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Title: Music for Educable Mentally Retarded Children.
Creator: Monroe, Frances Judson, Robinson, Kenneth H., Florida Atlantic University
Abstract/Description: Music plays an important role in the total educational picture for both children and adults. Recently emphasis has turned toward discovering the new role music can play in the everyday lives of people in relation to use of leisure time. Since music has become an integral part of the curriculum, the purpose of this paper was to discover whether music contributes to the education of the educable mentally retarded, and if so, to what extent. Professional literature related to this subject was...
Show moreMusic plays an important role in the total educational picture for both children and adults. Recently emphasis has turned toward discovering the new role music can play in the everyday lives of people in relation to use of leisure time. Since music has become an integral part of the curriculum, the purpose of this paper was to discover whether music contributes to the education of the educable mentally retarded, and if so, to what extent. Professional literature related to this subject was reviewed and summarized. The characteristics, problems, and family life of these children were discussed. Persons who teach mentally retarded children were interviewed to determine the nature of the problems involved in teaching these children music. Questions regarding the behavior of the students toward music, correlating music with other subjects, materials, length of music periods, curriculum content and other pertinent areas were asked the interviewees. After conducting an item analysis of the data secured from the interviewees, the researcher determined that: 1. Music opens the doors for the teaching of other subjects. 2. The characteristics of the retards should be kept in mind when planning lessons. 3. A variety of materials was used to assist in the teaching of music. 4. Mentally retarded children enjoy the same activities as other children, however, consideration must be given to their mental age and social maturity when planning lessons. 5. Music can be effectively used to promote social growth.
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Date Issued: 1969
PURL: http://purl.flvc.org/fau/fd/FA00000638
Subject Headings: Children with mental disabilities--Education--Music
Format: Document (PDF)

Title: An analysis of environmental variables affecting the observed biobehavioral states of individuals with profound handicaps.
Creator: Richards, Stephen Boyd, Florida Atlantic University, Taylor, Ronald L., Sternberg, Les
Abstract/Description: Historically, there have been questions concerning the areas and methods of assessment that are appropriate with individuals with profound handicaps. Recently, research efforts toward the assessment of biobehavioral states of these individuals have been advocated. The purpose of this study was to examine how biobehavioral states and orienting responses might be influenced by environmental variables. More specifically, this study involved investigation into whether increasing degrees of...
Show moreHistorically, there have been questions concerning the areas and methods of assessment that are appropriate with individuals with profound handicaps. Recently, research efforts toward the assessment of biobehavioral states of these individuals have been advocated. The purpose of this study was to examine how biobehavioral states and orienting responses might be influenced by environmental variables. More specifically, this study involved investigation into whether increasing degrees of stimulation provided through individuals, activities, and objects in the environment appeared to influence the biobehavioral states of the subjects. Additionally, the influence of time of day, day of week, the position of the subject, and the subject's prior state were explored. Five subjects were selected from a classroom for students with profound mental handicaps in southeast Florida. Subjects were observed using a partial-interval recording procedure and a previously developed and piloted instrument. Each subject was observed for 20 observation periods with each period consisting of 15, 20 second intervals. These observation periods were evenly distributed across mornings and afternoons and across the days of the week. Subjects were randomly selected for the order of observations. One additional rater was used in addition to the investigator for reliability purposes. The overall reliability coefficients for all observed variables exceeded.90. All environmental variables and the prior state variable were crosstabulated with the state variable and the significance of each bivariate relationship was tested using the chi-square statistic. All environmental variables, with the exception of the continuous auditory stimulation variable, shared a statistically significant relationship with the state variable (p < .0277). Prior state also shared a statistically significant relationship. Additionally, those environmental variables with the strongest relationships with the state variable along with the prior state variable were used as predictors for a multiple regression procedure. State was used as the criterion variable and significant variance was predicted by the environmental and prior state variables. This study resulted in an increase in the data base concerning state assessment in students with profound handicaps, investigated environmental variables that may have affected state occurrences, and raised issues concerning previous and future research. In addition, implications concerning how instructional grouping, provision of stimulating activities, intensity of staff-student interactions, positioning of students, and time of day and day of week might have affected subjects' biobehavioral states were discussed.
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/12263
Subject Headings: Children with disabilities--Education, Children with mental disabilities--Education, Special education, Behavioral assessment
Format: Document (PDF)

Title: Teaching sight words to students with mental retardation and learning disabilities: Constant time delay versus interspersal of known items.
Creator: Knight, Melissa Gail., Florida Atlantic University, Ross, Denise
Abstract/Description: This study compared the efficacy and efficiency of using constant time delay (CTD) with interspersal of known items (IKI) paired with an error correction technique to teach sight words to students with mild mental retardation and learning disabilities. Time delay is a technique that transfers stimulus control from a controlling prompt (a prompt that results in correct task performance) to the discriminative stimulus (stimulus presented before a response can occur) by delaying the presentation...
Show moreThis study compared the efficacy and efficiency of using constant time delay (CTD) with interspersal of known items (IKI) paired with an error correction technique to teach sight words to students with mild mental retardation and learning disabilities. Time delay is a technique that transfers stimulus control from a controlling prompt (a prompt that results in correct task performance) to the discriminative stimulus (stimulus presented before a response can occur) by delaying the presentation of the prompt after the stimulus has been presented. During the initial trial, the delay between prompt and stimulus is at 0-seconds; during all other trials the delay is fixed at 4-seconds. Interspersal of known items is a method of sequencing unknown or target words among known words. Two sessions were provided each day in the classroom, one with constant time delay technique and the other with interspersal of known items as the training technique. The parallel treatment design was used to assess the efficacy and efficiency of the two strategies. The results indicate that both techniques were effective for students with LD. Constant time delay was significantly more effective than interspersal of known items for the students with MMR. Based on both the number of minutes of instructional time and the number of sessions through criterion, the constant time delay procedure was more efficient for students with MMR. However, the interspersal of known items technique was more efficient in terms of percentage of errors and rate of correct responses for both students with MMR and LD.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/12824
Subject Headings: Children with mental disabilities--Education, Learning disabled children, Reading (Elementary)--Whole-word method
Format: Document (PDF)

Title: Muddling through: how young caregivers manage changing complexities.
Creator: Kain, Carole A., Christine E. Lynn College of Nursing
Abstract/Description: In the United States, an estimated 1.4 million children and adolescents, age 18 and under, provide daily unpaid physical, emotional and supportive care to a chronically ill or disabled family member (NAC & UHF). While the phenomenon of caregiving performed by adult children and spouses has been extensively explored by nursing, little is known about how Young Adolescent Caregivers manage being a caregiver while they attend school and mature socially as an adolescent. The purpose of this...
Show moreIn the United States, an estimated 1.4 million children and adolescents, age 18 and under, provide daily unpaid physical, emotional and supportive care to a chronically ill or disabled family member (NAC & UHF). While the phenomenon of caregiving performed by adult children and spouses has been extensively explored by nursing, little is known about how Young Adolescent Caregivers manage being a caregiver while they attend school and mature socially as an adolescent. The purpose of this Grounded Theory study was to identify and describe the basic social psychological problem shared by young adolescent caregivers girls, (N=9), aged 11-14, and the basic social processes used to manage the shared problem. Using the constant comparative method of data analysis, from audio taped and transcribed, semi-structured interviews were reviewed. The Basic Social Psychological Process (BSPP) identified was Managing Complexities. Muddling Through (BSP) was the process identified through constant comparison of the data to create categories. The phases of Muddling Through are: Becoming a Caregiver, Choosing Family, Creating Structure and Maintaining Balance. Young adolescents experienced becoming a caregiver through three paths: Embracing the Challenge, Sharing the Load and Being Assigned. Awareness of the consequences of being a Young Adolescent Caregiver and strategies used by Young Adolescent Caregivers to manage their changing complexities has implications for nursing interventions. Nurses in a variety of settings that treat persons with chronic illnesses can modify their practice to make significant supportive interventions with these largely invisible caregivers. Implications for policy change, nursing education and practice and future research are explored.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/227982
Subject Headings: Developmental psychology, Child caregivers, Children of parents with disabilities
Format: Document (PDF)

Title: THE LIVED EXPERIENCE OF PARENTS OF CHILDREN WITH SPECIAL HEALTHCARE NEEDS ON PUBLIC AND PRIVATE INSURANCE: A PHENOMENOLOGICAL STUDY.
Creator: Reaves, Régine Placide, Chiang-Hanisko, Lenny, Florida Atlantic University, Christine E. Lynn College of Nursing, Christine E. Lynn College of Nursing
Abstract/Description: Due to recent advances in medical technology, the number of children with special healthcare needs (CSHCN) is steadily growing in the United States. CSHCN comprise more than 40% of overall healthcare costs nationwide, even though this group is only comprised of 16% of the U.S. child population. There are significant differences between private and public health plans in terms of cost, adequacy, and parent satisfaction. As an added benefit, some public and private health insurance plans offer...
Show moreDue to recent advances in medical technology, the number of children with special healthcare needs (CSHCN) is steadily growing in the United States. CSHCN comprise more than 40% of overall healthcare costs nationwide, even though this group is only comprised of 16% of the U.S. child population. There are significant differences between private and public health plans in terms of cost, adequacy, and parent satisfaction. As an added benefit, some public and private health insurance plans offer nursing care coordination (or nursing case management) services. The purpose of this study was to understand the experiences of parents of CSHCN enrolled in public and private insurance with or without a nurse care coordinator assigned. A phenomenological approach was used. One-to-one semi-structured interviews were conducted with 16 participants. Colaizzi’s (1978) eight steps of data analysis was the selected methodological interpretation. Five themes emerged from this study: Struggle with Self-Preservation, Abandonment and Isolation, Self-Reliance and Advocate, Interdependence, and Lifeline. These study findings highlighted the major differences with parents navigating their child’s health insurance. These differences were dependent on the type of insurance and sources of support available. The experience of parents with a nurse care coordinator differed from parents without a nurse. Parents of CSHCN enrolled in public insurance with a nurse care coordinator considered the nurse to be a primary source of support. These nurses were instrumental in solving problems with the public health plan. On the contrary, parents with CSHCN enrolled in private insurance without a nurse care coordinator carried this additional burden. There were also noticeable differences in parents’ satisfaction with the adequacy and cost of their child’s health insurance. Parents of CSHCN enrolled in private insurance voiced dissatisfaction with higher costs associated with their child’s plan. Meanwhile, parents of CSHCN enrolled in Medicaid expressed that out-of-pocket expenses were covered. Results from this study can be used to make policy changes by insurance companies. Incorporating nursing care coordination not only results in healthcare savings for the health plan but improved health outcomes for its members as well.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013582
Subject Headings: Health insurance, Phenomenology--Research, Parents of children with disabilities
Format: Document (PDF)

Title: An historical analysis of related services litigation for handicapped students.
Creator: Holmes, Joyce B., Florida Atlantic University, Weppner, Daniel B.
Abstract/Description: Historically, the rights of handicapped children evolved slowly until the enactment of the Education for All Handicapped Children Act of 1975. It was this Act that guaranteed handicapped students access to a "free appropriate public education." Since the implementation of this legislation, its ambiguous language has caused controversy to arise over what constitutes an appropriate education. One of the more problematic areas has been that of "related services," where the courts have been left...
Show moreHistorically, the rights of handicapped children evolved slowly until the enactment of the Education for All Handicapped Children Act of 1975. It was this Act that guaranteed handicapped students access to a "free appropriate public education." Since the implementation of this legislation, its ambiguous language has caused controversy to arise over what constitutes an appropriate education. One of the more problematic areas has been that of "related services," where the courts have been left to interpret the parameters of these services. The purpose of this study was to provide updated knowledge in related services litigation so professionals may develop procedures and make appropriate decisions regarding the individual needs of handicapped children. The study was limited to specific areas of related services including: medical, school health services, physical and occupational therapy, and transportation of the physically impaired. An analysis of related service provisions for handicapped children in the State of Florida was examined with data presented on the present status of school health services for these students within the state. Research questions included in this study dealt with the parameters of related services. A selected review of related service decisions at both the court and state administrative level was analyzed in the areas the study addressed. These decisions are shown in the summary tables with the name of the case and point of law presented. Suggested guidelines are provided for those persons who make decisions on behalf of handicapped students. These recommendations are not to be considered legal opinions, but only to provide guidance in the complex area of related services.
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Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11913
Subject Headings: Children with disabilities--Services for--Florida
Format: Document (PDF)

Title: The effects of a self-evaluation intervention on the instructional behavior of special education interns.
Creator: Keller, Cassandra L., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: This study investigated the effects of an audiotaped self evaluation intervention on the instructional behavior of interns in classrooms for students with disabilities. Three interns teaching in elementary school settings in Southeast Florida participated in the study. The dependent variable was frequency of specific social praise statements. The independent variable was the self evaluation intervention which consisted of an individual training session that required each intern to listen to...
Show moreThis study investigated the effects of an audiotaped self evaluation intervention on the instructional behavior of interns in classrooms for students with disabilities. Three interns teaching in elementary school settings in Southeast Florida participated in the study. The dependent variable was frequency of specific social praise statements. The independent variable was the self evaluation intervention which consisted of an individual training session that required each intern to listen to five minute audiotaped samples of their instruction and then graph the frequency of specific social praise. A multiple baseline design was used to measure the effects of the intervention. Generalization probes were administered to determine the effects of the intervention in other content areas and maintenance probes were evaluated to determine the effects of the intervention over time. A qualitative design employing an open ended interview was used to enhance and amplify the quantitative portion of the study and to find out what value the interns placed on the intervention. Results indicated that the intervention had a positive effect on all three interns' use of specific social praise. Generalization probes indicated that two of the three interns increased their use of specific social praise during non-targeted content areas. The maintenance probes indicated that all three interns' average use of specific social praise was well above their baseline averages, although two of the three interns had a decreasing trend. The findings from the qualitative data supported the results from the quantitative analyses and revealed that interns valued the self evaluation intervention because it allowed them to reflect, evaluate, and then change their behavior. Recommendations for future research were made.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/12044
Subject Headings: Interns (Education), Teachers--Self-rating of, Students with disabilities--Education, Teachers of children with disabilities--Training of
Format: Document (PDF)

Title: The effects of disability labels on special education and general education teachers' referrals for gifted programs.
Creator: Bianco-Cornish, Margarita, Florida Atlantic University, Smiley, Lydia R.
Abstract/Description: This study investigated the effect of the disability labels learning disabilities (LD) and emotional handicaps (EH) on general education and special education teachers' willingness to refer students to gifted programs. Referral differences between general education and special education teachers were also examined. Two hundred forty-seven teachers (195 general education teachers and 52 special education teachers) from one south Florida school district participated in this study. Participants...
Show moreThis study investigated the effect of the disability labels learning disabilities (LD) and emotional handicaps (EH) on general education and special education teachers' willingness to refer students to gifted programs. Referral differences between general education and special education teachers were also examined. Two hundred forty-seven teachers (195 general education teachers and 52 special education teachers) from one south Florida school district participated in this study. Participants were randomly assigned to one of three conditions (no label, LD, EH) and asked to read a vignette describing a gifted student. All vignettes were identical except for one statement added to the LD or EH group stating the student had a disability. After reading the vignette, teachers completed a survey instrument with six questions regarding possible referral options. One of the six questions asked if they would refer the student to their school's gifted program. Teachers indicated their responses by circling one of four choices: strongly agree, agree, disagree or strongly disagree. Responses to the gifted referral question on the survey instrument served as the dependent variable. A 2 x 3 factorial analysis of variance (ANOVA) was used to evaluate the main effects of labeled conditions (three levels), teacher certification type (two levels), and the interaction between labeled condition and teacher type. Results indicated that teachers were significantly influenced by the LD and EH label when making referrals to gifted programs. Both special education and general education teachers were much less willing to refer students with disability labels to gifted programs than identically described students with no disability label. Additionally, when compared to general education teachers, special education teachers were less likely to refer a gifted student, with or without disabilities, to a gifted program. Implications were discussed and recommendations for future research were made.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/12076
Subject Headings: Special education, Children with disabilities--Education, Educational tests and measurements, Students with disabilities--Rating of
Format: Document (PDF)

Title: USING CHAINING AND AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC) TO ENHANCE COMMUNICATION SKILLS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS.
Creator: Kammet, Hannah, Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: Intervention packages combing behavioral interventions (e.g., time delay, physical prompting, or prompt fading) and Augmentative and Alternative Communication (AAC) systems have proven to be effective in developing communication skills for children with autism spectrum disorder (ASD) (Charlop-Christy et al., 2002; Greenberg et al., 2014). However, both preservice and in-service speech language pathologists have limited exposure to the benefits of using behavioral interventions to teach non...
Show moreIntervention packages combing behavioral interventions (e.g., time delay, physical prompting, or prompt fading) and Augmentative and Alternative Communication (AAC) systems have proven to be effective in developing communication skills for children with autism spectrum disorder (ASD) (Charlop-Christy et al., 2002; Greenberg et al., 2014). However, both preservice and in-service speech language pathologists have limited exposure to the benefits of using behavioral interventions to teach non-vocal functional communication skills (King et al., 2014; Muharib et al., 2019). This study used a multiple probe design across participants design to examine the effects of an online training package to teach speech-language pathologists (SLP) to use a behavioral intervention that combines backward chaining and AAC systems to increase non-vocal requesting of children with autism spectrum disorder (ASD). Two preservice SLPs completed three self-guided video modules on backward chaining and augmentative and alternative communication, engaged in role plays with an adult confederate, and participated in live feedback sessions. Once completed, preservice SLPs learned to use a backward chaining procedure with a communication board to teach children with ASD non-vocal requesting. Results showed that the online training package was effective in increasing the knowledge and skills of the preservice SLPs in using backward chaining to support AAC use and increase the child’s non-vocal requesting.
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Date Issued: 2024
PURL: http://purl.flvc.org/fau/fd/FA00014503
Subject Headings: Children with autism spectrum disorders, People with disabilities--Means of communication
Format: Document (PDF)

Title: The self-regulation of a child with cochlear implants within a school environment.
Creator: Patton, Kristin L., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this qualitative research, which utilized a narrative design strategy, was to describe the process of self-regulation of a child who has bilateral cochlear implants within the social environment of school. The study investigated the use of self-regulatory strategies by the cochlear implant recipient. It also examined how the child made modifications and monitored learning during activities within the classroom as related to Vygotsky's activity theory and John Dewey's theory of...
Show moreThe purpose of this qualitative research, which utilized a narrative design strategy, was to describe the process of self-regulation of a child who has bilateral cochlear implants within the social environment of school. The study investigated the use of self-regulatory strategies by the cochlear implant recipient. It also examined how the child made modifications and monitored learning during activities within the classroom as related to Vygotsky's activity theory and John Dewey's theory of social control. Through data collection of documents, observations, interviews, and researcher field notes, it was found that the child demonstrated several self-regulatory strategies.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362576
Subject Headings: Self-culture, Children with disabilities, Education, Hearing impaired children, Education, Cochlear implants, Social aspects
Format: Document (PDF)

Title: AN EXPERIMENT IN TEACHING TECHNIQUE: TRADITIONAL INSTRUCTION COMPARED TO STUDENT INVOLVEMENT IN THE LEARNING PROCESS (SECONDARY SCIENCE).
Creator: JANES, SHELLEY KING, Florida Atlantic University, Adams, Ralph M., Charles E. Schmidt College of Science, Department of Biological Sciences
Abstract/Description: The history of the public high school is discussed including characterization of the slow learner, the culturally disadvantaged and the problem student. Two identical groups of students participated in the experiment; one group actively and physically involved in the educational process; the other less actively and physically involved. The raw score data were statistically analyzed. The mean, median and ninety-five percent confidence interval were similar for both groups. Thus, attempts to...
Show moreThe history of the public high school is discussed including characterization of the slow learner, the culturally disadvantaged and the problem student. Two identical groups of students participated in the experiment; one group actively and physically involved in the educational process; the other less actively and physically involved. The raw score data were statistically analyzed. The mean, median and ninety-five percent confidence interval were similar for both groups. Thus, attempts to physically involve these students will not increase their achievement. The current methods of teaching, curricula and building designs are discussed.
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Date Issued: 1976
PURL: http://purl.flvc.org/fcla/dt/13784
Subject Headings: Botany--Study and teaching (Secondary), Slow learning children, Children with social disabilities--Education (Secondary)
Format: Document (PDF)

Title: Resiliency enhancement: A comparison of after-school child care programs for selected elementary school students.
Creator: Martin, James F., Florida Atlantic University, Morris, John D.
Abstract/Description: The purpose of this study was to determine whether at-risk elementary school students enrolled in an after-school program offering resiliency training would be positively affected both academically and behaviorally. Survey results and literature reviews indicate that the issue of at-risk, neglected, or abused students is the number one issue facing society and has moved it to the forefront of educational prominence. Although there is a substantial amount of literature on the subject, most is...
Show moreThe purpose of this study was to determine whether at-risk elementary school students enrolled in an after-school program offering resiliency training would be positively affected both academically and behaviorally. Survey results and literature reviews indicate that the issue of at-risk, neglected, or abused students is the number one issue facing society and has moved it to the forefront of educational prominence. Although there is a substantial amount of literature on the subject, most is not research based and is focused only on the pathology or risk factors with which children have to cope, rather than on controlled, evaluative studies that could assess success or failure of specific strategies or programs. The researcher evaluated students from two Florida elementary schools identified by the Florida Department of Education as "critically low performing schools." The students in the population were identified as critically low academic achievers and/or those demonstrating aggressive behaviors. The key characteristics of students targeted were academic performance and behavior in school. The schools identified in the study, in addition to having low academic achievement and a high level of behavior problems, also had demographic issues that contributed to the needs of the school population. The researcher targeted appropriate activities and behaviors necessary to evaluate the programs within each of the schools selected. Although results of the statistical treatment failed to reveal significant differences among the hypotheses tested, resiliency enhancement is still a viable means by which academic or behavioral gains can be made with students. The researcher suggests that additional evaluative activities be incorporated into future studies. It is recommended that further analysis to determine the specifies of problems facing individual schools be more qualitative. It is also suggested that increasing the sample size to increase the power of the analysis will rule out the inconclusiveness of the analysis. Previous research indicates that although students may make academic or behavioral gains, they may still be far from the absolute levels of performance that are recognized as being significant. This research has also established that the imperative for growth and development exists and develops naturally in the presence of certain environmental attributes. Other conclusions and recommendations for further study were offered.
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Date Issued: 2000
PURL: http://purl.flvc.org/fcla/dt/12636
Subject Headings: School-age child care, Resilience (Personality trait) in children, Children with social disabilities--Education
Format: Document (PDF)

Title: The Effects of an Audio Coaching Intervention on Parents' Interactions with Their Children with Autism.
Creator: Oliver, Patricia, Brady, Michael P., Florida Atlantic University
Abstract/Description: Children with autism may present delays in the development of social, communicative and cognitive skills. The behavioral features and patterns of development exhibited across domains can be very distinctive (Volkmar, 1999). This diversity in the expression of autism is what presents the greatest challenge for professionals and parents looking for the most appropriate and effective intervention for this population. Audio coaching intervention is one technology that has been used for over 50...
Show moreChildren with autism may present delays in the development of social, communicative and cognitive skills. The behavioral features and patterns of development exhibited across domains can be very distinctive (Volkmar, 1999). This diversity in the expression of autism is what presents the greatest challenge for professionals and parents looking for the most appropriate and effective intervention for this population. Audio coaching intervention is one technology that has been used for over 50 years to train psychologists, medical interns, pre-service teachers, and parents of children with behavioral challenges (Baum, 1976; Crimmins, Bradlyn, St. Lawrence, & Kelly, 1984; Giebelhaus, 1994; Goodman, Brady, Duffy, & Scott, in press; Hunt, 1980; Kahan, 2002; Korner & Brown, 1952; Lindell, 2001; Werba, Eyberg, Boggs, & Algina, 2006). The intervention consists of a trainee receiving immediate feedback from a coach via a remote radio. However, the application of this technology has never been explored specifically for training parents of children with autism. The present study was designed to examine experimentally the effectiveness of the audio coaching intervention on parents' interactions with their children with autism. Three mothers and their children with autism participated in the study. The mothers received immediate feedback from a coach on prompts designed specifically for their children. Results showed that the audio coaching intervention was an effective medium to teach the mothers how to deliver effective prompts and praise to their children. Results of the intervention also generalized to tasks on which the mothers had never been trained, and maintained well after the coaching was withdrawn. All three children showed an increase in their engagement and completion of independent tasks and routines in their homes after their mothers increased their use of more effective prompts and praise.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000685
Subject Headings: Autism in children, Autistic children--Family relationships, Children with disabilities, Parents of autistic children, Language acquisition--Parent participation
Format: Document (PDF)

Title: Differential effects of assessment report type on special educators' recommendations regarding identification of goals and choice of intervention.
Creator: Zinkil, Susan S., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: There has been a substantial amount of research supporting the use of functional behavioral assessment (FBA) for students with severe to profound disabilities. Many of the studies with these populations have shown to greatly impact the behavior of students when FBA-generated interventions, which match the function of the targeted behavior, are used to improve behavior. This research was the basis for the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), which...
Show moreThere has been a substantial amount of research supporting the use of functional behavioral assessment (FBA) for students with severe to profound disabilities. Many of the studies with these populations have shown to greatly impact the behavior of students when FBA-generated interventions, which match the function of the targeted behavior, are used to improve behavior. This research was the basis for the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), which specifically requires the use of the FBA to generate educative, positively-based interventions. Since IDEA '97, research has shown the effective use of the FBA to create interventions matching the function of the problem behavior for students with milder disabilities. This is promising as research has been lacking in what assessment data teachers use to select behavioral interventions. Furthermore, school personnel have been ineffective in dealing with the problem behavior of students with disabilities as evidenced by high suspension rates for students with disabilities. There is also very limited research in the area of what assessment data is used in the development of individualized education programs (IEP) for students with emotional disabilities. The psychological evaluation is used to determine eligibility for special education, yet there is no research indicating that the information contained within a psychological evaluation is used for either goal development or intervention selection. This is problematic in that IEPs developed for students with emotional disabilities are lacking in quality and effectiveness. This study examined the effect that types of assessment report played on teachers' selection of interventions and IEP goal development for a student with an emotional disability. After reviewing an FBA or psychological evaluation, participants were to develop a behavioral goal. These goals were rated for the presence or absence of five quality indicators that should be present in a well-developed goal. No significant differences were found in the frequencies of these goal indicators. Participants were then asked to indicate preference of use of three interventions to increase appropriate behavior and three interventions to decrease inappropriate behavior and then to rank order their potential use of the interventions. No significant differences were found in the indication of use on either measure. Participants did consistently indicate preferred use of the three positively-based interventions.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12116
Subject Headings: Behavior modification, Problem children--Education, Children with disabilities--Education, Individualized instruction, Behavioral assessment of children
Format: Document (PDF)

Title: The effect of audiocassette presentation on the performance of students with and without learning disabilities on a group standardized math test.
Creator: Schnirman, Rebecca K., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: Many students with specific learning disabilities (LD) exhibit reading difficulties that interfere with their performance on "high-stakes" standardized tests with math word problems. Therefore, it is important to identify accommodations that will lead to valid test scores. Audio presentation for math word problems is intended to remove the effects of a disability in reading. One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by...
Show moreMany students with specific learning disabilities (LD) exhibit reading difficulties that interfere with their performance on "high-stakes" standardized tests with math word problems. Therefore, it is important to identify accommodations that will lead to valid test scores. Audio presentation for math word problems is intended to remove the effects of a disability in reading. One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by comparing the performance of students with LD and students from general education (GE). Another was to investigate the relationship, if any, between the level of knowledge of mathematics vocabulary and the benefit of audiocassette presentation for the students with LD. Finally, the study sought to extend the current research base to students in middle school. Twenty-four students with LD and 24 from GE were tested with parallel forms of the Math section of the Iowa Test of Basic Skills. Half of each group tested with form K under standard administration and received audiocassette presentation for form L. The other half of each group was tested with form L under standard administration and audiocassette presentation for form K. Finally, the Vocabulary subtest from the Test of Mathematical Abilities, 2nd edition (TOMA-2) was administered. Separate paired t tests were performed for the GE group and for the group with LD. The performance of the two groups was then compared with repeated measures analyses. No statistically significant differences were found, which was attributed, in part, to small sample size. Minimal change in the mean performance of either group occurred after audiocassette presentation for Math Concepts. The group mean for LD on Problem Solving improved slightly with the accommodation. Repeated measures analyses showed no significant difference in performance between students with "high" vs. "low" levels of math vocabulary. A floor effect, along with the students' level of academic language proficiency, may have affected the results. Some students improved their scores with audio presentation, but others scored lower. This reinforces the need to base the use of any test accommodation on individual need, not disability label or other factors.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12166
Subject Headings: Educational tests and measurements, Learning disabled children--Ability testing, Academic achievement--Testing--Validity--United States, Children with disabilities--Education--Ability testing, Academic achievement
Format: Document (PDF)

Title: THE ADMINISTRATIVE IMPACT OF TWO EVALUATION PROCEDURES FOR THE IDENTIFICATION AND PLACEMENT OF MENTALLY RETARDED MINORITY STUDENTS.
Creator: SARGEANT, JOHN ALLEN., Florida Atlantic University
Abstract/Description: The literature shows that minority students have been placed into programs for the mentally retarded in numbers which far exceed their expected representation in the general student population. Also, that the current evaluation procedures are the primary reason for this over identification and that new evaluation procedures should be considered. The "System of Multicultural Pluralistic Assessment" (S.O.M.P.A.), created by sociologist Dr. Jane Mercer of Riverside, California, in 1979, provides...
Show moreThe literature shows that minority students have been placed into programs for the mentally retarded in numbers which far exceed their expected representation in the general student population. Also, that the current evaluation procedures are the primary reason for this over identification and that new evaluation procedures should be considered. The "System of Multicultural Pluralistic Assessment" (S.O.M.P.A.), created by sociologist Dr. Jane Mercer of Riverside, California, in 1979, provides an alternative procedure. S.O.M.P.A. meets the federal mandate for nonbiased assessment outlined in Public Law 94-142. Using the existing Palm Beach County School District procedures and the S.O.M.P.A., this study attempted to determine which procedure would more accurately diagnose minority students as mentally retarded by dually evaluating seventy-three minority students. Fifty-four students were placed into programs for the mentally retarded utilizing the district procedures while only twenty-three students would have been placed utilizing S.O.M.P.A. That was a statistically significant (P < .001 level of confidence) reduction in the number of students placed in favor of S.O.M.P.A. The study also shows that males were referred, evaluated, and placed more frequently than females; blacks were referred, evaluated, and placed more frequently than whites and Hispanics; black males were referred, evaluated, and placed more frequently than any other sex and ethnic group combined; Hispanic females were referred, evaluated, and placed less frequently than any other sex and ethnic group combination; eight to eleven year old students were referred, evaluated, and placed more frequently than any other age range; ten year old students were referred and evaluated more frequently than any other age student; and that eleven and twelve year olds were placed more frequently than any other age student.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11811
Subject Headings: Children with mental disabilities--Florida--Testing, Minorities--Psychological testing--Florida
Format: Document (PDF)

Title: THE EFFECTIVENESS OF VARIOUS MANAGEMENT SYSTEMS IN SPECIAL EDUCATION SCHOOLS IN THAILAND.
Creator: ARRAYAVINYOO, PADOONG., Florida Atlantic University
Abstract/Description: The purpose of this study was to identify various management systems existing in special education schools in Thailand as well as to explore the teachers' perceptions concerning the effectiveness of those management systems in special education schools in Thailand. The population was comprised of teachers and principals in eleven special education schools in Bangkok and in other regions of the country. Three instruments were utilized: Form 3 and Form 5 of the Profile of a School and the...
Show moreThe purpose of this study was to identify various management systems existing in special education schools in Thailand as well as to explore the teachers' perceptions concerning the effectiveness of those management systems in special education schools in Thailand. The population was comprised of teachers and principals in eleven special education schools in Bangkok and in other regions of the country. Three instruments were utilized: Form 3 and Form 5 of the Profile of a School and the Effectiveness Rating of Management System. Three statistical techniques were used on the returned questionnaires (87% of those submitted to school personnel): The Pearson Product Moment Correlation Coefficient, the Scheffe Test and One Way Analysis of Variance, to determine the significance at p < .05 level of confidence. The statistical analyses yielded the following conclusions: (1) Management systems in special education schools fell into the Consultative Model, System 3 of Likert's management system. (2) The teachers in special education schools perceived their school's management system as effective. (3) There were significant correlations (r = .67) in mean scores between management systems and their measured effectiveness. (4) There were no significant correlations (r = -.085) between management systems and the level of education of the principals. (5) There were statistically significant differences between the teachers and the principals with regard to the perceptions of the management systems of the school. (6) Management systems under the leadership of female principals were not significantly different from those under the leadership of male principals. (7) Management systems among various types of special education schools were not significantly different. (8) Management systems in special education schools in Bangkok were not significantly different from those in the "up country" schools. Based upon the analyses and the findings, the following recommendations were made: (1) Likert's Survey Feedback strategy should be applied after the study so that school administrators could have maximum opportunities to improve their administration which would assist in moving the management systems toward System 4: the participatory model. (2) Further studies should include the replication of this study in order to detect the change, if there be any, in management systems after a period of time has elapsed.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11837
Subject Headings: School management and organization--Thailand, Children with disabilities--Education--Thailand
Format: Document (PDF)

Title: Variables affecting attitudes of regular education elementary school teachers toward selected issues on inclusion.
Creator: Breslow, Ellen N., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of this study was to determine whether a selected number of variables can predict the attitudes of regular-education elementary school teachers toward specific issues on inclusion. Specifically, this study analyzed the relationship between the criterion variable of attitude, and the predictor variables of experience with teaching handicapped students, number of years of teaching experience, number of special education courses and inservice training hours completed, age, grade...
Show moreThe purpose of this study was to determine whether a selected number of variables can predict the attitudes of regular-education elementary school teachers toward specific issues on inclusion. Specifically, this study analyzed the relationship between the criterion variable of attitude, and the predictor variables of experience with teaching handicapped students, number of years of teaching experience, number of special education courses and inservice training hours completed, age, grade level taught, and gender. Additionally, the issue of whether teachers have a positive attitude toward inclusion was addressed. The instrument used in this study was developed by researchers at the Division of Special Education and Rehabilitation, Syracuse University (Erevelles, Black, & Meyer, 1992). It contains 22 questions and uses a 5-point Likert-type scale. However, after conducting a reliability study, only 16 of the 22 questions were used for this study. Validation of the instrument was obtained by submitting the instrument to several authorities in the area of special education. Reliability was obtained by the use of a FORTRAN program to maximize coefficient alpha (Morris, 1978a, 1978b). The entire population of 473 respondents showed a coefficient alpha of .85. The sample of 20 schools was randomly selected from the 115 elementary schools within the Broward County Public School System in Florida, during the 1994-1995 school year. Surveys were distributed to 473 regular-education teachers from the 20 elementary schools. Eight hypotheses were developed to determine if there was a significant difference between attitudes and the aforementioned variables. Multiple linear regression was the statistical tool used for data analysis. All hypotheses were tested at the.05 level of significance. Based on the findings of this study, years of teaching experience and age were the only variables that predicted the attitudes of regular-education elementary school teachers toward the inclusion of students with disabilities in the regular classroom setting. Additionally, a significant multiple correlation of.07 (F[7,465] = 4.97, p < .0005) was evidenced in predicting the criterion variable of attitude from all predictor variables. Results also revealed teachers' negative attitudes toward the topic of inclusion.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12482
Subject Headings: Mainstreaming in education, Elementary school teachers--Attitudes, Children with disabilities--Education
Format: Document (PDF)

Title: A MODEL MICROCOMPUTER-BASED MANAGEMENT SYSTEM FOR LEARNING DISABLED ELEMENTARY SCHOOL STUDENTS.
Creator: STAGGS, MARY WEEKS, Florida Atlantic University
Abstract/Description: The purpose of this study was to develop a model management program which would substantially increase the efficiency of the special education teacher and administrator by using the microcomputer. An investigation utilizing a survey of South Florida schools to determine which schools had access to microcomputers, followed by a questionnaire to forty-two selected schools revealed that only fifteen of the schools surveyed were using the microcomputer in special education classes. Telephone...
Show moreThe purpose of this study was to develop a model management program which would substantially increase the efficiency of the special education teacher and administrator by using the microcomputer. An investigation utilizing a survey of South Florida schools to determine which schools had access to microcomputers, followed by a questionnaire to forty-two selected schools revealed that only fifteen of the schools surveyed were using the microcomputer in special education classes. Telephone calls to these fifteen schools revealed that only six were using the microcomputer to assist with management procedures for special education classes. A personal visit to each of the six schools which were using the microcomputer determined that the only duty the microcomputer was performing was attendance record-keeping. The information gathered from the survey, questionnaire, telephone calls, and personal visits indicated a need for the development of a program to be utilized with a microcomputer at the school level which would assist in the management of special education. The study then focused on the development of a model program in one elementary school which would assist with special education management. This was accomplished by designing a computer program that accomplished a variety of record-keeping tasks on the microcomputer such as attendance records, mailing labels, classroom rosters and other demographic data for individual classes. Programs were also utilized that assisted with the scoring of student mastery tests that were a part of a county-wide unified curriculum. The RECIPE program, which assists with the task of creating and implementing the individual education program, was incorporated into the model. Several recommendations were made at the conclusion of this study. The microcomputer should be more accessible to school administrators and teachers. In-service training in the use of the microcomputer should be provided to all interested personnel and students. A computer department should be a part of the school system to provide programmers, in-service trainers, and to program, evaluate, and disseminate software. Colleges and universities should begin classes in computer literacy and programming for all future teachers. Educators must take over the job of writing and programming appropriate software for use in our schools. Education in the microcomputer age should not be in the hands of technicians.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/11850
Subject Headings: Special education, Children with disabilities--Education, Elementary school administration, Electronic data processing--Education (Elementary)
Format: Document (PDF)

Title: Use of multisensory therapy by adolescents with co-occurring autism and profound intellectual disability.
Creator: Leichner, Jared., Harriet L. Wilkes Honors College
Abstract/Description: The education of profoundly intellectually disabled individuals requires identifying motivators to help them learn basic tasks and skills. When these individuals also suffer from Autism Spectrum Disorder, one promising method of therapy, multisensory therapy, has been shown to relax patients, facilitating the educational process. Relaxation drastically minimizes maladaptive behaviors such as repetitive movement (stereotypy) and self-injury, allowing the participant to learn efficiently. In...
Show moreThe education of profoundly intellectually disabled individuals requires identifying motivators to help them learn basic tasks and skills. When these individuals also suffer from Autism Spectrum Disorder, one promising method of therapy, multisensory therapy, has been shown to relax patients, facilitating the educational process. Relaxation drastically minimizes maladaptive behaviors such as repetitive movement (stereotypy) and self-injury, allowing the participant to learn efficiently. In this study, a multi-axis measure was developed to determine behavioral differences between an experimental group that underwent the therapy and a control group that performed a functional task in their classroom. Stereotypic behaviors were significantly reduced and gaze focus was enhanced within the therapy. The significance of these effects carried over when participants were returned to their classroom.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/3335109
Subject Headings: Autism in adolescents, Therapy, Children with disabilities, Development, Autistic children, Behavior modification, Social skills in children, Behavior therapy for children, Children with disabilities, Education, Language arts, Relaxation (Methodology), Behaviorism (Psychology)
Format: Document (PDF)

FAU Theses and Dissertations (29)	+ -
Honors Student Theses (1)	+ -

Children with disabilities--Education (6)	+ -
Children with disabilities (5)	+ -
Education (5)	+ -
Special education (3)	+ -
Behavior modification (2)	+ -

Children with mental disabilities--Education (2)	+ -
Computers and people with disabilities (2)	+ -
Educational tests and measurements (2)	+ -
Learning disabled children (2)	+ -
Optical pattern recognition (2)	+ -
Parents of children with disabilities (2)	+ -
Response to intervention (Learning disabled children) (2)	+ -
Academic achievement (1)	+ -
Academic achievement--Testing--Validity--United States (1)	+ -
Achievement in education (1)	+ -
Action research in education--Case studies. (1)	+ -
Assistive computer technology (1)	+ -
Autism in adolescents (1)	+ -
Autism in children (1)	+ -
Autism spectrum disorders (1)	+ -
Autism spectrum disorders in children -- Treatment -- Technological innovations (1)	+ -
Autistic children (1)	+ -
Autistic children--Family relationships (1)	+ -
Behavior therapy for children (1)	+ -
Behavioral assessment (1)	+ -
Behavioral assessment of children (1)	+ -
Behaviorism (Psychology) (1)	+ -
Botany--Study and teaching (Secondary) (1)	+ -
Brain -- Wounds and injuries (1)	+ -
Brain damage -- Patients -- Rehabilitation (1)	+ -

Children with disabilities--Education--Law and legislation--Florida (1)	+ -
Children with disabilities--Education--United States (1)	+ -
Educational accountability--United States (1)	+ -
Florida (1)	+ -
Learning disabled children--Education--United States (1)	+ -

Mainstreaming in education--Florida--Broward County (1)	+ -
Special education--United States--Evaluation (1)	+ -

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