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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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 descriptive analysis of teachers' use of evidence-based practices across ethnicity, gender, and disabiltiy 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, ... -
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 ... -
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 ... -
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)[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 ... -
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)[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The role of evidence-based practices in both research and practice continue to provoke issues of disagreement and definition across multiple fields. ... -
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 AUTHOR'S REQUEST.] Although the social competence literature shows that individuals with HFA/AS can acquire social skills, these skills often do not consistently generalize ...