Effects of implementing a transition curriculum using Google Classroom on the self-determination, post-secondary readiness, and career readiness skills of high school students with high incidence disabilities

Williams, Katie

Students with high incidence disabilities continue to fall behind when compared to their nondisabled peers who experience much greater post-secondary and employment success after high school. The purpose of the study was to determine if using Google Classroom to impl...
Show moreStudents with high incidence disabilities continue to fall behind when compared to their nondisabled peers who experience much greater post-secondary and employment success after high school. The purpose of the study was to determine if using Google Classroom to implement a transition curriculum would affect the career readiness, post-secondary readiness, and self-determination skills of students with high incidence disabilities. The literature review revealed that there are several definitions and theories defining the components that comprise an effective transition curriculum. Using Google Classroom transition modules were created and implemented that focused on the components: age-appropriate assessments, individualized and student-centered planning and goal setting, career exploration, post-secondary training exploration, employment preparations, and self-determination. A quantitative study was designed to determine whether utilizing Google Classroom had an effect on the self-determination, career readiness, and post-secondary readiness skills of the student participants. Two rating scales were utilized, and a Wilcoxon signed-rank test was used to analyze the data. Utilizing Google Classroom had an overall positive effect on the self-determination, career readiness, and post-secondary readiness skills. The transition curriculum also had a positive effect on all areas except leisure activities. This positive effect has many implications on future transition educational practices and post-high school outcomes for students with disabilities. This positive effect could help students secure financial stability and successfully live independently after high school.
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2021

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

Whitman, Rebecca

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

Special education teacher and administrator perception of the teacher evaluation process in western Pennsylvania

White, Amanda

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...
Show moreTeacher 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

Overcoming childhood adversity

a collective case study of the influence of ACEs on the work of special education teachers

Whisman, Kristyn

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

Neurologic music therapists' perspectives on neurologic music therapy

areas of strength and areas for potential growth

Watson, Amanda

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

Impact of the partial functional assessment and skill-based treatment in public school classrooms

Walsh, Melissa

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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2024

The instructional leadership role of Pennsylvania public school principals and their effect on special education practices

Truitt-Smith, Amanda

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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2019

Exploring student understanding and perception of crisis intervention using a trauma informed approach versus a restraint based system

Triana, Mary

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 ...
Show moreThe 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

The effects of physical exercise on stereotypic behaviors in autism

a meta-analysis

Christopher W. Tarr

The prevalence rate of children with autism has been on the rise for the past 20 years. A hallmark characteristic of this disorder is the presence of stereotypic behaviors. Children who engage in stereotypic behaviors experience difficulties in effectively interactin...
Show moreThe prevalence rate of children with autism has been on the rise for the past 20 years. A hallmark characteristic of this disorder is the presence of stereotypic behaviors. Children who engage in stereotypic behaviors experience difficulties in effectively interacting with their surrounding environment. Both consequence-based and antecedent based interventions have been successful in decreasing these interfering behaviors. The performance of physical exercise has shown positive results as both a consequence based and antecedent based intervention in reducing stereotypic behaviors. The current investigation conducted a meta-analysis on the effects of physical exercise on stereotypic behaviors in individuals with autism. This study was able to run this meta-analysis using both aggregate score studies and single subject design studies. This study identified 10 research articles that met all of the inclusion criteria. The 10 articles were coded according to sixteen primary moderators and four peripheral moderators. The 10 articles produced an overall large effect size of d = -.456. This large effect size demonstrated that physical exercise is effective in decreasing stereotypic behaviors in individuals with autism. However, no significant statistical difference was observed within any of the primary and peripheral moderators. The lack of significant statistical difference within any of the moderators lead the current investigator to conclude that the effect of physical exercise on stereotypic behaviors in individuals with autism may not be impacted by external factors. Further research is needed to determine the internal neurobiological effects of physical exercise on stereotypic behaviors in individuals with autism.
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2018

The effects of an interactive online learning platform on second-grade students' mathematics performance

Swartzfager, Alyssa

As the effects of the COVID-19 pandemic continue to surface, educational deficits are the main concern for many educators across the United States. Research has spelled out various effects the global pandemic and remote learning has had on families, especially childr...
Show moreAs the effects of the COVID-19 pandemic continue to surface, educational deficits are the main concern for many educators across the United States. Research has spelled out various effects the global pandemic and remote learning has had on families, especially children and their academic progress. Regardless of the cause, educators are planning their approach on how to fill the educational gaps presented to them to ensure all students achieve academic success. While utilizing a single subject criterion changing quantitative methodology, the purpose of this study was to identify whether IXL Learning was a successful intervention for second-grade students demonstrating a need for remediation of place value skills, as measured by researcher-created, curriculum-based weekly assessments. Data shows a slight increase in weekly researcher-created, curriculum-based assessments centering around place value skills, a large number of exposed place value questions for each student, and a slight increase in place value scores. However, a general pattern of criterion shifting was not found while utilizing IXL Learning as an interventional practice. It is recommended that a blended educational approach with various components be utilized for instructing place value concepts at the second-grade level.
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2023

Building community and exploring identity through culturally focused music-making for biracial Filipino/a/x/ Americans in the United States

Steinhebel, Jessica

This qualitative focus group study explores the use of music in building community and exploring themes of identity for biracial Filipino/a/x Americans, while also introducing participants to cultural values. Participants included Aurora, Lynn, and Kim (pseudonyms); ...
Show moreThis qualitative focus group study explores the use of music in building community and exploring themes of identity for biracial Filipino/a/x Americans, while also introducing participants to cultural values. Participants included Aurora, Lynn, and Kim (pseudonyms); all identify as biracial or multiethnic Filipinos. Aurora participated in all 6 music therapy sessions. Lynn participated in the first session. Kim was only able to participate in music therapy sessions 2 and 3, due to having to start fall term for her second year of music therapy studies. The first four sessions focused on a Filipino/a/x cultural value: Kapwa, Utang Ng Loob, Hiya, and Pakikisama. The fifth session involved a recap of the previous sessions and discussion of a topic related to lived experiences that occurred the week after the previous session. Session 6 focused on a recap of the cultural values that were explored and resulted in a songwriting session focusing on Hiya. Findings indicated that participants felt a closer connection to their biracial Filipino/a/x identity by being in a space with other participants who also identified as biracial Filipino/a/x, creating a space to be authentic and vulnerable, and utilizing music as a focused tool to explore identity. An implication of this study is that music therapy is an untapped allied health care resource for the Filipino community. Additionally, there is a need for biracial Asian and Filipino healthcare providers. Currently, to my knowledge there are only two Filipino board-certified music therapists in the state of Oregon both of which are biracial, including the investigator. Future studies should continue to explore the nuanced experiences of biracial Filipino/a/x individuals, with an emphasis on expanding sample sizes, incorporating intergenerational perspectives, the duality of identity, and deepening cultural specificity in therapeutic practices.
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2024

Teacher preparedness for educating students with emotional disturbances within the inclusive setting

Susan Stegman

Approximately fourteen percent or 6.7 million school age children in the United States have a disability. Of those fourteen percent of students, it is estimated that 335,000 or five percent of those students qualify under the criteria of emotional disturbance (Nation...
Show moreApproximately fourteen percent or 6.7 million school age children in the United States have a disability. Of those fourteen percent of students, it is estimated that 335,000 or five percent of those students qualify under the criteria of emotional disturbance (National Center for Education Statistics (NCES), 2020). Many of these students are included with general education peers and taught by general education teachers. While the teachers strive to implement supports and services to provide an equitable education, it appears that teachers do not enter the field with foundational knowledge or practice. Research has focused on pre-service teacher programs as well as preparedness of teachers to work with students of specific disabilities such as autism spectrum disorder and students who are deaf or hard of hearing. Other research has focused on teacher's literacy in the field of mental health and awareness around mental health needs of students. This study aims to bridge the gap between these areas of research. The study design utilized an interview of twelve current general education teachers to gain information regarding teacher’s pre-service training and experience in supporting students with emotional disturbance within the inclusive setting. Information gained from this study can inform future programming for general educators to best support students with emotional disturbance in the inclusive setting.
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2022

School psychologists' perspectives

a qualitative analysis of disability labeling and implications

Smyre, Danielle

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...
Show moreFactors 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

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

Smith, M. Glynnes

This qualitative research study analyzed open-ended survey responses from teachers and administrators regarding perceptions of the support administrators provide for culturally responsive practices and addressing the needs of at-risk and underserved populations. For ...
Show moreThis qualitative research study analyzed open-ended survey responses from teachers and administrators regarding perceptions of the support administrators provide for culturally responsive practices and addressing the needs of at-risk and underserved populations. For purposes of this research study, the teacher group included educators who have an impact on the day-to-day functions within the classroom environment: paraprofessionals, assistants, and related service providers. Building-level principals, assistant principals, and central office administration including superintendent, assistant superintendent, curriculum supervisor, and special education supervisor(s) were included in the administrator group. Responses from both groups were reviewed separately and comparatively to determine whether there were similarities and differences between teachers’ perceptions of the supports provided by administrators and administrators’ perceptions of the supports they provide. Qualitative data were reviewed and evaluated to provide an analysis aligned with the study’s research questions. Participants were from a diverse group of professionals across Pennsylvania. Survey responses maintained full confidentiality of the participants for protection from any potential negative consequences or outcomes from their participation in the research project. A comprehensive review of the literature was completed to provide comparative data to complement the study results and analysis of individual survey responses. The overall outcome of the study is dependent on and limited based on the participant sample size and diversity of the participant environments. Keywords: administrator, confidential, correlation, culturally responsive, diversity, hand-coding, survey-based perception, participant, professional development, qualitative research study, retention, support, systematic inequalities, teacher
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2023

A phenomenological study of the lived experiences of special education teachers and supervisors providing a free and appropriate public education for student-inmates housed in restricted housing units

Smith, Chad

Abstract The last few years have seen an increased interest in the effectiveness of special education services for student-inmates with disabilities housed in restrictive housing units (RHUs) for a minimum of 22 hours per day but “few studies have examined the comple...
Show moreAbstract The last few years have seen an increased interest in the effectiveness of special education services for student-inmates with disabilities housed in restrictive housing units (RHUs) for a minimum of 22 hours per day but “few studies have examined the complexities associated with restrictive housing” (Butler, Solomon, and Spohn, 2018, p. 1174). These student-inmates are placed in RHU’s for disciplinary reasons, medical precautions, mental health evaluations, plus other underlying variables depending on the policies of each correctional facility. This purpose of this research study was to better understand how special education teachers and special education supervisors provided a FAPE for student-inmates housed in RHUs with little to no time out of their cell and limited instructional hours due to prison policies that exclude them from attending live instruction. An Interpretative Phenomenological Analysis (IPA) with in-depth one-to-one interviews was applied to the lived experiences of the participants who provide special education services to student-inmates housed in RHUs at county prisons. State and federal prisons were excluded from this student because the researcher wanted to solely focus on county prisons. The researcher used a small sample size for the structured interviews but recruited participants from different county prisons across the state. The participants included three special education teachers and three special education supervisors. Three common themes emerged after analyzing the data: (1) the use of cell-study packets for RHU student-inmates was a replacement at institutions where access to live instruction was prohibited, (2) safety and security policies that amplified institutional barriers superseded student-inmates educational rights, and (3) access to educational programming was immeasurably different between non-RHU student-inmates and RHU student-inmates. The findings of this study had an overarching theme that participants continually acknowledged how institutional barriers severely limited their ability to provide a good quality education for RHU student-inmates. It is critical that future research on this topic expand upon the understanding of how low-quality secondary education programs at prisons has the potential to thwart the legal obligations of providing a FAPE. The implication is that low quality education programming is recognized throughout correctional facilities, but the focus is primarily on adult education while the delivery of appropriate special education services is overlooked.
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2025

Preschool teachers' perspectives on implementing PBIS with fidelity

A case study analysis

Shuttleworth, Madelyn

Positive Behavior Interventions and Supports (PBIS) is an evidence-based, multi-tiered framework aimed at supporting preventive and intervention practices, promoting social-emotional skills, and improving academic outcomes for all students. Program-Wide Positive Beha...
Show morePositive Behavior Interventions and Supports (PBIS) is an evidence-based, multi-tiered framework aimed at supporting preventive and intervention practices, promoting social-emotional skills, and improving academic outcomes for all students. Program-Wide Positive Behavior Intervention and Support (PWPBIS), an adaptation of PBIS for early childhood programs, emphasizes promoting social-emotional skills and implementing preventive strategies to reduce challenging behaviors. Although PBIS is widely researched and validated, there is limited research on implementing PBIS with fidelity, especially within preschool settings. This case study aimed to examine preschool classrooms and assess how teachers' perspectives influence effective PBIS implementation. Data were collected through in-depth, open-ended interviews on PWPBIS and analyzed thematically to identify both key themes and barriers to successful implementation. The main themes that emerged included teachers’ attitudes and perceptions, collaborative support systems, professional development training, staff buy-in, and perceptions of observations. Notable barriers included a lack of staff buy-in, insufficient professional development, misapplications of PBIS, persistent challenging behaviors, and limited support systems. These findings highlight the critical need for staff buy-in, consistent support, and ongoing professional development to sustain PBIS implementation with fidelity.
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2024

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

Schleicher, William

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...
Show moreIn 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

Unmasking alienation in the lived experiences of songwriters

Schachner, Kay

This critical narrative inquiry explores autobiographical narratives of songwriters, calling attention to experiences of alienation. Silver’s (2018) “wheel of alienation” is the conceptual framework for alienation used in this study: a sociological model synthesizing...
Show moreThis critical narrative inquiry explores autobiographical narratives of songwriters, calling attention to experiences of alienation. Silver’s (2018) “wheel of alienation” is the conceptual framework for alienation used in this study: a sociological model synthesizing critical theory (Benjamin, 1935/2008; Brookfield, 2004; Fromm, 1941; Horkheimer & Adorno, 1944/2020), existentialism (Howie, 2014; Jaeggi, 2014; Rae, 2010) and interpretivist sociology broadly (McIntyre, 2008, 2011, 2019; Scarborough, 2017; Silver, 2018). The author provides this multi-factor scaffolding both to identify non-dominant narratives by applying multiple theoretical perspectives (Bruner, 1991; Hadley, 2013b; Morgan, 2002; White, 2007), and to put forth alienation, the “cutting off” of the ability to act on one’s own accord within a given social context, as a useful concept in understanding experiences of agency, authenticity, growth and integration–or lack thereof–in our current pluralistic world (Jaeggi, 2014; Kalekin-Fishman & Langman, 2015; Rae, 2010; Silver, 2018). The author interviewed four songwriters about experiences of alienation that emerge within their process of inspiration, drafting, collaboration, performance, recording, touring, marketing, and so on (Cobb, 2016; Long & Barber, 2017; McIntyre, 2008, 2011, 2019). Four themes emerged as salient in the narrative data: interaction with normative expectations, agentic actions, alienation experiences, and communal experiences, which were then separated into subthemes such as discovery of creative agency, split identity, alienation from family, and external/internal ego fixations. Considerations for community music therapy are discussed, as well as how institutions and individuals might foster ecological conditions for more meaningful and sustainable songwriting experiences.
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2023

Exploring music therapists' engagement in personal musicking

McLean, Sarah

This study explores music therapists’ experiences of personal musicking. The research question is: What role does personal musicking play in the music therapist’s life? Data was collected using individual, semi-structured interviews with five music therapists in the ...
Show moreThis study explores music therapists’ experiences of personal musicking. The research question is: What role does personal musicking play in the music therapist’s life? Data was collected using individual, semi-structured interviews with five music therapists in the United States. Interviews were transcribed and coded for themes using reflexive thematic analysis. Seven themes emerged from the participant transcripts, which were (1) facets of positive musical relationship; (2) personal and professional connections; (3) ways of musicking; (4) music aspirations; (5) hindrances to musical relationship; (6) emotions; and (7) barriers to musicking. Within each theme, three to six subthemes were also identified, totaling 30 subthemes. Participants described a variety of music experiences which contribute to a positive musical relationship though many internal and external factors inhibited their actual ability to engage in musicking as much as they would like or desire. Participants compared their experiences of musicking in clinical spaces with that of their personal musicking, and the boundaries drawn between clinical and personal music were unique to each participant. Implications for the music therapy profession include: considerations of thinking styles and values around different types of musicking; a call for curricula adaptation in music therapy training to encourage musical identity formation via many ways of musicking; and encouragement for practicing clinicians to continue exploring their sense of musicianship to maintain ethical practice and recognize the ways that musicking influences their own health and wellness.
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2024

Befriending the piano

A dual case study of the impact of music therapy and piano-based free play on college students' piano performance anxiety

Sandham, Randy

This mixed methods dual case study explores the impact of creative free play sessions on college music students' experiences of piano performance anxiety within a music therapy context. Participants included Johanna and Wade, undergraduate students enrolled in a clas...
Show moreThis mixed methods dual case study explores the impact of creative free play sessions on college music students' experiences of piano performance anxiety within a music therapy context. Participants included Johanna and Wade, undergraduate students enrolled in a class piano course for non-piano majors. Johanna, a white 20-year-old cis female, and Wade, a white 35-year-old cis male, participated in 8-10 music therapy sessions that involved discussion and creative free play on piano focusing on alleviating performance anxiety and fostering creative expression. Findings indicate that both participants experienced varying degrees of anxiety reduction and increased comfort with piano performance over the semester. Johanna’s narrative highlighted her journey of overcoming internal fears and building self-confidence while Wade’s narrative demonstrated his experience of finding a meaningful connection to the piano and utilizing the piano as a tool to help manage external stressors. Both participants reported the therapeutic relationship and dedicated time to engage creatively with the piano as the most beneficial in reducing anxiety and increasing productivity. Pre and post test questionnaires indicate the most improvement in the areas of proximal somatic anxiety, worry about performance, and negative cognitions related to performance anxiety and well as self-reported decreases in overall levels of general and piano performance anxiety. Implications for future research suggest incorporating creative arts therapies in college counseling centers to address performance anxiety for students across performing arts modalities. Future research should expand to include larger studies and participants from diverse performance disciplines to validate findings and broaden applicability in higher education settings.
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2024

The effects of music therapy on social skills in individuals with autism

a meta-analysis

Rux, Hannah

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...
Show moreOver 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

Transition Coordinators:

A Needed Change in Special Education

Rockwell, Jamie

Graduating from high school is a pivotal milestone in a young person's life, symbolizing independence and the promise of future opportunities. However, for students with disabilities, this experience can differ significantly due to the unique challenges they face whe...
Show moreGraduating from high school is a pivotal milestone in a young person's life, symbolizing independence and the promise of future opportunities. However, for students with disabilities, this experience can differ significantly due to the unique challenges they face when transitioning into adulthood. A key component of their special education programming is preparing them for life beyond high school. However, challenges arise when special education teachers lack the knowledge or confidence to effectively write and implement a transition plan that addresses the individual needs of their students. This study explores the perspectives and experiences of special education team members regarding the implementation of a transition coordinator and its impact on special education programming.
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2025

Loneliness, Covid-19, and music

Experiences of older adults in a nursing home

Rieger, Rhiannon

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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2021

Critical analysis of classroom management issues within early childhood classrooms

Reed, Cybill

Classroom management has been the topic of many research studies in the past (Anderson & Kinaid, 2005; Carter & Pool, 2012; Chu, 2015; Ersozlu & Cacyi, 2016; Evertson, 1989; Grining, et al., 2010; Ritz et al., 2014). The purpose of this study was to examine what earl...
Show moreClassroom management has been the topic of many research studies in the past (Anderson & Kinaid, 2005; Carter & Pool, 2012; Chu, 2015; Ersozlu & Cacyi, 2016; Evertson, 1989; Grining, et al., 2010; Ritz et al., 2014). The purpose of this study was to examine what early childhood teachers regarded as disruptive behaviors, what strategies were used to manage said behaviors, and the usefulness of using said strategies. All participants in this research were currently teaching in a Head Start or Pre-K classroom. To collect data for this study, a mixed method study was conducted. A quantitative survey was conducted to gather information on the types of classroom management strategies that were used and the frequency and usefulness of said strategy. To gather qualitative data for this study, four open-ended questions were asked at the beginning of the survey to gather more in-depth answers from teachers on classroom management. The participants interviewed for this study were certified teachers who were employed as early childhood teachers located in Western Pennsylvania. The interviews occurred during the 2017-2018 school year. Results from this study included five main findings. First, it was determined that disruptive behaviors vary between early childhood classrooms and that teachers would benefit from learning classroom management strategies that focus on managing a range of behaviors. Second, lack of knowledge in the time and consistency it takes to shape behaviors leads to teachers not committing to research-based classroom management techniques. Third, teachers have not had enough training in using research-based classroom management techniques for those techniques to be considered useful and effective in their classroom. Fourth, teachers need additional support within their classroom to better meet the needs of diverse learners. Finally, when specific research-based teaching strategies were used frequently, teachers found them to be very useful. Findings suggest that early childhood teachers would benefit and are in need of additional trainings in how to use research-based classroom management techniques to manage disruptive behaviors.
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2018