Special Education electronic theses and dissertations (MU)
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The items in this collection are the theses and dissertations written by students of the Department of Special Education. Some items may be viewed only by members of the University of Missouri System and/or University of Missouri-Columbia. Click on one of the browse buttons above for a complete listing of the works.
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Item Effectiveness of universal social skill lessons targeted for 9th grade students, including students with disabilities and students at-risk for social, emotional, and behavioral challenges(University of Missouri--Columbia, 2024) Mirielli, Lindsey; Rose, Chad A.Age-appropriate use of social skills throughout a student's K-12 career has been linked to a variety of favorable academic and behavioral outcomes (Capara et al., 2000; Malecki & Elliot, 2022; Wentzel, 1993). Social skill deficits are widely present in the secondary setting (Gresham et al., 2010), and research has highlighted 9th grade as an opportune time to address social skills due to the transitional nature of this year (Akos and Galassi, 2004; Isakson and Jarvis, 1999; January et al., 2011; Wentzel et al., 2019). Further, certain subgroups of students, including students with disabilities and those at-risk for social, emotional, and behavioral (SEB) challenges, are at increased risk of having social skill deficits (Fussell et al., 2005; Griswold & Townsend, 2012; Rose et al., 2011, Smith and Wallace, 2011). This study employed a pre- and post-test control group design within one high school to assess the effectiveness of universal social skill lessons targeted for 9th grade students on teacher and student reports of social competence. Results from this study indicate the intervention was effective for 9th grade students overall, as well as for students identified as at-risk for SEB challenges according to teacher report. Additionally, teacher report data showed promise for the intervention's effectiveness for the subgroup of students with disabilities. Alternatively, all analyses of student report data were not significant. Following the intervention, teachers found the intervention acceptable, feasible to implement, and important for their students. Implications and future research are discussed.Item Former students, current parents exploring identity sensemaking processes in special education(University of Missouri--Columbia, 2024) Milarsky, Tracey Kenyon; Rose, Chad A.This qualitative study explores how five adults, former special education students who now parent children in similar special education classrooms engage in identity sensemaking. The research purpose of this study is to explore how these adults, now parents of children identified with educational disabilities, make sense of their special education experiences as former students and current parents. Using discursive-narrative methods, the stories and talk from online Story Circle, small group, and individual interview sessions are analyzed by using Gee's identity analysis (2000) and De Fina's level 3 positioning (2013) analytic frameworks. These analyses focus on how identity is recognized and positioned in conversation with dominant narratives about educational disability. The results of these analyses show the prevalence of stigmatizing silences related to disability. Links to dominant narratives found in these participants' narrated experiences also reveal how silences were interrupted by messages that specialized instruction related to identified educational disability could be escaped or overcome and that the experience of being in special education was marked with messages that disability identity was situated within a stigmatized hierarchy of dis/ability. Each participant made sense of their experiences as students in ways that involved combinations of accepting, rejecting and complicating dominant messages about what it means to be the kind of student who is in special education. All recognized their unique positioning to intentionally model what it is like to be the kind of person identified as needing special education for their children. These participants valued the opportunity to disrupt stigmatizing silences connected to this identity. This study offers valuable insights for special education, including potential future directions for the field to increase work focused on understanding the lived experiences of students identified with educational disabilities.Item From past to present : a decadal review of Missouri teachers' views on student mental health in times of social and educational transformation(University of Missouri--Columbia, 2024) Simpson, Jessica; Lewis, TimothyThe mental health of students is a critical concern in educational settings, particularly in the context of remote learning environments, which have become increasingly prevalent due to global events such as the COVID-19 pandemic. This dissertation explores the perceptions of elementary and middle school teachers in Missouri regarding student mental health during remote learning. The study investigates various factors, including teachers' ability to recognize mental health issues, the extent of training provided, overall perceptions of the impact of remote learning on student mental health, and observations of increases in social emotional learning (SEL) and mental health (MH) needs. Data were collected through surveys distributed to teachers, and statistical analyses were conducted to examine associations between demographic variables and teachers' perceptions. Results reveal significant associations between teachers' demographic characteristics and their ability to recognize student mental health issues and SEL concerns during remote learning. Notably, factors such as race, socioeconomic status (SES), level of education, and locale influence teachers' confidence in identifying students in need of mental health support. Additionally, disparities in access to mental health resources based on location, such as rural or urban settings, highlight the need for targeted interventions and equitable distribution of services. The findings underscore the importance of inclusive and diverse training programs to enhance teachers' abilities to support student mental health effectively. This study contributes to the growing body of literature on student mental health in educational settings, particularly in the context of remote learning. By understanding teachers' perceptions and experiences, policymakers and educational stakeholders can develop strategies to address the diverse mental health needs of students and ensure equitable access to support services. Ultimately, prioritizing student mental health is essential for promoting overall well-being and academic success in remote learning environments and beyond.Item Opportunities to respond and behavior-specific praise in the juvenile justice setting : teacher professional development and coaching(University of Missouri--Columbia, 2024) Graves, Katherine Ann; Rose, ChadStudents in the juvenile justice setting have unique behavioral needs as compared to those in general education environments. Thus, professional development on behavioral management practices is important for teachers in these settings. Further, one instance of professional development has been shown to influence teacher knowledge, but the use of coaching is more effective in influencing teacher skill acquisition. This study employed a single subject, multiple-baseline across participants design to examine the impact of professional development modules and coaching on teacher use of opportunities to respond and behavior-specific praise, on student problem behavior. Results from the study indicate that only using the professional development modules did not change teacher not student behavior; however, the addition of coaching lead to increased use of targeted skills. Throughout the intervention, student problem behavior did not change as a result of the change in teacher behavior. Following the intervention, the teacher participants rated the intervention as a whole, the professional development modules, and the coaching to be useful, sustainable, feasible, and acceptable. The present study addresses a significant gap in the literature on the professional development needs for teachers in juvenile justice settings. Implications and future research are discussed.Item A review of the use of escape extinction for the reduction of inappropriate mealtime behavior(University of Missouri--Columbia, 2023) Maddox, Grace; Dotson, WesleyFood selectivity and inappropriate mealtime behaviors (IMB) can disrupt a child’s ability to consume the necessary calories and nutrients necessary for growth and development. This literature review examined whether escape extinction was a necessary treatment component for the treatment of IMB. Studies were included in the review if (a) the primary and secondary dependent variables were IMB or a behavior that is topologically equivalent (e.g., food refusal) and acceptance of solid food or liquids, and (b) the study compares an intervention utilizing escape extinction to an intervention that does not utilize escape extinction or an intervention that uses a different form of escape extinction. Studies were evaluated based on the following variables: types of treatment evaluated, most effective treatment, inclusion of a functional analysis, intervention setting, interventionist, and the inclusion of social validity measures. For all participants but one, some form of escape extinction was necessary to reduce IMB and increase food acceptance.