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Group music therapy for LGBTQIA+ parents experiencing postpartum depression and anxiety
Title
Group music therapy for LGBTQIA+ parents experiencing postpartum depression and anxiety
Abstract
A mixed methods research study involving an eight-week music therapy group was facilitated virtually for LGBTQIA+ parents experiencing postpartum mood and anxiety disorders. The Edinburgh Postnatal Depression Scale was administered upon first session and last session...
Show moreA mixed methods research study involving an eight-week music therapy group was facilitated virtually for LGBTQIA+ parents experiencing postpartum mood and anxiety disorders. The Edinburgh Postnatal Depression Scale was administered upon first session and last session to capture potential impact of music therapy group on mental health over time. The Brief Mood Introspection Scale was administered at the beginning and end of each session to capture short term impact of group music therapy. A semi-structured focus group was facilitated to capture experiences of and feedback from participants, and interviews were scheduled with participants who did not attend the focus group. Interviews and the focus group were transcribed and analyzed and six themes were identified: community and solidarity built around shared experiences, music within and beyond the group, expansiveness and generativity in parenthood, response to experience, attendance and timing challenges, and accessibility. The Edinburgh Postnatal Depression Scale did not show statistically significant changes in mood over the course of the eight-week group but was limited by sample size and an outlier score. The Brief Mood Introspection Scale showed more significant trends in increased pleasant mood, decreased stress, and increased positivity after the session. When LGBTQIA+ parents were able to attend the session, they reported meaningful impacts despite attendance challenges. Findings may be useful in developing music therapy practice and research.
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Year Issued
2023
Author
Nelson, Maryrose Nieman
Sub-title
a mixed methods study
Group training of applied behavior analysis knowledge competencies to school-based paraprofessionals for students in substantially separated classrooms
Title
Group training of applied behavior analysis knowledge competencies to school-based paraprofessionals for students in substantially separated classrooms
Year Issued
2024
Abstract
This study explores the efficacy of Applied Behavior Analysis (ABA)-based training for paraprofessionals supporting students with Autism Spectrum Disorder (ASD) in specialized educational settings. The research, conducted in an urban northeastern public school distri...
Show moreThis study explores the efficacy of Applied Behavior Analysis (ABA)-based training for paraprofessionals supporting students with Autism Spectrum Disorder (ASD) in specialized educational settings. The research, conducted in an urban northeastern public school district, assessed historical data. Using a pretest/posttest quasi-experimental design, thirty-five first-year paraprofessionals underwent structured training across three modules. Results demonstrated significant knowledge gains: Module One saw a 14% increase, Module Two a 16% increase, and Module Three an 8% increase. These findings underscore the importance of targeted professional development in enhancing paraprofessionals' effectiveness in ABA-based classrooms for students with ASD.
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Author
Grube-Benson, Nicole
Identifying salient factors in the retention of special education teachers :
Title
Identifying salient factors in the retention of special education teachers :
Abstract
The purpose of this study was to determine the reasons why special education teachers continue to teach in their present special education positions for five years or longer. The factors that influence special education teachers to remain were identified and analyzed...
Show moreThe purpose of this study was to determine the reasons why special education teachers continue to teach in their present special education positions for five years or longer. The factors that influence special education teachers to remain were identified and analyzed. The study was a quantitative design including a survey and one open-ended question. Relational support factors and organizational factors were categorized into the survey questions from Billingley’s (2004) research. The participants included 90 special education teachers from Erie, Crawford and Warren counties. The survey and the open-ended question data were analyzed. The quantitative results indicated that there was a significant difference at a .05% probability level from the response data modes for relational support factors as compared to the organizational support factors. The three most common retention factors included enjoyment gained from job, ability to make a difference in the lives of students, and support of fellow special education teachers. Three themes emerged from the open-ended question: administrative support, helping students succeed and colleague support. The responses were more influential with the relational support factors than the organizational factors. This study should help administrators identify strategies to help retain special education teachers in their current special education teaching positions.
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Year Issued
2018
Author
Mary P. Nientimp
Sub-title
what makes them stay?
Imagining a post–intentional phenomenology of cisnormativity
Title
Imagining a post–intentional phenomenology of cisnormativity
Abstract
My original plan for this thesis project was to conduct a phenomenological study that focuses on how cisnormativity influences and emerges through a clinician’s development of micro-skills, especially those who are transgender, Two Spirit, and Intersex or otherwise n...
Show moreMy original plan for this thesis project was to conduct a phenomenological study that focuses on how cisnormativity influences and emerges through a clinician’s development of micro-skills, especially those who are transgender, Two Spirit, and Intersex or otherwise non-conforming to the colonial gender paradigm (TTSI+) (Lugones, 2007). However, I struggled to find any phenomenological or clinical consideration of cisnormativity as a phenomenon, and it is rarely articulated as a system immersed in white supremacist bio-essentialism. So, this thesis is a philosophical inquiry that is grounded in Vagle’s post-intentional phenomenological (PIP) paradigm (2018). This inquiry details: 1) how the PIP paradigm may nurture more nuanced investigation of bio-essentialist systems of oppression, 2) how critical phenomenological and post-structural concepts in may be utilized to attend to cisnormativity as a phenomenon that is a part of the imperialist white supremacist capitalist cisheteropatriarchy (hooks, 1997; Yancy & hooks, 2015), 3) the productions and provocations of cisnormativity that emerged through my research process, 4) how these findings connect to current music therapy and related care work literature, and 5) what research project ideas have emerged for future study. Overall, I assert cisnormativity affects everyone, not just TTSI+ people. It is urgently important to slow down and open up to ways cisheteropatriarchy emerges through our habits, through text, and through theoretical frameworks, and to ways we may retroactively and proactively shift these dynamics. I hope my work enables all to nurture their reflexivity and resistance to bio-essentialist oppression through attending to relationships and holding consideration for the more-than-visual.
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Year Issued
2023
Author
Inmon, Braedyn D'mitri
Sub-title
A philosophical inquiry
The Impact of a Short-Term Music Therapy Program on Emotional Regulation Development in Preschool Age Children Following the COVID-19 Pandemic
Title
The Impact of a Short-Term Music Therapy Program on Emotional Regulation Development in Preschool Age Children Following the COVID-19 Pandemic
Year Issued
2024
Abstract
Early child development has been impacted by the COVID-19 pandemic, which effects later development through school and adulthood (Davies et al., 2021; Jiao et al. 2020; Paulauskaite et al., 2021; Spiteri, 2021; Takahashi and Honda, 2021; Timmons et al., 2021). Concer...
Show moreEarly child development has been impacted by the COVID-19 pandemic, which effects later development through school and adulthood (Davies et al., 2021; Jiao et al. 2020; Paulauskaite et al., 2021; Spiteri, 2021; Takahashi and Honda, 2021; Timmons et al., 2021). Concerns related to early childhood development of academic and social-emotional skills, including emotion regulation, have arisen due to isolation during the COVID-19 pandemic, which have been linked to increased school readiness, forming positive relationships, and preventing maladaptive behaviors in older childhood and adulthood. Music therapy has been shown to support emotion regulation skills in older childhood and adolescence (Foran, 2009; Ross, 2016; Williams, 2018; Zhenyu and Zhenhua, 2022). There is limited research on the use of music therapy in early childhood for emotion regulation. Since the developmental impact of the COVID-19 pandemic, it is imperative to understand ways music therapy can support emotion regulation development in early childhood. This study used a short-term music therapy program focused on shifting arousal levels in preschool-age children to understand the effect on emotion regulation skill development in early childhood with two groups experiencing music therapy over the course of eight weeks compared to eight weeks of typical learning. Participants were assessed at baseline, following music therapy, and following typical learning for emotion regulation skills. 83% of participants experienced a reduction in behavioral concerns with music therapy. Half of participants increased self-regulation with music therapy. On average all participants with music therapy intervention increased social-emotional and attention and self-control skills. This research shows potential for improving emotion-regulation skill in early childhood, but future research is needed with a larger sample size. Other areas of social-emotional skills could benefit from future research in preschool-age children, such as attachment.
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Author
Oldland, Kelsey
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 Practical Functional Assessment and Skill-Based Treatment in Public School Classrooms
Title
Impact of the Practical 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
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
K-12 General Educator and Special Educator Knowledge and Preparedness in Special Education Law
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
Key factors contributing to the academic success of African American males with a disability
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
Language discourse in music therapy
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
Let’s Talk About Sex and IDD
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
Loneliness, Covid-19, and music
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
Middle school teacher and support staff perceptions of Multi-Tiered Systems of Support (MTSS)
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
Middle school teacher and support staff perceptions of Multi-Tiered Systems of Support (MTSS)
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
A multi-level quantitative analysis on factors affecting special education compliance
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