Matching Items (5)
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- All Subjects: Autism
- Creators: McCoy, Kathleen M.
Description
This study used exploratory data analysis (EDA) to examine the use of a biofeedback intervention in the treatment of anxiety for college students diagnosed with an Autism Spectrum Disorder (ASD) (n=10) and in a typical college population (n=37). The use of EDA allowed for trends to emerge from the data and provided a foundation for future research in the areas of biofeedback and accommodations for college students with ASD. Comparing the first five weeks of the study with the second five weeks of the 10 week study, both groups showed improvement in their control of heart rate variability, a physiological marker for anxiety used in biofeedback. The ASD group showed greater gains, more consistent gains, and less variability in raw scores than the typical group. EDA also revealed a pattern between participant attrition and a participant's biofeedback progress. Implications are discussed.
ContributorsWestlake, Garret (Author) / McCoy, Kathleen M. (Thesis advisor) / Brown, Jane T (Committee member) / DiGangi, Samuel A. (Committee member) / Caterino, Linda K (Committee member) / Arizona State University (Publisher)
Created2013
Description
Effectively educating students with autism is a necessary element in providing all students with a free and appropriate public education, and as the number of students diagnosed with an autism spectrum disorder continues to increase in both public and private educational settings, providing successful and satisfactory professional development opportunities in the area of autism is becoming increasingly essential. This study explored the experiences of twenty-three educators in a suburban southwest K-12 public school district, as they participated in a fifteen-hour professional development course in an online or face-to-face format, and collaboratively problem-solved their challenges in educating students with autism. Qualitative data was collected from participants' weekly written reflections and comments from a pre- and post-survey on attitudes, to determine quality of and satisfaction with collaboration in relation to course format. Results indicated that the online format produced higher-quality collaboration when it came to presenting one's own situation(s) to the group, finding group discussions helpful, having enough time to collaborate, providing feedback/suggestions to group members, and perceiving suggestions for one's own situation as helpful (as evidenced by the number of suggestions that participants said they would likely implement). The face-to-face format produced higher-quality collaboration when it came to in-depth problem-solving regarding a situation, implementing suggestions for one's own situation, and relating course content to collaborative activities. Participants' attitudes about using technology as a means of collaboration showed little change overall from pre- to post-survey. Though slight increases in positive attitudes concerning technology were found in various areas, many participants still thought highly of a face-to-face format for collaborative purposes, even after participating in the online professional development course. Findings may be of use to educational institutions developing online or face-to-face professional development opportunities in the area of autism.
ContributorsWozniak, Renee M (Author) / McCoy, Kathleen M. (Thesis advisor) / Puckett, Kathleen (Committee member) / Gehrke, Rebecca (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study's purpose was to explore effectiveness of alternate format in-service delivery for what teachers needed to know to effectively teach their students with Autism Spectrum Disorder/High Functioning Autism/Asperger Syndrome (ASD/HFA/AS) in the general education setting. The study's research questions included: Did participants learn information they needed as well using asynchronous online in-service format models as when in a traditional face-to-face consultative approach? Did the use of a broad asynchronous online discussion approach to collaboration result in effective student problem-solving for the participants? Did participant attitudes change toward online instruction as a means of collaboration as a result of engaging in alternate in-service delivery models? A fifteen-hour staff development course was developed and taught to 24 teacher/educators in a suburban southwest K-12 public school district. The course content was organized around topics derived from an earlier data collection and included what teachers said they needed to know, from whom, and how. A free, simple asynchronous online environment was created for the course and online participation for learning and collaboration activities was requested of two participant groups, hybrid or online. Quantitative data was collected from Pre-/Post-Tests and survey. Qualitative data was collected from weekly collaborative problem-solving reflections. Results indicated that educators improved knowledge base in ASD/HFA/AS characteristics and adaptations and found collaborative online problem-solving about students effective and personally satisfactory. Results for online participants during the alternate format delivery sessions of the course were stronger than hybrid format although both appeared to profit from the use of technology. All participants changed their view to positively value asynchronous online formats for learning and collaborating with other teachers to find out what they needed to know to implement in the classroom in efficient and economical ways.
ContributorsBruening, Marie Diane (Author) / McCoy, Kathleen M. (Thesis advisor) / Gehrke, Rebecca (Committee member) / Cocchiarella, Martha (Committee member) / Arizona State University (Publisher)
Created2010
Description
My Barrett Honors Thesis Paper synthesizes three components of my Thesis Project, which demonstrates the process of developing strong research from the beginning stage of investigation of a problem to implementation of an intervention to address that problem. Specifically, I engaged in research on the topic of mathematics and students with autism spectrum disorders (ASD). My review of the literature demonstrated a current dearth in the knowledge on effective interventions in math for this population of students. As part of my project, I developed and implemented an intervention to address the problem and help improve the knowledge base in the fields of autism and mathematics. Through the initial research process it was determined that students with autism spectrum disorders are being included more frequently in the general educational setting, and are therefore increasingly expected to access and master core curricular content, including mathematics. However, mathematics often presents challenges to students with ASD. Therefore, the first part of my Thesis Project is a comprehensive literature review that synthesized eleven studies of mathematics intervention strategies for students with ASD. Researching the current literature base for mathematics interventions that have been implemented with students with ASD and finding only eleven studies that met the inclusionary criteria led to the writing of the second part of my Thesis Project. In this second portion, I present how three research-based practices for students with autism, self-management, visual supports, and peer-mediated instruction, can be implemented in the context of teaching a higher-level mathematics skill, algebraic problem solving, specifically to students with ASD. By employing such strategies, teachers can assist their students with ASD to benefit more fully from mathematics interventions, which in turn may help them strengthen their mathematics skills, increase independence when completing problems, and use acquired skills in community or other applied settings. As part of the second portion of my Thesis Project, I developed a visual support strategy called COSMIC (a mnemonic device to guide learners through the steps of algebraic problem solving) to help aid students with ASD when solving simple linear equations. With the goal of contributing to the current research base of mathematics interventions that can support students with ASD, for the final part of Thesis Project I worked with a local middle school teacher to assist her in implementing our COSMIC intervention with her student with ASD. Results indicated the student improved in his algebraic problem solving skills, which suggests additional interventions with students with ASD to be recommended as part of future research.
ContributorsCleary, Shannon Taylor (Author) / Barnett, Juliet (Thesis director) / Farr, Wendy (Committee member) / Department of Finance (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
Description
The present study used a multiple baseline design across settings to examine the effects of using an iPad as an alternative reinforcer on self-injury and aggression when reinforcement for appropriate communication was denied following Functional Communication Training in an adolescent with Autism Spectrum Disorder (ASD), Intellectual Disability (ID), and severe aggression. The study also assessed collateral effects of the intervention on the use of self-management to control aggression. Data indicate the use of an iPad as an alternative reinforcer decreased the duration of self-injury and physical aggression in an adolescent in a big box store, grocery store, and classroom. Instances of self-injury and aggression remained low during maintenance sessions and a six month post-hoc analysis. Collateral gains in self-management were made during treatment and maintenance sessions.
ContributorsAcotto, Catherine Camille (Author) / McCoy, Kathleen M. (Thesis advisor) / Zucker, Stanley H. (Committee member) / Mathur, Sarup R. (Committee member) / Arizona State University (Publisher)
Created2014