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Goal-setting theory in relationship to mastery of basic multiplication and division facts
Get PDFThe problem the researcher faced was the inability of eighth grade students with special education needs to automatically recall basic math facts. Students lacked prerequisite skills or the knowledge of basic math facts and faced mounting challenges with future mathematical skill acquisition. Students were expected to demonstrate proficiency in the area of math on Wisconsin Knowledge and Concepts Exam and MAP assessments. Many problems on the math portion of the WKCE required a student to combine knowledge of basic math facts with problem solving ability. The purpose of the study was to determine the effectiveness of setting goals to improve student mastery of basic multiplication and division math facts. This project had been designed to support students’ learning of basic math facts by combining the use of goal setting and repeated timed activities in multiplication and division with the strategies for learning basic math facts taught to student(s) from the required school math curriculum
How effective is the use of graphic organizers in improving grades of special education students?
No full textThe purpose of the study was to see whether the use of graphic organizers as a tool would lead to academic achievement. Graphic organizers could be a way for the students to comprehend the information being presented to them. This research may provide teachers with information about a strategy or technique that could be utilized when working with students in special education programs. Graphic organizers may help those students who are visual learners. Many students need to see information in a visual format to make the concepts being taught more concrete and to enable students to make connections to text. This research could offer educators another option when introducing information to students
Increasing reading fluency through repeated, teacher modeled oral readings
Get PDFResponse to Intervention has become a relevant topic in regards to special education within the past few years. With this said, there is little understanding within the high school in the School District of Waukesha about which interventions are relevant and research-based to use with students identified with a reading disability. In the following study, three special education students with specific learning disabilities were given instruction in fluency via teacher modeled oral read alouds and repeated readings to explore the effects of their fluency. Students were then observed and evaluated on their fluency throughout this six week unit. At the end of the research, data showed that there is a correlation between students’ fluency growth when provided with oral reading by teacher modeling and repeated readings
Organizing around main ideas: a writing intervention using graphic organizers, sentence sorting tasks and self-regulation strategies
Get PDFThis case study was conducted with a seventh grade student that was identified with Other Health Impaired and had attention related difficulties. He was identified as a struggling reader who was not performing at grade level in reading or writing. The researcher investigated the effectiveness of an intervention which included the following strategies: teaching expository text type, using sentence sorting tasks, the use of graphic organizers, summary writing, and self regulation strategies. These strategies taught in a scaffolded instructional approach during ten 90 minute one-on-one tutoring sessions helped the student to increase his summary writing and study skills as seen in the results of the assessments given. Further research on students’ ability to retain and transfer these strategies would increase the data. In addition, research on the effectiveness of these strategies among a larger sample size of students with various needs could produce more thorough and comprehensive results
Martial arts as a therapy
No full textThe impact of Taekwondo training as a therapy for children with mild to moderate special needs was examined. Two children participated in the study to determine whether social, emotional, and physical capabilities increased after twenty sessions of training. Results indicated that the children’s physical needs and capabilities did increase. Social interactions with other children became more natural for the participants and increased as they attended more training sessions. The children maintained positive attitudes throughout the intervention within a small group setting as well as a large group setting. The activity-focused intervention allowed the children to increase participation through a repeated routine
Social anxiety\u27s mediating effects on cellular phone communication patterns
No full textThe role of social anxiety in mediating one’s communication style was explored. Twenty-five university students completed the Social Phobia Inventory (Connor et al., 2000) to indicate their level of social anxiety, as well as other aspects of an online questionnaire to determine their cellular phone use habits. Participants answered questions about their cell phone use and “preference” to SMS text (short message service) or call others. Participants then completed an online questionnaire by answering questions about why they SMS text (Reid & Reid, 2007). It was predicted that participants high in social anxiety will 1) prefer to SMS text over calling, and 2) indicate with their survey answers that the high rate of texting is not, in fact, their choice or preference (for example, their responses do not indicate they text message because it is easier, stylish, or more intimate). Instead, it was predicted that participants would report that their texting habits are actually forms of avoidance behavior, done for ego-protection and self-preservation. Implications of this type of finding on clinical practice will be discussed in further detail
Changes in motivation for sobriety during treatment in a correctional setting
No full textAlcohol and Other Drug Abuse (AODA) is a major issue in society today. Substance abuse has also been seen as a significant factor in criminal behavior, and in fact 26% of those incarcerated were believed to be under the influence of alcohol or drugs when they committed their crime (U.S. Department of Justice, 2006). Therefore, the treatment of substance abuse/dependence has become an important issue in corrections, which has led to the introduction of treatment programs into prisons. Just as with community treatment programs, motivation is seen as an important factor in regard to the impact of treatment programs provided for inmates. The focus of this study was to examine the strength and type of motivation for treatment amongst incarcerated alcohol abusers, and how the strength and type of motivation changed over the course of treatment. This study sought to measure the motivation to change amongst the prisoners at the Drug Abuse Correctional Center (DACC) who were participating in a treatment program for alcohol abuse. The program at the DACC involved a 6-month intensive inpatient program that utilized a Cognitive-Behavioral approach. The research was designed to assess whether motivation would change as participants progressed through three stages of the 24-week program: Stage one (weeks 1-8), Stage two (weeks 9-16) or Stage three (weeks 17-24). This was assessed through the use of a questionnaire designed to measure how strongly an individual rated several different motivational factors. This questionnaire was administered to groups of inmates at the three different stages of the treatment program. To ensure anonymity, inmates were administered the questionnaires without the presence of the DACC staff. The results of the study indicated that, while motivation was rated high, it stayed consistent through treatment for each Motive and overall. With the exception of pride , there was no change in the ranking of Motives over the course of treatment; however certain Motives were ranked consistently higher than others. This was interpreted to mean that participants were highly motivated throughout the entirety of treatment, and that particular Motives were the primary reason for this motivation
Effectiveness of an social skills training course with EBD students
Get PDFSpecial Education students are provided with various services and options once they are identified. Depending on the classification, assistance is provided in and out of the classroom, and at various levels of support. Unfortunately, in some cases, support can only come in the form of counseling, assistance, and intervention after the student has created a disturbance in the learning environment. Many strategies are geared towards the responding to the disturbance as opposed to a taking a preemptive stance. Specifically, students with Emotional/Behavioral Disorders (EBD) have been the victims of this process. School systems and districts have reacted rather than teaching students productive strategies and insight into understanding their behaviors. But recently, programs and curriculum have been developed that are teaching students, in both general and special education, appropriate functional behavior. As an elementary school EBD teacher, I was looking for ideas, strategies and techniques that could be beneficial to my students. I decided to study a program that my district, Milwaukee Public Schools, chose to implement. Assessing its effectiveness would be a beneficial exercise for my class, school and district
Narrative interventions as a strategy for reducing relational aggression among preschoolers
Get PDFAs preschoolers develop social competence, they learn to play together and respect the emotions of their peers. The use of relational aggression (harming others by excluding or threatening to exclude them from social interaction) can hamper this development, negatively affecting both victims and perpetrators. The purpose of this study was to determine the effects of two types of narrative interventions, bibliotherapy and photo-talks, on the use of relational aggression among preschoolers. During the intervention, four preschoolers participated in bibliotherapy and photo-talk sessions focused on four positive social skills: using feeling words, including others in play, sharing, and cooperating. Data were collected daily during the participants’ 30-minute center time; instances of relational aggression, instances of targeted positive social behaviors, and the language used by the participants were recorded on tally sheets and in anecdotal notes. The results support the use of bibliotherapy and photo-talks to decrease relational aggression among preschoolers
Student use of sequential writing to improve scores on constructed response items in math
Get PDFThe purpose of this study is to examine the use of graphic organizers and their effectiveness as a tool for students with special needs to express their mathematical thinking. I hypothesized that when provided with a sequential writing format, students would be able to more effectively communicate how they solved a constructed response question and the steps needed to do so. My research question was: Will the weekly use of a sequential writing process/graphic organizer improve constructed response scores on the WKCE assessments for students with special needs