Browsing by Thesis Department "Special education (MU)"
Now showing items 1-20 of 35
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Capturing the complexity: examining the effect of instructional intensity in the context of a response to intervention framework on learning outcomes for students with academic and behavioral needs
(University of Missouri--Columbia, 2022)[EMBARGOED UNTIL 5/31/2023] The main purpose of this study was to investigate quality instruction for students with academic and behavioral needs within RTI framework by examining the differential effects of various levels ... -
A comparative analysis of the relationships among language, oral vocabulary, reading vocabulary, and reading comprehension for adolescent students with learning disabilities and emotional/behavioral disorders
(University of Missouri--Columbia, 2012)This study is an examination of the language-literacy connection for adolescent students with disabilities. The author provides an overview of the related areas of research: 1) language-literacy connections in young children, ... -
A comparison of three opportunities to respond strategies across students with emotional and behavioral disorders in high school classrooms
(University of Missouri--Columbia, 2013)A single subject alternating treatment design across three teacher-student dyads was used to investigate the comparative impact on student academic engaged time (AET) of three common opportunities to respond (OTR) ... -
A descriptive analysis of teachers' use of evidence-based practices across ethnicity, gender, and disability risk /
(University of Missouri--Columbia, 2016)The purpose of this study was to determine to what extent teachers use evidence-based practices during classroom instruction and if those practices were applied differentially across demographic groups (i.e., ethnicity, ... -
The effect of a morphological awareness intervention on early writing outcomes
(University of Missouri--Columbia, 2016)The purpose of this study was to investigate the effect of a morphological awareness intervention on the spelling and sentence writing performance and growth of second (n = 17) and third (n = 10) grade students at risk for ... -
The effects of coaching and electronic performance feedback on teachers' use of behavior-specific praise and opportunities to respond
(University of Missouri--Columbia, 2016)A single-subject multiple baseline design across four teacher-student dyads was used to investigate possible functional relationships between the independent variable of coaching and electronic performance feedback and ... -
The effects of progress monitoring in early writing using curriculum-based measurement
(University of Missouri--Columbia, 2007)The purpose of this study was to examine the technical adequacy of progress monitoring assessments in early writing using curriculum-based measurement principles. The participants were 23 students in two first grade ... -
Evaluating the effectiveness of the core content of the incredible years with and without visual performance feedback for parents of children with autism
(University of Missouri--Columbia, 2011)Many children with autism display externalizing behavior due to challenges they face in the areas of communication, social skills and repetitive behavior or restricted interests. Parents have reported that it is difficult ... -
Examination of a peer-mediated intervention as a method for the generalization of social skills among youth with high-functioning autism
(University of Missouri--Columbia, 2013)The purpose of this study was to investigate the impact of a peer-mediated intervention on the generalization of acquired social skills via social skills training groups for high-functioning youth with social competence ... -
An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms
(University of Missouri--Columbia, 2016)This study evaluated the use of a teacher-conducted trial-based functional analysis (TBFA) in a long-term correctional school. Two juvenile justice teachers implemented the TBFA procedure during regular classroom activities ... -
An examination of the extracurricular activity participation, social skills, and school engagement of students with emotional and behavioral disorders
(University of Missouri--Columbia, 2013)Students with EBD have difficulties both academically and socially and experience poor outcomes compared to their peers with and without disabilities. Extracurricular activities are positively associated with improved ... -
An examination of the structural relationships of adolescent writing : implications of the Simple View of Writing
(University of Missouri--Columbia, 2016)Writing is a complex process for many students, especially for students with learning disabilities and those who experience difficulties with language and the writing process. Nevertheless, writing has become the gateway ... -
Examining the technical adequacy of curriculum-based measurement progress monitoring in early numeracy using handheld technology
(University of Missouri--Columbia, 2011)The purpose of this study was to examine the use of six early numeracy measures to monitor the mathematics progress of kindergarten and first grade students across 13 weeks. Seventy one kindergarteners were administered ... -
An exploratory study of culturally responsive teaching practices for students who are ELLs
(University of Missouri--Columbia, 2011)The purpose of this study was to explore whether certain teacher characteristics impacted teachers' perceived importance and reported use of culturally responsive practices within their classrooms. The numbers of ELLs in ... -
Exploring social camouflaging in adolescents with and without Autism
(University of Missouri--Columbia, 2019)[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Examining sex differences in individuals on the autism spectrum has been a major focus of recent research in the field. Of particular interest is the ... -
Identifying predictors of intervention responsivity for children with high functioning autism
(University of Missouri--Columbia, 2012)[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Individuals with Autism Spectrum Disorders (ASD) are characterized by impairments in both social and communicative domains and the presence of repetitive ... -
The impact of trained peers on the generalization of social competence of adolescents with autism spectrum disorders participating in a school-based social competence program
(University of Missouri--Columbia, 2010)[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Although the social competence literature shows that individuals with HFA/AS can acquire social skills, these skills often do not consistently generalize ... -
Investigating the iconnect intervention for students with emotional disturbance in mathematics
(University of Missouri--Columbia, 2021)Students with or at-risk for emotional disturbance (ED) often struggle socially, emotionally, and academically (e.g., on-task engagement and academic achievement). One of the most effective academic interventions for ... -
Investigating use of the Behavior Education Program for students with internalizing behavioral concerns
(University of Missouri--Columbia, 2012)This study investigated the effects of the Behavior Education Program (BEP), also known as check-in/check-out (CICO), on internalizing problems and academic engaged time exhibited by elementary school students identified ... -
An investigation of mentor and program characteristics associated with mentor perception of relationship quality
(University of Missouri--Columbia, 2012)Mentoring between adults and youth or children at risk is a widely used intervention. However, mentoring relationships often end prematurely and this may place a vulnerable mentee at even greater risk. Research suggests ...