaneous prompting to increase letter name knowledge for three preschool children. Effects were demonstrated across all three students, establishing a functional relation between simultaneous prompting and increased letter name knowledge. This study focuses on at-risk students, not identified with a disability, but showing signs of future literacy struggles. It offers suggestions for how general educators and paraprofessionals can use simultaneous prompting to increase letter name knowledge in at-risk student groups.

Doctor of Philosophy, Miami University, 2024, Educational Leadership

In this self-study, I propose a curriculum fragment methodology to work toward a greater understanding of the boundaries (Herdandez-Saca et al., 2023) between special education and disability studies that strengthens both teacher education and disability studies in education (DSE). Specifically, I engage in critical reflection on my teaching practices (Freire, 1998) to explore the possibilities for an educator working in the field of special education with a DSE disposition to engage boundary work as a teacher educator in the tensions between special education and disability studies. In this study, I use curriculum fragments (Poetter & Googins, 2015) to frame a methodology as supported by the curriculum studies traditions of currere (Pinar, 1975), Teacher Lore (Schubert, 1989), and narrative points-of-entry (Schultz et al., 2010). My aim is to excavate my experiences as an educator and professional working with disabled students and adults labeled with multiple and intellectual disabilities and my current experiences as a teacher educator by leveraging curriculum fragments that flow freely through Pinar's (1975) four stages of currere and Martin Heidegger's hermeneutic circle (2008) to facilitate my journey for a narrative. The culmination of this curriculum fragment methodology leads to reimagined possibilities in the boundaries that ultimately culminate with Pinar's (1975) synthetical stage presented in curriculum fragments that interlace the past, present, and future to enhance my teaching practices.

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of this study was to examine the effects of a rich vocabulary intervention on the comprehension and vocabulary learning of third-grade students with language learning disorders (LLD). The study used a repeated acquisition design (RAD), a single case design involving the repeated delivery of a vocabulary intervention on different sets of five vocabulary words and repeated pre-post measurement of students' comprehension and vocabulary acquisition of the different stimuli targeted each week. Students in the treatment group (n = 3) had three weeks of a baseline comparison phase, where they were taught sets of five untested vocabulary words (n = 15 words), and five weeks of a treatment phase, where they learned sets of five tested vocabulary words (n = 25 words). Comprehension was assessed using a passage-level Sentence Verification Technique (SVT) and vocabulary was measured using a nine-point Total Semantic Knowledge (TSK) measure that included an oral definitions component and a receptive vocabulary assessment called Context Test Questions (CTQ). Results indicated no treatment effect on students' comprehension, but a statistically significant moderate effect on vocabulary learning. Two students participated in maintenance phase testing after four weeks without intervention. Testing effects were evident on the comprehension measure at the maintenance phase only. Students scored lower on the vocabulary maintenance assessment than at posttest, but about one point higher than their pretest scores. These results suggest that explicit vocabulary instruction led to immediate improvements in taught vocabulary but not comprehension skills for the third-grade students with LLD in this study.

Doctor of Philosophy, The Ohio State University, 2024, Educational Studies

The ability to connect written letters (graphemes) with their spoken sounds (phonemes) is a cornerstone of early literacy development. This crucial skill unlocks the code of written language, enabling children to decode words, build vocabulary, and ultimately become fluent readers and writers. For students with mild intellectual disabilities (IDs), who may face additional challenges acquiring literacy skills, mastering letter-sound correspondence (LSC) is especially critical. Early interventions that effectively build this foundational knowledge can empower these students to overcome barriers and embark on a successful journey with reading and writing. In this study, a multiple-probe design across sets of LSCs was used to evaluate the impact of a reading racetrack intervention on acquiring LSC. The study involved four students with mild IDs in the second and third grades in a suburban Saudi Arabian school district. Results indicated a functional relation between the reading racetrack intervention and increased accuracy in LSC and words read correctly. Moreover, participants displayed positive attitudes toward the intervention and successfully maintained the LSCs 4 weeks post-intervention. These findings support the potential of the reading racetrack intervention for improving LSC in students with mild ID, warranting further investigation with larger and more diverse populations.

Master of Arts, The Ohio State University, 2024, Educational Studies

Despite a federal mandate for all students to make progress on literacy skills, the increased importance of literacy for students with complex communication needs (CCN) and research demonstrating students with CCN can gain foundational literacy skills, these skills are not always prioritized for students with CCN. This online survey of 131 special education teachers in a Midwest state collected data on the literacy experiences of 217 of their students with CCN in grades K-12. Research questions investigated students' literacy experiences, literacy skills targeted and their alignment with the five essential components outlined by the National Reading Panel (NRP, 2000). These were answered using descriptive statistics. Findings show increased phonics on phonics skills; however, researchers also found many students did not have IEP goals focused on literacy skills aligned with NRP components, and literacy instruction rarely involved using curricular materials that have been validated for students with CCN through experimental research.