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Title: CHILDREN’S MORAL SENSITIVITY: AN EXAMINATION OF THE SUSPECTED LINK BETWEEN ALTRUISTIC PUNISHMENT AND MORAL JUDGMENTS.
Creator: Dukes, Charles, Bjorklund, David F., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Developmental research on moral psychology has long been driven by the classic studies of Lawrence Kohlberg with an almost exclusive focus on reasoning. The adoption of an evolutionary perspective has opened moral psychology to investigations into the deep roots of morality. From this perspective, it is thought that group living (cooperation), evolved psychological mechanisms, disgust, emotion, and punishment make for the complex building blocks that is morality. Based on this notion, it is...
Show moreDevelopmental research on moral psychology has long been driven by the classic studies of Lawrence Kohlberg with an almost exclusive focus on reasoning. The adoption of an evolutionary perspective has opened moral psychology to investigations into the deep roots of morality. From this perspective, it is thought that group living (cooperation), evolved psychological mechanisms, disgust, emotion, and punishment make for the complex building blocks that is morality. Based on this notion, it is quite possible that morality is present early in life and driven by the forces of natural selection. Thus, moral development may be understood by taking a different approach, one that takes into account the tenants of evolution. The purpose of this study was to investigate the effects of third-party punishment on children’s moral sentiments using a common moral transgression (exclusion from a group). For this cross-sectional study, children in age groups 4-5, 7-8, and 12-13 years heard two short stories describing a perpetrator (matched in gender to the participant) who excludes a victim (also matched in gender to the participant). For each story, children were asked to imagine a different relationship to the victim: kin (i.e., brother or sister) or non-kin (i.e., friend/stranger). After each story, children were asked to rate the intensity of the moral transgression, choose a possible punishment for the perpetrator, identify an emotion associated with the transgression, and then offer a justification for the emotion. A total of 109 children were interviewed for the study. Results were mixed. Relationship (kin vs. non-kin) made a difference in some cases, while not in others. Overall, all children rated the treatment of the victim as wrong, deemed punishment as necessary, and reported neutral emotions. The children in the 12 to 13 age group were different on measures of wrongness and emotional responses. There is some evidence that relationship may influence moral sentiments, which is in line with an evolutionary hypothesis. Moral sentiments seem to be present early, and common moral transgressions are perceived as wrong early and consistently across age groups. This study provides some insight into the evolutionary roots of morality. Additional research is necessary to gain a greater understanding of other factors contributing to the evolutionary roots of morality.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013300
Subject Headings: Moral development, Ethics, Evolutionary, Moral judgment, Children, Punishment, Moral psychology of the emotions
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: 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: 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: 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: 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: 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: 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: Teaching Adolescents and Young Adults With Autism Spectrum Disorders How to Respond to Social Media Lures.
Creator: Agganis, Jennifer A., Dukes, Charles, Florida Atlantic University, College of Education, Department of Exercise Science and Health Promotion
Abstract/Description: This study used a training package to teach social media safety skills, using Facebook, to adolescents and young adults diagnosed with autism spectrum disorders in a small group setting. Participants were taught to decline, block and report when they received a lure from someone that they do not know. A multiple baseline design across lures demonstrated the effects of the intervention on participant performance. Results confirmed an increase in social media safety skills performed by all...
Show moreThis study used a training package to teach social media safety skills, using Facebook, to adolescents and young adults diagnosed with autism spectrum disorders in a small group setting. Participants were taught to decline, block and report when they received a lure from someone that they do not know. A multiple baseline design across lures demonstrated the effects of the intervention on participant performance. Results confirmed an increase in social media safety skills performed by all participants. Participants were able to maintain this skill set once the training package was removed. Spontaneous generalization was demonstrated by all participants for some lures. Generalization of social media safety skills was demonstrated across participants in a setting where they did not receive instruction. Limitations and implications for future research are discussed.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013049
Subject Headings: Autism spectrum disorders., Social media., Safety education., Facebook (Electronic resource).
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)

Title: States’ Description of Common Core State Standards to Support Students with Severe Disabilities
PURL: http://purl.flvc.org/fau/flvc_fau_islandoraimporter_10.1177_1540796917715016_1644936193
Format: Document (PDF)

FAU Theses and Dissertations (13)	+ -
FAU College Collections (2)	+ -

Autism spectrum disorders. (2)	+ -
Intellectual Disability (2)	+ -
Adolescents. (1)	+ -
Adults (1)	+ -
Autism (1)	+ -

Autism spectrum disorders--Patients--Behavior modification (1)	+ -
Autistic children -- Education (1)	+ -
Autistic children -- Means of communication (1)	+ -
CPR (First aid)--Study and teaching. (1)	+ -
Children (1)	+ -
Children with autism spectrum disorders (1)	+ -
Children with autism spectrum disorders -- Education (1)	+ -
College students with disabilities (1)	+ -
College students with disabilities. (1)	+ -
Computer-assisted instruction. (1)	+ -
Council for Exceptional Children (1)	+ -
Developmental disabilities. (1)	+ -
Dialogic reading (1)	+ -
Dissertations, Academic -- Florida Atlantic University (1)	+ -
Education--Effect of technological innovations on. (1)	+ -
Ethics, Evolutionary (1)	+ -
Facebook (Electronic resource). (1)	+ -
Fire prevention -- Study and teaching (Early childhood) (1)	+ -
Human-computer interaction. (1)	+ -
Learning disabilities (1)	+ -
Learning disabled teenagers.--Education. (1)	+ -
Life skills. (1)	+ -
Moral development (1)	+ -
Moral judgment (1)	+ -
Moral psychology of the emotions (1)	+ -

Electronic Thesis or Dissertation (13)	+ -
article (2)	+ -

Dukes, Charles (14)	+ -
College of Education (12)	+ -
Florida Atlantic University (12)	+ -
Department of Exceptional Student Education (11)	+ -
Agganis, Jennifer A. (1)	+ -

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