Special Education Master’s Theses

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https://ir.vanderbilt.edu/handle/1803/17816

Master's Theses of the Peabody College Special Education Program at Vanderbilt University.

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Relationship of Inference-Making to Reading Comprehension in Struggling Middle Schoolers
(2022) Stadwick, Rachel
This study evaluated how well different types of inferences predict reading comprehension achievement in 155 struggling middle school readers. Text-based inferences, particularly the ability to link pronouns to their referents, and knowledge-based inferences strongly predicted reading comprehension achievement above word reading fluency. Implications for reading intervention with adolescents are discussed.
Experiences of Burnout in Teachers of Students with Visual Impairments (TVIs) in Tennessee
(2022-12-12) Agnes, Shannon
The purpose of this paper was to determine the following research questions: (1) What are the demographics of TVIs in Tennessee (eg. caseload size, professional setting years from retirement) (2a) What is the average burnout score of TVIs in Tennessee using the Copenhagen Burnout Inventory- Work Related Burnout Scale? (2b) How does the average burnout score of TVIs relate to human service professions? (3) How do TVI demographic factors correlate to their burnout? Survey results from 64 teachers of students with visual impairments in Tennessee were analyzed. TVIs had an average of 13.41 years of experience and served an average of 11.62 schools. TVIs commonly worked for one school district, were in itinerant positions, had more than 10 students on their caseload, and were either considering or planning to leave their position within the next five years. TVIs in Tennessee are experiencing high rates of burnout which is correlated to their years from retirement and their district’s likelihood to hire a TVI. These results have implications for the future of this profession in Tennessee.
Targeting Communication Adaptability During Functional Communication Training With Lag Schedules of Reinforcement to Increase Variable Manding
(2022-12-17) Wickman, Maggie
We replicated and extended previous findings on utilizing lag schedules of reinforcement to increase manding and decrease challenging behavior. We used FCT with a lag schedule to teach the participant to request his toys with the mand "toys please" or "break please". We did this using four modalities, including vocal, sign, picture, and button. Results suggest a functional relation between the participant's frequency and variability of mands and the FCTlLag intervention. There was also a functional relation determined between the FCT/Lap intervention and the participant's CB. CB remained low and stable and eventually remaine d atzero. Our study is a direct.replication of Willard and colleagues (under review) and shows similar evidence in stable and high variable mands and low CB. However, Willard's participant had a different diagnosis as the current study's participant and showed different challenging behaviors. Similarly to Willard's, the current participant met the minimum response requirement to access reinforcement without ever emitting unnecessary mands, which is also different from Pokorski and colleagues (2020). The current participant would utilize a mand, almost always button first, then wait to see if he received reinforcement. If not, he would move onto a different mand. He never performed mands at the same time
Choice of Alternative Seating for Preschool Children
(2023)
Alternative seating options and choice as an antecedent intervention have been previously researched. This study evaluated the effectiveness of a choice of alternative seating on in-seat behavior and engagement for preschool children during circle time. An A-B-A-B withdrawal design was combined with an Alternating Treatments Design (ATD) to evaluate the relationship between participant choice and dependent variables while simultaneously comparing alternative seating options in contrast to typical instructional seat (i.e., floor). Results demonstrate alternative seating and choice (in isolation or combined) can increase engagement and in-seat behavior.
The Effects of Enhanced Milieu Teaching Words + Signs on the Communication of Toddlers with Language Delays
(2023) Bushong, Lillian
It is common for toddlers under the age of 3 to have language delays, though few studies have focused on improving communication within this population. Enhanced Milieu Teaching paired with Words + Signs is an evidence-based practice that has been used to increase communication in toddlers by targeting functional communication skills during play and routines. Combining both interventions, EMT and Words + Signs, creates multiple pathways of communication for toddlers by using both signs and spoken word. EMT has been used primarily with children with Autism and Down Syndrome and was designed primarily for parents. Building upon previous research, this study implemented EMT Words + Signs in the classroom during free play to two toddlers with language delays and their classroom teachers. A multiple baseline design across word sets was used to measure participants’ use of target words, as well as the frequency of spontaneous words used in each session. Findings show that there was a presence of a functional relation for both participants between target word use and EMT Words + Signs. Data on spontaneous total word use and target word use were also consistently higher during intervention sessions than during baseline sessions. Data were inconsistent during generalization and maintenance sessions, though some words were maintained for each participant to a variable degree.
School Behavior Supports: Special Educators with Students Who Exhibit Challenging Behaviors
(2023) Huizinga, Kendall
Special education teachers who work with students who exhibit challenging behavior rely on frequent and effective school behavior supports. The school system’s lack of behavior support not only impacts the teacher’s ability to teach the student exhibiting challenging behavior, but also the student’s safety and access to education. This study identified 1) the frequency and effectiveness of school behavior supports, and 2) factors that correlate with the frequency and effectiveness of school behavior supports. We utilized a national survey to gather the responses of 621 special educators, each of whom had at least one student with a Behavior Intervention Plan on their caseload. A section of our survey required special educators to rate the frequency and effectiveness of school behavior supports (i.e. professional development, paraprofessionals, administration, ed. specialists, and BCBAs). Two main findings emerged; first, special educators were only infrequently provided the five school-behavior supports, but, when present, most teachers found them to be effective to some degree. Second, the frequency of school behavior supports related to teaching in private/special schools and teaching lower grades, being more prepared for behaviors from one’s training program, having fewer students with a BIP on caseload, and higher intensity levels of challenging behavior. Higher effectiveness of school behavior supports is related to working at a private/special school vs. public school, feeling more prepared from teacher training programs, having greater numbers of students on caseload, and having greater numbers of students with BIPs. Implications for researchers and practitioners are discussed.
Bots Impact On Online Surveys Within Special Education Research
(2023) Deheck, Caroline
Researchers use online surveys to collect data from diverse populations (Phillips, 2017; Simone, 2019a). With the use of online surveys comes the potential for Artificial Intelligence Bots (AI Bots) to enter a survey and pose as valid participant. In this study we asked participants to inform us about their online research and if bots impacted their research in any way. To be eligible for the survey participants had to conduct an online survey in the field of special education research from 2010 to present. The participants could report up to ten surveys they have conducted since 2010 and if bots impacted their online survey. Out of the 88 surveys reported, 50 surveys (56.8%) had known or suspected bots. Of the participants who reported having known or suspected bots the mean percentage of bot responses in their data set was between 21%-40% of survey responses. When participants had known or suspected bots in their survey they reported having an increased amount of time during data cleaning. Having an increased number of bots in your survey can lead to data results being skewed (Storozuk et al., 2020). Currently, there is no research on how published online research results might be skewed due to bots posing as participants.
Use of Bundle of Learning with EMT Strategies with Children with Language Delay and ASD
(2023) Formento, Natalie
This study examined the use of Bundle of Learning with Enhanced Milieu Teaching (EMT) strategies with children with language delay and ASD. An alternating treatment design (ATD) was utilized to compare the Bundle of Learning + EMT to repeated reading alone. The number of different words (NDW) used by the target child was the primary outcome measure used to determine the effectiveness of the intervention compared to repeated reading alone. The intervention was delivered in a small group reading activity. The participants included a 25-month-old child with a language delay and a 29-month-old child without an identified language delay. Results indicated that there was a functional relation between the Bundle of Learning + EMT strategies and the NDW of the target child during the intervention condition (shared book reading) compared to the control condition (repeated reading alone). Implications for future research and practice are discussed.
Using Stay-Play-Talk To Increase Levels Of Initiations And Responses For Children With Social Delays
(2023) Tang, Lillian Louise
Children with social delays may engage in lower rates of reciprocal peer interactions that can affect social communication development due to the lack of opportunity, deficits in play skills and joint attention. Researchers have identified Stay-Play Talk (SPT) as an effective peer-mediated strategy to increase socially significant changes and improvements in social interactions. However, there are gaps in the current research pertaining to increasing target child initiations, generalization and maintenance of behaviors, and as well as social validity. Building upon previous research, we implemented a class-wide stay-play-talk intervention with a behavior skills training component and system-of-least prompts procedure in an inclusive, university-based preschool consisting of two target children with social delays and nine peer participants. We used a multiple baseline design to measure target children’s frequency of stay, play and talk behaviors, as well as frequency of initiations, responses and narrative play statements. Findings show that despite the covariation between tiers, limited data points and limited confidence in the presence of a functional relation, levels of stay, play and talk for both participants were consistently higher during intervention sessions than during initial baseline sessions. Target children’s levels of verbal initiations also displayed an increasing trend throughout the intervention. Finally, “buddy time” or the class wide SPT intervention was seen as socially valid amongst most children.
EFFECTS OF EMAIL PERFORMANCE FEEDBACK ON EARLY CHILDHOOD TEACHERS' USE OF EMOTION WORDS
(2023) Chen, Hanlin
Social emotion plays a vital role in children's development, and email performance- based feedback (email PF) has been shown to effectively improve teachers' social-emotional practice. In this research, I evaluated the effect of brief training and email PF on teachers' and children's use of emotion words and the diversity of the emotion words they use. Participants in this study included four early childhood education teachers. A multiple probe design across participants was used to evaluate the effects of email PF. Participants received brief training at the beginning of the study and received a general email that did not include feedback on their emotion word uses. They received email PF which had descriptive feedback on their emotion word uses in the intervened settings (i.e., center time). They did not receive an email in the generalized settings (i.e., small groups and recess) across the study and during the maintenance conditions. Results showed that there was a functional relationship between email PF and teachers and children's use and diversity of emotion words in the intervened setting. Further researchers can modify the coaching content according to individuals' diverse needs, set criteria for intervention conditions to avoid extraneous variables, conduct more covert observations, etc.
The Communication Contribution of Children Learning to Use Speech Generating Device During Parent-Child Shared Book Reading
(2023) Scotti, Kendra
The purpose of this research is to examine the nature of parent-child interactions for elementary-aged children (K-4th grade) who have complex communication needs and are learning to use speech generating devices. Data come from a larger longitudinal mixed method study focused on language and literacy learning of children with complex communication needs during the COVID-19 pandemic. Participants are 18 families who participated in the larger study whose children had access to a speech generating device at home. Video observational data were collected during parent-child interactions during everyday home routines (e.g., shared reading, other routines). Data will be coded using SALT and then analyzed using SPSS. Findings showed the heterogeneity of how children communicate based on frequency of communication and how frequency relates to other aspects of their communication, providing varied opportunities for parents to respond. The varied frequency patterns allowed for grouping of children into three groups, to reveal across group communication based on form, topic responsivity, function, and focus. Important insight from this study revealed information that can help shape the development of more effective interventions to support the communication of children with complex communication needs, especially at home.
Using Time Delay in Small Groups to teach Spanish and Telugu Vocabulary Words
(2023) Prabhakaran, Neeraja
Prompting procedures such as Constant Time Delay (CTD) are effective in teaching various skills to young children however there exists limited evidence on the use of time delay procedures to teach children different languages. This study aimed to use CTD to teach preschool children 12 Spanish and Telugu words in a dyadic setup. This study also aimed to investigate the acquisition of 12 targets presented as instructive feedback targets and observational learning of 12 peers’ targets. To assess efficiency in this prompting procedure over acquisition of words and to analyze changes in childrens’ learning over time, we used a Multiple Probe across Behaviors single case design to assess these outcomes. Results indicated that CTD was an effective procedure for teaching preschool children with and without disabilities Spanish and Telugu words. Children also showed acquisition of instructive feedback targets when probed approximately every three sessions. Observational learning occurred for most children but to a reduced extent. Data collection is still in progress for two dyads. Modifications relating to reinforcement, time of sessions, explicit teaching procedures and number of words taught at once were made to different children throughout the study.
Effects of Banking Time on Child Talk of Preschool Low-Rate Talkers
(2023) Perez, Mary Antoinette
Each individual child varies in their developmental progression. Developmental milestones can be used to determine if a child needs additional support to learn language. Previous studies have demonstrated the effectiveness of Banking Time (BT) as an approach to improve children’s classroom behaviors and teacher-child relationships. However, no study has evaluated the effect of BT on language development. The rationale for examining the impact of BT on language is that adult-child relationships are the context in which children learn language. To address the gaps in the research, the impact of BT on child talk was examined on two target participants who were at risk for social or linguistic delay but had not been diagnosed with any disability nor in need of an assessment. An A-B-A-B withdrawal designed was used to examine impact of BT strategies on the rate of child talk. Findings show that despite mixed effects on child talk, BT resulted in positive teacher-child relationships as well as child excitement and confidence in play. Finally, BT strategies were seen as a socially valid way to increase talk according to early childhood teachers who had been in the field for at least two years.
INITIAL SELECTION OF TACTILE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION SYMBOLS FOR STUDENTS WITH COMPLEX SUPPORT NEEDS
(2023-04-21) Hawkins, Melissa
Tactile symbols are often used as a form of communication for students with complex support needs, specifically those that have comorbidity of blindness or visual impairment. Tactile symbols allow students to interact, communicate, and participate with their family, peers, and community. Tactile symbols are either individualized to a student or standardized within a classroom or school setting. There is no universal process around the selection process, purpose, and implementation of tactile symbols. Although this type of symbol is often used with students with such needs, the literature is limited. Therefore, the purpose of this study was a survey key school professionals’ and their experiences around the selection process of an individualized or standardized tactile symbol set for student's complex support needs and comorbidity of blindness or visual impairment. Descriptive statistics portrayed that the initial selection of tactile symbols for students with complex support needs were selected based on the student’s demographic and not the teacher's demographic, pre-service training, and background. A trend in the selection of an individualized tactile symbol over standardized symbols was also observed.
The Linguistic and Cognitive Predictors of Patterning in Pre-Kindergarten
(2023-04-26) Onder, Fatmanur
Patterning is recognizing and creating patterns, which entails identifying and comprehending the underlying structure and order of a sequence of objects or events. Patterning is important for math development because these skills are helpful for children to improve their critical thinking, analyze data, and make predictions. In this study, linguistic (phonological awareness) and cognitive (visual-spatial working memory, relational reasoning, and attention) abilities were tested at the beginning of pre-K to see whether they predict patterning at the end of pre-K. A total of 511 children participated in this study. Results showed that age at the end of pre-K, visual-spatial working memory, relational reasoning, and patterning at the beginning of pre-K were significant and unique predictors of patterning at the end of pre-K. Findings are discussed with respect to theories of patterning development.
Examining the use of FBSApp and virtual strategy-based coaching with a family of a young child with ASD and ADHD
(2023-05) Eatman, Grace
Challenging behavior (CB) is a concern for many parents, especially as CB can have negative impacts on child development. It is critical for parents to receive supports to help address their child’s CB. The FBSApp is a mobile application designed to teach parents specific strategies to use to prevent and respond to their child’s CB. In addition to the FBSApp, this study used virtual strategy-based coaching that involved Behavior Skills Training (BST) on the target strategies and weekly coaching sessions. This study analyzed the effects of the FBSApp and virtual strategy-based coaching on parent use of target strategies and child behavior, using a multiple baseline across behaviors, single case design. Results indicated that the FBSApp and virtual strategy-based coaching was effective in increasing parent use of target strategies. Target strategy usage maintained when coaching was faded. Results were inconclusive on if parent strategy usage decreased child CB or increased the replacement behavior. More research is needed to determine the effect on child behavior. The parent rated the FBSApp and virtual strategy-based coaching highly, indicating that the intervention was socially valid.
Hospital to School Transition: The Experience of Caregivers of Children with Disabilities and Special Healthcare Needs
(2023-05) Davis, Margaret
The transition from hospital to school settings can be a challenging process for individuals involved, particularly for children with disabilities and special healthcare needs and their caregivers. Hospital and school personnel often report feeling unprepared to support the child during this transition, which may increase uncertainty for the child and their families. Research suggests that there is no streamlined process in place for most families, and much of the communication between hospitals and schools falls short if families are unsure how to advocate for these conversations. To better understand the needs of these families, we conducted a survey asking caregivers of children with disabilities and special healthcare needs about their opinions on how school systems address the transitional needs of the family. The results indicated that caregivers feel there is a lack of support and knowledge from school personnel regarding the needs of the child as they transition back to the school setting. Caregivers often feel isolated during the transition, as they are unaware of the resources available to them and feel they must communicate with both the hospital and school settings without support. The study discusses practical implications for caregivers and school personnel and suggests future research directions for the hospital-to-school transition.
Evaluating Cognitive and Academic Achievement Factors as Predictors of Math Achievement in Kindergarten
(2023-05) Yee, Carolyn
Understanding the academic and cognitive factors that contribute to the development of early mathematical knowledge and skills is crucial for effective assessment and intervention. However, these factors are often studied separately and in different student populations. To better understand the relative contributions of end of pre-kindergarten (pre-K) factors to math achievement in kindergarten, this study assessed domain-general factors (literacy, executive functioning, attention, visual-spatial skills) and domain-specific factors (initial mathematical knowledge, approximate number system or ANS acuity) in 277 children, who entered pre-K with limited mathematical knowledge (<25th percentile TEMA-3). Hierarchical regression analysis revealed that math performance at the end of pre-K and kindergarten age accounted for 55.6% of variance in kindergarten math achievement, suggesting that math performance at the end of pre-K may be used to identify students at-risk for math difficulties in kindergarten. Although most end of pre-K factors were significantly correlated with kindergarten math achievement, only early print knowledge and inhibition predicted kindergarten math achievement over and above end of pre-K math performance. Working memory and ANS acuity were not significant predictors. These findings suggest that math and print knowledge accumulated by end of pre-K are critical to math performance in kindergarten for students who enter pre-K at-risk for math difficulties, and inhibition may play a central role in math performance for low-performing students in kindergarten. Results call for the consideration of prior mathematical knowledge as a potential mediator between cognitive and language skills and later mathematics.
Target Acquisition and Relatedness to Embedded Play
(2023-05) Feiner, Grace
Research demonstrates that embedded direct instruction is an effective teaching method for changing child behavior. However, it is unclear how to optimize learning outcomes when using embedded direct instruction to teach multiple target students in a small group context. Researchers compared the efficiency of skill acquisition, trends in play engagement, and learning preferences of preschool dyads when embedded instructional targets were related and unrelated to play. Using an adapted alternating treatments single case design, researchers found that embedded direct instruction was an effective teaching strategy for some, but not all, students. For three out of four participants, results showed that a functional relation exists such that progressive time delay is related to increases in skill acquisition, and for one participant, acquisition of unrelated targets was more efficient than acquisition of related targets. Preferences for related and unrelated embedded instruction varied across participants, with two participants expressing a preference for related targets, and two expressing a preference for unrelated targets. These findings indicate that it is possible to embed disparate trials for multiple target children into a single play activity. However, the results also highlight the importance of factors such as peer compatibility in play settings, child learning preference, tolerance of disruptions to play, salience of trials, and instructional demands of implementers when considering the effectiveness and feasibility of small group embedded instruction.
SOCIAL ENGAGEMENT OF ADULTS WITH DISABILITIES AND DIFFERENCES BASED ON LEVEL OF FUNCTIONING
(2023-05)
Social engagement is a key aspect of a happy, healthy life for all individuals, including adults with intellectual and development disabilities (IDD). The current study analyzed how level of functioning connected to frequency of social activities, activity partners, and friendship, all which are key aspects of social engagement. Over 500 caregivers of adults with IDD took the survey, responding to items about their own characteristics, the characteristics of the adult with IDD (including level of functioning, operationalized as Activities of Daily Living score quartiles), the adults’ social engagement (frequency of 20 social activities, frequency of participation with 5 different activity partners, and number of friends in three categories), and potential correlates to the social engagement variables. Adults with disabilities participated in many social activities, but their participation was mostly in social activities happening within the house. Adults with IDD participated in social activities with family the most often, and peers without disabilities least often. Compared to adults with higher levels of functioning, adults with the lowest level of functioning participated in the fewest social activities, had less social engagement outside their family, participated less in disability organization activities, and had fewer friends. Conversely, those with the lowest (versus highest) functioning levels participated in activities with caregivers and professionals more frequently. Also compared to adults with higher levels of functioning, adults with low levels had weaker connections between social engagement variables. Implications of these findings, for both practice and policy, are given to close the gaps in the social engagement of adults with varying levels of functioning.

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