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Title: The Impact of iCoaching on Teacher-delivered Opportunities to Respond.
Creator: Randolph, Kathleen M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Employment coaching is essential for performing job duties and for developing and enhancing skills. Coaching in the school setting typically follows the traditional format of pre-conference, observe, and post-conference, where feedback on teaching performance is shared but often delayed. Professional development provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the...
Show moreEmployment coaching is essential for performing job duties and for developing and enhancing skills. Coaching in the school setting typically follows the traditional format of pre-conference, observe, and post-conference, where feedback on teaching performance is shared but often delayed. Professional development provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the connection between professional development and student performance, and iCoaching can help to bridge the gap. Research shows that effective feedback is immediate, systematic, positive, constructive, and detailed (Scheeler & Lee, 2002). Bug-in-ear (BIE) coaching is a way to provide immediate feedback so correction can be made live, and errors are reduced. iCoaching uses iPods as a BIE device with a coach serving as a remote observer providing coaching prompts or immediate feedback to the teacher to allow the teacher to implement ideas or make corrections immediately. Increasing opportunities to respond (“Increasing Opportunities to Respond,” 2015) is a way to increase academic achievement and on task behavior (Sutherland, Alder, & Gunter, 2003). This study utilized a multiple probe across participants design to investigate the effect of iCoaching on teacher-delivered OTR. Four teacher participants and their students participated in the study, where the teachers completed a teacher preparation session and live iCoaching sessions to increase their OTR. Data were collected on OTR (including the type of OTR), coaching comments, student responses, and student curricular performance. The results indicate that iCoaching was effective in increasing teacher-delivered OTR and increasing student responses and academic performance. Implications for future research are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004881, http://purl.flvc.org/fau/fd/FA00004881
Subject Headings: Teachers--Training of., Teacher effectiveness., Feedback (Psychology), Interaction analysis in education., Behavior modification., Communication in education., Bluetooth technology.
Format: Document (PDF)

Title: Use of an iPhone to Enhance Interpersonal Daily Living Skills in the Community for Adolescents with Autism Spectrum Disorder.
Creator: Wahlbrink, Lindsey L., Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: This study examined the use of an iPhone and List Recorder application to teach three adolescents with autism spectrum disorder to enhance their interpersonal daily living skills in a community setting. Participants were taught to use interpersonal skills to perform an ordering and purchasing task. A multiple probe design across participants was used to demonstrate the effects of the intervention on the participants’ performance. Results indicated an increase in interpersonal skills used in a...
Show moreThis study examined the use of an iPhone and List Recorder application to teach three adolescents with autism spectrum disorder to enhance their interpersonal daily living skills in a community setting. Participants were taught to use interpersonal skills to perform an ordering and purchasing task. A multiple probe design across participants was used to demonstrate the effects of the intervention on the participants’ performance. Results indicated an increase in interpersonal skills used in a community setting. Participants were able to generalize these skills to another community setting. Finally, participants were able to demonstrate these skills once the intervention was removed during follow-up. Implications for future research are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004987, http://purl.flvc.org/fau/fd/FA00004977
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Autism spectrum disorders., Adolescents., Life skills., iPhone (Smartphone).
Format: Document (PDF)

Title: Using an Instructional Package to Teach Cardiopulmonary Resuscitation with Automated External Defibrillator to College Students with Developmental Disabilities.
Creator: Kearney, Kelly B., Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Adults with developmental disabilities may not learn the safety skills needed to maintain the safety of those within their communities. Basic life-saving skills are valued by community members and increase independent and integrated living and employment opportunities. This study used an instructional package consisting of modeling, task analysis, and simultaneous prompting to teach college students with developmental disabilities a basic life-saving skill, specifically how to perform...
Show moreAdults with developmental disabilities may not learn the safety skills needed to maintain the safety of those within their communities. Basic life-saving skills are valued by community members and increase independent and integrated living and employment opportunities. This study used an instructional package consisting of modeling, task analysis, and simultaneous prompting to teach college students with developmental disabilities a basic life-saving skill, specifically how to perform cardiopulmonary resuscitation (CPR) with the use of an automated external defibrillator (AED). Phase 1 of the study used the instructional package to teach the students to perform CPR. Once mastered, Phase 2 of the study taught students to use an AED, incorporating it into the CPR chain. Results showed that the students’ accuracy with the tasks increased after the introduction of the instructional package, generalized to a novel environment, and maintained once the instructional package was removed. Implications and future research are discussed.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013078
Subject Headings: CPR (First aid)--Study and teaching., College students with disabilities., Developmental disabilities., automated external defibrillator.
Format: Document (PDF)

Title: The effects of learning strategy training on the writing performance of college students with Asperger’s syndrome.
Creator: Jackson, Lynn, Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Individuals with Asperger’s Syndrome are entering institutions of higher education at an increasing rate. However, they may not be prepared to meet the academic and social demands of the postsecondary environment. Although studies have evaluated the impact of academic and social interventions for children and adolescents with Asperger’s Syndrome, little research has been conducted on the college population. The current study utilized a multiple baseline across participants design to evaluate...
Show moreIndividuals with Asperger’s Syndrome are entering institutions of higher education at an increasing rate. However, they may not be prepared to meet the academic and social demands of the postsecondary environment. Although studies have evaluated the impact of academic and social interventions for children and adolescents with Asperger’s Syndrome, little research has been conducted on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with Asperger’s Syndrome. Results indicated that the quality of the writing performance improved following strategy instruction. In addition, participants were able to generalize the use of the strategy to content specific writing tasks.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004294, http://purl.flvc.org/fau/fd/FA00004294
Subject Headings: Asperger's syndrome, Autistic children -- Education, English language -- Composition and exercises -- Study and teaching, Inclusive education, Learning ability, Learning disabled children -- Education, Learning strategies
Format: Document (PDF)

Title: The effectiveness of direct instruction in teaching students with autism spectrum disorders to answer “wh-” questions.
Creator: Cadette, Jessica N., Wilson, Cynthia L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Teachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it...
Show moreTeachers of students with autism spectrum disorders (ASD) often struggle to find effective instructional methods to use with their students on a daily basis. The characteristic verbal, social, and behavioral limitations of children with ASD make finding effective teaching methods difficult. Though some intensive intervention methods, such as discrete trial teaching (DTT), have numerous studies demonstrating their effectiveness with students with ASD, the required one-on-one format makes it impractical to use in a classroom setting on a regular basis. Direct Instruction (DI) appears in the literature as a promising intervention for students with developmental disabilities. One benefit of DI is that, unlike DTT and similar interventions, it can be implemented in a group format. This group format provides a practical alternative for classroom teachers to use with their students with ASD. This study utilized a multiple probe across behaviors design to further investigate the use of DI to teach high school students with ASD how to answer “wh-” questions. The researcher used the Science Research Associates (SRA) Reading Mastery language program, which is a DI program designed to develop language skills. Three participants between the ages of 15 and 17 participated in 20-25 minute instructional sessions four times a week for eight weeks. Data were collected on each participant’s accuracy in answering “wh-” questions during baseline, acquisition (teaching), and maintenance conditions. The results indicate that DI was effective in helping participants acquire the language skills necessary to accurately respond to “what,” “where," and “who” questions. Implications for small group language instruction for students with ASD and recommendations for future research are discussed.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004352, http://purl.flvc.org/fau/fd/FA00004352
Subject Headings: Austim spectrum disorders in children, Autistic children -- Education, Autistic children -- Language -- Testing, Autistic children -- Means of communication, Children with autism spectrum disorders -- Education, Communication disorders in children -- Testing, Langugage disorders in children -- Testing
Format: Document (PDF)

Title: Self-Determination in College Programs for Students with Intellectual Disabilities.
Creator: Wright, Melody M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: One of the ways students with an intellectual disability (ID) can reach their fullest potential is by attending an institution of higher education; too few universities and colleges offer programs for these students. There are over 3,000 universities and colleges throughout the United State, yet only 272 of them offer programs for students with an ID (Think College, 2017). Within the identified programs, there is variation in location, length, goals, and methods (Grigal, Hart, & Weir, 2012)....
Show moreOne of the ways students with an intellectual disability (ID) can reach their fullest potential is by attending an institution of higher education; too few universities and colleges offer programs for these students. There are over 3,000 universities and colleges throughout the United State, yet only 272 of them offer programs for students with an ID (Think College, 2017). Within the identified programs, there is variation in location, length, goals, and methods (Grigal, Hart, & Weir, 2012). This study used an iterative classification process to first identify the programs serving students with ID located on college campuses, then analyze program websites to determine how they increase selfdetermination (SD). Phase 1 of the study used categorical sorting to identify programs that (a) served students with identified intellectual disabilities who had exited the school system; (b) were located on a college campus; (c) were run by a college; and (d) followed a college semester/quarter calendar. Phase 2 involved reviewing the websites for the programs meeting those criteria to identify self-determination activities and classes. In Phase 3 of the study, an online survey was sent to program administrators to verify and expand the description of self-determination activities. Results of this study show college programs for students with ID promote SD through instruction; however, the teaching methods vary from program to program. SD instruction is delivered by staff, peer mentors, and faculty. Programs measure SD outcomes; however, the tools used vary from program to program, and they are not applied systematically. The examination of college program practices and outcomes is central to further program development. Future research is needed to determine long-term independent living and employment outcomes of students with ID who attend college programs.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004980, http://purl.flvc.org/fau/fd/FA00004970
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Students with disabilities--Education., Intellectual disabilities., Education, Higher
Format: Document (PDF)

Title: PERSONAL AND SCHOOL RELATED FACTORS PREDICTING RESILIENCE IN STUDENTS WITH LEARNING DISABILITIES.
Creator: Carson, Maureen M., Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: This study was conducted to investigate factors that contribute to resilience in students with learning disabilities (LD). The risk-resilience framework provided the theoretical base for selecting school and personal factors that might predict resilience. School and personal data were requested from large, culturally and linguistically diverse samples of individuals diagnosed with LD. A 12 variable model and three cluster models (combined variables) were developed. Discriminant analysis and...
Show moreThis study was conducted to investigate factors that contribute to resilience in students with learning disabilities (LD). The risk-resilience framework provided the theoretical base for selecting school and personal factors that might predict resilience. School and personal data were requested from large, culturally and linguistically diverse samples of individuals diagnosed with LD. A 12 variable model and three cluster models (combined variables) were developed. Discriminant analysis and tests of significance of hit rates were conducted to assess the accuracy of the full model (all 12 variables) to the prediction of resilience, and full versus restricted model testing was done to assess individual variable and cluster (combinations of some variables) contributions to the model. Additionally, analyses of environmental, intrapersonal, and interpersonal cluster models were investigated to determine their relative contribution to the prediction of resilience in relation to the others. Results of the full model analysis and subsequent tests of significance of hit rate indicated modest cross validated classification accuracy for the total group, resilient group, and non-resilient group. However, the model was not significantly better than chance, overall, at predicting resilience and non-resilience in students with LD. Results of the analysis of individual predictor variables’ and clusters’ contributions to the model’s classification accuracy indicated that no individual variable within the full model, nor cluster of interrelated variables contributed significant incremental improvement in classification accuracy above and beyond that which is available from all other variables contained in the full model. The independent analysis of interrelated personal and school related factors clustered as environmental, interpersonal, and intrapersonal clusters revealed that, as unique and separate models, classification accuracy of cross-validated group cases were less than optimal for each cluster. The results further demonstrate that resilience is affected by both internal and external factors. Although the results also demonstrate that factors work together, a great deal is still to be learned regarding factors affecting resilience as well as their interplay in clusters of factors that affect resilience.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013291
Subject Headings: Learning disabilities, Resilience (Personality trait), Students
Format: Document (PDF)

Title: Effects of a Professional Development Training Package on Nature-Based Teaching Strategies for Early Childhood Educators of Children with Developmental Disabilities.
Creator: Collazo, Sylvia, Ramasamy, Rangasamy, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: Research suggests spending time outdoors and with natural materials can benefit all young children across different areas of development. However, children with developmental disabilities often have fewer opportunities to engage with nature as a result of the limited understanding and negative views about nature expressed by their caregivers and educators. This study examined the effects of a professional development training package on the knowledge, perception, and application of nature...
Show moreResearch suggests spending time outdoors and with natural materials can benefit all young children across different areas of development. However, children with developmental disabilities often have fewer opportunities to engage with nature as a result of the limited understanding and negative views about nature expressed by their caregivers and educators. This study examined the effects of a professional development training package on the knowledge, perception, and application of nature-based teaching strategies of early childhood educators who teach young children with developmental disabilities. It also explored how teachers’ implementation of nature-based activities support children’s developmental outcomes. Results showed the professional development training was effective to some degree in increasing teachers’ knowledge, primarily in their sharing of strategies and ideas for incorporating natural materials and outdoor spaces in learning activities. Following the training, teachers demonstrated a significant shift in their views about different aspects of nature. Teachers were also able to develop action plans to implement nature-based learning opportunities into their practice. Moreover, they reported these activities supported the developmental outcomes they set forth for the children with developmental disabilities in their class. Limitations and challenges that arose are discussed as well as the implications for future research.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013847
Subject Headings: Developmentally disabled children--Education, Early childhood educators--Training of, Special education
Format: Document (PDF)

Title: PATTERNS AND TRENDS THAT IMPACT TEACHER ATTRITION AND RETENTION: A RETROSPECTIVE STUDY.
Creator: Wittel, Kerry A., Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: This study intended to examine factors potentially contributing to teacher retention and attrition at the local (district) level and the costs associated with this teacher movement. A secondary data set from a large urban school district in the southern United States served as the unit of analysis for this study. Demographic data on 25,724 teachers, from 2010-2019 were used in the analysis. A correlation, multiple regression, chi-square, and a demographic frequency distribution were run for...
Show moreThis study intended to examine factors potentially contributing to teacher retention and attrition at the local (district) level and the costs associated with this teacher movement. A secondary data set from a large urban school district in the southern United States served as the unit of analysis for this study. Demographic data on 25,724 teachers, from 2010-2019 were used in the analysis. A correlation, multiple regression, chi-square, and a demographic frequency distribution were run for each of the three criterion variables: teacher job attrition, teacher school attrition, and teacher retention. The predictor variables used in the analysis were gender, certification, total number of years teaching, and race/ethnicity. Student demographic data from the district were used as a comparison to teacher data from the same school district. Results indicated trends particular in teacher movement, whether job or school, impact the number of years a teacher stays in teaching. Special education certified teachers appear to be the most vulnerable to teacher movement. Teacher retention (leaving) averages over 17% each year over 10 years, costing $36 million dollars annually or over $367 million dollars over 10 years. At that rate, this district could experience a complete turnover of staff in only 5.7 years. Latino teachers are underrepresented in this teacher population and are out of proportion with the majority Latino student population. Black teachers change jobs and schools at statistically significantly higher rates than their White or Latino peers. National data are not longitudinal, and do not track teacher job movement, only teacher school movement. Current local data are critical for educational agencies, administrators, and decision makers to combat the teacher shortage. Findings from this study may inform the field about factors, trends, or patterns that contribute to teacher retention and attrition.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014062
Subject Headings: Teacher turnover, Teacher attrition, Teacher retention
Format: Document (PDF)

Title: VIRTUAL PROCEDURAL FACILITATOR TRAINING WITH VIDEO MODELING: IMPACT ON THE OPINION WRITING OF ELEMENTARY SCHOOL- AGED CHILDREN WITH AUTISM SPECTRUM DISORDER.
Creator: Launder, Susanna M., Miller, Katie, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: Autism Spectrum Disorder (ASD) impacts one in every 44 children in the United States (CDC, 2022) and is characterized by marked deficits in social communication with the presence of restricted interests and repetitive behaviors. Students with ASD are increasingly being educated in the general education classroom and are expected to meet the curricular demands thereof (Roberts & Webster, 2020). Due to the core features of their disability, these students often experience significant challenges...
Show moreAutism Spectrum Disorder (ASD) impacts one in every 44 children in the United States (CDC, 2022) and is characterized by marked deficits in social communication with the presence of restricted interests and repetitive behaviors. Students with ASD are increasingly being educated in the general education classroom and are expected to meet the curricular demands thereof (Roberts & Webster, 2020). Due to the core features of their disability, these students often experience significant challenges in written expression. Writing, across content areas, is a primary means in which student learning is measured and evaluated. The COVID-19 pandemic forced educators to explore the use of technology, through the application of synchronous and asynchronous instructional models, to meet the needs of all students while also providing access to Evidence Based Practices (EBPs) and rigorous content (Cox et al., 2021). This study examined the effects of an intervention package consisting of video modeling and virtual coaching on the use of a procedural facilitator (PF) as a planning tool on the overall written quality of the opinion writing with elementary school-aged children with ASD. Writing quality was measured by the presence of planned paragraph elements, Correct Word Sequences (CWS), and Total Words Written (TWW). The significance, acceptability, and effectiveness of the intervention package was also explored. Results indicate a functional relationship between the intervention package and the presence of planned paragraph elements. The intervention package did not directly impact CWS or TWW. Participant perceptions of the intervention package were generally positive. Caregiver perceptions of the intervention package were generally positive. Implications of the present study are discussed along with limitations and recommendations for future research.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014058
Subject Headings: Autism spectrum disorders in children, Education, Elementary, Writing skills, Teaching with technology
Format: Document (PDF)

Title: EFFECTS OF COVERT AUDIO COACHING ON COMMUNITY-BASED EMPLOYMENT COMMUNICATION FOR COLLEGE STUDENTS WITH INTELLECTUAL DISABILITY.
Creator: Downey, Angelica, Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: College students with Intellectual Disabilities (ID) are afforded many educational opportunities through Inclusive Post-Secondary Education (IPSE) programs, including employment training. Competitive employment can contribute a rich independent life, thus more employment training opportunities can be beneficial. Low employment rates for adults with ID have motivated these efforts to develop proper employment training. In the past, on-the-job (OTJ) training with a job coach was one of the only...
Show moreCollege students with Intellectual Disabilities (ID) are afforded many educational opportunities through Inclusive Post-Secondary Education (IPSE) programs, including employment training. Competitive employment can contribute a rich independent life, thus more employment training opportunities can be beneficial. Low employment rates for adults with ID have motivated these efforts to develop proper employment training. In the past, on-the-job (OTJ) training with a job coach was one of the only supports for adults with ID in the workplace. Now, there are a variety of evidence-based strategies that can be used in the workplace or in other community settings, such as Covert Audio Coaching (CAC), to teach adults with ID the skills they need to maintain a job. This study used a multiple probe design to examine the effects of CAC on teaching workplace communication skills to college students with ID in a real-world setting. In this study, students interned in an office setting and spoke to a co-worker at their work setting while the interventionist used a two-way radio system to provide coaching statements to the student during their conversations. All students in this study increased their on-topic communication exchanges, and these results demonstrate that CAC is an effective intervention for this population.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014132
Subject Headings: Intellectual Disability, College students with disabilities, Special education
Format: Document (PDF)

Title: USING AN INSTRUCTIONAL PACKAGE TO SUPPORT ADULTS WITH AUTISM IN COMMUNICATING WITH A MEDICAL PROVIDER.
Creator: Wood, Jacqueline M., Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: Adults with autism spectrum disorder (ASD) often experience co-occurring physical and mental health challenges throughout their lives. At the same time, they often face many barriers to accessing proper care. Strategies to improve communication and understanding can help to mitigate some of these barriers. This study examined the effects of an instructional package, including a video module accompanied by guided notes, the Autism Healthcare Accommodations Tool (AHAT), and behavior skills...
Show moreAdults with autism spectrum disorder (ASD) often experience co-occurring physical and mental health challenges throughout their lives. At the same time, they often face many barriers to accessing proper care. Strategies to improve communication and understanding can help to mitigate some of these barriers. This study examined the effects of an instructional package, including a video module accompanied by guided notes, the Autism Healthcare Accommodations Tool (AHAT), and behavior skills training (BST) to teach adults with autism to communicate their unique needs and request accommodations from a medical provider. Participants completed a self-guided video module that guided them through the process of completing the notes and AHAT to identify appropriate accommodations and prepare for a doctor’s appointment. Once completed, participants learned to verbalize their needs and accommodations through BST. Results showed that the participants’ communication skills increased after the introduction of the instructional package, generalized to a novel doctor and maintained once the instructional package was removed. Implications and suggestions for future research are discussed.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014165
Subject Headings: Autism, Adults, Autism spectrum disorders--Patients--Behavior modification
Format: Document (PDF)

Title: THE SEXUAL LIVES OF INDIVIDUALS WITH DISABILITIES: ATTITUDES FROM THE GENERAL PUBLIC.
Creator: Berlingo, Lauren, Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: Sexual experiences and freedom are basic human rights that people with disabilities are often denied. Society and those considered to be within the general public, including caregivers, family members, and professionals that work with people with disabilities, contribute to the lack of sexual experiences and opportunities people with disabilities have throughout their lifetime. This study examined the attitudes of males and females from the general public toward sexual lives for people with...
Show moreSexual experiences and freedom are basic human rights that people with disabilities are often denied. Society and those considered to be within the general public, including caregivers, family members, and professionals that work with people with disabilities, contribute to the lack of sexual experiences and opportunities people with disabilities have throughout their lifetime. This study examined the attitudes of males and females from the general public toward sexual lives for people with disabilities. Further, it explored the difference in attitudes based on disability condition, examining attitudes toward a sexual life for those with a physical disability, intellectual disability, and general or non-specified disability. Results showed that female respondents reported more positive attitudes toward females with disabilities and females without disabilities having a sex life in comparison to the attitudes male respondents reported toward males with disabilities and males without disabilities having a sex life. Additionally, respondents felt the least positive toward adults with intellectual disabilities having a sex life. Limitations of this study and implications for further research are discussed.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014126
Subject Headings: Intellectual Disability, People with disabilities, Sex
Format: Document (PDF)

Title: I CAN-B MONEY SAVVY! TEACHING ADULTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES TO MAKE PURCHASING DECISIONS ONLINE.
Creator: Adams, Kaley B., Ramasamy, Rangasamy, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: Online shopping is a common feature of modern adult life and is made easy with targeted advertisements, a large buy now button, and pre-entered credit card information. However, these features do not support making purchasing decisions based on what is best for the individual. Decision making about buying items requires an understanding of basic mathematics, one’s current finances and circumstances, and information about the product, then choosing whether to purchase the item. Adults with...
Show moreOnline shopping is a common feature of modern adult life and is made easy with targeted advertisements, a large buy now button, and pre-entered credit card information. However, these features do not support making purchasing decisions based on what is best for the individual. Decision making about buying items requires an understanding of basic mathematics, one’s current finances and circumstances, and information about the product, then choosing whether to purchase the item. Adults with intellectual and developmental disabilities (IDD) need explicit instruction on how to make informed decisions regarding online purchases. The current study sought to evaluate the effectiveness of an intervention package consisting of a mnemonic and behavior skills training (BST) delivered remotely to improve the decision making of three adults with IDD when shopping online through a multiple probe across participants design. Inter-observer agreement and procedural fidelity was assessed throughout each phase of the study and social validity interviews were conducted to measure perceptions of participants, parents, and professionals on the importance of the goals, procedures, and outcomes of the study.
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Date Issued: 2024
PURL: http://purl.flvc.org/fau/fd/FA00014453
Subject Headings: Special education, Disability studies, Online shopping
Format: Document (PDF)

Title: Common Core State Standards and Students with Severe Disabilities: An Introduction to the Special Issue.
Creator: Dukes, Charles, Darling, Sharon M.
Date Issued: 2017-09-17
PURL: http://purl.flvc.org/fau/flvc_fau_islandoraimporter_10.1177_1540796917715408_1644847957
Format: Document (PDF)

Title: A Curriculum-Based Alternative Value-Added Model for Special Education Teacher Preparation Programs.
Creator: McCormick, Jazarae K., Brady, Michael P., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: The reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates...
Show moreThe reality of changing state and federal policy, as well as the process of program improvement across teacher preparation programs has prompted a line of research into the exploration of an alternative curriculum-based value-added model (VAM). Based upon a thorough review of VAMs as they have been applied to education policy and decision-making, this line of inquiry focused on a curriculum-based approach to increasing our understanding of how the instructional efforts of our candidates affect the learning gains of the K-12 students they teach. Designed to conform to the fundamental principles of evidence-based practice, candidate and program level data for 109 student teachers between 2013 and 2017 were analyzed. Results indicate that variation in K-12 students’ learning gains can likely be attributed to the instructional efforts of our special education teacher preparation program (TPP) completers. Limitations, implications, and directions for future inquiry across policy, practice, and scholarship are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004989, http://purl.flvc.org/fau/fd/FA00004979
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Special education teachers--Training of., Teaching & Instruction., Special education.
Format: Document (PDF)

Title: AN EVALUATION OF A PARENT-DELIVERED DIALOGIC READING INTERVENTION IN THE HOME WITH YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDER.
Creator: Balsamo, Noelle, Duffy, Mary Louise, Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Children with Autism Spectrum Disorder (ASD) commonly present with reading comprehension impairments that impede their academic achievement and independent living. Research suggests that intervening on listening comprehension deficits of preschool children with ASD may contribute to improved reading comprehension proficiency in the school aged years. Dialogic reading is an empirically supported shared reading method known to increase the oral language and listening comprehension of young...
Show moreChildren with Autism Spectrum Disorder (ASD) commonly present with reading comprehension impairments that impede their academic achievement and independent living. Research suggests that intervening on listening comprehension deficits of preschool children with ASD may contribute to improved reading comprehension proficiency in the school aged years. Dialogic reading is an empirically supported shared reading method known to increase the oral language and listening comprehension of young children with and without language impairments prior to formalized schooling. This study utilized a single subject repeated acquisition design to evaluate the effect of a parent-delivered dialogic reading intervention on the independent and accurate responding of preschool children with ASD. Overall, results showed that the dialogic reading intervention was highly effective for increasing the independent and accurate responding for two of the three participants; however minimally effective for the third. Although the parent participants demonstrated varying levels of procedural fidelity to the dialogic reading procedures, they perceived the intervention to be both feasible and effective when implemented with their preschool children with ASD. Limitations and implications for future research are discussed.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013285
Subject Headings: Children with autism spectrum disorders, Reading comprehension, Dialogic reading
Format: Document (PDF)

Title: The Effects of an 8-Week Zumba® Program for Adults with Intellectual and Developmental Disabilities.
Creator: Joseph, Brianna M., Wilson, Cynthia L., Duffy, Mary Louise, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: In this study, physiological and psychological outcomes of an 8-week moderate to vigorous aerobic exercise program (Zumba®) for adults with intellectual and developmental disabilities (IDD) were examined. Forty-six participants were randomly assigned to the experimental group (n = 24) or control group (n = 22). The experimental group participated in Zumba® for 8 weeks, 3 days per week, along with completing exercise rating scales and fitness tests. Outcome measures included agility, endurance...
Show moreIn this study, physiological and psychological outcomes of an 8-week moderate to vigorous aerobic exercise program (Zumba®) for adults with intellectual and developmental disabilities (IDD) were examined. Forty-six participants were randomly assigned to the experimental group (n = 24) or control group (n = 22). The experimental group participated in Zumba® for 8 weeks, 3 days per week, along with completing exercise rating scales and fitness tests. Outcome measures included agility, endurance, rate of perceived exertion (RPE), exercise motivation, and exercise self-efficacy. Agility, endurance, and RPE were measured by three fitness tests; Timed Up and Go (TUG) test, the Six-Minute Walk Test (6MWT), and Modified Borg Dyspnoea (MBD). Physiological outcomes were measured before the intervention (pretest), 4 weeks during the intervention, and after the intervention (posttest). The experimental group completed a follow-up of all three fitness tests 2 weeks after the removal of the intervention. A paired t test assessed the continuous measures within each group.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013142
Subject Headings: People with mental disabilities, Developmentally disabled, Aerobic exercises--Physiological aspects, Aerobic exercises--Psychological aspects
Format: Document (PDF)

Title: Promoting daily living skills for adolescents with autism spectrum disorders via parent delivery of video prompting on the iPad.
Creator: Cruz-Torres, Elisa M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Autism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills...
Show moreAutism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills leading to enhanced levels of independence.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004358, http://purl.flvc.org/fau/fd/FA00004358
Subject Headings: Autism in adolescence, Autism spectrum disorders -- Patients -- Life skills guides, Autism spectrum disorders -- Patients -- Rehabilitation, Parents of autistic children, Social skills in adolescence, Visual programming (Computer science), Youth with autism spectrum disorders -- Behavior modification
Format: Document (PDF)

Title: INVESTIGATING THE CURRENT STATE OF SOCIAL VALIDITY IN SCHOLARLY JOURNALS PUBLISHED BY THE COUNCIL FOR EXCEPTIONAL CHILDREN.
Creator: McLaughlin, Elena A., Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: Social validity of interventions is often conceptualized as a triad of the social significance of goals, the acceptability of procedures, and the importance of intervention outcomes (Wolf, 1978). Social validity measurement is considered an essential part of quality single-case design studies. Yet, the practice has been inconsistently reflected in behavioral and educational journals. The purpose of this dissertation was to investigate the state of social validity in scholarly journals,...
Show moreSocial validity of interventions is often conceptualized as a triad of the social significance of goals, the acceptability of procedures, and the importance of intervention outcomes (Wolf, 1978). Social validity measurement is considered an essential part of quality single-case design studies. Yet, the practice has been inconsistently reflected in behavioral and educational journals. The purpose of this dissertation was to investigate the state of social validity in scholarly journals, published by the Council for Exceptional Children and its divisions between 2016 and 2020. The focus of the study was not only on the prevalence of social validity assessments in these journals, but also on possible relations between social validity and other elements of the study. The results indicate that 71.9% (220 of 306) of all single-case design studies published by the Council for Exceptional Children contained an assessment of social validity. Less prevalent was the assessment of Total Construct social validity, which included the measurement of social validity of goals, procedures, and outcomes. Participants’ ages were positively correlated with the presence of social validity assessments; however, studies involving both children and adults tended to favor adult voices in social validity reporting. The results also indicate that while the journals in the study compared favorably to other journals regarding social validity practices, there remains some room for improvement. Efforts should be made to diversify participants’ voices, elicit social validity responses from younger participants, improve the depth of social validity reporting, and broaden the range of tools to assess the social validity of interventions.
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00013895
Subject Headings: Council for Exceptional Children, Scholarly periodicals, Social validity
Format: Document (PDF)

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