Search Results1 to 24 of 64
 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
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
Katie Williams
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...
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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 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
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
 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
 Overcoming childhood adversity
Overcoming childhood adversity
a collective case study of the influence of ACEs on the work of special education teachers
Kristyn Whisman
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 ...
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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 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
The instructional leadership role of Pennsylvania public school principals and their effect on special education practices
The instructional leadership role of Pennsylvania public school principals and their effect on special education practices
Amanda Truitt-Smith
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...
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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 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
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
The effects of physical exercise on stereotypic behaviors in autism
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...
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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 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
The effects of an interactive online learning platform on second-grade students' mathematics performance
Alyssa Swartzfager
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...
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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 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
 Teacher preparedness for educating students with emotional disturbances within the inclusive setting
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...
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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 (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
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
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
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
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
Critical analysis of classroom management issues within early childhood classrooms
Critical analysis of classroom management issues within early childhood classrooms
Cybill Reed
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...
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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 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
Workload Manageability
Workload Manageability
Exploring the Perceptions of School-Based Speech-Language Pathologists
Kerry McLaughlin Pringle
Legal reform measures and evidence-based referral processes significantly expanded speech-language pathologists’ scope of practice; however, contemporary research initiatives fail to directly address perceived challenges that arise as a result of workload inequities....
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Legal reform measures and evidence-based referral processes significantly expanded speech-language pathologists’ scope of practice; however, contemporary research initiatives fail to directly address perceived challenges that arise as a result of workload inequities. Therefore, the purpose of this qualitative research study was to investigate speech-language pathologists’ perceptions of workload management within the public-school setting. The contents of this narrative systematically describe federal and state legislative actions pertaining to professional responsibilities and the conceptual frameworks that are often used to evaluate personal and job-related workload implications. A purposeful sampling approach allowed the co-investigator to assemble a team of eight school-based speech-language pathologists, currently employed in public-school districts located in Southwestern Pennsylvania, who met an explicit set of criteria relevant to the premise of the investigation. Participants were interviewed and data was analyzed utilizing descriptive coding followed by NVivo coding in order to identify major themes and patterns in regard to the following research questions: What workload responsibilities do school-based speech-language pathologists perceive as the most demanding? How do school-based speech-language pathologists describe the relationship between perceived workload demands and job performance? How do school-based speech-language pathologists view the impact of perceived workload demands on their body, mood, and/or behavior? Four major themes emerged from the data and indicate the following: SLPs have a clear understanding of the terms caseload and workload in regard to school-based speech and language support services; Workload obligations perceivably cause SLPs to encounter psychological and physical implications, including stress, anxiety, and frustration; Workload obligations perceivably impact SLPs’ ability to meaningfully provide therapeutic services; and the roles and responsibilities of school-based SLPs are perceivably misinterpreted and/or misunderstood by educational stakeholders, including administrators, teachers, and parents. Findings from this study may contribute to future professional development initiatives, caseload dissemination methods, and the growing body of literature related to the topic.
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2021
 Workload manageability
Workload manageability
exploring the perceptions of school-based speech-language pathologists
Kerry McLaughlin Pringle
Legal reform measures and evidence-based referral processes significantly expanded speech-language pathologists’ scope of practice; however, contemporary research initiatives fail to directly address perceived challenges that arise as a result of workload inequities....
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Legal reform measures and evidence-based referral processes significantly expanded speech-language pathologists’ scope of practice; however, contemporary research initiatives fail to directly address perceived challenges that arise as a result of workload inequities. Therefore, the purpose of this qualitative research study was to investigate speech-language pathologists’ perceptions of workload management within the public-school setting. The contents of this narrative systematically describe federal and state legislative actions pertaining to professional responsibilities and the conceptual frameworks that are often used to evaluate personal and job-related workload implications. A purposeful sampling approach allowed the co-investigator to assemble a team of eight school-based speech-language pathologists, currently employed in public-school districts located in Southwestern Pennsylvania, who met an explicit set of criteria relevant to the premise of the investigation. Participants were interviewed and data was analyzed utilizing descriptive coding followed by NVivo coding in order to identify major themes and patterns in regard to the following research questions: What workload responsibilities do school-based speech-language pathologists perceive as the most demanding? How do school-based speech-language pathologists describe the relationship between perceived workload demands and job performance? How do school-based speech-language pathologists view the impact of perceived workload demands on their body, mood, and/or behavior? Four major themes emerged from the data and indicate the following: SLPs have a clear understanding of the terms caseload and workload in regard to school-based speech and language support services; Workload obligations perceivably cause SLPs to encounter psychological and physical implications, including stress, anxiety, and frustration; Workload obligations perceivably impact SLPs’ ability to meaningfully provide therapeutic services; and the roles and responsibilities of school-based SLPs are perceivably misinterpreted and/or misunderstood by educational stakeholders, including administrators, teachers, and parents. Findings from this study may contribute to future professional development initiatives, caseload dissemination methods, and the growing body of literature related to the topic.
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2021
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
 Transition experiences of college students with disabilities between high school graduation and enrollment in postsecondary education and its correlation with student self-determination, college readiness, and registration for disability services during
Transition experiences of college students with disabilities between high school graduation and enrollment in postsecondary education and its correlation with student self-determination, college readiness, and registration for disability services during the freshman year of college
Melinda Phillips
Students with disabilities who do not receive effective transition planning during their high school years may lack self-determination skills and be ill equipped to advocate or conjure up the skills necessary to independently self-disclose for the receipt of accommod...
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Students with disabilities who do not receive effective transition planning during their high school years may lack self-determination skills and be ill equipped to advocate or conjure up the skills necessary to independently self-disclose for the receipt of accommodative support services at the post-secondary level. This study sought to identify the relationship between these variables.
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2022
 Teachers' perceptions of successfully sustained PBIS programs
Teachers' perceptions of successfully sustained PBIS programs
Nathan Pfeiffer
Positive Behavioral Interventions and Supports (PBIS) is a system of support that includes proactive interventions for defining, teaching, and supporting student behaviors to ensure a positive school atmosphere. PBIS programs are being implemented more and more and t...
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Positive Behavioral Interventions and Supports (PBIS) is a system of support that includes proactive interventions for defining, teaching, and supporting student behaviors to ensure a positive school atmosphere. PBIS programs are being implemented more and more and there is a large amount of research and literature about best practices when implementing these programs, but not as much on sustaining these programs. The purpose of this mixed methods study is to look at successfully sustained PBIS programs and to find commonalities from teacher perspectives on these programs. Finding these common trends will help other schools and districts being able to maintain their PBIS program after implementation. The data for this study was collected through teacher responses to open-ended questions on PBIS programs and ratings based on Likert-type questions on the importance and effectiveness of key PBIS program components. The school used for this study had been identified by the state of Pennsylvania as having sustained fidelity with their PBIS program. Themes that emerged from this research were the importance of adapting programs, staff buy-in, the use of data, teacher training and professional development, administrative support, and the token economy. These findings show the need to continually make changes to programs over time, the proper use of data, continued professional development, and the importance of funding to sustain PBIS programs.
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2022
 Providing tier 2 math interventions within core instruction
Providing tier 2 math interventions within core instruction
Diane Pauli
In 2004 the Individuals with Disabilities Education Act was reauthorized allowing states to use various models to determine Specific Learning Disability. The thought behind allowing schools and districts to use other models besides the discrepancy model involved the ...
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In 2004 the Individuals with Disabilities Education Act was reauthorized allowing states to use various models to determine Specific Learning Disability. The thought behind allowing schools and districts to use other models besides the discrepancy model involved the overidentification of Specific Learning Disabilities in students. One of the models stated in the reauthorization was Responsiveness to Intervention, RtI. Throughout the country, different models of RtI have been used and embraced by schools and districts. In PA, the decision to use RtI for SLD determination is up to each school and district. In the past ten years, RtI has is now part of a framework called Multi-Tiered System of Supports (MTSS). It is a systemic, constant improvement framework where data-based problem solving using benchmark and other assessments to make decisions is used to determine the needs of all students. RtI is part of that process. As more and more schools incorporate MTSS and RtI, this study seeks to examine the impact on student benchmark assessment scores when RtI is used within math core classrooms. This study also included an examination of the influence of professional development on teacher efficacy, including understanding all of the components of RtI, benchmark assessments, small group instruction, and evidence-based interventions. The study used both quantitative and qualitative methods. The quantitative methods included analysis of data from the Acadience benchmark assessment scores for 2nd grade students from three elementary schools. Data involved fall, winter, and spring assessment scores. The qualitative portion included interviews with teachers who attended the professional development training offered by the researcher and subsequent iterative analysis of interview transcripts and field notes. The results did not provide evidence that targeted professional development had an impact on student achievement. Students benchmark scores did not improve significantly from the winter to the spring. Only one teacher made a growth over the expected growth that was projected. Analysis of the teacher interviews indicates that teachers varied in their perception of professional development. Discussion of the findings and implications for further research are included.
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2021
A phenomenological study of public high school inclusive extracurricular opportunities
A phenomenological study of public high school inclusive extracurricular opportunities
perspectives of parents of neurotypical students
Rachel Ann Pasquerilla
Special educators, school leaders and parents across the nation are exploring the benefits of inclusive opportunities for high school students with and without disabilities. Peer Mediated Intervention (PMI) is a long-standing literature-backed set of teaching procedu...
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Special educators, school leaders and parents across the nation are exploring the benefits of inclusive opportunities for high school students with and without disabilities. Peer Mediated Intervention (PMI) is a long-standing literature-backed set of teaching procedures and models that promote prosocial development in individuals with developmental disabilities across the lifespan. Although PMI literature includes benefits to typical peers, little to no information exists specific to the high school and young adult population. The present study gathers qualitative interview data from four parent participants to gain authentic feedback about the takeaways for their typical high school student from their perspective. Many positive implications were uncovered in the thematic coding and data analysis process. Positive implications for peers can be utilized as support for the development and maintenance of future inclusive extracurricular activities in public high schools. Discussion around the findings of the study provide school leaders with clear and concise examples of this support, including but not limited to: increase in personal self-worth and empathy, college and career readiness opportunities, and community acceptance carryover.
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2019
 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
 The untapped superpower of comics
The untapped superpower of comics
the positive effects of a comic reading curriculum in a special education classroom
Peter Nolan
The purpose of this mixed methods action research case study was to determine if the use of a researcher-created comic reading curriculum would improve students’ knowledge of Tier Two academic vocabulary, increase oral reading fluency rates, and lead to increased lev...
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The purpose of this mixed methods action research case study was to determine if the use of a researcher-created comic reading curriculum would improve students’ knowledge of Tier Two academic vocabulary, increase oral reading fluency rates, and lead to increased levels of student engagement in a pull-out special education classroom. A multiple-choice vocabulary pretest was administered at the start of the study, followed by a nine-week intervention period in which students were instructed with a researcher designed comic curriculum. The vocabulary test was administered again at the conclusion of the study. A running record was used as the assessment to determine student reading fluency growth. The data (scores) collected from the running record examined any effects in student oral reading fluency from the first day of research to the ninth week of research. The researcher, acting as a participant observer, took daily notes in a field log with attention to behaviors of student engagement. The four student participants were selected by the researcher. The researcher taught for nine weeks, thirty minutes a day. The data from the pre and posttest was analyzed using a paired sample t-test to determine if the scores of participants showed a significant improvement. The data collected from the running records of reading rates for each student were analyzed using linear regression analysis to determine if improved reading rates were statistically significant. Observational data was entered into Dedoose qualitative data analysis software and analyzed using a Grounded Theory (Glaser et. al. 1968) approach in which new theories emerged through a deductive process. The results of the t-test showed that all students made significant improvements in knowledge of the targeted Tier Two vocabulary. Analysis of running records showed that only one student had a significant increase in their rate of oral reading fluency. All students exhibited increased behaviors of engagement as demonstrated by their abilities to complete three tasks in a session and to contribute to a positive learning environment. The results imply that practitioners could use a comic curriculum with similar components to achieve positive academic outcomes for students receiving special education support. Future research of a similar curriculum might focus on its potential uses for English Language Learners.
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2022
The effects of staff training in blocking techniques and trauma informed care on the number of student restraints in a special education setting at a suburban public-school district
The effects of staff training in blocking techniques and trauma informed care on the number of student restraints in a special education setting at a suburban public-school district
Edward G. Nientimp
The purpose of this study was to determine if the implementation of a staff development program that included instruction in trauma informed care, de-escalation, and the use of soft blocking pads (Ukeru ™) would influence the number of times students attending public...
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The purpose of this study was to determine if the implementation of a staff development program that included instruction in trauma informed care, de-escalation, and the use of soft blocking pads (Ukeru ™) would influence the number of times students attending public-school special education programs were physically restrained. Restraint reduction/elimination efforts have been documented at psychiatric hospitals and residential treatment facilities for individuals with disabilities but not in public-school settings. There are many peer reviewed studies in the professional literature that detail the potential negative effects of restraint which include injury, trauma, negative perceptions, and sometimes death. This quasi-experimental design employed a retrospective data analysis to determine the usage of restraint across multiple school district supported programs. In this study data that was submitted to the Pennsylvania Department of Education's Restraint Information System of Collection (RISC) by one school district was analyzed over a three-year period. State wide data reports were also analyzed. Restraints per student, total restraints, mean number of restraints, and injuries to students or staff were rep01ied and analyzed to dete1mine trends over the three-year study. The nomandom sample was dete1mined by program assignment. Students attended either a public-school special education program, a residential treatment facility program, a partial hospitalization classroom, or an approved private school. The public-school students (all identified as eligible and in need of special education) were exposed to the Ukeru™ intervention during pmi of year two, and all of year three. All other groups served as comparison groups where the use of restraint continued to be used as a crisis management intervention. The use of restraint was eliminated in year three in the public-school special education setting. The Ukeru™ intervention was employed with the same number of students that had been traditionally restrained, suggesting that use of the trauma informed care, de-escalation, and soft blocking pads (Ukeru™) replaced the need for restraint. All comparison groups continued to regularly utilize restraint, with a substantial increase in restraints occurring at the residential treatment facility and overall across the state of Pennsylvania. There was no reduction in injuries associated with the utilization of the Ukeru™ intervention. Three years of data review supports that student and staff injuries occurred at very low rates at all school district supported programs prior to the implementation of Ukeru™ (year one), during the trial school year (year two), and during full implementation (year three).
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2018