ethanporcaro/eric-fulltext-meta huggingface dataset:
Perspectives of Outcome Data from Assistive Technology Developers
Author: Rust, Kathy Longenecker
Date: 2006-00-00
Type: Journal Articles
Subjects: Assistive Technology,Data,Manufacturing Industry,Federal Aid,Financial Support,Costs,Research Methodology,Data Collection,Measurement Techniques,Instrumentation,Comparative Analysis

The assistive technology (AT) field acknowledges that different stakeholders vary in their perspectives of service delivery outcomes. While the literature delineates consumers, caregivers and providers as stakeholders with distinct views, very little research documents these unique perspectives. This study reports on the perspectives of (a) research-based federally funded, and (b) commercial AT product developers. Developers who received federal funding in 2001 were queried on their outcomes methodologies. Also, a random sample of manufacturers drawn from the ABLEDATA database and technology exhibitors at RESNA and AOTA conferences were surveyed. The data revealed that developers acknowledge the usefulness of outcomes data and relate that they would use outcomes information if available. Commercial manufacturers perceived cost as different from other outcome dimensions, interestingly, with lower importance. Also, formal research methods were used more frequently than anticipated. This same group of commercial manufacturers also stated a gap between outcome measures they used and what they would use if available. This study contributes an important empirical snapshot of AT product developers and their perspectives of AT outcomes. (Contains 6 tables and 4 figures.)
A Case Study Model for Augmentative and Alternative Communication Outcomes
Author: Hill, Katya
Date: 2006-00-00
Type: Journal Articles
Subjects: Augmentative and Alternative Communication,Quality of Life,Cerebral Palsy,Program Effectiveness,Measurement,Case Studies,Outcomes of Treatment,Intervention,Test Validity,Test Reliability,Interpersonal Communication,Teamwork,Cooperative Planning,College Students,Males,Assistive Technology

Case studies are an accepted method for reporting treatment outcomes. However, to be useful and authentic, a systematic and principled approach to collecting, analyzing, and reporting case data must be observed. This paper proposes a basic case study format for documenting augmentative and alternative communication (AAC) intervention to ensure reliable and valid measurement of performance and outcomes for evidence-based practice. An example case study of an adult with cerebral palsy who relies on AAC is presented to show how the principles of evidence-based practice (EBP) and performance measurement were applied to the AAC assessment process. AAC service delivery requires performance and outcomes measurement to lead to effective communication and improved quality of life. Reliable and validated methods of reporting data allow for consistency and the comparison  of performance and outcome measures so decisions are not based on impressions of effectiveness, but actual results. (Contains 3 tables and 1 figure.)
AAC, Employment, and Independent Living: A Success Story
Author: Isakson, Carole L.
Date: 2006-00-00
Type: Journal Articles
Subjects: Employment,Augmentative and Alternative Communication,Independent Living,Physical Disabilities,Assistive Technology,Counselor Role,Family Role,Teacher Role

It has been well documented that individuals with significant physical disabilities who use augmentative and alternative communication (AAC) face considerable challenges in finding and maintaining employment. This article documents the experiences of one individual, Anthony Arnold, a young man who uses a Pathfinder[TM] for communication and a power wheelchair for mobility. In his own words, Anthony shares his experiences growing up in North Dakota and the progression of factors that contributed to his education and communication development. External factors, including access to technology, opportunities to practice independence, and the collaboration of professionals and family members, came together with Anthony's internal strengths to produce positive outcomes in employment and independent living.
An Action Research Study of Computer-Assisted Instruction within the First-Grade Classroom
Author: Jeffs, Tara
Date: 2006-00-00
Type: Journal Articles
Subjects: Spelling,Action Research,Computer Assisted Instruction,Computers,Reading Ability,Scores,Writing Skills,Grade 1,Teaching Methods,Pretests Posttests,Decoding (Reading),Curriculum,Investigations,Disabilities,Computer Software

This investigation examined the use of computer-assisted instruction (i.e., "WordMaker") on students having different levels of reading ability. Of particular interest were the effects of "WordMaker" on the spelling performance of first graders in a co-taught classroom. In a short 10-week period, the "WordMaker" software program had a positive impact on children's decoding and spelling skills. Eighty-three percent of the students experienced gains between the pre- and posttest scores. Findings suggest that "WordMaker" is an effective complement to other activities associated with the first grade curriculum (e.g., spelling and decoding) and has the potential to enhance students' reading and writing skills. (Contains 2 tables and 3 figures.)
Comparison of Semantic versus Syntactic Message Formulation: A Pilot Study
Author: Patel, Rupal
Date: 2006-00-00
Type: Journal Articles
Subjects: Semantics,Syntax,Assistive Technology,Comparative Analysis,Pilot Projects,Children,Sentences,Augmentative and Alternative Communication

Two prototype voice output communication aids were implemented to compare methods of graphic symbol message formulation; one emulated current devices that require syntactical ordering of icons (Default) and the other used semantic frames (iconCHAT). Message constructions of eight typically developing children (7-10 years of age) using both prototypes were compared in terms of accuracy, speed, complexity, and preference. Although there were slight differences in speed, all participants formulated equally complex and grammatically accurate sentences using both prototypes. These findings demonstrate that semantic frame-based message formulation may be a viable alternative to conventional methods based on syntax. Future research to assess whether these findings extend to children who use AAC is warranted. Outcomes and benefits of semantic composition are particularly relevant for children with emerging grammatical skills since semantic schemas provide scaffolding for constructing complete utterances that may in turn foster increased self-confidence and improved perceptions of communicative competence. (Contains 2 tables and 5 figures.)
Seeing Chemistry through Sound: A Submersible Audible Light Sensor for Observing Chemical Reactions for Students Who Are Blind or Visually Impaired
Author: Supalo, Cary A.
Date: 2006-00-00
Type: Journal Articles
Subjects: Assistive Technology,Chemistry,Acoustics,Blindness,Visual Impairments,Observation,Science Education

In order to enable students who are blind and visually impaired to observe chemical changes in solutions, a hand-held device was designed to output light intensity as an audible tone. The submersible audible light sensor (SALS) creates an audio signal by which one can observe reactions in a solution in real time, using standard laboratory glassware such as test tubes or beakers. Because many observations in the chemistry laboratory are visual, the SALS device enables students who are blind and visually impaired to perform a broader range of experiments independently. It is believed that this active participation will inspire more of these students to pursue careers in the science, technology, engineering, and mathematics (STEM) professions. The SALS device can be further refined to provide vibratory and visual outputs for students with learning or physical disabilities. (Contains 3 figures.)
The Role of the Autism Diagnostic Observation Schedule in the Assessment of Autism Spectrum Disorders in School and Community Settings
Author: Akshoomoff, Natacha
Date: 2006-00-00
Type: Journal Articles
Subjects: Observation,Autism,School Psychologists,Clinical Psychology,Pervasive Developmental Disorders,Clinical Diagnosis,National Surveys,Screening Tests,Diagnostic Tests,Psychologists,Comparative Analysis

Autism diagnostic practices among school and clinical psychologists, particularly those using the Autism Diagnostic Observation Schedule (ADOS), were examined using national survey results (N = 132). School and clinical psychologists were similar in following the Best Practice Guidelines for screening, diagnosis and assessment. School psychologists were more likely to include a school or home observation and teacher report than clinical psychologists but evaluated significantly fewer children with autism spectrum disorders per year compared to clinical psychologists. School psychologists who were ADOS users were more likely to consider themselves autism experts and include a review of records than ADOS non-users. Perceived advantages of the ADOS included its strength in capturing ASD-specific behaviors and the standardized structure provided for observation, while diagnostic discrimination and required resources were the most commonly identified disadvantages. (Contains 2 figures.)
Medication Treatment Outcomes for School-Aged Children Diagnosed with Autism
Author: Carlson, John S.
Date: 2006-00-00
Type: Journal Articles
Subjects: Autism,School Psychologists,Drug Therapy,Outcomes of Treatment,Pervasive Developmental Disorders,Child Behavior,Child Development,Behavior Problems

Recent studies on the prevalence of autism indicate that approximately 1 in 200 children meet diagnostic criteria, significantly greater than rates reported just a decade ago (Blanchard, Gurka, & Blackman, 2006). Concurrently, biomedical treatments including psychotropic medication have been used with increased frequency to treat children diagnosed with autism spectrum disorders (Aman, Lam, & Van Bourgondien, 2005). Medication treatments are often sought as an adjunct to social, behavioral, and educational interventions in an attempt to improve children's academic, social, behavioral, and emotional functioning. Anticipated and unanticipated effects of medications commonly used to treat behaviors associated with autism are reviewed. Knowledge about the types and evidence-based support for different medication treatments used within this population of children is essential to integrating medical, educational, and psychosocial treatments within the school context. Finally, a simple and efficient means by which school psychologists may contribute to the evaluation of treatment services to those with autism is provided. (Contains 1 table.)
An Examination of the Changing Rates of Autism in Special Education
Author: Brock, Stephen E.
Date: 2006-00-00
Type: Journal Articles
Subjects: Mental Retardation,Autism,Emotional Disturbances,Learning Disabilities,Criteria,Special Education,Eligibility,Disability Identification,Young Children,Preadolescents

Using U.S. Department of Education data, the current study examined changes in the rates of special education eligibility classifications. This was done to determine if classification substitution might be an explanation for increases in the number of students being found eligible for special education using the Autism criteria. Results reveal that as the rates of Autism have gone up, the rates of mental retardation (MR), emotional disturbance (ED), and specific learning disability (SLD) have gone down. From these data it was concluded that it is possible that the increased numbers of students found eligible for special education using Autism criteria, is at least in part a function of IEP teams being increasingly more willing and able to use autism criteria instead of MR, ED, and SLD criteria. (Contains 5 figures and 1 table.)
Bridging the Transition to Kindergarten: School Readiness Case Studies from California's First 5 Initiative
Author: Bates, Michael P.
Date: 2006-00-00
Type: Journal Articles
Subjects: School Readiness,Early Childhood Education,School Psychologists,Young Children,Parent Child Relationship,Case Studies,Social Services,Kindergarten,Early Intervention,Learning Activities,Health Services,At Risk Students,Public Officials,Stakeholders,Transitional Programs

Recent advances in science have underscored how critical children's first five years of life are to their later success in school and life. It has also been recently recognized that early childhood interventions, particularly those that combine child-focused educational activities with parent-child relationship building, can positively influence children's readiness for school, particularly for those at-risk for poor developmental outcomes. Though early childhood services have traditionally received fewer resources than those for school-aged children or adults, many states have tried to address this inequity by sponsoring early childhood initiatives aimed at providing comprehensive health and social services to children ages 0 to 5 and their families. The current article presents an overview of one such initiative--California's &quot;First 5&quot;--and provides three Southern California case studies of how it is being implemented at the county level. Implications for policy makers, school psychologists, and other educational stakeholders are discussed. (Contains 2 figures and 2 footnotes.)
Using Sociograms to Identify Social Status in the Classroom
Author: Leung, Brian P.
Date: 2006-00-00
Type: Journal Articles
Subjects: Social Status,School Psychologists,Student Motivation,Classroom Environment,Elementary Schools,Teacher Behavior,Peer Influence,Student Behavior,Graphs,Social Behavior

Classroom climate, though difficult to define and assess, affects student learning especially in the elementary schools. Much of the current research focuses on the primary architect of classroom climate--the teacher. There is little doubt that teacher behaviors determine the overall climate of the classroom, but peer actions and reactions also significantly affect classroom climate for individual students. This article briefly highlights peer relationship's impact on student motivation and performance. An informal method, sociogram, is described for use by school psychologists in collaboration with teachers to confirm social peer status and hierarchy in the classroom. Results of a class sociogram help to identify the need for individual and/or classroom-wide intervention; and the data can also be used to assess effects of such interventions. Sociograms can supplement teacher observations to promote a positive learning environment for all students. (Contains 1 table.)
School Crisis Teams within an Incident Command System
Author: Nickerson, Amanda B.
Date: 2006-00-00
Type: Journal Articles
Subjects: School Administration,Crisis Management,Management Systems,National Security,Public Agencies,Emergency Programs,School Security,Administrative Organization

Despite the increasing attention given to the need for schools to be prepared to respond in a variety of crisis situations, there is a lack of information about how to coordinate with multiple agencies following a crisis. This article describes the U. S. Department of Homeland Security's (2004) National Incident Management System and its Incident Command System (ICS), which provides a common set of concepts, principles, terminology, and organizational processes to facilitate crisis response activities. The traditional school crisis team structure is compared to the ICS structure and the overlap and integration of the two are highlighted. Two case scenarios are presented to illustrate how the school crisis team may operate in compliance with the ICS in different crisis situations. (Contains 2 figures.)
Projective Assessment and School Psychology: Contemporary Validity Issues and Implications for Practice
Author: Miller, David N.
Date: 2006-00-00
Type: Journal Articles
Subjects: School Psychologists,Validity,Projective Measures,School Psychology,Evaluation Methods,Problem Solving,Children,Adolescents,Behavior,Visual Stimuli,Elementary Secondary Education

Projective techniques continue to be widely used by school psychologists despite frequent criticisms of their use. This article reviews contemporary validity issues in the use of projective techniques with children and adolescents, including incremental validity, treatment validity, and problems associated with professional judgment and experience. A discussion of these issues and their implications for school-based projective assessment is provided, along with recommendations for the appropriate use of projective techniques with children and youth within a problem-solving framework.
Using Curriculum-Derived Progress Monitoring Data as Part of a Response-to-Intervention Strategy: A Case Study
Author: Henley, Natasha
Date: 2006-00-00
Type: Journal Articles
Subjects: Urban Schools,Campuses,Intervention,School Psychologists,Learning Disabilities,Academic Achievement,School Location,Leadership,Case Studies,Identification,Evaluation Methods

The revised &quot;Individuals with Disabilities Improvement Education Act&quot; (2004) and subsequent Federal Regulations promote the use of alternative process of identifying students with specific learning disabilities based on how well a student responds to researched-based interventions. As these strategies are implemented, school psychologists have the opportunity to expand their roles and to assume leadership positions in implementing a response-to-intervention (RtI) model. A central element of all RtI approaches is the universal monitoring of students' academic progress. As part of a general effort to implement a data-driven system, multiple sources of information may be used. This article contributes to these efforts by presenting a case study demonstrating how a school psychologist took the first steps to implement a low-cost, continuous progress monitoring procedure in one urban school. This was accomplished by using data readily available at the school site (reading probes included with the district reading curriculum) to develop a systematic way to monitor progress by creating local school norms and using existing reading benchmarks. (Contains 2 figures and 2 tables.)
Social Foundations and Multicultural Education Course Requirements in Teacher Preparation Programs in the United States
Author: Neumann, Richard
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Multicultural Education,Teacher Education Programs,Foundations of Education,Social Sciences,Academic Achievement,Ideology,Accreditation (Institutions),Social Justice,Cultural Pluralism,Higher Education

Teacher quality has been a central issue in discourse on improvement of schooling outcomes. While the importance of teacher quality is widely acknowledged, there is considerable dispute regarding necessary skills, knowledge, and dispositions of a highly qualified teacher, as well as the methods for producing such teachers. Indeed, even the definition of teacher effectiveness is contested. One area of teacher preparation that has been marginalized in the debate on teacher quality is the social foundations of education (SFE), a critical, interdisciplinary area of study that examines education and schooling through lenses of history, philosophy, and the social sciences. In recent years, and particularly since the onset of the new century, the value of skills, knowledge, and dispositions promoted in teacher preparation SFE courses and the subsumed or related knowledge domain of multicultural education (ME), have been largely ignored in policy documents on teacher quality. Although limitations of extant data preclude comparison of current course requirements in SFE/ME with those in teacher education programs of the past, establishment of a benchmark on course requirements in this area will help clarify the status of SFE/ME in the field and enable future assessments of trends. This study examined the question of course requirements in SFE and ME in university-based teacher preparation programs in the United States that lead to an initial credential. (Contains 2 tables.)
Engaged Pedagogy and Critical Race Feminism
Author: Berry, Theodorea Regina
Date: 2010-00-00
Type: Journal Articles
Subjects: Feminism,Curriculum Research,Teacher Educators,African American Teachers,Teacher Education,Critical Theory,Story Telling,Preservice Teachers

As a woman of color scholar whose work focuses on the intersections of social foundations and curriculum theory in the context of urban teacher education, the author is an advocate and purveyor of scholarship and praxis that raises the intellectual value of the work of teachers and teacher educators who wholeheartedly and unselfishly support those who are most likely to be underserved in the educational arena, k-20. She advocates for and subscribes to the praxis of engaged pedagogy as defined by cultural critic and scholar bell hooks (1994). She advocates for and subscribes to the theoretical and conceptual notion of critical race feminism as defined by legal scholar and social activist Adrien K. Wing (1997). What she proposes is a classroom praxis of engaged pedagogy from a critical race feminist perspective. In this article, she will describe hooks' engaged pedagogy in the context of the experiences she gained from a group of African American pre-service teachers in a social foundations course. This will be followed by a description of critical race feminism. The article will conclude with a discussion on engaged pedagogy from a critical race feminist perspective.
Investigating the Educational Foundations of Doe versus Kamehameha Schools Lawsuit, 1887-2007
Author: Beyer, C. Kalani
Date: 2010-00-00
Type: Journal Articles
Subjects: Admission (School),Educational Policy,Ethnicity,Conflict,Critical Theory,Race,Educational History,Disadvantaged,Religious Factors,Trustees,Endowment Funds,School Role,Racial Discrimination,Vocational Education,College Preparation,Parochial Schools,Private Education,Court Litigation

Today the Kamehameha Schools are widely known for excellent education. In part this is due to the almost $9 billion dollar value of the Bishop Estate that funds and controls the schools. Unfortunately, its success has led to non-Hawaiians challenging its admissions policy, which has since its inception been based upon admitting Native Hawaiian students by preference. In June 2003, on the behalf of an unnamed non-Native Hawaiian student, identified only as John Doe, a civil-rights lawsuit disputing Kamehameha's admissions policy was filed. The Doe versus Kamehameha Schools lawsuit, which challenged the Kamehameha Schools' admission policy, is just the most recent of a history of educational controversies surrounding the Kamehameha Schools. Since all previous controversies relate to the policies at the Kamehameha Schools, involving educating an historically disadvantaged group, this investigation demonstrates the connectivity of the controversies to issues of White supremacy, subordination of People of Color, and the myth of American meritocracy. In order to provide the educational foundations for this controversy, this article investigates curriculum, admissions, and discrimination controversies involving the Kamehameha Schools from its inception in 1887 through the Doe versus Kamehameha Schools lawsuit, which was settled in May 2007.