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Title: The Importance of Employability Skills for Students with Disabilities
Abstract: A misalignment exists between instruction provided in schools for students with disabilities preparing for employment and the employers’ expectations for entry-level employees. Task-related social behaviors are one set of necessary skills individuals with and without...
Show moreA misalignment exists between instruction provided in schools for students with disabilities preparing for employment and the employers’ expectations for entry-level employees. Task-related social behaviors are one set of necessary skills individuals with and without disabilities need to maintain employment. This study compared descriptions of task-related social behaviors provided by employers’ and educators’ through an online survey. Additionally, employers’ and educators’ importance ratings for the same task-related social behaviors were analyzed. Results show employers and educators agree on descriptions and importance ratings for some of the task-related social behaviors included in this study and have differing opinions for others. An employee that can exhibit appropriate task-related social behaviors will strengthen coworker relationships, demonstrate personal growth, and add to business success. Results of this study may provide a starting point for restructuring secondary transition programming for students with disabilities to include more direct instruction of necessary social skills during work-based learning experiences.
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Year Issued: 2023

Author: Eppley, Karen
Sub-title: A Comparison of Employer and Educator Perspectives

Title: Improving Parent Collaboration at IEP Meetings
Abstract: An Individual Education Program (IEP) is a critical document that drives decisions about educational support and services for students with a disability. It is imperative that parents have a role in the development of their child’s IEP through a collaborative process...
Show moreAn Individual Education Program (IEP) is a critical document that drives decisions about educational support and services for students with a disability. It is imperative that parents have a role in the development of their child’s IEP through a collaborative process. This study examines the correlations between various subgroups and the level of satisfaction of a collaborative IEP meeting. In this qualitative study, a digital survey is used to gain feedback from 29 parents of students from preschool through twelfth grade receiving special education services. Findings reveal that parents expressed overall satisfaction with the level of collaboration at IEP meetings with relatively positive satisfactory ratings consistent through each survey question. Survey data was then correlated with four subgroups; grade level, disability category, number of IEP meetings attended, and race/ethnicity. Themes emerged from synthesizing the data specific to four subgroups that included variations in the data. As part of the study, participants provided suggestions for improving collaboration at IEP meetings. Parents expressed a desire for improved communication, opportunity to provide feedback, and improved agenda for IEP meetings. In contrast, some challenges were noted by some parents that limit parental engagement. The importance of this data can potentially impact the effectiveness of IEP meetings and improve student outcomes. A consideration for future research could explore the impact of the recommended interventions, change of district policies, and generalization across other school districts.
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Year Issued: 2024

Author: Michaelson, Jill
Sub-title: The Correlation to Various Subgroups

Title: The instructional leadership role of Pennsylvania public school principals and their effect on special education practices
Year Issued: 2019

Abstract: Pennsylvania public-school principals are expected to be instructional leaders for all students within their district. When it comes to leadership for students with disabilities, this role can be problematic due to a lack of experience in the field of special educati...
Show morePennsylvania public-school principals are expected to be instructional leaders for all students within their district. When it comes to leadership for students with disabilities, this role can be problematic due to a lack of experience in the field of special education and pre-service special education training. Special education leadership should be a significant concern for school administrators as their roles have increased to ensuring successful outcomes for all students, the increased number of students placed in special education, the high cost associated with educating students in special education, and the due process ramifications if educational outcomes are not achieved. The research has demonstrated that overall, public-school principals receive little to no formal training in leading special education in pre-service or on-going professional development. The purpose of this research study was twofold. The research is helpful to colleges and universities when developing plans of study and programming for future public-school principal and leadership training degrees and certificates. This research also provides a platform where current Pennsylvania public-school principals can identify where their special education knowledge is lacking and how to become a better instructional leader for their own district’s special education population. This study provided insight into understanding the factors that contribute to the lack of special education training in special education programs by higher education entities.
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Author: Truitt-Smith, Amanda

Title: K-12 General Educator and Special Educator Knowledge and Preparedness in Special Education Law
Year Issued: 2024

Abstract: Together, the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act protect students with disabilities from discrimination and ensure that services are received in order to access the general education curriculum. K-12 general educatio...
Show moreTogether, the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act protect students with disabilities from discrimination and ensure that services are received in order to access the general education curriculum. K-12 general education teachers and special education teachers are among the most critical individuals in implementing the federal laws that protect students with disabilities in the school setting. Despite the shift to inclusive practices that is safeguarded by extensive procedures subject to litigation, past research has revealed a gap between educator knowledge and preparedness to implement special education law in the classroom. The purpose of the research was to answer the research questions, “What undergraduate preparation and professional development training do K-12 general educators and special educators receive regarding IDEA and Section 504 of the Rehabilitation Act, in one public school district?” and “To what extent are K-12 general education and special education teachers familiar with the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act, in one public school district?” To obtain this information, a qualitative study was conducted consisting of a 10-question open-ended survey which was distributed to 10 general education teachers and 10 special education teachers in one public school district. Survey data was analyzed using an open-coding method. Three major findings emerged from the data and were categorized into themes. Theme one concluded that educator’s obtain knowledge of IDEA and Section 504 mainly by means of professional development and through a district administrator. Secondly, educators identify the main components of IDEA as being FAPE, LRE, IEPs, and parental involvement. The tertiary theme revealed educator’s identify the main component of Section 504 to be protection from discrimination for students with disabilities. Findings suggest that teachers may receive more training and coursework geared towards The Individuals with Disabilities Education Act when compared to Section 504 of the Rehabilitation Act. Additionally, years of experience seemed to have little impact on knowledge and preparedness pertaining to special education federal law.
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Author: McBroom, Kelley

Title: Key factors contributing to the academic success of African American males with a disability
Year Issued: 2022

Abstract: There is a diversity of factors that negatively affect the academic success of African American males, from early childhood through adulthood; however, there are those African Americans males with disabilities that are beating the odds and are obtaining degrees at th...
Show moreThere is a diversity of factors that negatively affect the academic success of African American males, from early childhood through adulthood; however, there are those African Americans males with disabilities that are beating the odds and are obtaining degrees at the post-baccalaureate level. This qualitative case study, therefore, aims to identify key factors that contribute to the academic success of African American males with a disability who have attained master’s and earned doctoral degrees. Both purposive sampling and snowball sampling were employed to recruit participants for the study. Three African American males with a disability, one of whom has an earned doctoral degree one, an earned Master’s 'degree and one who is currently pursuing a doctoral degree, participated in the study. Specifically, the interview method was used to gather data as the study investigated an unexplored area in research that contrasts disability diagnosis, and academic success in a specific racial group at the master's degree and terminal degree levels. After data was gathered, the researcher relied heavily on content analysis. Findings from the study show that the factors which contributed to the academic success of African American males with a disability includes family support, resilience, faith/ spirituality, academic engagement, self-advocacy and a belief in ones’ ability to succeed no matter the circumstance. African American males with a disability faces a variety of challenges on their path to academic success, however they can achieve academic success despite all the challenges they face.
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Author: Nation, Lorna

Title: Language discourse in music therapy
Abstract: The following thesis is a culmination of an interpretative phenomenological analysis research study seeking to understand music therapists’ experiences of delivering music therapy services with a language interpreter. The purpose of this study has four main tenets: 1...
Show moreThe following thesis is a culmination of an interpretative phenomenological analysis research study seeking to understand music therapists’ experiences of delivering music therapy services with a language interpreter. The purpose of this study has four main tenets: 1) To understand the therapists’ experiences of delivering music therapy services with interpreters, 2) To fill the gap in the music therapy literature on working with interpreters, 3) To serve as a resource for music therapists delivering music therapy services with interpreters, and 4) To combat the systemic issues of access and equity within the music therapy field. Data was collected through one-on-one semi-structured interviews with 5 music therapists. Data was then transcribed, coded, and thematized, resulting in 40 themes and seven domains: 1) Ways of working with interpreters, 2) Benefits of working with interpreters, 3) Drawbacks of working with interpreters, 4) Music therapists’ feelings when working with interpreters, 5) Potential reasons for not working with interpreters, 6) Dangers of not working with interpreters, and 7) Considerations for music therapists working with interpreters. The findings indicate areas of growth and the need for increased education for music therapists when working with interpreters. Music therapists are also challenged to confront their own privileged stances on the issues of language and linguistic privilege within the U.S., as related to working with patients with limited English proficiency and from historically marginalized communities within music therapy.
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Year Issued: 2023

Author: Obermeier, Victoria
Sub-title: Therapists' experiences of delivering music therapy services with interpreters

Title: Let’s Talk About Sex and IDD
Abstract: Adolescents with intellectual and developmental disabilities (IDD) tend to receive inadequate comprehensive sex education (CSE). This problem could be addressed by providing sex education taught by general education health teachers to students with IDD in high school...
Show moreAdolescents with intellectual and developmental disabilities (IDD) tend to receive inadequate comprehensive sex education (CSE). This problem could be addressed by providing sex education taught by general education health teachers to students with IDD in high school, a cost-effective yet underutilized and under researched service model. This qualitative study sought to determine the types of support health teachers need to effectively teach CSE to adolescents with IDD and to identify any misconceptions they have about the sexuality of individuals with IDD. Nine health teachers from 3 public school districts in Northeastern Pennsylvania were studied using a revised version of the Attitudes to Sexuality Questionnaire – Individuals with an Intellectual Disability (ASQ-ID) and semi-structured interviews. Data was analyzed by cross-case pattern analysis to generate a list of recommendations for local districts on how best to support their existing health teachers in the implementation of formal CSE for young adults with IDD. The three primary supports participants need are (1) support from special education staff, (2) assistance in developing the curriculum and adapting instruction, and (3) additional training. With these supports, general education health teachers can provide effective CSE to adolescents with IDD so they can be equipped with the relationship and sexuality knowledge and skills necessary to lead safe, fulfilling lives.
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Year Issued: 2024

Author: Baton, Jessica
Sub-title: A Qualitative Analysis of the Perspectives of Secondary General Education Health Teachers on Necessary Supports for Teaching Sex Education to Young Adults with Intellectual and Developmental Disability

Title: Loneliness, Covid-19, and music
Abstract: This thesis explores the experiences of older adults during the lockdown due to the COVID-19 pandemic. While this research is about a specific time in history, the information that has been gathered from it is has been relevant for decades. In this study, fifteen ind...
Show moreThis thesis explores the experiences of older adults during the lockdown due to the COVID-19 pandemic. While this research is about a specific time in history, the information that has been gathered from it is has been relevant for decades. In this study, fifteen individuals residing at a nursing home where I worked, as a music therapist working in the activities department, share their experiences of loneliness during lockdown that resulted from the COVID-19 pandemic. This study was conducted by gathering data both qualitatively and quantitatively. Each participant completed a loneliness scale questionnaire and took part in a semi-structured interview. Questionnaire data were analyzed using descriptive statistics. The interview content was coded using descriptive coding and grouped into themes and analyzed. Themes emerged to coincide with Elisabeth Kübler-Ross’s 5 Stages of Grief. These themes were Not Feeling Any Different/Nothing Has Changed, Feelings of Frustration/Feeling Restricted, Wishing Things Were Different, Feelings of Loss, and Feelings of Acceptance, Hope, and Faith. Additionally, a theme centered around the role of music in participants’ lives. Discussion of the of the implications of the results of this study, as well as limitations and recommendations for future research were explored.
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Year Issued: 2021

Author: Rieger, Rhiannon
Sub-title: Experiences of older adults in a nursing home

Title: Middle school teacher and support staff perceptions of Multi-Tiered Systems of Support (MTSS)
Abstract: This dissertation focuses on teacher and staff perceptions of Multi-Tiered Systems of Support (MTSS) implementation at the middle school level. MTSS implementation at the secondary level proves to be a daunting task which includes many complex facets. Ensuring that t...
Show moreThis dissertation focuses on teacher and staff perceptions of Multi-Tiered Systems of Support (MTSS) implementation at the middle school level. MTSS implementation at the secondary level proves to be a daunting task which includes many complex facets. Ensuring that teacher and staff insights are sought out and taken into account when implementing school-wide programming such as MTSS can increase program success and fidelity. Specifically, this study examines three research questions: (1) How do middle school teachers and school support staff perceive implementation of a multi-tiered system of support? (2) How do these perceptions impact the buy-in and level of understanding of MTSS implementation? (3) In what ways do middle school teachers understand the MTSS framework? Utilizing a qualitative, single subject case study design methodology, this study sought to explore how teacher and staff perceptions and understanding of MTSS can impact implementation. The study took place in a suburban, western Pennsylvania middle school, in which the researcher is employed. The constant comparative method of coding was utilized in order to uncover themes related to the collected data. The following themes were uncovered through data analysis: support for all students and addressing individual student needs is a part of the MTSS process, the need for all staff to be involved in MTSS, insufficient communication with off-team teachers, discussion of forms as a part of the MTSS process, parental involvement was not discussed as a priority in responses, and procedures and logistics are discussed in relation to MTSS rather than the day to day implementation through working with students. Results of this study indicate that seeking opinions from teachers and staff regarding program implementation can provide valuable information for schools and districts to consider and highlights the importance of professional development focused on MTSS.
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Year Issued: 2021

Author: Mazzant, Emily
Sub-title: a case study in a suburban western Pennsylvania middle school

Title: Middle school teacher and support staff perceptions of Multi-Tiered Systems of Support (MTSS)
Abstract: This dissertation focuses on teacher and staff perceptions of Multi-Tiered Systems of Support (MTSS) implementation at the middle school level. MTSS implementation at the secondary level proves to be a daunting task which includes many complex facets. Ensuring that t...
Show moreThis dissertation focuses on teacher and staff perceptions of Multi-Tiered Systems of Support (MTSS) implementation at the middle school level. MTSS implementation at the secondary level proves to be a daunting task which includes many complex facets. Ensuring that teacher and staff insights are sought out and taken into account when implementing school-wide programming such as MTSS can increase program success and fidelity. Specifically, this study examines three research questions: (1) How do middle school teachers and school support staff perceive implementation of a multi-tiered system of support? (2) How do these perceptions impact the buy-in and level of understanding of MTSS implementation? (3) In what ways do middle school teachers understand the MTSS framework? Utilizing a qualitative, single subject case study design methodology, this study sought to explore how teacher and staff perceptions and understanding of MTSS can impact implementation. The study took place in a suburban, western Pennsylvania middle school, in which the researcher is employed. The constant comparative method of coding was utilized in order to uncover themes related to the collected data. The following themes were uncovered through data analysis: support for all students and addressing individual student needs is a part of the MTSS process, the need for all staff to be involved in MTSS, insufficient communication with off-team teachers, discussion of forms as a part of the MTSS process, parental involvement was not discussed as a priority in responses, and procedures and logistics are discussed in relation to MTSS rather than the day to day implementation through working with students. Results of this study indicate that seeking opinions from teachers and staff regarding program implementation can provide valuable information for schools and districts to consider and highlights the importance of professional development focused on MTSS.
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Year Issued: 2021

Author: Emily Mazzant
Sub-title: A case study in a suburban western Pennsylvania middle school

Title: A multi-level quantitative analysis on factors affecting special education compliance
Year Issued: 2022

Abstract: The Individuals with Disabilities Education Act is a federal law that requires that students with disabilities are provided with a Free and Appropriate Public Education. The cost of ensuring FAPE can be quite high for students that require more specialized supports; ...
Show moreThe Individuals with Disabilities Education Act is a federal law that requires that students with disabilities are provided with a Free and Appropriate Public Education. The cost of ensuring FAPE can be quite high for students that require more specialized supports; however, in not meeting that standard, districts may be liable for compensatory education. Much of the responsibility to fund special education, especially in Pennsylvania, falls on the schools to raise through local taxes. This has put schools in very challenging circumstances in regard to their budget. States across the country have conducted a Costing Out Analysis to review the necessary spending levels reviewed for education. Many studies discuss the need for higher funding allocations from state and federal governments so that the high-cost burden does not fall on LEAs and local tax dollars to meet the IDEA compliance requirements. While overall compliance with IDEA has improved over time, it is still an issue that needs to be addressed. This study used multiple regression to determine if there is a link between compliance with the Cyclical Monitoring for Continuous Improvement and factors such as special education spending and percentage of population receiving special education supports. The data are all public record and was collected through Pennsylvania Department of Education online Databases. The data revealed a regression model suggests that the relationship between the number of areas of non-compliance has a significantly moderate negative correlation with both the number of special education expenditures and the percentage of special education students. The model can explain or predict 11.4% of the number of areas of noncompliance in a school district.
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Author: Karam, Justin

Title: Multi-sensory room usage in medium-sized elementary schools in western PA
Abstract: Are multi-sensory rooms the new fad or are they necessary spaces for special education students? This question frequently comes to mind when talking to people outside of the education system. Oftentimes, these rooms receive little consideration when space planning a ...
Show moreAre multi-sensory rooms the new fad or are they necessary spaces for special education students? This question frequently comes to mind when talking to people outside of the education system. Oftentimes, these rooms receive little consideration when space planning a new school. Instead, any extra room or space that has not already been allocated becomes the multi-sensory room. This often does not allow for proper space planning for the needed sensory aids. The multi-sensory room also may be situated in an undesired location within the school that may be distracting. These undesired adjacencies include the lunchroom, auditorium, and gymnasium. Due to this uncertainty of room placement during the design phase of building, a mixed-methods study was conducted to analyze current multi-sensory rooms. This allowed the researcher to examine how well the rooms function for the students and teachers who use them. The mixed-methods study consisted of a Qualtrics survey and in-person interviews with special education teachers. These teachers were from five elementary schools within the same district in Western Pennsylvania. Results of the study indicated that even though multi-sensory rooms were necessary for the special education students’ daily schedule, teachers often supplemented their students’ sensory needs with aids in the classroom. The rooms housing the multi-sensory rooms were generally located in unideal positions within the school; some were adjacent to high activity areas such as the cafeteria and gymnasium, whereas others were out of the way for convenience. These results, as well as their implications for future research and practice, are discussed.
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Year Issued: 2022

Author: Sloboda, Belinda Nuth
Sub-title: a case study

Title: Music, identity, and authenticity
Abstract: This thesis is the dissemination of the findings of a research study exploring piano-based music improvisation and the lived experience of Black queer men. The overall aim was to explore how five Black queer men experience the intersections of their racial identity a...
Show moreThis thesis is the dissemination of the findings of a research study exploring piano-based music improvisation and the lived experience of Black queer men. The overall aim was to explore how five Black queer men experience the intersections of their racial identity and sexuality in various social environments through piano-based music improvisation. This study grew out of my own experiences as a Black queer man and my ability or lack thereof to authentically express my racial identity and sexuality in specific social environments. Participants were chosen through convenience sampling and were prompted to engage in a series of piano improvisations, where they were asked to musically communicate how they experience their racial identity and sexuality within their biological family, friend group, and society. Data was collected through video recordings of the improvisations, written reflections to questions about the experience, and through transcriptions of the member checking discussions. Following each improvisation, participants were asked to reflect upon two questions regarding their process and experience during the improvisation. The recorded improvisations were then analyzed using Dr. Kenneth Bruscia’s Improvisation Assessment Profiles (IAPs) and interpretations about the participants’ experiences were made. Member checking was utilized to ensure an accurate representation of the participants’ experiences. Themes of 1) prejudice, 2) sense of identity, 3) impacts of relationships, and 4) responses to trauma that emerged in the verbal data were discussed in the context of the individual and collective experiences of the participants with implications for the practice of music therapy.
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Year Issued: 2021

Author: Perkins, Fred
Sub-title: reflecting the narratives of black queer men through piano-based music improvisation

Title: Music Therapists and Feelings of Clinical Inadequacy
Abstract: Abstract In this narrative analysis, semi-structured interviews occurred with six music therapists to examine their experiences of feelings of clinical inadequacy in music therapy. Five themes with twenty-one subthemes emerged in the data: professional development (i...
Show moreAbstract In this narrative analysis, semi-structured interviews occurred with six music therapists to examine their experiences of feelings of clinical inadequacy in music therapy. Five themes with twenty-one subthemes emerged in the data: professional development (insufficient knowledge, lack of training, lack of experience in field/setting, lack of professional support), workspace issues (lack of knowledge of music therapy by others, feeling like an outsider, unrealistic expectations, unfair comparisons, pressure from unrealistic parental expectations), intrapersonal issues (historical wounds, personal vulnerabilities, personal traits), felt experiences (emotional, psychological, visceral, social, physiological, physical), and coping strategies (honest internal observation, professional vulnerability/humility, and compassion). The findings of this study hold implications for education, supervision, and further music therapy research.
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Year Issued: 2022

Author: Dalessandro, Susan
Sub-title: A Narrative Analysis

Title: Music therapists' experiences working in a setting that values censorship
Abstract: This qualitative study examined the experiences of music therapists that work in an environment that promotes censorship practices. There are several studies that discuss censorship practices across helping professions but few studies within music therapy literature....
Show moreThis qualitative study examined the experiences of music therapists that work in an environment that promotes censorship practices. There are several studies that discuss censorship practices across helping professions but few studies within music therapy literature. Music therapy code of ethics and education stress the importance of self-reflection and recognizing biases for the therapist, however there is minimal information on biases when applying censorship practices. As a helping profession nonmaleficence is emphasized, however there is a paucity of research that includes the relationship between harm and censorship. Additionally, music therapy research and education identifies the need for culturally responsive practices, however have not included censorship and its effects on the therapist and participants in this movement. In this study seven participants engaged in one semi-structured interview to describe their experiences and relationships with self, clients, coworkers and larger institutions when experiencing censorship practices. Results demonstrate three overarching themes of values and beliefs, responses and navigating power in relationships. Each theme had at least three levels which described the experience of the client, therapist, co-workers and institution. These narratives and results suggest the need for continued research and discussion in the music therapy community on harm that may occur through censoring songs and experiences and ethical implications.
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Year Issued: 2023

Author: Boyce, Emily
Sub-title: an interpretative phenomenological analysis

Title: Music therapists' perceptions of the effects of tele-music therapy on client access
Year Issued: 2021

Abstract: This qualitative focus group study explored how music therapists are understanding and responding to changes in client access since the move toward tele-music therapy spurred by the recent COVID-19 virus outbreak. Coming from a recognition of histories of health acce...
Show moreThis qualitative focus group study explored how music therapists are understanding and responding to changes in client access since the move toward tele-music therapy spurred by the recent COVID-19 virus outbreak. Coming from a recognition of histories of health access disparity for underserved populations, this study also sought music therapists’ perspectives on how specific cultural groups and identities may have been unequally affected in terms of access to tele-music therapy. In this study, a synchronous online focus group discussion was facilitated with six music therapists to explore their perspectives regarding the benefits and challenges of tele-music therapy, particularly in terms of client access, and to explore ways these therapists found to respond to any challenges or disparities in access they encountered. Results suggest that music therapists are finding a complex set of both benefits and challenges in terms of their clients accessing tele-music therapy. Four themes with 18 sub-themes were found: challenges/barriers to access (technology challenges, inequities in access, facility- or population-related barriers, safety concerns, challenges of in-home sessions, and hard choices), bridging the barriers (benefits to specific populations, in-home session benefits, bridging distance, and finding solutions), making music in tele-music therapy (music-making challenges, singing, musical instruments and technology, and musical solutions), and the future role of tele-music therapy (hopes and concerns, preparing for the future, and possibilities.) These findings offer recommendations for the continued use of tele-music therapy even beyond the current pandemic. Keywords: telehealth access, barriers to access, underserved populations, COVID-19
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Author: Landes, David

Title: Neurologic music therapists' perspectives on neurologic music therapy
Abstract: Limited literature exists providing a critical analysis of Neurologic Music Therapy (NMT) as a model of music therapy. This qualitative research study, therefore, sought to explore the strengths and weaknesses of NMT, particularly in its approach to disability, throu...
Show moreLimited literature exists providing a critical analysis of Neurologic Music Therapy (NMT) as a model of music therapy. This qualitative research study, therefore, sought to explore the strengths and weaknesses of NMT, particularly in its approach to disability, through the perspectives of practicing Neurologic Music Therapists. Participants were recruited from the Directory of Current NMT Affiliates, from relevant social media groups, and by referral. Five board-certified music therapists who currently practice NMT or have practiced NMT within the last five years were participants in this research. Data was collected through interviews between the researcher and each participant, in which six discussion prompts were asked. These interviews were recorded and transcribed, after which the researcher utilized inductive coding techniques to uncover prominent themes in the interviews. Six themes emerged in the data. Three themes reflected Neurologic Music Therapists’ perceived areas of strength for NMT as a model: 1) Supported by Empirical Evidence; 2) Client and Caregiver Agency; and 3) Helpful in Addressing Specific Goals. Three themes reflected perceived areas for potential improvement for NMT as a model: 1) Issues with the Academy of Neurologic Music Therapy and the NMT Training; 2) Ableism in Practice; and 3) Narrow Goal Areas. This study adds information to gaps in the literature and could act as a starting point for further studies exploring the strengths and limitations of NMT. Due to limited representation in the participant group, this researcher would recommend repeating this study with a larger group of participants representing a wider range of identities.
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Year Issued: 2024

Author: Watson, Amanda
Sub-title: areas of strength and areas for potential growth

Title: New elementary school teachers' perceptions of classroom management
Year Issued: 2022

Abstract: New teachers leave their profession at an alarmingly high rate. Though many factors can be contributing to these high attrition rates, new teachers identify classroom management as one of their biggest challenges (Thompson, 2010). Considering this commonly reported c...
Show moreNew teachers leave their profession at an alarmingly high rate. Though many factors can be contributing to these high attrition rates, new teachers identify classroom management as one of their biggest challenges (Thompson, 2010). Considering this commonly reported challenge, this research study sets forth to understand how disruptive behavior in classrooms can impact job satisfaction for new teachers. Furthermore, this research study identifies the perspectives of new elementary school teachers relative to their classroom management, and gain insight into how professional development or training opportunities may impact new elementary school teachers’ perceptions on classroom management. The methodologies used in this study include quantitative and qualitative methods. An online questionnaire with both open-ended and closed-ended questions were completed by participants. Descriptive statistics were used to analyze data from the closed-ended responses in the questionnaire, and qualitative data was gathered and grouped into codes, which were then supported by themes. The three major themes that were supported by the data in this study include (a) behavior disruptions that occur in the classroom have a direct impact on new elementary school teachers job satisfaction, (b) the 7 research-based classroom interventions and supports are not all found to be effective for most new elementary school teachers, and (c) training and professional development opportunities to support classroom management are lacking. Results of the data suggest that new elementary school teachers experience behavior disruptions in the classroom that impact overall job satisfaction, and minimal training opportunities are being reported to help support classroom management. Additionally, the 7 research-based classroom management interventions were not all effective for participants. Recommendations for future research include larger sample size. Implications for positive change include increased job satisfaction and higher retention rates among new elementary school teachers.
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Author: Hoffmann, Emily

Title: Overcoming childhood adversity
Abstract: In order to fully realize student-focused trauma-informed care, educational settings must become trauma-informed environments wherein all who are served and all who are employed are supported through trauma-informed care. The purpose of the study was to identify the ...
Show moreIn order to fully realize student-focused trauma-informed care, educational settings must become trauma-informed environments wherein all who are served and all who are employed are supported through trauma-informed care. The purpose of the study was to identify the ways in which adverse childhood experiences (ACEs) influenced the work of special education teachers, how they overcame their ACEs, and describe the supports that are necessary to create a trauma-informed environment for them. The literature review revealed the significant toll ACEs have on physical and mental health, as well the social and emotional tone of a classroom. A holistic collective case-study design and narrative analysis was used to evaluate three semi-structured interviews with special education teachers employed in the 2020-2021 school year in southern Pennsylvania. Semi-structured interview transcripts were combined into one composite interview transcript, which served as the data set for analysis. Analysis revealed the following salient themes: special education teachers are called to their work, ACEs created an adulthood awareness childhood struggles, ACEs encouraged connections with students and their families, personal relationships were the key to overcoming ACEs, trauma-informed care is for students only, resilience in the real world, and the division that exists between general education and special education teachers.
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Year Issued: 2021

Author: Whisman, Kristyn
Sub-title: a collective case study of the influence of ACEs on the work of special education teachers

Title: Perceived levels of burnout in public school SLPs
Year Issued: 2023

Abstract: School-based speech-language pathologists (SLPs) experience high caseloads and increasing demands on their time. Simultaneously, levels of burnout are increasing across many fields, including education. As burnout rates are increasing, so are the numbers of workers l...
Show moreSchool-based speech-language pathologists (SLPs) experience high caseloads and increasing demands on their time. Simultaneously, levels of burnout are increasing across many fields, including education. As burnout rates are increasing, so are the numbers of workers leaving specific fields. As of now, there are no studies that explore the level of burnout that school SLPs are facing. Therefore, the aim of this study was do determine these levels, identify the factors contributing to these feelings, and how they impact the potential for SLPs to leave the field. A qualitative study was completed via surveys sent to eligible school-based SLPs. The SLPs were asked to complete an open-ended survey, which would provide a snapshot of the lived experiences of the participants. The results showed that the SLPs that participated are experiencing similar situations, with similar constraints put on their time during work hours. All of the participants report experiencing at least one symptom of burnout, with many experiencing these feelings multiple times per week. The SLPs identified similar factors contributing to their feelings, as well as specific ways administrators could work to fix these problems. The results showed that, while SLPs are experiencing burnout, most are unlikely to leave the school-based sector at this time.
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Author: DeCarlo, Christy Olexa