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Title: 2013-2014 Program Review Exceptional Student Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Date Issued: 2013-2014
PURL: http://purl.flvc.org/fau/fd/FA00007931
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2012-2013 Program Review Exceptional Student Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Date Issued: 2012-2013
PURL: http://purl.flvc.org/fau/fd/FA00007930
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2010-2011 Program Review Exceptional Student Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Date Issued: 2010-2011
PURL: http://purl.flvc.org/fau/fd/FA00007929
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2009-2010 Program Review Exceptional Student Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Date Issued: 2009-2010
PURL: http://purl.flvc.org/fau/fd/FA00007928
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2014-2015 Program Review Exceptional Student Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Date Issued: 2014-2015
PURL: http://purl.flvc.org/fau/fd/FA00007932
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2016-2017 Program Review Exceptional Student Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Date Issued: 2016-2017
PURL: http://purl.flvc.org/fau/fd/FA00007934
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: 2015-2016 Program Review Exceptional Student Education.
Creator: Office of Institutional Effectiveness & Analysis, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Date Issued: 2015-2016
PURL: http://purl.flvc.org/fau/fd/FA00007933
Subject Headings: Florida Atlantic University -- History
Format: Document (PDF)

Title: DIgital assist: comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders.
Creator: Rody, Carlotta A., College of Education, Department of Exceptional Student Education
Abstract/Description: High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for...
Show moreHigh school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. ... However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362580
Subject Headings: Study skills, Technological innovations, Note-taking, Technological innovations, Educational psychology, Problem children, Education, Behavior disorders in children, Behavioral assessment of children, Emotional problems of children
Format: Document (PDF)

Title: Effects of an interactive computer-based reading strategy on student comprehension.
Creator: Worrell, Jamie L., College of Education, Department of Exceptional Student Education
Abstract/Description: The computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and expository text. The majority of schools now use computer-based testing to measure students' progress for end of the year exams. Additionally, schools are also delivering state-wide assessments like the Florida Comprehension Assessment Test through computer-based testing instead of paper-pencil testing. There is little research to...
Show moreThe computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and expository text. The majority of schools now use computer-based testing to measure students' progress for end of the year exams. Additionally, schools are also delivering state-wide assessments like the Florida Comprehension Assessment Test through computer-based testing instead of paper-pencil testing. There is little research to indicate whether computer-based assessments are an effective way to measure student progress. This study investigated the effects of an interactive computer-based reading strategy on student comprehension for both expository and narrative passages. The intervention evaluated students' percentage of learned strategy use and comprehension accuracy for expository computer-based passages. Additionally, the intervention measured whether students generalized the learned strategy when given a paper-pencil narrative passage and whether generalization of strategy use improved comprehension vi accuracy. This study used an A-B-A-B design across participants, with a follow-up phase. The results from the data showed that all students made significant increases in strategy use from baseline to follow-up. Additionally, all the students had an increase in comprehension accuracy from baseline to follow-up for both computer and paper-based passages. All students were able to generalize successfully the strategy use to narrative passages, and improved their comprehension accuracy of narrative passages. The effects of the study suggest the value of teaching students the interactive computer-based reading strategy for students who struggle with passage comprehension.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3322518
Subject Headings: Reading comprehension, Computer-assisted instruction, Educational tests and meausrements, School improvement programs, Academic achievment, Reading, Ability testing, Computer-assisted instruction
Format: Document (PDF)

Title: The impact of fluency intervention on the oral reading and fluency comprehension of middle school students with learning disabilities.
Creator: Russell, Janice M., College of Education, Department of Exceptional Student Education
Abstract/Description: Proficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001 ; NICHD, 2000a). One component of successful reading is the ability to read a text with appropriate speed, accuracy, and prosody. The National Assessment of Educational Progress (Pinnell...
Show moreProficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001 ; NICHD, 2000a). One component of successful reading is the ability to read a text with appropriate speed, accuracy, and prosody. The National Assessment of Educational Progress (Pinnell et al., 1995) reported that 44% of the nation's fourth grade students were not able to read at an acceptable level of fluency that was considered necessary for comprehension. Since the publication of that report, research has shown that with direct instruction and remediation of fluency, students in the elementary grades can increase their reading rate. One of the most common fluency intervention techniques is repeated readings (Samuels,1979). However, most of the studies completed include ele mentary students and were focused on increasing their reading rate. Some students are arriving at the secondary level with reading problems which include fluency and comprehension. Therefore, the purpose of this study was to determine the effect of repeated readings on the rate, accuracy, and comprehension of students with disabilities at the secondary level. This study involved a total of 35 students with learning disabilities in grades 6-9. A quasi-experimental design was used for this study. The treatment group received a total of 20 sessions of repeated reading with immediate feedback., goal setting, and independent practice with graphing of reading rate. The comparison group continued their reading instruction with no fluency intervention.The results indicate that this combination of repeated readings had a significant influence on reading rate only., The other two variables, accuracy and comprehension, did not improve significantly in the treatment group when compared to the comparison group.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3352833
Subject Headings: Reading (Middle school), Remedial teaching, Learning disabled children, Education, Reading comprehension, Language arts (Middle school), Content area reading, Study and teaching (Secondary)
Format: Document (PDF)

Title: Use of a mathematics word problem strategy to improve achievement for students with mild disabilities.
Creator: Taber, Mary R., College of Education, Department of Exceptional Student Education
Abstract/Description: Mathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics that call for an inquiry learning model (NCTM, 2000). Unfortunately, this model...
Show moreMathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics that call for an inquiry learning model (NCTM, 2000). Unfortunately, this model may not be sufficient to meet the needs of students with disabilities. Researchers are currently looking at what elements will assist students with disabilities to learn mathematics both conceptually and procedurally. Explicit direct instruction, modeling, guided and independent practice, and providing advanced organizers have been found to help students with disabilities to be successful. Results indicated that students with mild disabilities were able to use the strategy independently to accurately solve the training word problems using division or multiplication. Also, students were able to generalize both the strategy use as well as the word problem accuracy to the measurement of area problems. Additionally, two of the three students continued to use the strategy appropriately to accurately solve word problems in the 6-week follow-up phase. Suggestions for future studies are provided as well as educational implications.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3361253
Subject Headings: Achievement in education, Children with disabilities, Education, Word problems (Mathematics), Study and teaching, Mathematics, Remedial teaching, Response to intervention (Learning disabled children)
Format: Document (PDF)

Title: Using WatchMinder to increase the on-task behavior of students with autism spectrum disorder.
Creator: Finn, Lisa., College of Education, Department of Exceptional Student Education
Abstract/Description: In this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these...
Show moreIn this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these unobtrusive devices are effective for providing feedback to monitor their behavior. Self-graphing is another component of self-monitoring interventions that has received little attention in the literature. However, many studies recognize the importance for individuals to be active participants in their educational programs by analyzing progress and being a part of the decision making process. This study assessed the use of WatchMinder and self-graphing on the on-task behavior of four elementary students with autism in the special education setting.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362336
Subject Headings: Autism spectrum disorders in children, Treatment, Autism spectrum disorders in children, Behavior modification, Behavior disorders in children, Treatment, Communication in education, Cognitive therapy, Methodology
Format: Document (PDF)

Title: The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes.
Creator: DiLorenzo, Kim E., College of Education, Department of Exceptional Student Education
Abstract/Description: Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive...
Show moreIntermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive strategies to comprehend expository text in settings that support collaboration and flexible application of comprehension strategies, and have meaningful opportunities for reading and writing (Mastropieri & Scruggs, 2004; Palincsar & Klenk, 1992). A method that includes these components is reciprocal teaching (RT; National Reading Panel, 2000). RT has been used during content area instruction to increase reading comprehension skills of intermediate elementary students without disabilities in general education classrooms (King & Johnson, 1999; Lederer, 2000; Lubliner, 2004). These reading comprehension gains have been maintained by students on follow-up tests after the RT intervention has been withdrawn (Palincsar & Brown, 1984; Westera & Moore, 1995). This study examined the effects of RT on the science literacy of intermediate elementary students (grades 4-5) participating in inclusive science classes. Students with learning disabilities (SWLD), students at-risk (AR), and students in general education (GE) participated in this study. General education teachers used RT with science texts to improve science literacy. Pre/post science quizzes were used to assess the effects of the RT intervention, and post/follow-up tests assessed potential maintenance of the RT. s, Analyses of the data showed that the RT intervention resulted in improved science comprehension overall, and for each student group. In addition, the results showed that the gains were maintained for the individual student grouping after the RT intervention was removed, although these gains were not found overall.The study demonstrated that the use of RT during science instruction in inclusive, intermediate elementary classes assisted students who are AR, SWLD, and students in GE to attain science knowledge using standard science texts and materials. These results extend the experimental literature on science literacy and reciprocal teaching, particularly among intermediate elementary students.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2975244
Subject Headings: Science, Study and teaching (Elementary), Thought and thinking, Study and teaching (Elementary), Language arts (Elementary), Correlation with content subjects, Inquiry-based learning, Cognitive learning, Academic achievement, Interdisciplinary approach in education
Format: Document (PDF)

Title: The effects of covert audio coaching on the job performance of supported employees.
Creator: Bennett, Kyle D., College of Education, Department of Exceptional Student Education
Abstract/Description: The importance of employment in our society is unmistakable. The financial outcome of employment allows us to provide for ourselves and others. Furthermore, our employment status, and the work in which we engage, play a part in defining our self-concept. For many people, however, sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being without a job affects those who are unemployed, their families, and our...
Show moreThe importance of employment in our society is unmistakable. The financial outcome of employment allows us to provide for ourselves and others. Furthermore, our employment status, and the work in which we engage, play a part in defining our self-concept. For many people, however, sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being without a job affects those who are unemployed, their families, and our society. There are many issues that directly challenge the employment status of people with disabilities. Some of these include funding for supported employment programs, employer bias, and the outcomes of our country's educational system. Another issue that affects the employment of individuals with disabilities is the manner in which they are prepared prior to employment and coached while on the job. The purpose of this investigation was to examine the effects of performance feedback delivered via covert audio coaching on the job performance of supported employees. A multiple baseline design across participants and work tasks was used to evaluate the effects of the intervention on the participants' work performance (accuracy and speed of task completion). The results demonstrated that the supported employees made substantial improvements on their accuracy and speed of completing the selected work tasks. The results also showed that the improvements maintained for 4-5 weeks following the removal of the intervention.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186688
Subject Headings: People with disabilities, Employment, People with disabilities, Functional assessment, People with disabilities, Training of, Work measurement, Performance standards, Evaluation
Format: Document (PDF)

Title: An Examination of Literacy Based Beha.
Creator: Hall Pistorio, Kalynn, Brady, Michael P., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Preparing young children for kindergarten is an important task. There are many skills that need to be learned. Simple everyday school and daily living tasks are kindergarten readiness skills that need to be taught. Many preschool students struggle to learn these skills unless taught directly. There are a sufficient number of interventions that have been used to teach various skills to students, but few have been identified as evidenced-based practices for teaching skills to at-risk preschool...
Show morePreparing young children for kindergarten is an important task. There are many skills that need to be learned. Simple everyday school and daily living tasks are kindergarten readiness skills that need to be taught. Many preschool students struggle to learn these skills unless taught directly. There are a sufficient number of interventions that have been used to teach various skills to students, but few have been identified as evidenced-based practices for teaching skills to at-risk preschool students in the classroom. Literacy based behavioral interventions (LBBI) (Bucholz, Brady, Duffy, Scott, & Kontosh, 2008) are a class of intervention that have been found to be effective to teach a variety of skills. This type of intervention consists of a combination of sequenced visuals and words to either teach a new skill and/or increase or decrease a behavior. Several studies have shown that a storybook LBBI is an effective intervention for teaching new skills including daily living skills, but to date only one study has looked at the effects of a storybook LBBI with preschool children who are at-risk (Hall, Brady, & Morris, 2017). This study expanded the storybook LBBI literature by exploring the effect of small group-delivered storybook LBBIs on preschool students who were at-risk and struggling to learn basic kindergarten readiness skills. Using a multiple baseline design across skills, this study examined the effectiveness of using LBBIs delivered in a small group to teach kindergarten readiness skills and the children’s ability to maintain and generalize these skills. Four preschool students were taught three skills including cutting with scissors, using liquid glue, and matching. Data were collected on the steps correct and independent on the task analysis for each skill. The results found an increase in skill acquisition with students learning the new skills and maintaining those skills after the removal of the LBBI. Students were also able to generalize these new skills to novel materials. Implications for research and practice are discussed.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013066
Subject Headings: Preschool children--Education., Teaching young children., Kindergarten., Literacy.
Format: Document (PDF)

Title: Enhancing Independent Task Performance of Individuals with Developmental Disabilities Through the Use of an iPad Application.
Creator: Morse, Kerri, Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: There has been a dramatic increase in the utilization of technology within the fields of education and rehabilitation in the past two decades. Two studies focused on technology intended to assist a total of seven young adults with developmental disabilities to increase independence, decrease the need for paid supports, and improve task performance. Participants completed food preparation tasks in an employee break room, adhering to an industry specific protocol, while using a task application...
Show moreThere has been a dramatic increase in the utilization of technology within the fields of education and rehabilitation in the past two decades. Two studies focused on technology intended to assist a total of seven young adults with developmental disabilities to increase independence, decrease the need for paid supports, and improve task performance. Participants completed food preparation tasks in an employee break room, adhering to an industry specific protocol, while using a task application on an iPad that provided audio and video prompts. A multiple baseline across participants was used to show effects of the intervention on task performance and reliance on prompts. Results indicated that using an application on an iPad to video model tasks was effective in improving and maintaining accurate skill performance, while reducing the need for prompts. Participants in both study one and study two demonstrated mastery of task performance using the iPad application. In study one, three of the four participants faded the use of prompts, whereas only one of the three participants demonstrated independence in study two. Implications for future research are discussed.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004615, http://purl.flvc.org/fau/fd/FA00004615
Subject Headings: Students with disabilities--Services for., Learning disabled teenagers.--Education., Tablet computers., Computer-assisted instruction., Human-computer interaction., Education--Effect of technological innovations on., Visual programming (Computer science)
Format: Document (PDF)

Title: Effectiveness of modeling and rehearsal to teach fire safety skills to children with autism.
Creator: Garcia, David, Dukes, Charles, College of Education, Department of Exceptional Student Education
Abstract/Description: Autism is a disorder that affects children at an alarming rate. One out of every 88 children is diagnosed with autism in the United States. The disorder is characterized by communication, social, and behavioral deficits. Children with autism often require specialized teaching methods to learn basic skills that most children acquire without specialized instruction. Relatively few studies have examined strategies for teaching safety skills to individuals with autism. The current study utilized...
Show moreAutism is a disorder that affects children at an alarming rate. One out of every 88 children is diagnosed with autism in the United States. The disorder is characterized by communication, social, and behavioral deficits. Children with autism often require specialized teaching methods to learn basic skills that most children acquire without specialized instruction. Relatively few studies have examined strategies for teaching safety skills to individuals with autism. The current study utilized a multiple baseline across participants’ design to evaluate whether a modeling and rehearsal strategy is effective for teaching fire safety skills to children with autism between 4 and 5 years of age. Results indicated that modeling and rehearsal were effective in teaching fire safety skills, the skills generalized to novel settings, and maintained 5-weeks following the completion of training. Implications for safety skill instruction and future research are discussed.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004020
Subject Headings: Autistic children -- Education, Autistic children -- Means of communication, Children with autism spectrum disorders -- Education, Fire prevention -- Study and teaching (Early childhood), Safety education
Format: Document (PDF)

Title: Increasing Language Use in Parents of Children With Autism Spectrum Disorder.
Creator: Honsberger, Christine, Ramasamy, Rangasamy, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Research has demonstrated that higher levels of parent language use is correlated with later language use and intellectual development of their children. Children with autism spectrum disorder (ASD) display deficits in social and communication skills. They also demonstrate repetitive and restrictive behaviors or interests. These behavioral deficits and excesses may contribute negatively to language development, as well as parent and child social interactions, and communication exchanges. The...
Show moreResearch has demonstrated that higher levels of parent language use is correlated with later language use and intellectual development of their children. Children with autism spectrum disorder (ASD) display deficits in social and communication skills. They also demonstrate repetitive and restrictive behaviors or interests. These behavioral deficits and excesses may contribute negatively to language development, as well as parent and child social interactions, and communication exchanges. The current study used a nonconcurrent multiple-baseline design to evaluate the effectiveness of behavior skills training (BST) and on-going graphical and verbal feedback on increasing parent language use and child words and utterances. Results of this study demonstrated that BST with on-going feedback was effective in increasing parent language use and child words and utterances above baseline levels for all four parent-child dyads. The dissertation concludes with recommendations for future research.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004892, http://purl.flvc.org/fau/fd/FA00004892
Subject Headings: Asperger's syndrome--Patients--Language., Language acquisition--Parent participation., Parents of autistic children., Autistic children--Language., Autism spectrum disorders--Treatment., Language disorders in children., Food industry and trade--Safety measures., Food supply--Globalization.
Format: Document (PDF)

Title: Teaching individuals with autism spectrum disorder safe pedestrian skills using video modeling with in situ video prompting.
Creator: Honsberger, Toby, Wilson, Cynthia L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Autism spectrum disorder (ASD) affects 1 in every 68 children. Individuals with ASD have deficits in social, communication and behavioral skills which put them at a higher risk of injury and death than their typically developing peers. Parking lots are environments that present a number of potentially dangerous situations. Pedestrian skills, due to reliance on subtle cues and quick problem solving, can be especially difficult for individuals with ASD to master. The present study used a...
Show moreAutism spectrum disorder (ASD) affects 1 in every 68 children. Individuals with ASD have deficits in social, communication and behavioral skills which put them at a higher risk of injury and death than their typically developing peers. Parking lots are environments that present a number of potentially dangerous situations. Pedestrian skills, due to reliance on subtle cues and quick problem solving, can be especially difficult for individuals with ASD to master. The present study used a multiple probe design across participants to examine the effectiveness of a video modeling intervention with in situ video prompting feedback to teach five individuals with ASD to safely navigate a parking lot. Results of the study revealed that all five participants rapidly acquired the targeted skills and the skills were maintained in the absence of the video intervention at one week and two week intervals. Suggestions for further applications of the intervention package and implications for safety instruction are also offered.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004379, http://purl.flvc.org/fau/fd/FA00004379
Subject Headings: Autism specturm disorders -- Patients -- Behavior modification, Autism specturm disorders -- Patients -- Life skills guides, Prompting (Education), Visual programmimg (Computer science)
Format: Document (PDF)

Title: The Effect of the Mentoring Experience on the Mentors of College Students with Intellectual Disabilities.
Creator: Carey, Gwendolyn C., Duffy, Mary Louise, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Peer, staff, and faculty members who mentored college students with Intellectual Disabilities (ID) completed self-reflections and digital interviews, and participated in focus groups. The information was used to determine whether the mentoring experience affected their attitudes and beliefs regarding individuals with ID as well as whether mentor personal growth occurred as a result of participation in the mentoring experience. The research suggested that participants from all groups of...
Show morePeer, staff, and faculty members who mentored college students with Intellectual Disabilities (ID) completed self-reflections and digital interviews, and participated in focus groups. The information was used to determine whether the mentoring experience affected their attitudes and beliefs regarding individuals with ID as well as whether mentor personal growth occurred as a result of participation in the mentoring experience. The research suggested that participants from all groups of mentees did experience a change in their attitudes and beliefs regarding those with ID. Those changes in attitude and beliefs were overwhelmingly positive. Peer, staff, and faculty mentors also reported many benefits from participation in the mentoring experience including but not limited to increased self-awareness and self-improvement.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013192
Subject Headings: College students with disabilities, Intellectual disability, Mentoring, Mentors in education
Format: Document (PDF)

FAU Theses and Dissertations (34)	+ -
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Florida Atlantic University -- History (7)	+ -
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