A multiple probe across participants design was used to examine the effects of a culturally relevant peer-delivered computer-assisted vocabulary instruction on the academic vocabulary acquisition and generalization of Latino English learners with ...
A multiple probe across participants design was used to examine the effects of a culturally relevant peer-delivered computer-assisted vocabulary instruction on the academic vocabulary acquisition and generalization of Latino English learners with ...
Building on existing research on Self-Regulated Strategy Development (SRSD), the current study investigated the collateral effects of social skills prompts on the writing outcomes and problem behavior of students with emotional and behavioral diso...
Building on existing research on Self-Regulated Strategy Development (SRSD), the current study investigated the collateral effects of social skills prompts on the writing outcomes and problem behavior of students with emotional and behavioral diso...
Learning prepositions is very important for students with an intellectual disability to engage in functional communication behaviors. In addition, it is important for the students with intellectual disability to engage in physical activity at scho...
Students with extensive support needs (ESN) are a heterogenous group of students with the most pervasive and ongoing support needs who typically receive special education services under the categories of autism spectrum disorder (ASD), intellectua...
ABSTRACT HOLLY NICOLE NIEDERMEYER JOHNSON. Effects of Multilevel Coaching on Teachers’ Implementation of Opportunities to Respond and Student Academic Engagement. (Under the direction of DR. YA-YU LO) As a result of various academic, behavioral, a...
The Common Core State Standards initiative calls for all students to be college and career ready with 21st century skills by high school graduation, yet the question remains how to prepare students with autism spectrum disorders (ASD) and moderate...
The Common Core State Standards initiative calls for all students to be college and career ready with 21st century skills by high school graduation, yet the question remains how to prepare students with autism spectrum disorders (ASD) and moderate...
Disproportionality and the poor post-school outcomes for African American youth with disabilities have been ongoing issues in special education. Limited opportunities to engage in social interactions may exacerbate these poor post-school outcomes ...
Disproportionality and the poor post-school outcomes for African American youth with disabilities have been ongoing issues in special education. Limited opportunities to engage in social interactions may exacerbate these poor post-school outcomes ...
Disproportionality and the poor post-school outcomes for African American youth with disabilities have been ongoing issues in special education. Limited opportunities to engage in social interactions may exacerbate these poor post-school outcomes ...
Youth with disabilities continue to show poor in-school and post-school outcomes. Parent engagement remains as one key component to bring about positive outcomes in youth with disabilities. Despite schools’ widely adapted strategies on parent enga...
TOSHA LYNN OWENS. The effects of function-based self-advocacy training on the problem behavior, replacement behavior, and self-advocacy skills of students with or at risk for EBD in general education settings. (Under the direction of DR. YA-YU LO)...
TOSHA LYNN OWENS. The effects of function-based self-advocacy training on the problem behavior, replacement behavior, and self-advocacy skills of students with or at risk for EBD in general education settings. (Under the direction of DR. YA-YU LO)...
TOSHA LYNN OWENS. The effects of function-based self-advocacy training on the problem behavior, replacement behavior, and self-advocacy skills of students with or at risk for EBD in general education settings. (Under the direction of DR. YA-YU LO)...
Children and youth with autism spectrum disorders (ASD) or emotional and behavioral disabilities (E/BD) often exhibit challenging behavior including aggression, self-injury, non-compliance, or property destruction (Kamps, Kravits, Rauch, Kamps, & ...
Children and youth with autism spectrum disorders (ASD) or emotional and behavioral disabilities (E/BD) often exhibit challenging behavior including aggression, self-injury, non-compliance, or property destruction (Kamps, Kravits, Rauch, Kamps, & ...
Disproportionality has been a persistent problem in special education for decades. Despite mandates outlined in the Individuals with Disabilities Education Improvement Act (IDEA, 2004), African American students continue to be disproportionately r...
Disproportionality has been a persistent problem in special education for decades. Despite mandates outlined in the Individuals with Disabilities Education Improvement Act (IDEA, 2004), African American students continue to be disproportionately r...