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The investigation of the self-efficacy of special education teachers who teach mathematics to English language learners with disabilities
(University of Missouri--Columbia, 2020)
Of the English Language Learners (ELLs) in USA K-12 schools, 665,000 are identified as having a disability. In mathematics, ELLs with disabilities have significantly lower outcomes than English dominant, and non-disabled ...
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 ...
Monitoring motivation and academic growth in writing for young English language learners
(University of Missouri--Columbia, 2018)
The purpose of this study was to explore the technical adequacy and appropriateness of using benchmarks established with the general population with two forms of Curriculum Based Measures-Writing (CBM-W), Word Dictation ...
A video self modeling intervention to modify aggressive behaviors in students with autism spectrum disorder and intellectual disabilities
(University of Missouri--Columbia, 2018)
This study evaluated the efficacy of a video self-modeling and functional behavior assessment intervention on a traditionally under-represented population. Students diagnosed with Autism Spectrum Disorder (ASD) and ...
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 ...
A practice-based intervention to prepare preservice teachers for inclusion using universal design for learning
(University of Missouri--Columbia, 2019)
General education pre-service teachers are expected to teach diverse learners, including those with disabilities, in the general education settings. Yet many are not adequately prepared to teach all students. Universal ...
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 ...
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 ...
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, ...
Pre-service teacher professional noticing for teaching mathematics
(University of Missouri--Columbia, 2021)
Students with disabilities and/or those who have difficulty learning mathematical concepts can be found in almost every classroom. Over the last several decades, the responsibilities and roles of general and special education ...
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 ...
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 ...
Teachers' views of the mathematical capabilities of students with disabilities : a mixed methods study
(University of Missouri--Columbia, 2020)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Students with disabilities often have difficulty demonstrating mathematical understanding on conventional measures. One reason for this difficulty ...
Mathematics instruction for middle school students with and at-risk for behavioral disorders : a survey study
(University of Missouri--Columbia, 2012)
This survey study was designed to investigate mathematics instruction for middle school students with and at-risk for emotional and behavioral disorders (EBD). It sought to identify who is teaching mathematics to students ...
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 ...
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) ...
Utilizing social stories to reduce problem behavior and increase pro-social behavior in young children with autism
(University of Missouri--Columbia, 2007)
The purpose of this study was to evaluate the effects of a Social Story [TM] intervention on the social behavior rates of 4 young children with autism. This study used a multiple-baseline across participants design to ...
Peer coaching : a collegial support for bridging the research to practice gap
(University of Missouri--Columbia, 2007)
The purposes of this study were to 1) determine if teacher knowledge of the instructional components of opportunity to respond (OTR) including academic prompting, wait time and positive feedback increase as a result of a ...
Young children at-risk for externalizing behavior problems : examination of behavior change utilizing universal positive behavior support strategies
(University of Missouri--Columbia, 2007)
A single-subject multiple baseline research design was used to examine effects of teacher use of universal Positive Behavior Support strategies on the externalizing behavior of four Head Start students who were identified ...
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 ...