Special Education Master’s Theses
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Master's Theses of the Peabody College Special Education Program at Vanderbilt University.
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Item PREPARATION OF EARLY CHILDHOOD EDUCATORS TO REFER STUDENTS WITH SUSPECTED VISUAL IMAPIRMENTS FOR SPECIAL EDUCATION EVALUATION(2025-05) Hailey NaftelThis study explores early childhood educators’ knowledge of visual impairments in children and their understanding of the referral process for special education services. Early identification of visual impairments is essential to ensuring that children receive timely support and access to appropriate educational interventions. Despite this importance, limited research has focused on educators' awareness of early indicators of visual impairments and their ability to navigate referral procedures. This paper investigates the specific signs and symptoms that educators report recognizing in young children, such as difficulty with eye tracking, frequent squinting, sitting too close to visual materials, or delays in visual-motor integration. It also examines educators’ familiarity with the formal processes for referring a child for vision screening or special education evaluation. To explore these issues, the study utilized a national survey targeting early childhood educators across various educational settings. The survey assessed participants’ knowledge of visual impairment indicators and their experiences with referral procedures. Additionally, it examined several factors that may influence knowledge levels, including pre-service training, access to professional development, teaching experience, and institutional resources. Quantitative analysis revealed significant correlations between increased knowledge and educators who had received formal training related to special education or vision health. Professional development opportunities and school-based support systems also contributed positively to knowledge and referral confidence. Findings suggest that enhancing both pre-service and ongoing training in visual health can strengthen educators’ capacity to identify and respond to visual impairments. The paper concludes with recommendations for improving early childhood educator preparation and promoting early intervention for children with visual needs.Item Craving Friendship: Investigating Friendship Behaviors of Young Adults with Prader-Willi Syndrome(2025-05) Knauss, Carly; Hodapp, RobertFriendships are important to all of us, including those with such disabilities, as Prader-Willi syndrome (PWS). This study investigated the friendship behaviors of 24 young adults with PWS through reports given by the young adult and their caregiver. Young adults with PWS completed an individual interview, while parents asynchronously completed a separate questionnaire. Young adults answered questions about their friendship behaviors, while parents answered demographic information about themselves and their child, questions on PWS behavioral phenotype characteristics, general friendship questions (e.g., what their friends are like, where they meet friends, etc.), and their friendship behaviors. Findings reveal that young adults with PWS mainly meet their friends through family connections and most friends are individuals with other disabilities. Further, lower friendship behavior scores relate to more severe maladaptive behavior and rigidity. Furthermore, young adults consistently rated themselves as a better friend than their parent did. Directions for future research and policy implications are suggested.Item Factors Correlating With Initial Implementation of Tangible Symbols for Students With Visual Impairments(2025) Revak, Tabitha HopeTangible symbols are an augmentative and alternative communication (AAC) option that can be used to facilitate the communication of students who have visual impairments (VI) and complex communication needs. Sixty-three professionals completed this survey who worked in the role of teacher of students with visual impairments (TVI), speech-language pathologist (SLP), or severe disabilities special education teacher and had recently participated in the selection of tangible symbols for a student with VI and complex communication needs. Participants were asked about demographic information, the tangible symbol selection process, and the extent of planned initial implementation of the tangible symbols within the first month after selection. Pearson correlations were calculated between several student and professional variables and the initial implementation variables. Statistically significant positive correlations were found between the initial implementation of tangible symbols and collaboration, student communication levels, and student grade level. A statistically significant negative correlation was found between initial implementation and participant reports of being the primary team member to determine a student’s need for tangible symbols. Qualitative data from participants’ write-in responses highlighted aspects of collaboration that participants deemed important to the tangible symbol selection process, and demonstrated that there was much participants wished they had known earlier in their careers about making decisions regarding tangible symbols for their students.Item STAY PLAY TALK WITH A CHILD WHO USES AAC IN AN INCLUSIVE PRESCHOOL CLASSROOM(2025-05-09) Mary Grace BridgesEven in inclusive settings, children who communicate differently from their peers are often left out of meaningful social relationships. Peer-mediated interventions like Stay-Play-Talk have been effective at increasing social interactions between socially isolated children and their peers, but there is a need for more research with children who use AAC. An ABAB Reversal design was used to evaluate the effects of Stay-Play-Talk intervention to increase the social interactions/talk between a child who uses AAC and three peers in an inclusive preschool. Results indicated an increase of social interactions of peers following Stay-Play-Talk in an inclusive classroom.Item RELATIVE EFFECTS OF IMMEDIATE CONTINGENT INSTRUCTION VERSUS REINFORCEMENT-ONLY PROCEDURES WHEN TEACHING EXPRESSIVE LABELS IN ITALIAN(2025-05-09) Kathryn DuffleyThesis under the direction of Dr. Jennifer Ledford An adapted alternating treatments design (AATD) was used to assess the differing effects of using punishing procedures (error correction) compared with using reinforcement-only procedures (reinforce attempts, reinforce attempts with delayed instruction, and differential reinforcement) for teaching Italian vocabulary words to preschool-aged children. Additionally, participant preference of each teaching approach was evaluated using a concurrent operant paradigm.Item Comparing Prompt Fading Procedures to Determine Best Practices(2024-12) Filipski, MadelineItem Evaluating the Efficiency and Effectiveness of a Web Tool for Tech Based Math Intensifying Math Interventions(2024-12-04) Myeesha SaquibMathematics achievement continues to be a struggle for many students, especially for those with learning disabilities and other high incidence disabilities. Many of these students struggle with foundational and higher order math concepts. Despite the abundance of existing technology tools, there are often barriers to locating and accessing evidence-based practices (EBPs) that meet students' diverse learning needs. This research study reports on the development and testing of an online tool, MathSurf, which supports teachers' identification and implementation of technology-enhanced math interventions. Using principles of Universal Design for Learning (UDL), Computer-Assisted Instruction (CAI), and Virtual Manipulatives (VM), this tool strives to promote effective differentiated instruction in classes tailored to individual student learning goals, when aligned with state standards. Both quantitative and qualitative data were collected to assess the efficiency, usability, and the tool's ability to meet the learning needs of the students. The overall outcome shows that while the prototype was easy to use and helpful, considerable improvement is needed for the refinement of the tool toward the diverse student needs. These insights will inform subsequent iterations of the tool, enhancing its ability to assist educators in developing flexible, personalized, and effective mathematical interventions.Item Relative Effects of Immediate Contingent Instruction Versus Reinforcement-only Procedures When Teaching Expressive Labels in Korean(2024-12) JEYEON ARIEL HURAs researchers, we still do not know the extent of the effectiveness of using punishers. This study aims to expand our knowledge of how effective punishment procedures are in early childhood education. We hope the results will add literature regarding the relative effects of immediate and delayed punishment versus reinforcement-only procedures when teaching expressive labels in Korean. Further, the research question will provide insight into whether children may prefer to be told they are incorrect in replacement of using a reinforcement-only approach. We used an adapted alternating treatments design to assess relative effectiveness and a concurrent operant procedure to assess preference. Research Question: Does reinforcement plus error correction result in faster acquisition of Korean vocabulary for preschool-age students compared to differential reinforcement for correct responses, differential reinforcement for attempts, and differential reinforcement for attempts with delayed instruction? Secondary: Do preschool-age children prefer reinforcement-only procedures or reinforcement-plus punishment procedures?Item Compassion in the classroom: Trauma-informed attitudes and practices of special educators working with students with intellectual and developmental disabilities(2024-05) Sarah RhyneStudents with intellectual and developmental disabilities (IDD) are more likely to experience trauma than their peers without disabilities, and therefore strongly benefit from the implementation of trauma-informed practices. The present study used a web-based survey to investigate attitudes towards, knowledge and use of trauma-informed practices of special education teachers who worked with students with IDD. Scores were found via the use of the Attitudes Related to Trauma-Informed Care (ARTIC) scale and a sum score of researcher-created trauma-informed practices. Findings revealed that the 217 special education teachers had moderately high, yet variable, attitudes towards trauma-informed practices. Elementary school teachers scored higher in three out of the five core ARTIC subscales, as well as the ARTIC 35 sum score, than secondary school teachers. Special education teachers reported a strong knowledge and fairly high use of the list of trauma-informed practices. This research provides encouraging insight into the readiness of special education teachers to receive further training on trauma-informed practices and the opportunity for system-wide capacity-building and change regarding trauma-informed practices.Item A Closer Look at the Impact of Special Education Advocacy Training on Graduates(2024-04-29) Scoggins, MattieAs the special education process can be difficult for parents to navigate, special education advocates have arisen to help. Yet because there is no formal training required to become a special education advocate, there is a need to research how to best train these advocates. This study serves as part of a second wave of research into the effectiveness of a special education advocacy program. Looking at the pre-tests and post-tests of 108 participants across three years, this study found that there were certain areas of strength and weakness within measures of advocacy. Specifically, respondents rated lower items that included systems-change advocacy (such things as getting in contact with legislators and getting legislators to listen to their ideas). We also found that several measures—especially the degree to which they felt themselves "insiders" in the disability world and their degrees of empowerment--were correlated at the pretest, post-test, and pre-to-post-test measures. Implications for future advocacy trainings are discussed.Item Navigating Adult Disability Services Among Latinx Caregivers of Youth with Autism Spectrum Disorder(2024-05) Herrera Espinosa, GabrielaLatinx caregivers of adolescents and young adults with autism spectrum disorder (ASD) face unique barriers in accessing adult disability services for their offspring. Barriers include not having access to resources in their first language, facing discrimination from professionals or service providers, and not having enough information about how to get a specific service. In this study, we examined the unique responses of 45 Latinx caregivers (primarily mothers) before completing a 12-week advocacy training program called ASISTIR. Results demonstrated significant positive correlations between participants' behaviors, comfort in advocating for services, and their sense of empowerment. Participants' disability advocacy was also related to their comfort and proficiency with the English language. Findings from this study shed light on the crucial role of designing culturally and linguistically appropriate resources and content that equip Latinx families in understanding and advocating for adult disability services in the United States. Implications for research and policy are discussed.Item NEGATIVE LIFE EVENTS, SOCIAL DETERMINANTS, AND SERVICE DELIVERY FOR CHILDREN WHO HAVE DISABILITIES AND MENTAL HEALTH CONCERNS(2024) Sulmonetti, LeahThis study begins the process of examining negative life events, social determinants of health, and the parents’ familiarity with mental health services concerning children with dual diagnoses. Using a state-wide survey in the state of Tennessee, this study examined 120 parents with children with dual diagnoses to understand what mental health services exist, the barriers that exist in accessing the services, and the parent’s overall familiarity with mental health services. Results indicated that 72.7% of children with dual diagnoses faced at least 1 negative life event in the last 12 months. Parents expressed less confidence in accessing education, healthcare, and mental health services, which are crucial for children with dual diagnoses. Additionally, the study revealed that parents are less familiar with child-based services and family-based services. It was also found that parents who were not married, unemployed, spoke Spanish, had lower levels of education, or had poor mental health were less likely to be familiar with mental health services. In addition, low-to-medium correlations were found between social determinants of health and the parent’s familiarity with mental health services. Given its results, it’s important to further educate parents on what mental health services exist for their children. In addition, it is crucial to train mental health professionals to address social determinants of health to promote equitable mental health outcomes is crucial.Item What Does it Mean to Belong? Attitudes and Experiences of Students With and Without Intellectual and Developmental Disabilities on a College Campus(2024)Many university campuses in the United States now have inclusive postsecondary education programs (IPSEs) that provide young adults with intellectual and developmental disabilities (IDD) access to higher education. This descriptive qualitative study aimed to explore the attitudes and experiences of students with IDD and their undergraduate peers related to disability, inclusion, and belonging on a college campus at a large private, research-intensive university. Using individual semi-structured interviews, the study included 20 participants who were part of one of the following groups: (a) a young adult with IDD who was enrolled in the university’s IPSE program, (b) an undergraduate student who served as a peer mentor with the IPSE program, or (c) an undergraduate student who was unaffiliated with the IPSE. Findings about student’s attitudes were summarized across participant groups, showing that students across groups had similar personal definitions of inclusion, belonging, and disability. Students experiences with social interactions and relationships varied, however, which was summarized across four themes: (a) Campus involvement, (b) Social interactions, (c) Relationships, and (d) Campus culture. Implications for research and practice are shared that relate to the need for IPSE staff and university administrators to leverage individual connections across students in different groups to build meaningful relationships for students with IDD and their peers in inclusive universities.Item Perceptions of Special Education Teachers and Board Certified Behavior Analysts on Self-Determination for Elementary-Aged Children with Complex Communication Needs(2024-05) Bell, Caroline; Biggs, Elizabeth; Gianforte, RebeccaSpecial education teachers and Board Certified Behavior Analysts play an important role in supporting the development of self-determination skills for children and youth with disabilities, including at the elementary level. This study used a web-based survey to evaluate the views of special education teachers and BCBAs on self-determination for elementary-aged children with complex communication needs. A total of 166 special education teachers and BCBAs participated. Special education teachers and BCBAs rated the importance of various domains of self-determination for children with complex communication needs and reported on the self-determination capacities and opportunities of individual children with complex communication needs that they served. Results indicated that special education teachers and BCBAs both reported high levels of importance for all domains of self-determination, with no significant differences between the two groups. However, when reporting on the capacities and opportunities of individual children, BCBAs’ ratings were significantly lower than special education teachers’ ratings. Children’s use of robust language-based communication systems (e.g., speech, sign, high-tech aided augmentative and alternative communication [AAC]) was found to be a significant factor associated with special education teachers’ ratings of students’ capacities and opportunities for self-determination, but not BCBAs. Implications for future research and practice are discussed, including those related to the need for practitioner support for creating goals that target self-determination.Item Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Middle School Teachers' Praise and Reprimand Frequency(2024-05) Fisher, AshtonThere is a large body of empirical research showing the effectiveness of teacher praise as an intervention to reduce unwanted classroom behaviors and increase student engagement. Despite this evidence, research shows that teachers do not naturally provide praise at high rates. Over the past 60 years, researchers have tested numerous methods to improve rates of teacher praise including prompting, visual performance feedback, and peer coaching. In our study of 15 teachers, we investigate the effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on middle school teachers' rates of praise and reprimands. Using a regression analysis, results showed that CW-FIT increased teachers' frequency of praise compared to teachers not using the CW-FIT intervention. Future directions and implications for using tier 1 behavior management systems to increase levels of teacher praise are discussed.Item Multilingual? Multidisciplinary! Teachers' Collaboration to Support English Language Learners with Visual Impairments(2024-04-22) Gosnell, GabrielleThe purpose of this paper was to determine the following research questions: (1A) What is the frequency and perception of collaboration between English as a second language (ESL) teachers and teachers of the visually impaired (TVIs)? (1B) Does the frequency and perception of collaboration differ for professionals based on their students’ visual impairments (i.e., having low vision compared to blindness)? (2) Does the frequency and perception of collaboration vary for teachers based on individual demographics, such as their perceived preparedness from their teacher education programs or in- service training? Survey results from 81 ESL teachers and 72 TVIs were analyzed. Participants reported about their collaboration regarding 105 students, 61 of which had low vision and 44 of which were blind. The average total collaboration score was 71.95 out of a possible total score of 110. ESL teachers collaboration with a TVI was more frequent when the student was blind compared to when a student had low vision. TVI collaboration with ESL teachers collaborated at the same frequency regardless of if the student was low vision or blind. No statistically significant relationship was found between a participant’s perception and frequency of collaboration and the student’s visual impairment. These results have implications for both professional practice and teacher preparation programs.Item An Examination of Interstate Differences in Eligibility Criteria for Vocational Rehabilitation Services for Individuals with Visual Impairments(2024) Johanns, GraceState VR agencies provide services to individuals with disabilities so that they may prepare for and participate in competitive integrated employment with consideration of their unique strengths and abilities (U.S. DOE, 2020). While general differences between VR agencies have been documented between states (e.g., Cavenaugh, 2010; NTRC, 2022), there has never been an analysis of interstate differences in the interpretation of the outlined eligibility requirements for individuals with visual impairments (VI). In this study, we asked participants to upload their state eligibility document to the survey or email directly to a research team member. To be eligible for the survey, participants had to be current vocational rehabilitation (VR) administrators, directors, or supervisors. Out of the 57 U.S. states and territories contacted, 20 participated in the study, (35%). Eleven states submitted eligibility documentation and completed the survey (19%). Differences in the use of assessment, specifically eye reports and educational records, was found. All survey respondents reported the consideration assessments when determining eligibility for services. However, only eight eligibility criteria documents included the use of assessment. This study is the first of its kind, and more research is needed to understand interstate differences in VR eligibility criteria for individuals with VI.Item Breaking the Silence: Siblings of Individuals with Disabilities Speak-Up About Their Support Needs(2024-02-26) Neff, GillianSibling relationships are important in that they can help predict the social-emotional development, understanding, and outcomes, and help shape the relationship between them. Due to these multi-facet predictors, it is critical that siblings of individual with disabilities feel supported from their childhood to their adult lives as they navigate the new responsibility and caretaking for their sibling with a disability. Unfortunately, research on siblings of individuals with disabilities is a lacking field of special education. There is a need for research to better understand and determine the unique needs of the sibling of individuals with disabilities. Therefore, the purpose of this study was to analyze the views of siblings on what could have been helpful to support them while growing up, through their childhood and teenage years. Through an online and paper survey siblings’ perspective were collected, and the views of 446 siblings of individuals with autism spectrum disorder, Down syndrome, and cerebral palsy were analyzed. A total of six themes were identified from the perspectives of these siblings. Findings suggest that most siblings felt they were ‘not adequately’ supported during childhood, and identified various supports as potentially beneficial, to them, their families, and their communities. Implications for future research and future practice are discussed.
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