Current Search: Duffy, Mary L. (x)
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- Title
- Effects of Intervention Using Everyday Routines on the Social Reciprocity of Children with Autism.
- Creator
- Leach, Debra, Duffy, Mary L., Florida Atlantic University
- Abstract/Description
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Children with autism often have deficits in social reciprocity, the ability to participate in long chains of back and forth interactions with a social partner. Research has shown that deficits in social communication skills, such as social reciprocity, can have lifelong negative impacts on the lives of individuals with autism. Routines-based intervention for young children with autism is supported by research and educational law. However, there are limited studies showing the effects of...
Show moreChildren with autism often have deficits in social reciprocity, the ability to participate in long chains of back and forth interactions with a social partner. Research has shown that deficits in social communication skills, such as social reciprocity, can have lifelong negative impacts on the lives of individuals with autism. Routines-based intervention for young children with autism is supported by research and educational law. However, there are limited studies showing the effects of routines-based intervention for children with autism. There are no studies that address social reciprocity using routinesbased intervention for children with autism. This preliminary investigation explored if parent training on six strategies to promote social reciprocity within three everyday routines would increase the parents' use of the strategies and also increase the social reciprocity ofthe children. Parent use of the strategies and the social reciprocity of the children were maintained after the intervention was withdrawn.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000675
- Subject Headings
- Autism in children--Treatment, Interpersonal communication in children, Developmentally disabled children--Rehabilitation
- Format
- Document (PDF)
- 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
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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.
Show less - 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
- 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
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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.
Show less - 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
- 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
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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.
Show less - 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
- 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
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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.
Show less - 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
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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.
Show less - 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)