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The impact of discontinue criteria on potential gifted students' scores on the Wechsler Intelligence Scale for Children - fifth edition
Title
The impact of discontinue criteria on potential gifted students' scores on the Wechsler Intelligence Scale for Children - fifth edition
Year Issued
2021
Abstract
Gifted identification varies across the United States between states, districts, and school psychologists. Although multiple measures of cognitive ability exist, one of the most popular tools is the Wechsler Intelligence Scale for Children- Fifth Edition, published i...
Show moreGifted identification varies across the United States between states, districts, and school psychologists. Although multiple measures of cognitive ability exist, one of the most popular tools is the Wechsler Intelligence Scale for Children- Fifth Edition, published in 2014. This standardized assessment measures cognitive abilities and is now in its fifth edition. The most notable difference is the use of five primary index scales, rather than four, that combine to yield a Full Scale IQ score. Another change is that the discontinue criteria are shorter for a few subtests within the measure. Although this leads to a shorter test administration time, many gifted advocates believe that this shortened discontinue criteria may underestimate gifted students' abilities by not allowing them to demonstrate knowledge beyond those three missed items (National Association for Gifted Children, 2018; Silverman and Gilman, 2020). The purpose of this study is to begin to explore how those shortened discontinue criteria on the Verbal Comprehension Index may or may not impact potentially gifted students’ scores and moreover, gifted eligibility. Understanding how these shortened discontinue criteria may or may not impact scores will help to guide districts and school psychologists into proper identification methods and criteria and a further understanding of the Verbal Comprehension Index on the WISC-V. This study will focus on the following questions: How do shortened discontinue criteria impact potential gifted students' scores on the Similarities subtest? How do shortened discontinue criteria impact potential gifted students' scores on the Vocabulary subtest? With limited verbal subtests, how does the WISC-V's shortened discontinue criteria impact potential gifted scores on the Verbal Comprehension Index? How do these discontinue criteria impact how school psychologists and schools determine eligibility?
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Author
Iera, Dana
Impact of the partial functional assessment and skill-based treatment in public school classrooms
Title
Impact of the partial functional assessment and skill-based treatment in public school classrooms
Year Issued
2024
Abstract
Students with autism who engage in severe problem behavior are more likely to be placed in restrictive environments, including separate schools. Research has been conducted to show that severe problem behavior can be decreased while increasing contextually appropriat...
Show moreStudents with autism who engage in severe problem behavior are more likely to be placed in restrictive environments, including separate schools. Research has been conducted to show that severe problem behavior can be decreased while increasing contextually appropriate behavior through the use of a performance-based practical functional assessment and skill-based treatment in a clinical setting or when pulled out from the classroom to receive intervention 1:1. However, the published research is not conducive to public school settings with a lack of space and a lack of staff. This study seeks to close this research gap by investigating the impact of the practical functional assessment and skill-based treatment when used in a public school classroom. Practical functional assessments and skill-based treatment were conducted in public school classrooms with seven students to determine their impact on the students’ rate of problem behavior, mastery of contextually appropriate behaviors, percentage of participation across the school day, and ratings on the Behavioral Health Index. The study found that participation, mastery of contextually appropriate behaviors, and ratings on the Behavioral Health Index increased for all students. The rate of severe problem behavior decreased for five of the seven students and increased for two of the seven students. This study is a starting point for research on practical functional assessment and skill-based treatment in public school classrooms. Future researchers can continue this work to lend itself to a larger population.
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Author
Walsh, Melissa
The Importance of Employability Skills for Students with Disabilities
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
Improving parent collaboration at IEP meetings
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
In a Big Voice
Title
In a Big Voice
Abstract
In this autoethnography, I utilized a handful of different techniques to recall, examine, and share my experiences while entering, being in, and leaving the field of music therapy. Those included: chronological listing, narrative journaling, songwriting, lyric analys...
Show moreIn this autoethnography, I utilized a handful of different techniques to recall, examine, and share my experiences while entering, being in, and leaving the field of music therapy. Those included: chronological listing, narrative journaling, songwriting, lyric analysis, and external collaborators. Examining the autoethnography revealed specific themes about my experience with music therapy, including the role of my identity and privilege, systemic pressures, resistance to systemic pressures, non-profit specific ethics, and community support. Sharing these specific experiences and themes aims to add to a growing literature of music therapy burnout, including why music therapists leave the field, what specific experiences feel like, and where music therapists go after leaving the field.
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Year Issued
2024
Author
Cumine, Colby
Sub-title
An autoethnography on entering, being in, and leaving the field of music therapy
Inside Out Publicity Photograph
Title
Inside Out Publicity Photograph
Year Created
1993
Abstract
Digitized copy of the Inside Out Publicity Photograph
Sub-title
Xtremes Publicity Photograph Collection
Institutional Repository
Title
Institutional Repository
Abstract
Scholarly projects completed by Slippery Rock University students and faculty.
The instructional leadership role of Pennsylvania public school principals and their effect on special education practices
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
The Intersections of childhood trauma, trauma-informed practices, and special education
Title
The Intersections of childhood trauma, trauma-informed practices, and special education
Abstract
Childhood trauma impacts approximately half of school-aged youth in the United States, with many students experiencing one or more adverse childhood experiences (ACEs) that contribute to complex mental health, social, and educational challenges by the time they are s...
Show moreChildhood trauma impacts approximately half of school-aged youth in the United States, with many students experiencing one or more adverse childhood experiences (ACEs) that contribute to complex mental health, social, and educational challenges by the time they are seniors in high school. Childhood trauma is particularly impacting students receiving special education services, as trauma-related factors often cause learning disabilities, behavioral difficulties, and social challenges in the school setting. This qualitative case study examined the perspectives of special education teachers regarding the effects of childhood trauma, their roles in implementing trauma-informed practices, and the professional development opportunities they have participated in within a K-12 public school district in central Pennsylvania. Using semi-structured interviews, key themes emerged concerning the challenges teachers face in providing trauma-informed practices. Findings suggest that teachers view trauma as a critical factor affecting students’ academic performance and social-emotional regulation, requiring a coordinated, school-wide approach to trauma-informed care. The study concludes with recommendations for school districts to adopt ongoing, culturally responsive professional development and foster partnerships within the community organizations to enhance support systems for special education students impacted by childhood trauma. These findings highlight the importance of implementing strategic enhancements in professional development, specifically designed to provide special education teachers with the essential tools to effectively support the diverse needs of special education students affected by childhood trauma.
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Year Issued
2024
Author
Mason, Elizabeth
Sub-title
Perceptions of special education teachers
Ionta, Dom Interview Audio
Title
Ionta, Dom Interview Audio
Year Created
2023
Abstract
Audio recording of the interview of Dom Ionta conducted on November 16, 2023.
Sub-title
ROCKvoices Oral History Project
Ionta, Dom Interview Transcript
Title
Ionta, Dom Interview Transcript
Year Created
2023
Abstract
Transcript of the interview of Dom Ionta conducted on November 16, 2023.
Sub-title
ROCKvoices Oral History Project
Ionta, Dom Interview Video Clip
Title
Ionta, Dom Interview Video Clip
Year Created
2023
Abstract
Video clip from the interview of Dom Ionta conducted on November 16, 2023.
Sub-title
ROCKvoices Oral History Project
Jack Dinger Special Ed Building
Title
Jack Dinger Special Ed Building
James Mennell Oral History Collection
Title
James Mennell Oral History Collection
Abstract
A collection of audio recordings of oral histories conducted by James E. Mennell for his book "Area Friends Remember When: A Collection of Nostalgic Memories of Times Gone By."
Jazz at the Rock
Title
Jazz at the Rock
Year Created
2022
Jazz Ensemble
Title
Jazz Ensemble
Year Created
2022
Featured Musician
Matt Blostein, Justin Chesarek
Jerry Winn Publicity Photograph
Title
Jerry Winn Publicity Photograph
Year Created
1992
Abstract
Digitized copy of the Jerry Winn Publicity Photograph
Sub-title
Xtremes Publicity Photograph Collection
Jethro, Sam Interview Audio
Title
Jethro, Sam Interview Audio
Year Created
1994
Abstract
Audio recording of the interview of Sam Jethro on November 27, 1994.
Sub-title
Baseball in Pennsylvania Oral History Collection
Jethro, Sam Interview Transcript
Title
Jethro, Sam Interview Transcript
Year Created
1994
Abstract
Transcript of the interview of Sam Jethro on November 27, 1994.
Sub-title
Baseball in Pennsylvania Oral History Collection
Jim Green Publicity Photograph
Title
Jim Green Publicity Photograph
Year Created
1992
Abstract
Digitized copy of the Jim Green Publicity Photograph
Sub-title
Xtremes Publicity Photograph Collection