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Title: Preventing Abandonment of Augmentative and Alternative Communication (AAC) Devices for Students with Autism: Parent Perspectives for Successful Implementation
Year Issued: 2021

Abstract: The purpose of the present study was to investigate the perspectives of parents of students with ASD who use high-tech AAC in educational settings. Although the use of AAC in school settings has been studied, research has not narrowed its scope to focus on children w...
Show moreThe purpose of the present study was to investigate the perspectives of parents of students with ASD who use high-tech AAC in educational settings. Although the use of AAC in school settings has been studied, research has not narrowed its scope to focus on children with ASD who use high-tech speech generating devices (SGDs) and receive special education services in school settings. By analyzing both qualitative and quantitative data, this study aims to create an initial framework for successful implementation of AAC for children with Autism Spectrum Disorders. A mixed methods design was chosen for this study. Parametric and nonparametric statistics were utilized to test the theory that ease of use, device usefulness, and ease of learning the AAC technology positively influence parent satisfaction. Transcripts from semi-structured interviews were manually coded to identify qualitative themes related to parent satisfaction with their childrenâ€™s AAC devices. Three qualitative themes emerged: parents feel like they are not equal members of the IEP team, parents act as self-advocates, and parents have difficulty trusting the recommendations made by the school team. Quantitative data analyses revealed a strong positive correlation between ease of use and satisfaction, ease of learning and satisfaction, and usability and satisfaction. Triangulation of data through qualitative analysis confirm that satisfaction is related to ease of use, ease of learning, and usability of the high-tech AAC device. Future studies should investigate parent perspectives that lead to abandonment of speech generating devices in different regions of the United States and across underrepresented groups. In addition, preservice programs in special education and speech-language pathology should be studied in order to determine the extent to which students entering the field have been taught to engage in family-centered practice. Finally, future research should investigate strategies that lead to successful implementation of speech generating devices with children with ASD.
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Author: Sheri Lake

Title: Principals' perspectives in determining the least restrictive environment for students with disabilities in rural Northwestern Pennsylvania schools
Year Issued: 2021

Abstract: his research was conducted to determine the perspectives of principals in determining the least restrictive environment for students with disabilities. When principals are placed into the role of Local Education Agency (LEA) they are part of the decision-making proce...
Show morehis research was conducted to determine the perspectives of principals in determining the least restrictive environment for students with disabilities. When principals are placed into the role of Local Education Agency (LEA) they are part of the decision-making process for determining the least restrictive environment (LRE) for individuals with disabilities in their schools. This research focused on the perceptions and attitudes that the principals have as it relates to special education. The research utilized a two-part investigation. For the first part, principals were asked to answer questions related to demographic data and educational experiences. Then, were asked a series of questions related to their attitudes toward inclusionary practices. Principals were then asked several hypothetical questions related to determining the LRE for students with disabilities. In the second part of the research, participants engaged in a face to face virtual interview that asked a series of questions related to their role as the LEA in their school and the perspectives that each principal had in relations to determining the LRE for students with disabilities. The results of the research indicated that principals lack the fundamental capacity to fully understand special education and its implications. The research showed and overwhelming need for in-depth professional development in the area of special education for principals as it relates to leading their schools and special education population. The need to build capacity to lead initiatives such as inclusion within their school is imperative in moving forward to ensure that individuals with special needs are educated in the LRE.
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Author: Maines, Brandon

Title: A profile of the early alumni of the Pennsylvania State Normal School at Slippery Rock : the first twenty-five years, 1890-1915

Title: Providing tier 2 math interventions within core instruction
Year Issued: 2021

Abstract: In 2004 the Individuals with Disabilities Education Act was reauthorized allowing states to use various models to determine Specific Learning Disability. The thought behind allowing schools and districts to use other models besides the discrepancy model involved the ...
Show moreIn 2004 the Individuals with Disabilities Education Act was reauthorized allowing states to use various models to determine Specific Learning Disability. The thought behind allowing schools and districts to use other models besides the discrepancy model involved the overidentification of Specific Learning Disabilities in students. One of the models stated in the reauthorization was Responsiveness to Intervention, RtI. Throughout the country, different models of RtI have been used and embraced by schools and districts. In PA, the decision to use RtI for SLD determination is up to each school and district. In the past ten years, RtI has is now part of a framework called Multi-Tiered System of Supports (MTSS). It is a systemic, constant improvement framework where data-based problem solving using benchmark and other assessments to make decisions is used to determine the needs of all students. RtI is part of that process. As more and more schools incorporate MTSS and RtI, this study seeks to examine the impact on student benchmark assessment scores when RtI is used within math core classrooms. This study also included an examination of the influence of professional development on teacher efficacy, including understanding all of the components of RtI, benchmark assessments, small group instruction, and evidence-based interventions. The study used both quantitative and qualitative methods. The quantitative methods included analysis of data from the Acadience benchmark assessment scores for 2nd grade students from three elementary schools. Data involved fall, winter, and spring assessment scores. The qualitative portion included interviews with teachers who attended the professional development training offered by the researcher and subsequent iterative analysis of interview transcripts and field notes. The results did not provide evidence that targeted professional development had an impact on student achievement. Students benchmark scores did not improve significantly from the winter to the spring. Only one teacher made a growth over the expected growth that was projected. Analysis of the teacher interviews indicates that teachers varied in their perception of professional development. Discussion of the findings and implications for further research are included.
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Author: Diane Pauli

Title: Publications

Title: A Qualitative Analysis of Administrative Oversight of Inclusionary Environments in Secondary Classrooms
Year Issued: 2020

Abstract: The position of principal has evolved into one with many responsibilities ranging from managerial to visionary leader. Federal legislation has placed an added layer of responsibility through the implementation of Public Law 94-142 which supported social justice refor...
Show moreThe position of principal has evolved into one with many responsibilities ranging from managerial to visionary leader. Federal legislation has placed an added layer of responsibility through the implementation of Public Law 94-142 which supported social justice reforms that were meant to include students with disabilities and provide an education for them alongside their non-disabled peers. The changes brought about by this legislation and its iterations, the Individuals with Disabilities Education Act and No Child Left Behind Act, have supported inclusionary actions taken by schools and placed importance on effectiveness of the programs used to educate all students. Despite more students with disabilities being included in general education classrooms, schools still struggle with supporting effective inclusionary programs. This study conducted an exploration of a principal’s decision making processes by gathering descriptions of their background experiences, leadership, and structural management of inclusionary environments. It offers insight into what inclusionary environments look like through the eyes of the principal. Research was conducted through a case study with three principals using phenomenological techniques. This study revealed four themes that provide a vibrant description of the inclusionary environments in these principal’s buildings. The principals interviewed in this study discussed their background experiences as teachers, their professional certification coursework, leadership approaches and the structural management of inclusion. Their insight can help one to think about inclusion as they do on a daily basis.
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Author: William Jordan

Title: A qualitative research study on the impact of administrative support and access to culturally responsive tools among teachers serving at-risk populations
Year Issued: 2023

Abstract: This qualitative research study analyzed open-ended survey responses from teachers and administrators regarding perceptions of the support administrators provide for culturally responsive practices and addressing the needs of at-risk and underserved populations. For ...
Show moreThis qualitative research study analyzed open-ended survey responses from teachers and administrators regarding perceptions of the support administrators provide for culturally responsive practices and addressing the needs of at-risk and underserved populations. For purposes of this research study, the teacher group included educators who have an impact on the day-to-day functions within the classroom environment: paraprofessionals, assistants, and related service providers. Building-level principals, assistant principals, and central office administration including superintendent, assistant superintendent, curriculum supervisor, and special education supervisor(s) were included in the administrator group. Responses from both groups were reviewed separately and comparatively to determine whether there were similarities and differences between teachers’ perceptions of the supports provided by administrators and administrators’ perceptions of the supports they provide. Qualitative data were reviewed and evaluated to provide an analysis aligned with the study’s research questions. Participants were from a diverse group of professionals across Pennsylvania. Survey responses maintained full confidentiality of the participants for protection from any potential negative consequences or outcomes from their participation in the research project. A comprehensive review of the literature was completed to provide comparative data to complement the study results and analysis of individual survey responses. The overall outcome of the study is dependent on and limited based on the participant sample size and diversity of the participant environments. Keywords: administrator, confidential, correlation, culturally responsive, diversity, hand-coding, survey-based perception, participant, professional development, qualitative research study, retention, support, systematic inequalities, teacher
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Author: Smith, M. Glynnes

Title: Quast, Garry Interview Audio
Year Created: 2008

Abstract: Audio recording of the interview of Garry Quast conducted on September 16, 2008.
Sub-title: ROCKvoices Oral History Project

Title: Quast, Garry Interview Transcript
Year Created: 2008

Abstract: Transcript of the interview of Garry Quast conducted on September 16, 2008.
Sub-title: ROCKvoices Oral History Project

Title: Quast, Garry Interview Video Clip
Year Created: 2008

Abstract: Video clip from the interview of Garry Quast conducted on September 16, 2008.
Sub-title: ROCKvoices Oral History Project

Title: Queens of Slippery Rock
Abstract: The essay "Queens of Slippery Rock" from issue #13 of the SLAB literary magazine.
Year Created: 2017
Year Issued: 2018

Author: Rose Xavier, Brenna Waugaman
Sub-title: SLAB Issue #13

Title: Queens of Slippery Rock Oral History Collection

Abstract: The Queens of Slippery Rock Oral History project was conceived by Dr. Mark O'Connor, an associate professor of English at SRU. Rose Xavier, an English literature major from the class of 2018, researched and conducted interviews of Slippery Rock Homecoming Queens. The...
Show moreThe Queens of Slippery Rock Oral History project was conceived by Dr. Mark O'Connor, an associate professor of English at SRU. Rose Xavier, an English literature major from the class of 2018, researched and conducted interviews of Slippery Rock Homecoming Queens. The research culminated in the essay “Queens of Slippery Rock” co-authored by Xavier and Brenna Waugaman for the 2018 edition of SLAB literary magazine.
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Title: Queer clients' experiences of harm in therapy
Year Issued: 2023

Abstract: This thesis aimed to explore how queer clients experience harm in music therapy and how that harm impacted the therapeutic relationship and process. Upon completing an initial interest and demographic survey, four participants were selected to participate in semi-str...
Show moreThis thesis aimed to explore how queer clients experience harm in music therapy and how that harm impacted the therapeutic relationship and process. Upon completing an initial interest and demographic survey, four participants were selected to participate in semi-structured Zoom interviews. Interviews were transcribed and coded, resulting in seven themes: 1) therapist responses, 2) client responses, 3) qualities of the therapeutic relationship, 4) client perceptions of therapist, 5) impact on client and the therapeutic process, 6) barriers to accessing therapy, and 7) what builds safety and trust. Findings are discussed in relation to the research questions, and implications for clinical practice and suggestions for future research are also provided.
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Author: Neumann, Jess

Title: Randy Riggle Publicity Photograph
Year Created: 1992

Abstract: Digitized copy of the Randy Riggle Publicity Photograph
Sub-title: Xtremes Publicity Photograph Collection

Title: Ras Prophet Publicity Photograph
Year Created: 1993

Abstract: Digitized copy of the Ras Prophet Publicity Photograph
Sub-title: Xtremes Publicity Photograph Collection

Title: Razzano, Louis Interview Audio
Year Created: 1991

Abstract: Audio recording of the interview of Louis Razzano on June 18, 1991.
Sub-title: Slippery Rock University in the Sixties Oral History Collection

Title: Razzano, Louis Interview Transcript
Year Created: 1991

Abstract: Transcript of the interview of Louis Razzano on June 18, 1991.
Sub-title: Slippery Rock University in the Sixties Oral History Collection

Title: Reading instruction for students with reading disabilities
Abstract: Students with a reading disability often struggle to become proficient readers. The learning support teachers challenged with the job of teaching these students to read can significantly affect the level to which they become competent readers. However, without scient...
Show moreStudents with a reading disability often struggle to become proficient readers. The learning support teachers challenged with the job of teaching these students to read can significantly affect the level to which they become competent readers. However, without scientifically-based reading instruction, many students will struggle with the reading process, and many will not learn to read at a proficient level. Therefore, it was the purpose of this qualitative research study to explore the lived experiences of elementary special education teachers currently teaching reading to students with reading disabilities. Through the use of a hermeneutic phenomenological design, the researcher utilized questionnaires and semi-structured interviews of elementary learning support teachers in order to develop a deeper understanding of the internal and external factors that affect their practice. The researcher subsequently transcribed, coded, and analyzed the content of the interviews to identify themes within three broad categories: 1) internal factors influencing the teaching practices of elementary special education teachers as they teach students with a reading disability to read, 2) external factors influencing the practices of elementary special education teachers as they teach students with a reading disability to read, and 3) specialized knowledge that special education teachers possess and apply when teaching students with a reading disability to read. Through this study, the researcher sought to better understand these factors and how they affect the practices carried out by special education teachers in their pursuit of teaching students to read proficiently. The insights garnered through this process illuminated the importance of understanding how various factors influence how special education teachers plan and carry out specialized reading instruction for students with reading disabilities.
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Year Issued: 2022

Author: Whitman, Rebecca
Sub-title: the internal and external factors influencing the teaching practices of elementary special education teachers when working with students with reading disabilities

Title: Recognizing and navigating dynamics of power in the therapeutic relationship
Abstract: This critical thematic analysis study aims to explore how music therapists identify and navigate the complex dynamics of power in therapeutic relationships. Current literature illustrates how various theoretical lens’ view and address power structures in therapy, poi...
Show moreThis critical thematic analysis study aims to explore how music therapists identify and navigate the complex dynamics of power in therapeutic relationships. Current literature illustrates how various theoretical lens’ view and address power structures in therapy, pointing to a multifaceted understanding of power in therapy. Participants (n=6) were selected purposively to represent music therapists who had access to varying degrees of power in the therapeutic context as a result of their identity markers. They each completed a 45-60 minute interview that included questions related to sociocultural identity, understanding of power, dynamics of power in music therapy, how they navigate power dynamics, and reflexive practice. The interviews were coded and analyzed, then grouped into themes. Six themes and 36 sub themes emerged in the data: dynamics of power (inherent, multifaceted, intersectional and contextual, reciprocal, relational, omnipresent, systemic, privilege, access), associations with power (negative, neutral, positive), therapist responsibilities (safety of client, supervision and accountability, reflexivity, acuity, humility, curiosity, supportive, music as container, honesty), external expectations (therapist as expert, parent and guardian expectations, pressure to comply, loss of power, idealization of therapist), missed opportunities (advocacy, connection, humanizing therapist), and strategies of navigating power (challenging ideology, contesting hegemony, unmasking power, overcoming alienation, learning liberation, reclaiming epistemic agency, practicing democracy). From the findings, it is evident that music therapists may hold largely negative perceptions of power and could benefit from a more nuanced understanding as they address power imbalances in therapeutic contexts.
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Year Issued: 2024

Author: O'Sullivan, Emily
Sub-title: Music therapists’ perspectives

Title: Renee Hicks Publicity Photograph
Year Created: 1993

Abstract: Digitized copy of the Renee Hicks Publicity Photograph
Sub-title: Xtremes Publicity Photograph Collection