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A Comparison of Perceptions of Specific Learning Disabilities Teachers with Exceptional Student Education Lead Teachers Toward Goal Achievement.
Title
A Comparison of Perceptions of Specific Learning Disabilities Teachers with Exceptional Student Education Lead Teachers Toward Goal Achievement.
Creator
Brater, Patricia Barrack, Urich, Ted R., Florida Atlantic University
Abstract/Description
The purpose of this study was to assist in the program evaluation process by comparing perceptions of Specific Learning Disabilities teachers with Exceptional Education lead teachers toward indicators of goal achievement. The procedures employed in the study involved a review of the literature, and the design, field testing, and utilization of the Goal Achievement Instrument. Data was obtained from the 111 teacher questionnaires and the 111 questionnaires completed by lead teachers who rated...
Show moreThe purpose of this study was to assist in the program evaluation process by comparing perceptions of Specific Learning Disabilities teachers with Exceptional Education lead teachers toward indicators of goal achievement. The procedures employed in the study involved a review of the literature, and the design, field testing, and utilization of the Goal Achievement Instrument. Data was obtained from the 111 teacher questionnaires and the 111 questionnaires completed by lead teachers who rated individual teacher performance of goal indicators. Analysis of variance was utilized to determine whether there were differences in ratings between the groups. A follow-up study was completed to determine goal achievement indicators which might have been overlooked in the goal achievement indicator development process. 1. There were significant differences in responses between resource Specific Learning Disabilities teachers and lead teachers, indicating that data from neither group should be used in isolation to determine levels of goal achievement. 2. There were no significant differences between self-contained, elementary, and secondary Specific Learning Disabilities teachers when each group's ratings were compared to lead teacher ratings. This indicated that either teachers or lead teachers could be used to determine levels of goal achievement for these groups of teachers. 3. Teachers in all groups were achieving goals at a satisfactory level, as perceived by teachers and by lead teachers. 4. Several additional items were developed and recommended for inclusion to the Goal Achievement Instrument before use in the formal program evaluation process. In-service programs for teachers, guidance committee activities, strong financial support to the classes, and the positive attitude of teachers may have been important factors in leading to the high performance levels achieved by Specific Learning Disabilities teachers in Brevard County, Florida.
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Date Issued
1983
PURL
http://purl.flvc.org/fau/fd/FA00000652
Subject Headings
Special education teachers, Learning disabilities, Exceptional children
Format
Document (PDF)
INVESTIGATING THE CURRENT STATE OF SOCIAL VALIDITY IN SCHOLARLY JOURNALS PUBLISHED BY THE COUNCIL FOR EXCEPTIONAL CHILDREN
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)
Facial Expression Computer Interaction System for Children with Asperger's Syndrome
Title
Facial Expression Computer Interaction System for Children with Asperger's Syndrome.
Creator
Amador, Francisco Javier, Huang, Shihong, Florida Atlantic University
Abstract/Description
People with Autism Spectrum Disorders, particularly Asperger's Syndrome, have a set of symptoms, such as difficulty processing emotive facial expressions and making less eye contact, that affect the individual's social interactions. The prototype developed is geared to help children with Asperger's Syndrome recognize facial expressions, improve eye contact, and to reinforce connections between facial and verbal components of expressions. This application utilizes a computer generated human...
Show morePeople with Autism Spectrum Disorders, particularly Asperger's Syndrome, have a set of symptoms, such as difficulty processing emotive facial expressions and making less eye contact, that affect the individual's social interactions. The prototype developed is geared to help children with Asperger's Syndrome recognize facial expressions, improve eye contact, and to reinforce connections between facial and verbal components of expressions. This application utilizes a computer generated human head, an avatar, to interact with the children while displaying various emotions and using games to increase the children's eye contact. The unique properties of the avatar utilized allow for a comprehensive coverage of the children's attention spectrum to maximize their learning potential. Knowing that about 17% of Autism Spectrum Disorders belong to the Asperger's Syndrome subclass, the positive impact of this application on their life would be of great importance for their families and the community.
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Date Issued
2010
PURL
http://purl.flvc.org/fau/fd/FA00012503
Subject Headings
Autism spectrum disorders--Treatment--Technological innovations, Optical pattern recognition, Interpersonal communication in children, Emotions in children, Exceptional children--Psychology, Social skills in children
Format
Document (PDF)