Matching Items (4)
Filtering by
- All Subjects: Autism
- All Subjects: Parent-teacher relationships
Description
Children with epilepsy represent a unique group of students who may require accommodations in school to be optimally successful. Therefore, it is important for teachers to understand the possible academic consequences epilepsy can have on a child. An important step in providing this information about epilepsy to teachers is understanding where they would prefer to acquire this information. The current study examined differences between teachers of differing ages, school levels and special education teaching status in their preferences for gaining information from parents and the internet. Contrary to expectations, older teachers (those 56 years of age and older) were no less likely that younger teachers to prefer information from the internet. As predicted, elementary school teachers were more likely than high school teachers to prefer information from parents. However, interestingly middle school teachers were also more likely to prefer information from parents than high school teachers. Lastly, contrary to hypothesized results, special education teachers were no more likely to prefer information from parents than non-special education colleagues. Limitations of this study, implications for practice and directions for future research are discussed.
ContributorsGay, Catherine (Author) / Wodrich, David (Thesis advisor) / Levy, Roy (Committee member) / Hart, Juliet (Committee member) / Arizona State University (Publisher)
Created2011
Description
The rise in the number of students found to have autism has been staggering over the past ten years. Accommodating these students effectively and appropriately in a public school is a challenge many teachers are deemed with, sometimes without adequate training. This study was aimed at affecting the underlying social misunderstandings inherent to students with Autism Spectrum Disorder and an at-risk general education peer through a comprehensive intervention consisting of peer mentoring, interactive social stories and video modeling strategies. Observations, student interviews, vignettes and student and researcher journals served as data sources. Three fourth grade boys, including a student with autism, a peer with behavioral concerns and a model peer, participated in an intervention designed using a multiple baseline across behaviors. The target students, including the student with autism and the peer with behavioral concerns increased their ability to demonstrate three distinctive skills, attending to task, raising hand and academic responding. Analysis of the data also showed an overall increase in levels of engagement and motivation. Strong friendships developed among all three participants. Implications suggest that a comprehensive approach is effective in reducing unwanted social behaviors and promoting positive social skills and gives further insight into the target students' motivation.
ContributorsZamora, Roxanne N (Author) / Puckett, Kathleen (Thesis advisor) / Warren, Gina M (Committee member) / Mathur, Sarup (Committee member) / Hart, Juliet (Committee member) / Arizona State University (Publisher)
Created2013
Description
Epilepsy is the most common chronic neurological condition in children and can have a significant negative impact on education. The current study aimed to examine factors that may influence the likelihood that a teacher will contact the parents of a student with epilepsy for information regarding the disorder and its impact within the school environment. Specific variables of interest included teacher knowledge about epilepsy and confidence when teaching at student with epilepsy, parent perceived knowledge about epilepsy, and parent socio-economic status. Variables were assessed through the previously developed Teacher Epilepsy Knowledge and Confidence Scales (TEKCS) as well as case vignettes. Overall findings suggest that teachers provided with a letter from a parent of a student with epilepsy are highly likely to contact the parent for more information regardless of the above mentioned factors. Additional supplemental analyses replicated previous findings indicating that special education teachers and teachers currently teaching a student with epilepsy possess more knowledge and confidence than general education teachers and those teachers who are not currently instructing a student with epilepsy. In addition, this study also examined the specific types of information teachers sought from parents. Study limitations, implications for practice, and future research directions are discussed.
ContributorsGay, Catherine (Author) / Hart, Juliet (Thesis advisor) / Wodrich, David (Committee member) / Caterino, Linda (Committee member) / Arizona State University (Publisher)
Created2013
Description
Mobile technology has introduced a new opportunity for students with autism spectrum disorder to communicate. Tablets, like the iPad, allow the users to customize applications for their needs. Users have also found iPads to be less stigmatizing because so many people own them and use them for various purposes. In the fast-paced world of technology, however, research cannot always keep up. It is becoming more important for the teachers and caregivers to evaluate the iPad and its applications for their efficacy in helping improve the child's communication skills. After a thorough review of current research on app use in educational settings, five criteria for evaluating app quality emerged. These criteria are: the ability to customize the application, the motor skills the student needs to operate the system, the resources and time needed for the intervention, the research or evidence-based practices behind the application, and the cost of using this device. The website, Apps For ASD, was created to provide teachers with this resource material.
ContributorsBoyd, Tara Katherine (Author) / Hart, Juliet (Thesis director) / Farr, Wendy (Committee member) / Gehrke, Rebecca (Committee member) / Barrett, The Honors College (Contributor) / College of Public Works (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor)
Created2013-12