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Fullerton
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Department of Special Education
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- Creator:
- Rossel, Cezar
- Description:
- Technology hardware and software are becoming increasingly available for use in the classroom. Even so, its effectiveness for learning new concepts in mathematics must be verified. The purpose of this study was to determine whether or not middle school students with Specific Learning Disabilities (SLD), Other Heath Impairments (OHI), or Emotionally Disturbed (ED) learned mathematics content using an online mathematics program, Khan Academy, as opposed to teacher-led instruction or a combination of both teacher-led and Khan Academy. A quasi-experimental design was used with the students serving as their own comparison group. Students were exposed to three different conditions over the course of four months: 1) computer aided instruction solely, 2) computer aided instruction with adult support, and 3) direct instruction from the teacher. The participants were middle school students in the 7th and 8th grade in a special class designed for students with challenging behaviors. Ten participants, eight males and two females with a broad range of disabilities ranging from Specific Learning Disabilities (SLD), Other Heath Impairments (OHI), or Emotionally Disturbed (ED) took part in this study. The results were inconclusive; however there was exceptional social validity and significance in that all students profited from all models of instruction, student attention to tasks were improved and negative behaviors were not increased in two of the three models. Only the condition in which students could not ask for assistance resulted in offtask or negative behavior. Thus, even though the study was limited by the small sample size and the short trial period, the results supported the use of Khan Academy as a tool for instruction of students with challenging behaviors.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Fullerton
- Department:
- Department of Special Education
- Creator:
- Mcmurray, Kristen Rochelle
- Description:
- Research has proven that integrating assistive technology into the special education setting, improves the educational experience, as well as maximizes the school environment by promoting greater independence and enhancing functional performance and success of students with autism spectrum disorder (ASD). Augmentative and alternative communication (AAC) interventions, specifically the iPad and PECS, are emerging treatments for ASD. The primary purpose of this study was designed to investigate these emerging treatments by comparing the effects on the rate of independent requesting on the use of two AAC systems, (1) a high-tech SGD communication system, an iPad installed with the application, “Proloquo2Go” and (2) a low-tech hand-held picture-based communication system, PECS, for students with ASD in their school setting, using a single-subject alternating treatment design (ATD). The results of this study indicated that the iPad produced a higher rate of independent requests per hour for all five student participants with ASD in their school setting. This study validates previous research and adds to the existing literature on the positive learning outcomes in communication facilitation with children autism spectrum disorder, who have speech and language impairments. In addition, it explores the many potential benefits of integrating assistive technology, specifically iPads, into the ASD classroom, that assist children with ASD to become successful in an ever-changing society and play an active role within the community.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Fullerton
- Department:
- Department of Special Education
- Creator:
- Tse, Courteney Mayumi
- Description:
- Individuals with disabilities who lack self-advocacy and self-determination skills tend to additionally lack independence. These skills are to be taught to individuals throughout their education based on IDEA and ADA laws, but are regularly overlooked by educators. as a key member of student learning and skill acquisition, paraprofessionals do not receive the proper training to increase self-advocacy and self-determination skills in students. Training paraprofessionals to use a variety of prompts and prompting hierarchies with students with disabilities can lead to greater student independence. during this study’s training session, paraprofessionals learned how to use various prompts, implement fading through prompt hierarchies, and collect data. the results show that paraprofessionals used a wider variety of prompts with students after the training took place. Paraprofessionals additionally decreased the amount of prompting that they used with students after the intervention. Paraprofessionals benefit from further and more advanced training which can facilitate student independence while increasing student self-advocacy and self-determination skills.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Fullerton
- Department:
- Department of Special Education
- Creator:
- Robertson, Melanie A.
- Description:
- The purpose of this Case Study was to consider the current conditions for students as it pertains to their mindsets, and how they are being taught about their mindsets in the classroom. This Case Study was a call to action project for teachers who struggle with motivating their students who demonstrate behaviors that are fixed. By the end of this study students were able to recognize and identify the way they were thinking while problem solving, and were able to redirect their thinking and their behaviors in a positive way. The participants in this study included two fifth-grade all inclusive general education teachers at an Orange County, California elementary school. Two surveys were administered by the researcher and were taken by two teachers for the data collection in this study. the researcher focused on the teachers’ answers about whether or not their students’ mindsets were changed after the instrument had been given in the one-month timespan. The research from this study suggests that teaching students about Growth Mindset will help them think about how to resolve preconceived ideas that they might have about their learning and behaviors. After this strategy was implemented, shifts in the teachers’ mindsets occurred to reflect that they too, had adopted a Growth Mindset.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Fullerton
- Department:
- Department of Special Education