Search Results49 to 72 of 673
 Special education teacher and administrator perception of the teacher evaluation process in western Pennsylvania
Special education teacher and administrator perception of the teacher evaluation process in western Pennsylvania
Amanda White
Teacher evaluations have long been used to increase teacher effectiveness and accountability in public schools. According to the literature, special education teachers have varied roles and responsibilities, the most crucial being improving the post-secondary outcome...
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Teacher evaluations have long been used to increase teacher effectiveness and accountability in public schools. According to the literature, special education teachers have varied roles and responsibilities, the most crucial being improving the post-secondary outcomes for students with disabilities. With the number of students identified with disabilities increasing each year, it is more important than ever to develop the skills of marginal teachers and further develop those who are already proficient. This qualitative study investigates the perceptions of special education teachers and administrators in Western Pennsylvania regarding the evaluation process used by public school districts. Survey data were collected from five special education teachers and five administrators representing five different school districts in Western Pennsylvania. Data tools included the Teacher Evaluation Profile for Teachers and Administrators, followed by individual interviews via Zoom. The Teacher Evaluation Profile had Likert-type questions and open-ended responses. The Likert-type questions, open-ended responses, and subsequent interviews allowed special education teachers and administrators to reflect on their perception of the evaluation process in their district. This study demonstrated that special education teachers are more frustrated with the evaluation process. However, the administrators were reasonably satisfied with the process. They found that using Differentiated Supervision allowed special education teachers to take a more active role in their evaluation and subsequent professional development decisions. This study resulted in findings that support the need for additional professional development for teachers and administrators in evidence-based practices in special education classrooms and a more significant presence in the special education classroom by administrators.
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2022
 Reading instruction for students with reading disabilities
Reading instruction for students with reading disabilities
the internal and external factors influencing the teaching practices of elementary special education teachers when working with students with reading disabilities
Rebecca Whitman
Students with a reading disability often struggle to become proficient readers. The learning support teachers challenged with the job of teaching these students to read can significantly affect the level to which they become competent readers. However, without scient...
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Students with a reading disability often struggle to become proficient readers. The learning support teachers challenged with the job of teaching these students to read can significantly affect the level to which they become competent readers. However, without scientifically-based reading instruction, many students will struggle with the reading process, and many will not learn to read at a proficient level. Therefore, it was the purpose of this qualitative research study to explore the lived experiences of elementary special education teachers currently teaching reading to students with reading disabilities. Through the use of a hermeneutic phenomenological design, the researcher utilized questionnaires and semi-structured interviews of elementary learning support teachers in order to develop a deeper understanding of the internal and external factors that affect their practice. The researcher subsequently transcribed, coded, and analyzed the content of the interviews to identify themes within three broad categories: 1) internal factors influencing the teaching practices of elementary special education teachers as they teach students with a reading disability to read, 2) external factors influencing the practices of elementary special education teachers as they teach students with a reading disability to read, and 3) specialized knowledge that special education teachers possess and apply when teaching students with a reading disability to read. Through this study, the researcher sought to better understand these factors and how they affect the practices carried out by special education teachers in their pursuit of teaching students to read proficiently. The insights garnered through this process illuminated the importance of understanding how various factors influence how special education teachers plan and carry out specialized reading instruction for students with reading disabilities.
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2022
 Significance of academic and social/emotional accommodations and supports
Significance of academic and social/emotional accommodations and supports
examining the perceived impact on college students with disabilities
Danielle Dietz
College students with disabilities are attending college at increasing rates. However, their success and retention still lag when compared to their non-disabled peers. This mixed methods research design aimed to look at perceived success and challenges that college s...
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College students with disabilities are attending college at increasing rates. However, their success and retention still lag when compared to their non-disabled peers. This mixed methods research design aimed to look at perceived success and challenges that college students with disabilities faced. Using both a survey and an open-ended interview, the researched examined what areas students felt were areas they used the most to support their success, areas of social/emotional need, executive functioning challenges and resources to address those needs, as well as additional stressors faced. The researcher aimed to address the following research questions: 1. What academic supports benefit students with disabilities the most at the college/university level? 2. What level of importance does social and/or emotional supports factor into the retention of students with disabilities in higher education? 3. What executive functioning capabilities present the biggest challenge(s) for students with disabilities in college/university? 4. What other stressors (such as finances, family support, virtual learning, etc.) factor into the retention and success of students with disabilities in college? Through qualitative and quantitative analysis and thematic coding, the following themes emerged: (1) professor office hours are most beneficial academic support, (2) campus resources are least beneficial academic support, (3) the social experience is an important aspect to college life, (4) emotional wellbeing greatly impacts the college experience, (5) starting tasks is the most challenging aspect of executive functioning, (6) planners and/or calendars are the most effective tool to address executive functioning challenges, and (7) academic performance is a significant stress factor.
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2022
 New elementary school teachers' perceptions of classroom management
New elementary school teachers' perceptions of classroom management
Emily Hoffmann
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...
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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 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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2022
 Perceptions and pragmatics of therapy dog implementation in schools
Perceptions and pragmatics of therapy dog implementation in schools
Janet Garchinsky
The benefits of the application of therapy dogs have been well documented. Studies related to therapy dogs have shown success in reducing stress and anxiety, improving behavior and self-esteem, increasing reading scores, promoting socialization and motivation, increa...
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The benefits of the application of therapy dogs have been well documented. Studies related to therapy dogs have shown success in reducing stress and anxiety, improving behavior and self-esteem, increasing reading scores, promoting socialization and motivation, increasing rates of de-escalation, and helping younger children develop empathy. Common concerns related to the use of therapy dogs have previously been documented. These concerns include child and animal welfare, animal hygiene, zoonotic disease, and fear or cultural differences. Concerns such as these may cause schools to deny the use of therapy dogs in their facilities. The purpose of this qualitative study was to determine what problems have manifested in schools and how they compare to concerns documented by previous studies. Staff in Pennsylvania schools were surveyed to identify what, if any, problems arose during the implementation of therapy dog programs within their districts, and whether staff perceptions changed after implementation. Results from this study can assist school stakeholders in decision-making and policy development related to therapy dog implementation. Despite problems that have manifested, including those specific to K-12 schools, staff perspectives of therapy dogs became more favorable after implementation.
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2022
 Multi-sensory room usage in medium-sized elementary schools in western PA
Multi-sensory room usage in medium-sized elementary schools in western PA
a case study
Belinda Nuth Sloboda
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 ...
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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 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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2022
 A multi-level quantitative analysis on factors affecting special education compliance
A multi-level quantitative analysis on factors affecting special education compliance
Justin Karam
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; ...
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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; 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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2022
Key factors contributing to the academic success of African American males with a disability
Key factors contributing to the academic success of African American males with a disability
Lorna Nation
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...
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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 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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2022
Exploring student understanding and perception of crisis intervention using a trauma informed approach versus a restraint based system
Exploring student understanding and perception of crisis intervention using a trauma informed approach versus a restraint based system
Mary Triana
The purpose of this study was to understand the perspectives of students who have experienced two different types of crisis intervention for aggressive or self-injurious behaviors, one being restraint and the other a restraint-free, trauma-informed approach. Studies ...
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The purpose of this study was to understand the perspectives of students who have experienced two different types of crisis intervention for aggressive or self-injurious behaviors, one being restraint and the other a restraint-free, trauma-informed approach. Studies on the use of restraint have found that it has detrimental emotional and physical effects, along with the risk of injury and death. Emerging research into the use of trauma-informed approaches (TIA) has demonstrated that they can substantially reduce or effectively negate the need for restrictive practices. For the purposes of this qualitative study, participants were in grades six through twelve and had a history with both restraint and Ukeru™. All were recruited from one school district in Pennsylvania and took part in face-to-face interviews with the researcher. Resulting themes confirmed previous negative associations with restraint. Conversely, Ukeru™ was described using neutral or positive terms and was deemed a safer option when students recalled experiences. The results of this study indicate that schools can safely support students in crisis without the use of restraint using Ukeru™, a TIA that avoids re-traumatization, increases safety, and maintains connections with staff.
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2022
Analyzing and comparing similarities and perceptions of current status and of years of experience regarding positive behavioral interventions and supports (PBIS) tier 1 implementation across multiple K-6 schools
Analyzing and comparing similarities and perceptions of current status and of years of experience regarding positive behavioral interventions and supports (PBIS) tier 1 implementation across multiple K-6 schools
William Schleicher
In this study, the educational discussion focused on Tier 1 implementation of the behavioral management system known as positive behavioral interventions and supports (PBIS) within three randomized K-6 elementary schools all at varying years of program implementation...
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In this study, the educational discussion focused on Tier 1 implementation of the behavioral management system known as positive behavioral interventions and supports (PBIS) within three randomized K-6 elementary schools all at varying years of program implementation (Lower Elementary, K-3 Elementary, and K-6 Elementary school). Further, the study fixated on whether there were commonalities or differences in the perception of the current status of PBIS Tier 1 implementation which came in the form of a mixed-method approach for the participating general and special education teachers within those schools. An effective, consistent, and positive behavioral management system in schools is a relatively new concept with so many educational institutions in the past taking punitive approaches toward discipline. To take a more proactive approach toward behavior, schools have been utilizing PBIS to reshape the thinking of students and teachers to develop better and safer environments for learners and educators alike. The data collected in this study was analyzed using the Kruskal-Wallis H test and detailed thematic analysis. The qualitative analysis results revealed the presence of five major themes regarding feedback from staff on the factors and perceptions contributing to successful Tier 1 implementation of PBIS. Such themes consisted of: (a) Buy-in from stakeholders; (b) Needing the use of consistent language, communication, and policies across the school; (c) Informing and reminding students about the expectations on a daily basis; (d) Integrating the teaching of Values inside and outside of the classroom; and (e) Needing to implement constant and clear communication to all stakeholders. Results showed that while school-wide discipline systems were more prevalent, visible, or successful in the lower elementary school, the implementation of non-classroom management systems and classroom management systems of the respective schools was almost similar with the implementation of being mostly in place. Recommendations for future research include more understanding of the main needs of a school (resources, training, time, evaluation, etc.) of a school, a heightened awareness of disciplinary action needs to be emphasized by means of restorative behavioral management practices for all staff, and a need for advanced tiers should be established for all students. Implications for positive change include increased teacher/school awareness, support, and guidance with PBIS, enhanced restorative behavioral management skills, and a positive shift in mindset regarding interacting with negative behaviors within school settings.
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2022
Creating a trauma informed school
Creating a trauma informed school
a study of the implementation of a social-emotional learning resource
Kristen Doyle
The purpose of this study was to determine the impact of a social-emotional learning (SEL) resource in kindergarten through grade 4 classrooms on creating a trauma-sensitive school. One tenet of supporting a trauma-sensitive and informed school is the utilization of ...
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The purpose of this study was to determine the impact of a social-emotional learning (SEL) resource in kindergarten through grade 4 classrooms on creating a trauma-sensitive school. One tenet of supporting a trauma-sensitive and informed school is the utilization of a social-emotional resource. The resource entitled In Focus authored by Thomas McSheehy MSW, LSW was implemented in general education classrooms for 45 school days. Prior to the implementation of the resource, a qualitative survey was provided to participating teachers to determine previous knowledge of trauma-informed schools and social-emotional learning. This information would be further used to support professional development needs of educators in the participating district to support students that have been impacted by traumatic events. During the 45 days, weekly professional development meetings were conducted with the study group that focused on equipping educators with the necessary skills and knowledge to provide a trauma-sensitive environment. At the conclusion of the 45 day study, an electronic qualitative survey was provided to the participants to confirm or refute the success of the selected social-emotional resource, In Focus. iv The research questions examined during the study included: 1. Prior to this study what training or professional development did Kindergarten-Grade 4 teachers participate in related to trauma-informed schools? 2. After nine weeks of incorporating a daily social-emotional learning resource, what impact was evidenced in the classroom community? 3. After implementing a social-emotional learning resource, and attending the weekly professional development meetings, what specific skills, knowledge, and/or strategies do Kindergarten-Grade 4 teachers feel the most confident to implement in their classrooms? 4. After attending the weekly professional development meetings and evening professional development event, at what level will K-4 teachers feel prepared to deliver a social-emotional learning resource to students? This study contributes to the research in the area of supporting students that have experienced traumatic events and the teachers that support them. Further, it outlines the needs of the participating teachers in the district relating to past and future professional development opportunities around the topic of social-emotional learning and trauma-informed and sensitive schools. An electronic survey was conducted to gather feedback on the areas of the resource that participating teachers determined to be both successful and not helpful to their classroom community. Additionally, teachers provided a comparison of social-emotional competencies that they observed in their students as compared to prior observations to the resource implementation.
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2022
An examination of the special education cyclical monitoring process through a socio-technical system's lens
An examination of the special education cyclical monitoring process through a socio-technical system's lens
a case study of a suburban Pittsburgh school district
Christina Garczewski
The current study used a socio-technical system’s (STS) lens to examine how a suburban Pittsburgh school district applies the cyclical monitoring process. The use of a qualitative research method to examined how school districts and how school administrators use the ...
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The current study used a socio-technical system’s (STS) lens to examine how a suburban Pittsburgh school district applies the cyclical monitoring process. The use of a qualitative research method to examined how school districts and how school administrators use the cyclical monitoring process in special education to provide a foundation for developing appropriate regulations that guide in ensuring students with special needs receive adequate formal education. The researcher collected and discussed information about the participation of school administrators in using a cyclical monitoring process for decision-making at the district and building level through interviewing. Thematic analysis was used to analyze the collected data. All of the participants in this study demonstrated basic knowledge of the CMCI process and the impacts this process has on special education policies, procedures, and practices within the district. While each participant demonstrated a different level of understanding of how compliance monitoring enhances the services and programs offered in the district, all five participants recognized the benefits and needs for the CMCI process. All administrators interviewed described the CMCI process as a positive process to evaluate the district’s programming and reflect upon areas that need improvement. Common themes identified in this study included: resources/programming, interventions, and parent engagement. Based on this study, it can be concluded that the increase of administrators’ knowledge and participation in the CMCI process will improve compliance with special education regulations as well as improve education for all students with disabilities.
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2022
Special Educators' Perspectives and Experiences with Workplace Bullying
Special Educators' Perspectives and Experiences with Workplace Bullying
Kristin Pierson-Malenky
The purpose of this study was to determine K-12 special educators’ perceptions and experiences with workplace bullying. Specifically, this study focused on the experiences of educators in PSEA’s Midwestern Region. Their perceptions and experiences are presented seque...
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The purpose of this study was to determine K-12 special educators’ perceptions and experiences with workplace bullying. Specifically, this study focused on the experiences of educators in PSEA’s Midwestern Region. Their perceptions and experiences are presented sequentially, through key cruces that evolved through the interview process. The participants in the study were five special educators, in various teaching positions, and at varying points in their careers. Each participant was interviewed for approximately 30 minutes via Zoom. This interview was a semi-structured format, discussing their experiences and perceptions of workplace bullying in their K-12 special education positions. The intention of this research was to gather perspectives of the participants about the growing phenomenon of workplace bullying, thus lending itself to a phenomenological research design. From each question in the interview the researcher extrapolated key cruces through multicyclic coding analysis. Creswell (2007) and Tracy (2013) suggest involving participants in the review process to ensure the accuracy and intentions of their interview responses. Therefore, following the interviews, each participant received an electronic copy of the transcribed interview and reviewed it for precision. This goal of this study is for participants’ voices to uncover potential connections or truths to help understand the phenomenon of workplace bullying. These findings may transfer to other occupations or fields also struggling with workplace bullying. The population sample is unique to my personal experience, but the overarching goal spreads further than K-12 special education departments. The combination of cruces revealed in Chapter IV, can be grouped into four key areas for the purpose of further discussion. These provide a solid foundation for understanding the participants responses concerning their experience and perceptions on workplace bullying. The four key areas are workplace environment and administrative applications, similarities and differences between special educators and general educators, experiences with workplace bullying and social structures in the workplace, and personal reflections participants wished to share. This study concludes that workplace bullying is occurring in all five participants districts in various formats. The participants are calling for administration to assist in creating a safe, productive, and positive work environment for all building members.
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2023
Exploring General Education Teachers' Perceptions of Children with Disabilities in General Education
Exploring General Education Teachers' Perceptions of Children with Disabilities in General Education
Erika Komp
This research proposal aims to explore the perceptions of general education teachers towards children with disabilities who are integrated into general education classrooms. This qualitative study seeks to gain insights into how these teachers perceive the abilities ...
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This research proposal aims to explore the perceptions of general education teachers towards children with disabilities who are integrated into general education classrooms. This qualitative study seeks to gain insights into how these teachers perceive the abilities and challenges of these children and how they believe they can best support them in their learning. The research will survey responses with a sample of general education teachers to collect data on their experiences and perspectives. The findings of this study could contribute to a better understanding of the attitudes and beliefs that inform teachers' practice towards children with disabilities in general education and inform the development of strategies to enhance inclusive education for all students.
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2023
Sexual Offenders in Western Pennsylvania
Sexual Offenders in Western Pennsylvania
An Analysis of Megan's Law Registrants
Elizabeth Kuhn
In the United States, the implementation of sex offender legislation, such as the passing of the Jacob Wetterling Act in 1994, was initiated to improve the response to the increasing perception of public safety concerns that individuals convicted of sexual offenses p...
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In the United States, the implementation of sex offender legislation, such as the passing of the Jacob Wetterling Act in 1994, was initiated to improve the response to the increasing perception of public safety concerns that individuals convicted of sexual offenses posed to community members. However, despite the enactment of such policies, debates regarding the effectiveness of sex offender registration and notification (SORN) requirements continue, with critics arguing that policies are founded on conclusions gained from research that overlooks a portion of the sex-offending population: females who sexually offend. Therefore, the objective of this paper was to explore the prevalence and nature of female sex offending in Allegheny County. Results demonstrated that female sex offenders accounted for 2.8% of the total convicted sexual offender population in Allegheny. Additionally, females were primarily White and, on average, younger than male offenders. A significant proportion of females (82.1%) had a minor victim, and the study's findings also determined that lifetime registry was the highest occurring tier classification for both males and females. Types of primary offenses that females were convicted of included charges such as sex trafficking (7.7%) and indecent assault (30.8%), with indecent assault also as the most frequent sub-offense conviction (12.8%). Lastly, results exhibited that male (M = 7.46, SD = 3.221) and female (M = 6.46, SD = 2.602) sex offenders in Allegheny County did not have significantly different offense gravity scores.
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2023
Language Discordance in Music Therapy
Language Discordance in Music Therapy
Therapists’ Experiences of Delivering Music Therapy Services with Interpreters
Victoria Obermeier
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...
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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) 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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2023
Perceived Levels of Burnout in Public School SLPs
Perceived Levels of Burnout in Public School SLPs
Christy Olexa DeCarlo
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...
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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 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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2023
 School psychologists' perspectives
School psychologists' perspectives
a qualitative analysis of disability labeling and implications
Danielle Smyre
Factors beyond legal regulations, ethical practice, and training influence the identification process conducted by school psychologists when labeling a child with a disability. Research has not sought to go to the source and directly question the process of identific...
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Factors beyond legal regulations, ethical practice, and training influence the identification process conducted by school psychologists when labeling a child with a disability. Research has not sought to go to the source and directly question the process of identification from the perspective of school psychologists. This niche in the field of school psychology practice plays a larger role within special education, beckoning for an increased understanding of the cognitive dissonance and resolution processes experienced by school psychologists when labeling a child. Using a qualitative inquiry within a grounded theory, phenomenological framework, ten school psychologists from Berks County, Pennsylvania were interviewed. Interview transcript analysis was completed using manual, blending thematic coding, including inductive and deductive approaches. The research reveals insight into school psychologists’ thoughts, feelings, and perspectives of assigning a disability label to a child; salient factors influencing school psychologist disability labeling; and the cognitive dissonance and resolution processes experienced by school psychologists when assigning disability labels. Results indicate the presence of a vast array of thoughts and feelings experienced by school psychologists during the process of disability labeling. Salient factors during school psychologist decision-making to inform disability labeling, beyond federal and state identification criteria, are examined. Extending the present field of research, cognitive dissonance during decision-making and disability labeling was identified, with reflections upon the broader implications across special education considered. In totality, school psychologists feel the very real pressure to navigate the myriad of internal experiences and external factors to help students through disability identification and labeling.
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2023
 Effectiveness of inclusion in K-12 schools on students' academic performance
Effectiveness of inclusion in K-12 schools on students' academic performance
a qualitative study
Angela Confair
Students with disabilities are entitled to free appropriate public education in the least restrictive environment. With this mandate inclusionary practices are expected to be implemented into school districts nationwide. Inclusion is defined in many ways making it di...
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Students with disabilities are entitled to free appropriate public education in the least restrictive environment. With this mandate inclusionary practices are expected to be implemented into school districts nationwide. Inclusion is defined in many ways making it difficult for educators to effectively educated diverse students. The purpose of this qualitative descriptive study sought to understand how inclusion impacts the learning of all students. Twelve participants were used in this study that included general education teachers, special education teachers, and administrators. Semi-structured interviews were conducted which each participant. The results of this study conclude that many educators feel unprepared to educate diverse classrooms and uneducated on special education regulations. A recommendation for future research is to evaluate the effectiveness of teacher preparation programs. Finally, there is a need for more professional development and training in the area of special education for educators.
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2023
The Importance of Employability Skills for Students with Disabilities
The Importance of Employability Skills for Students with Disabilities
A Comparison of Employer and Educator Perspectives
Karen Eppley
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...
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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 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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2023
A qualitative research study on the impact of administrative support and access to culturally responsive tools among teachers serving at-risk populations
A qualitative research study on the impact of administrative support and access to culturally responsive tools among teachers serving at-risk populations
M. Glynnes Smith
This qualitative research study analyzed open-ended survey responses from teachers and administrators regarding perceptions of the support administrators provide for culturally responsive practices and addressing the needs of at-risk and underserved populations. For ...
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This qualitative research study analyzed open-ended survey responses from teachers and administrators regarding perceptions of the support administrators provide for culturally responsive practices and addressing the needs of at-risk and underserved populations. For purposes of this research study, the teacher group included educators who have an impact on the day-to-day functions within the classroom environment: paraprofessionals, assistants, and related service providers. Building-level principals, assistant principals, and central office administration including superintendent, assistant superintendent, curriculum supervisor, and special education supervisor(s) were included in the administrator group. Responses from both groups were reviewed separately and comparatively to determine whether there were similarities and differences between teachers’ perceptions of the supports provided by administrators and administrators’ perceptions of the supports they provide. Qualitative data were reviewed and evaluated to provide an analysis aligned with the study’s research questions. Participants were from a diverse group of professionals across Pennsylvania. Survey responses maintained full confidentiality of the participants for protection from any potential negative consequences or outcomes from their participation in the research project. A comprehensive review of the literature was completed to provide comparative data to complement the study results and analysis of individual survey responses. The overall outcome of the study is dependent on and limited based on the participant sample size and diversity of the participant environments. Keywords: administrator, confidential, correlation, culturally responsive, diversity, hand-coding, survey-based perception, participant, professional development, qualitative research study, retention, support, systematic inequalities, teacher
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2023
Queer Clients' Experiences of Harm in Therapy
Queer Clients' Experiences of Harm in Therapy
Jess Neumann
This thesis aimed to explore how queer clients experience harm in music therapy and how that harm impacted the therapeutic relationship and process. Upon completing an initial interest and demographic survey, four participants were selected to participate in semi-str...
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This thesis aimed to explore how queer clients experience harm in music therapy and how that harm impacted the therapeutic relationship and process. Upon completing an initial interest and demographic survey, four participants were selected to participate in semi-structured Zoom interviews. Interviews were transcribed and coded, resulting in seven themes: 1) therapist responses, 2) client responses, 3) qualities of the therapeutic relationship, 4) client perceptions of therapist, 5) impact on client and the therapeutic process, 6) barriers to accessing therapy, and 7) what builds safety and trust. Findings are discussed in relation to the research questions, and implications for clinical practice and suggestions for future research are also provided.
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2023
Imagining a post–intentional phenomenology of cisnormativity
Imagining a post–intentional phenomenology of cisnormativity
a philosophical inquiry
Braedyn Inmon
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...
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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 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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2023
The effects of music therapy on social skills in individuals with autism
The effects of music therapy on social skills in individuals with autism
a meta-analysis
Hannah Rux
Over the past decades, the rate of autism has increased around the world (Ghasemtabar et al., 2015). A prolonged impairment in social skills and communication is a key feature of autism. According to Vaiouli and Schertz (2012) joint attention is an important developm...
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Over the past decades, the rate of autism has increased around the world (Ghasemtabar et al., 2015). A prolonged impairment in social skills and communication is a key feature of autism. According to Vaiouli and Schertz (2012) joint attention is an important developmental milestone for developing higher levels of social engagement. The delay or absence of joint attention is typically seen in individuals with autism (Vaiouli & Schertz, 2012). Given that there is no known treatment or cure for autism, the focus in supporting individuals with autism is aimed toward implementing an intervention strategy that targets the symptoms of autism (Yum et al., 2020). The current investigation conducted a meta-analysis on the effects of music therapy on social skills in individuals with autism. The analysis for this study was based on data from four research studies providing 20 effect size estimates. The sample within the four studies included data from 117 participants. The sample size for the effect size analysis was based on a sample size of n = 596. The four articles included in this meta-analysis produced an overall large positive significant effect size of d = 0.572 with a 95% confidence interval of 0.37 to 0.78. The mean effect size suggests a large significant effect from music therapy across all studies. All studies included in this current investigation published and reported overall positive results. The Q-statistic tests revealed significant heterogeneity across all studies, with variability across the mean effect size estimates, ranging from d = - 0.14 to d = 1.28. Since the effect size estimates were all positive for the published studies, it is likely that publication bias existed in the studies used in this meta-analysis. According to Walker et al. (2008) high levels of heterogeneity can compromise the conclusion of a meta-analysis, therefore future research is also needed to help decrease the level of heterogeneity across studies.
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2023