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METACOGNITIVE COACHING AS A MEANS TO ENHANCE COLLEGE AND CAREER SUCCESS FOR STUDENTS WITH EXECUTIVE FUNCTION DISORDERS
Title
METACOGNITIVE COACHING AS A MEANS TO ENHANCE COLLEGE AND CAREER SUCCESS FOR STUDENTS WITH EXECUTIVE FUNCTION DISORDERS.
Creator
Parsons, Christine, Marino, Matthew, Ph.D., University of Central Florida
Abstract / Description
Preparing undergraduate students for careers in science, technology, engineering, and mathematics (STEM) fields continues to be a national priority. This project analyzed the effects of virtual metacognitive academic coaching between graduate student coaches and undergraduate STEM majors with Executive Function disorders at a large, four-year university. The project team analyzed the persistence of the undergraduate students in their major, as well as the graduate students' abilities to...
Show morePreparing undergraduate students for careers in science, technology, engineering, and mathematics (STEM) fields continues to be a national priority. This project analyzed the effects of virtual metacognitive academic coaching between graduate student coaches and undergraduate STEM majors with Executive Function disorders at a large, four-year university. The project team analyzed the persistence of the undergraduate students in their major, as well as the graduate students' abilities to transfer the coaching experiences to K-12 settings. A mixed-methods design evaluated qualitative (i.e. student/coaches' surveys and interviews) outcomes for undergraduate STEM majors and for graduate students. The goal of this project is to develop iteratively a model of scalable supports that can be utilized to support undergraduates with disabilities in STEM majors' at large universities such as UCF. Graduate student coaches paired with undergraduate STEM majors with Executive Function disorders (n=26) worked collaboratively throughout one semester to developed strategies that supported the success of the undergraduate students' coursework. Both coaches and students provided examples of positive effects of the academic coaching process that supported student course work and created experiences that the graduate students could use in a K-12 setting.
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Date Issued
2016
Identifier
CFH2000176, ucf:45947
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000176
An Analysis of Choice-Making as A Means To Decrease The Frequency of Self-Injurious Behaviors in Students with Severe Disabilities
Title
An Analysis of Choice-Making as A Means To Decrease The Frequency of Self-Injurious Behaviors in Students with Severe Disabilities.
Creator
Olson, Melanie, Marino, Matthew, Vasquez, Eleazar, Hines, Rebecca, University of Central Florida
Abstract / Description
This single case multiple baseline research study examined choice-making as a means to decrease the frequency of self-injurious behaviors in six students with severe disabilities. Five males and one female between the ages of 14 and 21 participated in the five-week intervention. The following research questions were addressed: 1) Does the choice-making intervention reduce hitting, biting, and self-injurious behaviors? 2) How much time does the choice-making intervention add to the classroom...
Show moreThis single case multiple baseline research study examined choice-making as a means to decrease the frequency of self-injurious behaviors in six students with severe disabilities. Five males and one female between the ages of 14 and 21 participated in the five-week intervention. The following research questions were addressed: 1) Does the choice-making intervention reduce hitting, biting, and self-injurious behaviors? 2) How much time does the choice-making intervention add to the classroom teacher's preparation? 3) What costs are associated with the choice-making intervention during an average lesson? The choice-making intervention was associated with positive behavioral outcomes for all of the students. The intervention added both time and cost to the lessons. Implications and areas for future research are discussed.
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Date Issued
2018
Identifier
CFE0007352, ucf:52086
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007352
Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder
Title
Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder.
Creator
Best, Jaime, Vasquez, Trey, Marino, Matthew, Dieker, Lisa, Rose, Chad, University of Central Florida
Abstract / Description
Due to social and communication deficits, individuals with Autism Spectrum Disorder (ASD) are targeted for school bullying more than other populations. With an increased number of individuals with ASD being served in general education classrooms, teachers are at the front line of defense for this vulnerable population. Many teachers and preservice teachers lack experience and self-confidence when dealing with situations related to individuals with ASD in their inclusive classrooms. While...
Show moreDue to social and communication deficits, individuals with Autism Spectrum Disorder (ASD) are targeted for school bullying more than other populations. With an increased number of individuals with ASD being served in general education classrooms, teachers are at the front line of defense for this vulnerable population. Many teachers and preservice teachers lack experience and self-confidence when dealing with situations related to individuals with ASD in their inclusive classrooms. While research on educating preservice teachers to deal with bullying behaviors is limited, the importance of providing high-quality teacher preparation programs for upcoming teachers remains at the upmost importance. The purpose of this study was to examine the effects of three online modules on preservice teachers' ability to identify and respond appropriately to situations of bullying involving individuals with ASD in their classroom. This study utilized an experimental group design to determine the impact of the modules for participants in the treatment group compared to participants in the control group who received a prerecorded lecture on the topic of bullying in schools. The researcher found this intervention to have a positive change between the pre-test and the post-test for participants receiving the modules; however, the results were not statistically significant.
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Date Issued
2019
Identifier
CFE0007786, ucf:52365
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007786
Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder: A Construct Validation Study
Title
Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder: A Construct Validation Study.
Creator
Hopkins, Rebecca, Vasquez, Eleazar, Marino, Matthew, Dieker, Lisa, Rosenberg, Michael, University of Central Florida
Abstract / Description
A rise in the prevalence of students with ASD points to the need for more qualified and effective teachers to meet the needs of this population. Existing research delineates evidence-based practices and teaching standards positively improve educational outcomes for students with ASD. Teacher evaluation systems have the potential to highlight strengths and areas for improvement in special education teaching practices. Research on observation instruments to evaluate the unique skills and...
Show moreA rise in the prevalence of students with ASD points to the need for more qualified and effective teachers to meet the needs of this population. Existing research delineates evidence-based practices and teaching standards positively improve educational outcomes for students with ASD. Teacher evaluation systems have the potential to highlight strengths and areas for improvement in special education teaching practices. Research on observation instruments to evaluate the unique skills and knowledge of special education teachers of students with ASD is limited. A need exists for high quality observation instruments to measure teacher performance in special education classrooms serving students with ASD. The purpose of this study was to examine the internal consistency reliability and the construct validity of the Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder (QIASD) scores. The researcher used a confirmatory factor analysis framework to determine if the QIASD quality indicators load onto the seven factors as hypothesized in the measurement model. The researcher found promising results but was not able to identify an acceptable model with this sample.
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Date Issued
2018
Identifier
CFE0007193, ucf:52246
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007193
The Design and Evaluation of a Video Game to Help Train Perspective-Taking and Empathy in Children with Autism Spectrum Disorder
Title
The Design and Evaluation of a Video Game to Help Train Perspective-Taking and Empathy in Children with Autism Spectrum Disorder.
Creator
Hughes, Darin, Vasquez, Eleazar, Kincaid, John, Marino, Matthew, Lindgren, Robb, University of Central Florida
Abstract / Description
This paper discusses the design, implementation, and evaluation of a serious game intended to reinforce applied behavior analysis (ABA) techniques used with children with autism spectrum disorder (ASD) by providing a low cost and easily accessible supplement to traditional methods. Past and recent research strongly supports the use of computer assisted instruction in the education of individuals with ASD (Moore (&) Calvert, 2000; Noor, Shahbodin, (&) Pee, 2012). Computer games have been shown...
Show moreThis paper discusses the design, implementation, and evaluation of a serious game intended to reinforce applied behavior analysis (ABA) techniques used with children with autism spectrum disorder (ASD) by providing a low cost and easily accessible supplement to traditional methods. Past and recent research strongly supports the use of computer assisted instruction in the education of individuals with ASD (Moore (&) Calvert, 2000; Noor, Shahbodin, (&) Pee, 2012). Computer games have been shown to boost confidence and provide calming mechanisms (Griffiths, 2003) while being a safe environment for social exploration and learning (Moore, Cheng, McGrath, (&) Powell, 2005). Games increase children's motivation and thus increase the rate of learning in computer mediated environments (Moore (&) Calvert, 2000). Furthermore, children with ASD are able to understand basic emotions and facial expressions in avatars more easily than in real-world interactions (Moore, Cheng, McGrath, (&) Powell, 2005).Perspective-taking (also known as role-taking) has been shown to be a crucial component and antecedent to empathy (Gomez-Becerra, Martin, Chavez-Brown, (&) Greer, 2007; Peng, Lee, (&) Heeter, 2010). Though symptoms vary across children with ASD, perspective-taking and empathy are abilities that have been shown to be limited across a wide spectrum of individuals with ASD and Asperger's disorder (Gomez-Becerra, Martin, Chavez-Brown, (&) Greer, 2007). A game called WUBeeS was developed to aid young children with ASD in perspective taking and empathy by placing the player in the role of a caregiver to a virtual avatar. It is hypothesized that through the playing of this game over a series of trials, children with ASD will show an increase in the ability to discriminate emotions, provide appropriate responses to basic needs (e.g. feeding the avatar when it is hungry), and be able to communicate more clearly about emotions.
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Date Issued
2014
Identifier
CFE0005184, ucf:50654
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005184
Project iCAN: A STEM Learning and Persistence Model for Postsecondary Students with Disabilities
Title
Project iCAN: A STEM Learning and Persistence Model for Postsecondary Students with Disabilities.
Creator
Koch, Aaron, Vasquez, Eleazar, Dieker, Lisa, Marino, Matthew, Raij, Andrew, University of Central Florida
Abstract / Description
Education and work in Science, Technology, Engineering, (&) Math (STEM) are of utmost importance in a post-modern society. Yet American performance in the STEM disciplines has waned over recent years. In order to recapture a global advantage in STEM, efforts are being made by educators and policy makers to compile and implement instructional supports. Of particular interest to this study are post-secondary students with disabilities (SWDs) who persist and learn in STEM degree paths. This...
Show moreEducation and work in Science, Technology, Engineering, (&) Math (STEM) are of utmost importance in a post-modern society. Yet American performance in the STEM disciplines has waned over recent years. In order to recapture a global advantage in STEM, efforts are being made by educators and policy makers to compile and implement instructional supports. Of particular interest to this study are post-secondary students with disabilities (SWDs) who persist and learn in STEM degree paths. This population is an (")untapped resource(") with limitless potential for contribution to the collective fields of STEM (Leddy, 2010, p. 3; Alston, Hampton, Bell, (&) Strauss, 1998, p. 5). The National Science Foundation (NSF) has funded Project Interdisciplinary Coaching as a Nexus for Transforming How Institutions Support Undergraduates in STEM (Project iCAN) at Landmark College as a model to develop a successful STEM support model. Post hoc interview data from students and staff at Landmark revealed themes pertaining to educational and vocational-training supports that may generalize to larger, urban institutions of higher education for further development of STEM persistence and learning models.
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Date Issued
2016
Identifier
CFE0006340, ucf:51564
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006340
The Role of Virtual Avatars in Supporting Middle School Students from Culturally and Linguistically Diverse Backgrounds on Science in After School Programs
Title
The Role of Virtual Avatars in Supporting Middle School Students from Culturally and Linguistically Diverse Backgrounds on Science in After School Programs.
Creator
Gallegos, Benjamin, Dieker, Lisa, Vasquez, Eleazar, Marino, Matthew, Hughes, Charles, University of Central Florida
Abstract / Description
Students who receive additional educational supports in afterschool programs were the focus of the investigation. This study was conducted to measure what effects a TeachLivE avatar, a mixed-reality virtual environment, used in combination with a video game, had on the activation of prior knowledge in science for students in rural middle school. The delivery of the biology science lessons on cell structures and processes were delivered using the video game, Cell Command. The TeachLivE adult...
Show moreStudents who receive additional educational supports in afterschool programs were the focus of the investigation. This study was conducted to measure what effects a TeachLivE avatar, a mixed-reality virtual environment, used in combination with a video game, had on the activation of prior knowledge in science for students in rural middle school. The delivery of the biology science lessons on cell structures and processes were delivered using the video game, Cell Command. The TeachLivE adult avatar was customized as a biologist who spoke to students in the treatment group about science concepts prior to playing the science video game. Unexpected attrition rates and low numbers of participants in the targeted area of research providing consent affected the original research design to conduct the research study. Therefore, a pivot was made from the original research design. The initial target population was students with a learning disability who were culturally and linguistically diverse from low socioeconomic backgrounds in rural communities. By the end of the study, only one student with a learning disability consented and completed the study, with attrition rates in the original school approaching 90% due to various factors, which are discussed. Descriptive statistics were used to measure the effects between students in the control group who only played the Cell Command video game, compared to students in the treatment condition who played the Cell Command science video game, and had four, five minute conversations with a TeachLivE avatar. The analysis indicated varied differences between the treatment and control conditions. The analysis of a STEM-CIS survey, that measures career interests, sum means were included in the descriptive analysis along with the unique challenges presented in conducting research in a rural Title I school.
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Date Issued
2016
Identifier
CFE0006304, ucf:51606
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006304
The Relationship Between Extracurricular STEM Activities and Performance on the Florida Science Assessment
Title
The Relationship Between Extracurricular STEM Activities and Performance on the Florida Science Assessment.
Creator
Fisher, Karin, Marino, Matthew, Dieker, Lisa, Hines, Rebecca, Basham, James, University of Central Florida
Abstract / Description
Students with disabilities perform below their non-disabled peers in science (National Center for Educational Statistics [NCES], 2011; National Educational Longitudinal Study [NELS], 1998; National Science Foundation [NSF], 2013). The achievement gap is a problem because the nation's competitiveness depends on individuals with science, technology, engineering, and mathematics (STEM) knowledge, skills, and abilities to drive innovation that will lead to new products and economic growth ...
Show moreStudents with disabilities perform below their non-disabled peers in science (National Center for Educational Statistics [NCES], 2011; National Educational Longitudinal Study [NELS], 1998; National Science Foundation [NSF], 2013). The achievement gap is a problem because the nation's competitiveness depends on individuals with science, technology, engineering, and mathematics (STEM) knowledge, skills, and abilities to drive innovation that will lead to new products and economic growth (Business-Higher Education Forum [BHEF]/Act Policy Brief, 2014; National Academies of Sciences, Engineering, and Medicine, 2016; National Science Board, 2015). If Florida is to continue to grow and prosper, all students, including students with disabilities must be prepared for the economy they will inherit. The purpose of the current study was to determine if informal science learning activities offered in Florida school districts impact students with disabilities (SWD) performance on the 8th Grade Florida science assessment.The researcher posed four research questions. The first research question determined whether a statistically significant difference existed between students with disabilities and their non-disabled peers on the 8th Grade Florida Science Assessment. The researcher found a statistically significant difference of students without disabilities outperforming their peers with disabilities. The second and third research questions were analyzed using survey responses from STEM personnel in each Florida district. The questions evaluated the percentage of SWD who participate in STEM activities. Findings indicated most districts do not track the number of SWD who participate in STEM activities. The third research question determined the type of SWD who participated in STEM activities. The largest category represented in STEM activities was students with learning disabilities. The last research question asked if there was a correlation between the number of STEM activities offered in a district and the results of the 8th Grade Statewide Science Assessment for SWD. Results indicated a small positive correlation. The researcher identified areas for future research, as well as recommendations and implications of the results from the study.
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Date Issued
2016
Identifier
CFE0006299, ucf:51594
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006299
Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities
Title
Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities.
Creator
Bukaty, Caitlyn, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Kohler, Paula, University of Central Florida
Abstract / Description
Individuals with intellectual disabilities (ID) are known to have deficits in problem-solving skills within the realm of social communication, which may pose a barrier to employment (Livermore (&) Goodman, 2009). The ability to provide appropriate verbal responses is critical to success in an inclusive workplace for people with ID (Alber, Heward, (&) Hippler, 1999). Foley and colleagues (2013) found individuals with ID with strong communication skills were more likely to be engaged in...
Show moreIndividuals with intellectual disabilities (ID) are known to have deficits in problem-solving skills within the realm of social communication, which may pose a barrier to employment (Livermore (&) Goodman, 2009). The ability to provide appropriate verbal responses is critical to success in an inclusive workplace for people with ID (Alber, Heward, (&) Hippler, 1999). Foley and colleagues (2013) found individuals with ID with strong communication skills were more likely to be engaged in independent employment than peers with weak communication skills. Furthermore, the Workforce Innovation and Opportunity Act (WIOA; 2014) mandated improved access to inclusive employment opportunities for people with disabilities. However, social communication for the workplace is a seldom addressed skill (Langford, 2013; Matsumoto (&) Hwang, 2013b).In an attempt to contribute to the research base surrounding workplace communication skills for individuals with ID the researcher conducted an experimental group design study to examine the effects of mixed-reality virtual peer interactions on workplace problem-solving. The Innovative Facilitation of Requisite Communication Skills for Employment (In-FORCE) intervention consisted of four 5-minute interactions with a virtual avatar playing the role of a peer in the TLE TeachLivE(TM) (TLE) virtual environment. Each participant in the treatment group completed the intervention. During interactions participants discussed workplace problem scenarios with the peer avatar, and received coaching and feedback from the avatar. Scenarios were based on a soft skills curriculum from the U.S. DOL (n.d.) and were validated by experts in the field of entry level employment. Problem-solving achievement was measured using a checklist. Checklist data were analyzed between pretest and posttest based on group assignment using a repeated measures analysis of variance (ANOVA) with one factor between.The results of the analysis indicated positive change between pretest and posttest for individual members of the treatment group, but the results were not statistically significant. A possible reason for this lack of significance is the minimal amount of time participants spent engaged in the intervention. The 20 minutes total intervention time was advantageous as it (1) required participants to spend minimal time away from regular daily activities; (2) controlled the emotional impact of the interactions, as 5 minutes in a simulator has been found to have to the emotional equivalence of 30 minutes of human interaction (Dieker, Hynes, Hughes, (&) Smith, 2008); and (3) it allowed the intervention to be delivered at the cost of $40 per participant. Despite controlling for time in this study, more time engaged in the intervention may have led to more noticeable results. Building upon potential changes and future implications the researcher discusses the findings, implications for problem-solving and employment skills training, and the reconceptualization of research practices for individuals with ID.
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Date Issued
2016
Identifier
CFE0006272, ucf:51050
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006272
The Experience of Physical and Social Presence in a Virtual Learning Environment as Impacted by the Affordance of Movement Enabled by Motion Tracking
Title
The Experience of Physical and Social Presence in a Virtual Learning Environment as Impacted by the Affordance of Movement Enabled by Motion Tracking.
Creator
Hayes, Aleshia, Hughes, Charles, Dieker, Lisa, Marino, Matthew, Bailenson, Jeremy, University of Central Florida
Abstract / Description
This research synthesizes existing research findings that social presence (sense of connection with others) and physical presence (sense of being there) increase learning outcomes in Virtual Learning Environments (VLEs) with findings that traditional motion tracking of participants wearing head mounted displays in virtual reality increases both physical and social presence. This information suggests that motion tracking in mixed reality VLEs has a positive impact on social presence and on...
Show moreThis research synthesizes existing research findings that social presence (sense of connection with others) and physical presence (sense of being there) increase learning outcomes in Virtual Learning Environments (VLEs) with findings that traditional motion tracking of participants wearing head mounted displays in virtual reality increases both physical and social presence. This information suggests that motion tracking in mixed reality VLEs has a positive impact on social presence and on physical presence. For this study, the affordance of free movement among virtual objects is enabled by Microsoft Kinect tracking of the user's position that is translated to movement of the virtual camera to simulate user movement and proximity to elements of the virtual environment.This study used a mixed method, multimodal approach including qualitative, subjective, objective, and physiological data to measure social and physical presence. The testbed for this research was TLE TeachLivE(TM), a mixed reality classroom populated with virtual students. The subjective measures are 1) modified Witmer and Singer Questionnaire and 2) Social Presence Instrument (Bailenson, 2002b). The objective measure is a literature based Social Presence Behavioral Coding sheet used to record frequency of occurrences of factors of social presence. Finally, the physiological measure is heart rate as recorded by the MIO Alpha. The primary contribution of this study was that the hypotheses that the affordance of movement in a mixed reality classroom has a positive impact on user perception and experience of a) physical presence and b) social presence in a VLE were supported. This hypothesis was supported in all three measures. The secondary contribution of this research is the literature based Social Presence Behavioral Coding. The final contribution of this research is a research framework that integrates subjective, objective, and physiological measures of social presence in one study. This approach can be applied to various user experience research studies of various VLEs. Finally, in addition to general alignment of the physiological, objective, and subjective measures, there were anecdotal instances of factors of social presence occurring simultaneously with increased heart rate.
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Date Issued
2015
Identifier
CFE0006220, ucf:51061
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006220
The effects of an online coaching model on secondary co-teaching teams in algebra
Title
The effects of an online coaching model on secondary co-teaching teams in algebra.
Creator
Holbrook, Jennifer, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Murawski, Wendy, University of Central Florida
Abstract / Description
Students with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not...
Show moreStudents with disabilities are included into general education classrooms to receive instruction with increasing frequency. To facilitate this inclusion, co-teaching is frequently used as a service delivery model (Friend, 2016; Murawski (&) Bernhardt, 2016). Co-teaching is a service delivery model where a general and special education teacher work in a collaborative environment to instruct students with and without disabilities (Friend, 2007, 2016). In using this approach, teachers are not always provided with the professional development (PD) necessary to effectively facilitate the co-teaching partnership. In this study, the researcher conducted a quasi-experimental study to examine the effects of a 10-minute online coaching PD intervention on student achievement, co-teachers' use of different models of co-teaching, and opportunities to respond in secondary math classes. The researcher observed 30 minutes of instruction in co-taught and solo-taught classes at the beginning and the end of the intervention. The results indicated a change from pre- to post-observation of students being more engaged, student talk increasing, and teachers using multiple models of co-teaching. Additionally, the researcher collected student growth scores for both solo and co-taught classes. The results of the analysis indicated students' scores improved significantly in the co-taught compared to the solo-taught classes after the coaching intervention. The researcher discusses the findings, implications, and best practices for use with secondary co-teaching teams.
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Date Issued
2017
Identifier
CFE0006745, ucf:51869
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006745
An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders
Title
An Examination of Novice and Expert Teachers' Pedagogy in a Mixed-Reality Simulated Inclusive Secondary Classroom Including a Student Avatar With Autism Spectrum Disorders.
Creator
Bousfield, Taylor, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Hynes, Mike, University of Central Florida
Abstract / Description
Teachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher...
Show moreTeachers, special and general educators alike, are required to teach a variety of students including students with ASD. With a rise in the prevalence of autism by 119.4% since 2000 (Centers for Disease Control and Prevention [CDC], 2016) and 39% of students with ASD being served in general education classrooms for over 80% of the school day (U.S. Department of Education, 2015), teachers need to be prepared to effectively teach this population. To better prepare teachers, the researcher conducted a two-phase study, situated in the framework of the Skill Acquisition Model (Dreyfus (&) Dreyfus, 1986) to explore the behaviors of novice and expert teachers in a simulated secondary inclusive environment. This classroom included a virtual student with autism. In phase one, the researcher conducted a Delphi Study to determine the best practices, perceived by experts in the field, for teachers who serve students with ASD in inclusive secondary environments. During phase two, the researcher used the list of skills identified as a framework to observe and interview 10 teachers, five novices and five experts, in a simulated secondary inclusive environment. The researcher identified 11 high leverage simulation practices (HLSP) that expert teachers should use while teaching in a simulated secondary inclusive environment. Observations and reflections of expert and novice teachers were analyzed, finding only 4 HLSP among experts and 5 HLSP among novice teachers. Additional HLSP were seen through the teachers' reflections. Data were analyzed and discussed in detail. Implications for practice and recommendations for future research in teacher preparation is provided.
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Date Issued
2017
Identifier
CFE0006722, ucf:51877
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006722
An Analysis of Robot-Assisted Social-Communication Instruction for Young Children with Autism Spectrum Disorders
Title
An Analysis of Robot-Assisted Social-Communication Instruction for Young Children with Autism Spectrum Disorders.
Creator
Donehower, Claire, Vasquez, Eleazar, Dieker, Lisa, Marino, Matthew, Correa, Vivian, University of Central Florida
Abstract / Description
Social and communication deficits are a core feature of Autism Spectrum Disorders (ASD) and impact an individual's ability to be a full participant in their school environment and community. The increase in number of students with ASD in schools combined with the use of ineffective interventions have created a critical need for quality social-communication instruction in schools for this population. Technology-based interventions, like robots, have the potential to greatly impact students...
Show moreSocial and communication deficits are a core feature of Autism Spectrum Disorders (ASD) and impact an individual's ability to be a full participant in their school environment and community. The increase in number of students with ASD in schools combined with the use of ineffective interventions have created a critical need for quality social-communication instruction in schools for this population. Technology-based interventions, like robots, have the potential to greatly impact students with disabilities, including students with ASD who tend to show increased interest and engagement in technology-based tasks and materials. While research on the use of robots with these learners is limited, these technologies have been successfully used to teach basic social-communication skills. The purpose of this study was to examine the effects of a social-communication intervention for young children with ASD that is rooted in evidence-based practices and utilizes a surrogate interactive robot as the primary interventionist. This study utilized a multiple baseline design across behaviors to determine the impact of the robot-assisted intervention on the manding, tacting, and intraverbal skills of four, 3-year old students with ASD. The researchers found that this intervention was effective in increasing the rate of all three the target behaviors.
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Date Issued
2017
Identifier
CFE0006736, ucf:51852
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006736
Predictors of School Engagement for Females with Emotional and Behavioral Disabilities
Title
Predictors of School Engagement for Females with Emotional and Behavioral Disabilities.
Creator
Hardin, Stacey, Dieker, Lisa, Hines, Rebecca, Marino, Matthew, Kea, Cathy, University of Central Florida
Abstract / Description
Women in general have been historically overlooked in society and, more recently, in research females with emotional and behavioral disabilities (EBD) have been unnoticed (Rice, Merves, (&) Srsic, 2008). The purpose of the current study is to build a foundation of knowledge and practices for educators and researchers to better support and education this unique population of females. To better understand females with EBD, the researcher imposed a three-phase study, situated in two frameworks(-...
Show moreWomen in general have been historically overlooked in society and, more recently, in research females with emotional and behavioral disabilities (EBD) have been unnoticed (Rice, Merves, (&) Srsic, 2008). The purpose of the current study is to build a foundation of knowledge and practices for educators and researchers to better support and education this unique population of females. To better understand females with EBD, the researcher imposed a three-phase study, situated in two frameworks(-)the Culturally Responsive Theory Framework (Wlodkowski (&) Ginsberg, 1995) and the Participation-Identification Model (Finn, 1989), to look into the predictors of school engagement for females with EBD. In the first phase the researcher utilized quantitative data from the National Longitudinal Transition Study 2 to build three structural equation models (SEM) on the predictors of school engagement for students with EBD. Results and procedures are discussed for each SEM created. During phase two the researcher shifted the focus to females with EBD and interviewed six current females with EBD, ages 14-17. The participants were engaged in separate interviews that allowed the researcher to uncover additional variables necessary for females with EBD to engage in the school setting. The third phase consisted of an intersection of phases one and two to create a newly developed SEM model for females with EBD merging the interviews and the SEM built in phase one. The newly developed SEM is provided for future research, as well as are the provision of recommendations and implications of the results from the study.
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Date Issued
2014
Identifier
CFE0005348, ucf:50473
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005348
Supporting Middle School Students with Emotional or Behavioral Disorders in Blended Learning: A Fraction Intervention using Virtual Manipulatives
Title
Supporting Middle School Students with Emotional or Behavioral Disorders in Blended Learning: A Fraction Intervention using Virtual Manipulatives.
Creator
Serianni, Barbara, Dieker, Lisa, Marino, Matthew, Vasquez, Eleazar, Basham, James, University of Central Florida
Abstract / Description
Students with emotional or behavioral disorders (EBD) are more likely than other students with disabilities to drop out of school (Blackorby (&) Wagner, 1996) and suffer societal consequences that include higher probabilities and rates of incarceration, poverty, drug abuse, homelessness, low wages, and unemployment (Bradley, Doolittle, (&) Bartolotta, 2008; Wagner, 1995). High school graduation is a critical factor to improve post-secondary outcomes for students with EBD; yet it is often...
Show moreStudents with emotional or behavioral disorders (EBD) are more likely than other students with disabilities to drop out of school (Blackorby (&) Wagner, 1996) and suffer societal consequences that include higher probabilities and rates of incarceration, poverty, drug abuse, homelessness, low wages, and unemployment (Bradley, Doolittle, (&) Bartolotta, 2008; Wagner, 1995). High school graduation is a critical factor to improve post-secondary outcomes for students with EBD; yet it is often mathematics, specifically algebra, that stands in the way of graduation (Blackorby (&) Wagner). Students with EBD often enter middle school lacking foundational mathematics skills, such as fractions, which sets them up to struggle with pre-algebra and ultimately fail algebra (U.S. Department of Education, 2008). The purpose of this study was to improve the ability of middle school students with EBD to access online grade-level mathematics content by providing fraction remediation to improve conceptual fraction knowledge and procedural fluency. The intervention consisted of Initial Fraction Ideas, an intervention curriculum from the Rational Number Project (RNP; Cramer, Behr, Post, (&) Lesh, 2009), in conjunction with three online virtual manipulatives (VM). The unique blended learning environment of this study provided the opportunity to evaluate the use of an evidence-based fraction intervention, in conjunction with VMs, in a single subject, multiple baseline across subjects design. Fluency data was gathered from daily fraction addition assessments (FAA) administered after each intervention session. A second component of the study featured a non-experimental repeated measures design that assessed student conceptual understanding of fraction equivalency through the administration of pre, post, and delayed-post Equivalent Fraction Tests (EFT). The intervention was effective in producing increases in median group fluency with high effect sizes, across three replications, establishing a functional relationship between the intervention and the dependent variable for these groups of students with EBD. In addition, all groups posted mean gains in equivalent fraction knowledge from pre to post-EFT, and maintained those gains for at least 15 days after the intervention concluded.
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Date Issued
2014
Identifier
CFE0005415, ucf:50435
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005415
Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences
Title
Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences.
Creator
Ehrli, Hannah, Martin, Suzanne, Lue, Martha, Marino, Matthew, Diaz, Anna, University of Central Florida
Abstract / Description
The purpose of this study was to examine the perspectives of college students with learning disabilities through their lived experiences. Specifically, as they related to their high school learning experiences, their transition to higher education, and their continued academic and social support in higher education. The researcher gathered qualitative data to gain insight into the world of students with learning disabilities. The study consisted of a survey, focus group, and in-depth...
Show moreThe purpose of this study was to examine the perspectives of college students with learning disabilities through their lived experiences. Specifically, as they related to their high school learning experiences, their transition to higher education, and their continued academic and social support in higher education. The researcher gathered qualitative data to gain insight into the world of students with learning disabilities. The study consisted of a survey, focus group, and in-depth interviews. The data were reviewed in order to achieve a holistic picture of what the students' perceptions illustrate and to understand thematic commonalities from their lived experiences. The researcher hoped to shape possible effective instructional strategies and supports for students with learning disabilities in secondary and post-secondary educational experiences.
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Date Issued
2015
Identifier
CFE0005791, ucf:50050
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005791
An Examination of Movement between Preschool and Kindergarten Classrooms for Young Children with Developmental Disabilities
Title
An Examination of Movement between Preschool and Kindergarten Classrooms for Young Children with Developmental Disabilities.
Creator
Ezekiel-Wilder, Faith, Dieker, Lisa, Little, Mary, Marino, Matthew, Levin, Judith, University of Central Florida
Abstract / Description
The researcher in this investigation describes the similarities and differences of movement in preschool and kindergarten classrooms for young children with developmental delay. Through the use of a mixed method research design, the researcher examined how movement is integrated throughout a school day and integrated into teacher-directed mathematics activities. This study used a multiple case study method that included observations of preschool (n= 3) and kindergarten (n= 3) classrooms to...
Show moreThe researcher in this investigation describes the similarities and differences of movement in preschool and kindergarten classrooms for young children with developmental delay. Through the use of a mixed method research design, the researcher examined how movement is integrated throughout a school day and integrated into teacher-directed mathematics activities. This study used a multiple case study method that included observations of preschool (n= 3) and kindergarten (n= 3) classrooms to determine similarities and differences in movement. In addition, a quantitative measure was embedded within the multiple case study design to compare movement of children with developmental delay. A thematic analysis resulted in themes connected to movement and teachers' perceptions in preschool and kindergarten. Preschool case themes included the use of videos with music for movement, literacy movement, physical transitions, fine motor activities, free play and fine motor manipulatives. Kindergarten case themes included: physical transitions, special areas, fine motor activities, and fine motor workbook activities. The researcher determined that while young children with disabilities in kindergarten classrooms exhibited higher levels of physical activity, as measured by steps taken, than young children with disabilities in preschool classrooms, preschool teachers consistently integrated a variety of movement activities at a higher rate. The results of this study exposed the need for a shared community interest of developing a scaffolding structure between preschool and kindergarten to ensure an effective transition between settings for children with DD.
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Date Issued
2018
Identifier
CFE0007177, ucf:52257
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007177