RSS 1.0Department of Special Education (MU)
The Department of Special Education strives to prepare educators to assist children, youth and adults with disabilities to be academically and socially successful life-long learners. The Department of Special Education is home to several state and federally supported training, demonstration and research projects, including the Center for School-Wide Positive Behavioral Supports. The Center for the Prevention of School Violence, and the Thompson Center for Autism Spectrum Disorders.
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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 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) ... -
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 ... -
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 ... -
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, ... -
Identifying predictors of intervention responsivity for children with high functioning autism
(University of Missouri--Columbia, 2012)Individuals with Autism Spectrum Disorders (ASD) are characterized by impairments in both social and communicative domains and the presence of repetitive and restricted interests. Most pressing for this population is the ... -
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 ... -
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 ... -
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 ... -
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 ... -
Meta-analysis of single-subject research using hierarchical linear modeling: empirical examination of the procedure and functional behavior assessment-based interventions
(University of Missouri--Columbia, 2010)The role of evidence-based practices in both research and practice continue to provoke issues of disagreement and definition across multiple fields. One area of contention is the role of single-subject research in providing ... -
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)Although the social competence literature shows that individuals with HFA/AS can acquire social skills, these skills often do not consistently generalize into natural environments. Peer-mediated interventions have proven ... -
Supporting practitioners' use of pivotal response training within educational contexts
(University of Missouri--Columbia, 2009)The purpose of this study was to assess the viability of Pivotal Response Training by practitioners within educational contexts. A concurrent multiple baseline design across 4 practitioner-student dyads consisting of phases ... -
Autism Overview
(GeneReviews, 2005-12-01)This overviews Autism, including causes, evaluation Strategies, genetic counseling, management and further resources. -
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 ... -
The relationship between principal leadership skills and school-wide positive behavior support: an exploratory study
(University of Missouri--Columbia, 2006)The purposes of this study were to (1) identify key principal leadership skills associated proactive school environments, (2) examine the relationship between SW-PBS implementation and increased evidence of those skills, ... -
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 ... -
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 ... -
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 ...