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Standards Based Grading in Special Education
No full textThis literature review examines the relationship between standards-based grading (SBG) practices and the development and implementation of Individualized Education Programs (IEPs) for students with disabilities. While the literature indicates that SBG can increase transparency and consistency in reporting student learning, gaps remain regarding inconsistency and unclear policies about when the best time is to implement SBG into schools. Overall, this review highlights the need for guidance on integrating IEP goals with the standards-based grading system, ensuring that grading remains legally compliant, equitable, and reflective of both growth and mastery.
This capstone project involved a comprehensive review of literature that explains what standards-based grading (SBG) is and how it pertains to the general education classroom and special education classroom. The project was centered around districts beginning to implement standards-based grading into their schools as well as how SBG looks pertaining to an Individualized Education Plan (IEP). The goal was to develop a presentation to give to staff in school districts about the positives and negatives of SBG, to gain more knowledge about SBG, and ways to implement it into IEPS
Enhancing Social Skills in Preschoolers with Developmental Delays Through Video Modeling and Self-Monitoring
No full textThis study examined the impact of video modeling and self-monitoring on the social-emotional development of three preschoolers with developmental delays. Over a five-week period, students participated in targeted lessons on emotions, self-regulation, peer interaction, social communication, and help-seeking. The intervention integrated video modeling with social-emotional learning (SEL) curricula, including the A Little Spot and Second Step Early Learning programs that were already being used both in the classroom and the special education resource room. Data sources included pre- and post-intervention rating scales, frequency counts of target behaviors, student self-monitoring checklists, and teacher anecdotal records. Results indicated growth across all targeted areas, with notable gains in emotional identification, use of calming strategies, and positive peer interactions. Findings support the use of video modeling and self-monitoring as developmentally appropriate strategies in Early Childhood Special Education and highlight ongoing gaps in SEL curricula for preschool children with developmental delays
The Importance of Collaboration Amongst Administrators
No full textAn essential component in developing inclusivity in schools and supporting students with disabilities is collaboration between special education and general education administrators. When general education and special education leaders work together, inclusive practices are more effectively implemented, professional development is better coordinated, and the overall achievement of students improves. Research suggests that administrative collaboration also increases teacher confidence and strengthens school-wide systems of support. Despite this, challenges can present themselves, such as differences in training styles and types, time constraints for planning time, and limited resources can significantly impact the quality of collaboration between administrators.
This literature review explored strategies that strengthened collaboration between administrators working in both special education and general education. Topics included professional development, communication, shared decision-making, and various leadership models. Research from both peer-reviewed journals and articles was reviewed to identify possible barriers and solutions when collaborating as administrators. This review was developed to provide general education and special education administrators with realistic, research-based strategies to help improve and strengthen working relationships. Additionally, this review included how to improve inclusivity and increase access to appropriate supports for all students.
Keywords: inclusive practices, collaboration, special education, general education, administrator
Using a Modified Check-In Check-Out Intervention as Supplemental Support to Increase Consistency of Positive Behavior
No full textA modified Check-In Check-Out intervention was implemented to increase the consistency of positive behavior of a 5th grade male student. A graduate student administered the intervention twice a week during the afternoons of the spring semester. During this time, the student was receiving interagency services at an alternative school setting within his district’s special education cooperative. The intervention sought to improve the student’s consistency with practicing behaviors associated with “kindness.” The student could earn rewards by achieving his goal of securing 85% of possible points for his kindness goal over five consecutive days. The goal was defined as keeping words and actions toward others kind by saying and doing things that make others feel good. Overall, the student demonstrated increased consistency in reaching his goal during the intervention period
Cognitive Behavioral Therapy (CBT) Interventions for Group Therapy for College Students Experiencing Depression
Get PDFThis group manual was created to support college students struggling with a depressive mood disorder such as Major Depressive Disorder. The instance of mental health concerns, including depression, have increased greatly over the last several years. Depression is the most common mental health concern for college students, and the rate at which they experience depressive symptoms has exceeded that of the general population. Depressive symptoms in college students can lead to many concerns like poor academic achievement, self-isolation, poor diet and nutrition, and suicidal ideation (Liu et al., 2022). This group manual aims to equip college students struggling with depression with the knowledge and tools to mediate their symptoms while following the cognitive behavioral therapy (CBT) model of counseling. CBT has been shown to be effective in treating depression on both an individual basis as well as in a group setting (Gaudiano, 2008)
Improving First Grade Sight Word Fluency Using the Reading Racetrack Intervention
No full textHigh-frequency words that contain irregular spellings of letter-sound associations are often referred to as “heart words”. While parts of the word are decodable as normal, some parts of sight words must be memorized to read them correctly. In this study, the Reading Racetracks intervention was utilized for two first grade students who had difficulties with sight words. The intervention was conducted daily for four weeks using four different target lists of seven sight words. Both students showed improvements in their fluency with the 28 sight words targeted throughout the intervention but did not consistently reach their accuracy goal of 90% on all the lists. Suggestions for how this intervention could be improved are discussed
The Use of Coping Power to Reduce Problematic Behavior with a 4th Grade Male Student
No full textWith a decline in mental health and an increase in problematic behavior, it is becoming more difficult for students to learn and obtain an appropriate education. This study examined the effectiveness of using Coping Power intervention to reduce problematic behaviors of a 4th-grade male student. The student met individually twice per week for 30 minutes with the school psychology practicum student to go over a lesson outlined in the manual. The student completed weekly direct behavior ratings (DBR) regarding their level of disruptive behavior and perseverance. The teacher also used a DBR to rate the student weekly on the student’s level of disruptive behaviors. After implementing the intervention for six weeks the data did not show a steady improvement, but it was observed the student’s overall physical aggression outside the classroom has lessened
Do Journaling Activities in Middle School Physical Education Classrooms Improve Student Participation
No full textABSTRACT
This study focuses on the correlation between journaling activities and student participation within the physical education classroom. Through the journal activities further focus will be given to students\u27 perceptions of barriers to physical activity, motivation, and self-efficacy and their relationship to participation in physical education. Volunteers for this study will be chosen from two physical education classes totaling approximately 60 seventh and eighth grade students at a Minnesota middle school.
The duration of this study will be approximately four weeks. Data will be collected through daily observation at the beginning and middle of each class period. At the end of study participants will be asked to complete a Likert scale to gauge their perceptions and feelings of the intervention. Results of the data collection will follow
Pragmatic Factors of Nationally Ranked NCAA Division II Men\u27s Golf Teams: A Grounded Theory Inquiry
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The National Collegiate Athletic Association (NCAA) added Division II men’s golf in 1963. Since then, teams in the South/Southeast (S/SE) NCAA Region have been dominant, with the last nine of 11 national champions from schools in Florida. What are the pragmatic factors that make a top 50 nationally ranked team or an elite team in the top 25? This study had 14 head coaches of nationally ranked teams (or previous national rank) and included three former national champions in the participant sample. These coaches were interviewed individually or set into focus groups within the S/SE and Central/Midwest NCAA Regions. From these qualitative data, 12 codes formed the basic factors of discussion: scholarship, facilities, recruitment, coach leadership, schedule, team culture, climate, NCAA portal, history of winning, D2/D1 stigma, staffing, and administrative support. From these axial codes formed four selective codes of resources, coach control, external factors, and politics. Once the data became theoretically saturated, it produced a grounded theory, the Theory of Coach Control. Coach Control covers the aspects of recruitment, coach leadership, scheduling, and team culture. The most significant feature of Coach Control is recruitment. The data defines this as “actively recruiting at a high level”. This is the most dominant factor that can overcome climate, facilities, scholarship, or administrative support. Closely behind this factor is coach leadership, which is the philosophy and priorities of the head coach. On its own, the Theory of Coach Control can produce a nationally ranked team
HIGH SCHOOL STUDENTS’ PERCEPTIONS OF SCHOOL SUPPORTS TOWARD GRADUATION: A CORRELATIONAL STUDY
Get PDFAddressing barriers to high school graduation is essential to decreasing dropout rates. Schools provide various supports for students on their pathway to graduation with varying effects on preventing dropout. Research studies indicate that students’ perceptions of the school and staff influence educational attainment. This post-positivist, correlational research study examined three research questions including students’ perceptions of the school and staff, students’ perceptions of graduation supports, and whether specific supports correlate to more positive student perceptions of the school and staff. Through a convenience sample, 21 students at a small, alternative high school in Minnesota completed two questionnaires. Questionnaires consisted of demographic questions and questions about their perceptions of the school and graduation supports received at the school. Both descriptive statistics and nonparametric tests were used to explore relationships among variables. Participants indicated overall positive perceptions of the school, staff at the school, and specific supports. The results using Spearman rank order correlation indicated that there was no correlation between the total number of graduation supports received and a students’ Panorama Student Survey composite scores. However, a moderate, positive correlation was found between the School Belonging category and the total number of graduation supports. Additionally, a moderate high, positive correlation was found between the Absence Phone Call support and the total Panorama Student Survey composite scores. Implications for practice include insight into understanding which supports provided to students on their pathways to graduation are most beneficial