Theses and Dissertations - Department of Educational Studies in Psychology, Research Methodology, and Counseling
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Browsing Theses and Dissertations - Department of Educational Studies in Psychology, Research Methodology, and Counseling by Author "Bloomfield, Bradley S"
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Item Coaching Educators on Educating Children with Autism Spectrum Disorder in an Early Childhood Inclusion Setting(University of Alabama Libraries, 2021) Lane, Morgan Elise; Witte, Tricia; Preast, June L; University of Alabama TuscaloosaThere is a considerable gap between evidence-based interventions intended to support students with Autism Spectrum Disorder (ASD) and current classroom practice (Anderson et al., 2018; Artman-Meeker et al., 2015). Early childhood programs and educators are in crucial need of additional support and evidence-based services that address the growing need of specialized instruction for students with ASD (Corkum et al., 2014; Dyer & Redpath, 2021; Lauderdale-Littin & Brennan, 2018; Mueller & Brewer, 2013; Wilson & Landa, 2019). This study asked three questions: “Is there a functional relation between educator coaching and an increase in the frequency of the first, then board as measured by a behavior observation?”, “Is there a functional relation between educator coaching and a reduction in the frequency of disruptive behavior as measured by a behavior observation?”, and “Do educators find coaching socially acceptable as measured by a treatment acceptability measure?”. This study used single-case research methodology; specifically, a nonconcurrent multiple baseline design. There was resulting high variability of data across educator-child dyads, with no-to-minimal effect of coaching on educators’ use of first, then boards. Children’s behavior also fluctuated, and no conclusive results were found regarding the indirect impact of coaching educators. While there were limitations and other contextual factors, this study served as a foundation for further research expansion in the area of early childhood coaching.Item Evaluating Psychometric Properties of an Existing Functional Communication Assessment for Deaf Individuals(University of Alabama Libraries, 2021) Schafer, Kent; Wind, Stefanie A; Preast, June L; University of Alabama TuscaloosaThere are a lack of psychometrically sound and non-invasive assessments to determine individuals’ strongest communication modality that researchers and practitioners can utilize within the deaf population. Researchers continue to have problems investigating effective communication modality for individuals with hearing loss to establish baselines for language usages. A communication assessment may provide better understanding of a deaf individual’s best receptive and expressive language skills. The purpose of the study is to create psychometric properties of one communication assessment designed by the Alabama Department of Mental Health. Williams and Crump (2019) designed the Communication Skills Assessment (CSA) to measure functional communication of deaf individuals in order to develop effective communication strategies during real time settings. The CSA is included in routine mental health screenings across the states of Alabama and South Carolina to develop effective communication access within mental health care because treatment is language-based. Rasch analysis was used to evaluate the psychometric properties for six out of eight domains in the CSA. A further analysis of etiology was conducted to measure the potential impact of expressive and receptive skills. Results suggested etiology difference was detected in certain communication skill level which may offer insight for potential complications that prevent efficacy in receptive or expressive communication. Suggestions are also provided for additional research to fill in the gaps with communication assessment for deaf individuals.