Department of Special Education & Multiple Abilities

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Augmented Reality for Teaching Personal Finance Skills in the Community
(University of Alabama Libraries, 2020) Romano, Shannon; Mutua, Kagendo; University of Alabama Tuscaloosa
The ability to manage one’s personal finances is an indicator for success and autonomy among adolescents preparing for adulthood. Accessing and spending money allows an individual to participate in preferred social and recreational activities within the community. For individuals with intellectual disabilities (ID), however, personal finance skills that afford opportunities for community participation are hindered by the limited adaptive skills associated with having ID and increased reliance on family and staff. These limiting factors can diminish an individual’s self-determination and overall quality of life. The United States Department of Health and Human Services and The World Health Organization both identify the need for technologies that can improve accessibility in communities for individuals with ID. Therefore, this study used a multiple-probe design to examine the effectiveness of a video-modeling intervention, delivered through an augmented reality application, for teaching youth with ID to perform personal finance skills in their community. Results of the study show the intervention was effective for teaching the participants to withdraw money from an ATM and to pay for items using a debit card. Additionally, three of the four participants found the intervention to be a socially acceptable method for accessing instruction while in the community.
Check-in/check-out: facilitating performance feedback during vocational training for youth with intellectual disabilities
(University of Alabama Libraries, 2019) Robinson, Olivia Paige; Mutua, Kagendo; University of Alabama Tuscaloosa
The lack of supervisor-focused interventions and strategies needed in building natural supports between supervisors and employees with intellectual disabilities has been discussed in a number of studies. In addition, literature discusses the hesitation of many supervisors to communicate performance feedback to employees with disabilities. Majority of studies in transition have focused on interventions to change the behavior of the employee with a disability instead of modifying environmental factors. This study sought to address this gap in research on integrated vocational training by implementing an intervention intended to change the supervisor’s behavior towards an individual with a disability. Using a multiple-baseline design across participants, this study examined the efficacy of the check-in/check-out (CICO) intervention in increasing the rate of performance feedback statements given by a supervisor to an intern with an intellectual disability during vocational training. Results indicated the CICO intervention was effective for increasing the rate of performance feedback statements given by a supervisor. Supervisor’s performance immediately increased following intervention and maintenance data confirmed that the intervention stayed consistent over time. Furthermore, social validity questionnaires completed by supervisors and the interns with disabilities revealed that the supervisors and interns with intellectual disabilities found the intervention helpful in building a relationship with one another. Future research on integrated vocational training for individuals with disabilities should consider using the CICO intervention as a strategy to use in fostering natural supports and receiving more feedback from supervisors on job performance.
A Comparison of Parents' and Teachers' Assessments of Trainable Mentally Retarded Students
(University of Alabama Libraries, 1976) Geiger, William Lee; University of Alabama Tuscaloosa
The purpose of this study is twofold: (1) to investigate the relationships and the differences among mothers', fathers', and teachers' assessments of TMR children, and (2) to attempt to identify demographic variables which are significantly related to differences between parents' and teachers' and between mothers' and fathers' assessments of TMR children.
Confirmatory factor analysis of the BRIEF2 in a sample of youth with Down syndrome
(Wiley, 2023) Soltani, A.; Schworer, E. K.; Jacobson, L. A.; Channell, M. M.; Lee, N. R.; Faught, G. G.; Grzadzinski, R.; Fidler, D.; Esbensen, A. J.; Islamic Azad University; Cincinnati Children's Hospital Medical Center; University of Wisconsin Madison; Kennedy Krieger Institute; Johns Hopkins University; University of Illinois Urbana-Champaign; Drexel University; University of Alabama Tuscaloosa; University of North Carolina; Colorado State University
BackgroundThe factor structure of the Behavior Rating Inventory of Executive Function, second edition (BRIEF2) has been widely examined in both typically developing children and specific clinical samples. Despite the frequent use of the BRIEF2 for measuring executive functioning in individuals with Down syndrome, no study has investigated the factorial validity or dimensionality of the BRIEF2 in this population. This study aimed to address this notable gap in the literature. MethodsParents of 407 children and youth with Down syndrome aged 6-18 years completed the BRIEF2 as part of different studies led by six sites. Three competing models proposed by previous studies were analysed using Confirmatory Factor Analysis: the theoretical structure of the BRIEF2 where the scales were constrained to load on three factors labelled as Cognitive, Behavioral, and Emotional Regulation, a two-factor correlated model with the merged Behavioral and Emotional regulation, and a single-factor model. ResultsThe three-factor model provided a better fit than the one- and two-factor models, yet a large correlation was observed between Behavioural and Emotional regulation factors. The results provide meaningful explanatory value for the theoretical structure of the BRIEF2. However, the Behavioral and Emotional regulation factors might be less differentiated and the two-factor structure of the BRIEF2 may also make theoretical and empirical sense. ConclusionsAlthough more studies are needed to further examine the factor structure of the BRIEF2 in youth with Down syndrome, this investigation provides preliminary support for the interpretation of the three executive function index scores provided by the BRIEF2: Cognitive, Behavioral, and Emotional Regulation.
A cross-sectional analysis of executive function in Down syndrome from 2 to 35 years
(Wiley, 2017) Loveall, S. J.; Conners, F. A.; Tungate, A. S.; Hahn, L. J.; Osso, T. D.; University of Mississippi; University of Alabama Tuscaloosa; University of Kansas; University of Illinois Urbana-Champaign
Background Previous research has indicated a unique profile of executive function (EF) in children and adolescents with Down syndrome (DS). However, there is a paucity of research on EF in adults with DS. This study aimed to gain a broader understanding of strengths and weaknesses in EF in DS from 2 to 35 years. Method Parents of 112 individuals with DS between 2 and 35 years participated in this study. Parents either completed the Behaviour Rating Inventory of Executive Function - for individuals 6+ years -or the Behaviour Rating Inventory of Executive Function Preschool Version - for children 2-5 years. Results Results suggest not only overall difficulties but also patterns of strength and weakness within EF for individuals with DS. For the 2 to 5-year-old group, emotional control and shift were relative strengths, planning/organisation and inhibit were intermediate skills, and working memory was a relative weakness. For the 6 to 18-year-old group, emotional control and organisation of materials were relative strengths, inhibit and initiate were intermediate skills, and working memory, monitor, planning/organisation, and shift were relative weaknesses. Most abilities were consistent from 2 to 18 years, except shift, which decreased in preadolescence before beginning to recover in adolescence. Across the full age range (2-35 years), composite scores indicated quadratic trends in inhibit, working memory, and planning/organisation, and a cubic trend in shift, with EF abilities generally declining in middle childhood before recovering in adulthood. Conclusions This study extends previous research on EF in DS by providing an initial description of EF profiles across the lifespan. More longitudinal and behavioural research is needed to further characterise the development of EF in DS.
Effect of demographic factors on empowerment attributions of parents of children with Autism Spectrum Disorder
(University of Alabama Libraries, 2013) Perry, Ashley Hayden; Mutua, Kagendo; University of Alabama Tuscaloosa
The purpose of this study was to investigate the effect of demographic factors on empowerment attributions of parents of children with Autism Spectrum Disorder (ASD). Data were collected to determine differences between demographic factors of participants and self-reported empowerment attributions. A quantitative research design was employed in this study. Parents of children with ASD completed the 32-item Psychological Empowerment Scale (PES), which included a demographic questionnaire. Analyses were performed to measure the effects of specified demographic factors on parents' self-reported responses on the three dimensions of the Psychological Empowerment Scale (PES), namely attitude, formal participatory behaviors, informal participatory behaviors and skills and knowledge (Zimmerman, 1995). Demographic factors included marital status, parent gender, parent education level and perceived severity of child's ASD. The findings of the current study suggest that there are some relationships between demographic factors and parent empowerment attributes for parents of children with ASD. Parents who were married did not report a significant difference in perceived empowerment based on their own formal or informal education or support participatory behaviors than parents who were not married or parents who reported being in a partnership. Gender played a more significant role in the empowerment outcomes for parents of children with ASD. Mothers reported higher levels of empowerment than fathers in regard to informal participatory behaviors regarding parenting a child with ASD. Parents who had attended college reported higher levels of empowerment in regard to the empowerment attribute of skills and knowledge. Parents of children with ASD who participated in this study did not indicate that the severity of their child's ASD had an effect on their empowerment attribute of attitude. In addition to demographic differences, results indicated that there was a strong, positive correlation between formal participatory behavior and skills and knowledge and informal participatory behavior and skills and knowledge for parents of children with ASD. This study has begun to provide important information on the interaction effects of demographics on parent empowerment and the benefits of parent education and support for parents of children with ASD. Parents of children with ASD defined themselves as unique subgroup of parents of children with disabilities who have different strengths and needs in regard to empowerment. Outcomes of the study can be used to develop practice, programs, and policy in regard to education and support opportunities for parents of children with ASD from a more individualized, diverse or culturally sensitive perspective.
The effect of explicit vocabulary instruction using specialized graphic organizers in secondary mathematics for students with disabilities
(University of Alabama Libraries, 2015) Long, Mary Elizabeth; Newman, Jane L.; University of Alabama Tuscaloosa
There is a clear and distinct difference in the levels of knowledge versus levels of understanding when measuring the ability of a student to reach mastery of a concept in the educational environment. Increased levels of rigor in today's classroom exhibit the necessity of a paradigm shift related effective academic instruction. Mathematics as a content area currently focuses on conceptual understanding as opposed to traditional procedural knowledge. In accordance with this shift in educational practice, students must demonstrate a clear and concise understanding of the terminology used in the development of mathematical problems, specifically abstract word problems, used to assess levels of mastery of required content. The purpose of this study was to examine if a positive correlation exists between explicit vocabulary instruction in secondary mathematics using graphic organizers specially designed for mathematics vocabulary instruction in conjunction with an instructional routine (Explicit Instructional Routine) and increased student achievement in demonstrating knowledge and understanding of Algebraic concepts. Previous studies associated with academic enhancements, interventions, and routines for students with learning disabilities ascertain that increased levels of knowledge and understanding are reached when implemented with fidelity.
Effect of students' behavioral characteristics on teachers' referral decisions in gifted education
(University of Alabama Libraries, 2013) Hollyhand, Leigh Smitherman; Mutua, Kagendo; Newman, Jane L.; University of Alabama Tuscaloosa
Research shows that biases exist in regard to teacher nominations for gifted programs in the areas of student gender, ethnicity, and SES. On the other hand, there is a lack of research regarding behavioral characteristics of the student and the impact of those characteristics on teacher nominations to a gifted program. Additionally, there is a paucity of research that has examined the collective impact of behavioral characteristics of the student in conjunction with other student attributes such as gender, ethnicity, SES, and teacher nominations to gifted programs. For purposes of this study, the behavioral characteristics discussed were positive and negative gifted characteristics found in the literature. This was a quantitative research study using survey research where participants were asked to read and respond to a case vignette. Participants were 633 elementary education teachers from two mid-size school districts in the Southeastern United States. Each participant was randomly assigned one of 16 case vignettes. Eight of the vignettes depicted a student displaying positive gifted characteristics, while the other eight depicted a student displaying negative gifted characteristics. The other student characteristics of gender, ethnicity, and SES were interchangeable among the 16 vignettes. The results of this study show that the student's behavior does play a significant role in the teacher's nomination decision for the gifted program. Results indicated students displaying positive gifted characteristics were three times more likely to be nominated to a gifted program than a student exhibiting negative gifted characteristics. When stratified by various student characteristics (i.e. gender, ethnicity, and SES), teacher nominations were significantly associated with student behavior, with students exhibiting positive gifted characteristics more likely to be nominated than those displaying negative gifted characteristics.
The effects of a self-monitoring practice in a middle school setting
(University of Alabama Libraries, 2016) Floyd, Howard Kelly; Siders, James A.; University of Alabama Tuscaloosa
The purpose of this study is to determine the effectiveness of a self-monitoring practice in a middle school setting. A total of three participants who received special education services utilized this self-monitoring practice to evaluate their individual behaviors. This investigation took place in an inclusive classroom setting where the participants received instruction from a certified teacher alongside their non-disabled peers. A multiple baseline ABAB design was employed to determine the effectiveness of a cuing procedure on two specific measures; 1.) staying on task and 2.) following directions. The participants recorded data on their individual intervention sheets during the intervention phases. Each of the participants made improvements toward the two specified measures. This investigation revealed that self-monitoring practices can be used to manage students’ behaviors and to assist teachers with classroom management.
Effects of one special school on gifted and high ability students' project quality, academic engagement, and investment in academic learning
(University of Alabama Libraries, 2012) Coleman, April Newman; Newman, Jane L.; University of Alabama Tuscaloosa
The purpose of this study was to investigate the effectiveness of Renaissance Academy (RA), one recently developed full-time special program for students (Grades 6-8) interested in the arts, sciences, and technology, as compared to a traditional gifted/advanced program. Subjects included 226 students and 10 teachers in both programs. A mixed methods design was employed to answer three research questions regarding student outcomes in project quality, academic engagement, and investment in academic learning. Student products were assessed by external raters using the Student Product Assessment Form (Reis, 1981). To evaluate academic engagement, class observations were conducted using the William and Mary Classroom Observation Scales-Revised (VanTassel-Baska, Bracken, & Drummond, 2003). Students completed the My Class Activities survey (Gentry & Gable, 2001) to report perceptions toward academic interest, challenge, choice, and enjoyment. Qualitative measures included observations and interviews with students and teachers. Findings indicated that experimental group students had significantly higher project quality scores than comparison group students as measured by independent t tests, and influential factors included choice, depth and complexity, and audience authenticity. Descriptive statistics revealed that experimental group students displayed engagement behaviors more frequently and at a higher level than comparison group students, with notable differences in general behaviors, problem solving, and research strategies. Multivariate analyses revealed that overall, experimental group students scored significantly higher than comparison group students on the subscales of interest and enjoyment, and grade level comparisons yielded differing results. Qualitative analyses supported and provided insight into quantitative results. Findings from this study supported previous research on full-time programming for advanced learners and delineated specific factors that may influence program effectiveness in engaging and challenging gifted adolescents.
The effects of virtual coaching on co-teachers' planning and instruction
(University of Alabama Libraries, 2012) Ploessl, Donna Marie; Rock, Marcia L.; Gregg, Madeleine; University of Alabama Tuscaloosa
Recent legislation requires that students with disabilities receive equal access to the same educational opportunities as their typically developing peers (Cook et al., 2011). Therefore, most students with disabilities receive all or part of their education in the general education classrooms (U.S. Department of Education, 2008). Because of the diverse needs of students within the classrooms, co-teaching has become a popular method of special education service provision. The purpose of this study was to investigate the efficacy of virtual coaching provided to practicing co-teachers as they planned and cooperatively carried out instruction in the general education classroom. Single-case (ABAB) within participants withdrawal design was used to investigate the effectiveness of virtual coaching through online technologies on three co-teaching dyads (n=6). Data were collected through observations of archived video files, a Likert-type communication scale, and observational scales published in the co-teaching literature. Semi-structured interviews provided a measure of social validity. The efficacy of the virtual coaching intervention was examined through visual inspection of the data and percentage of nonoverlapping data. Observers used time-sampling measures to document student engagement during baseline and intervention conditions. Results indicated that all teachers increased use of varied co-teaching models and student-specific accommodations. Praise remained high while redirection of student behavior decreased over the length of the study. Students and co-teachers were not distracted by the virtual coaching intervention. The limitations of the study, implications for research and practice, as well as suggestions for future research are discussed. This study extended the work of Rock et al. (2009) and Scheeler et al. (2010).
An examination of how knowledgeable and skilled elementary principals lead special education programs in Alabama: four case studies
(University of Alabama Libraries, 2012) Templeton, Richard Raymond; Beirne-Smith, Mary; University of Alabama Tuscaloosa
The No Child Left Behind Act of 2001 increased the importance of having principals who are not only effective leaders of general education programs but knowledgeable and skilled in special education and able to effectively lead special education programs. The researcher examined four principals of elementary schools (i.e., kindergarten through fifth grades) in Alabama. Two principals (i.e., Case A and Case B) were identified as being knowledgeable and skilled in special education, and two principals (i.e., Case C and Case D) were identified as being marginally knowledgeable and skilled in special education. The purpose of this study is to determine the similarities between how principals who are knowledgeable and skilled in special education lead and support the special education programs at their schools, to examine the differences between how those principals and principals who are identified as marginal in their knowledge and skill in special education lead and support special education programs at their schools, and examine the role that the principal who is knowledgeable and skilled in special education plays. This study attempts to gain a deeper understanding of the constructs of effective special education leadership at the school level. A sequential mixed-methods process was used to collect data. The researcher used a survey to collect data during Phase 1 that was analyzed through the use of descriptive statistics within-case and a means comparison across cases. In Phase 2, data were collected from (a) archival records, (b) interviews, (c) documentation, and (d) direct observations. Data were analyzed through a within-case analysis through coding, categorizing, and identifying emerging themes. Data were analyzed through a cross-case analysis for similarities between principals who are knowledgeable and skilled in special education and then between principals who are marginally knowledgeable and skilled in special education. Then differences between the two groups where identified. Conclusions are drawn in five areas: (a) necessity of knowledge and skill in special education, (b) possession of knowledge and skill in special education, (c) the roles principals play as leader of the special education program, (d) how principals support special education programs, and (e) special education oversight at the school level.
Family Experience in a Regional Participant Contact Registry for Research on Intellectual Disability
(American Association on Intellectual Developmental Disabilities, 2014) Conners, Frances A.; Phillips, B. Allyson; Rhodes, Jennifer D.; Hamilton, James C.; University of Alabama Tuscaloosa
Participant recruitment is one of the most significant challenges in research on intellectual disability (ID). One potential solution is to develop a participant contact registry, which allows the researcher to contact participants directly rather than recruiting through multiple schools or service agencies. The authors describe the development of one such registry and results of a survey of registry families. Results suggest that families joined the registry to help others, they hope research in the ID field improves the daily lives of individuals with ID and their families, and they find research participation to be a positive experience. However, logistic concerns can be an important barrier to their research participation, and they would like more information about the research study both before and after participating.
The forgotten path: adult stakeholder perceptions on the transition from residential treatment facility schools to neighborhood schools
(University of Alabama Libraries, 2020-12) Odom, Kimberly Paige; Jolivette, Kristine; University of Alabama Tuscaloosa
Youth with emotional/behavioral disorders (E/BD) may be negatively impacted by their behavioral excesses and deficits across domains requiring more intensive supports and treatment than can be provided in a typical school. As a result, some of these youth will receive their supports and treatment from placement in a residential treatment facility (RTF) that provides around-the-clock services. Once a youth completes their treatment at the facility, they will integrate back into the community, including for some, enrollment in a neighborhood school. This transition from the RTF to the neighborhood school can be difficult due to the change in supports (e.g., small group to large group instruction, fewer treatment options related to mental health). Such a transition is an emerging pathway that was the focus of this qualitative inquiry. A focus group, interviews, and record reviews were conducted at an RTF serving students with E/BD in a Southeastern state. These RTF stakeholders shared their perspectives on the transition process from their facility to neighborhood schools. Using an intrinsic, instrumental, descriptive case study design, data were analyzed through the lens of sociocultural theory, a priori coding, and inductive analyses. The constructed themes (i.e., collaboration, communication, education, individualization, and involvement) align with the transition literature for best practices of different pathways. Limitations and future directions are provided within a lens of disruption as the novel coronavirus pandemic and facility access restrictions occurred during data collection limiting facility access to a single facility and limited time of contact with transition stakeholders.
A Function-Based Adaptation to the Self-Regulated Strategy Development Instructional Approach for Students with Behavioral Challenges in Residential Treatment
(University of Alabama Libraries, 2020) Rollins, Lauren Hart; Swoszowski, Nicole Cain; Jolivette, Kristine; University of Alabama Tuscaloosa
A MODIFICATION TO THE SELF-REGULATED STRATEGY DEVELOPMENT INSTRUCTIONAL APPROACH FOR STUDENTS WITH BEHAVIORAL CHALLENGES Students with and at-risk for behavioral concerns, such as those with emotional and behavioral disorders (EBD), often have academic concerns as well that adversely affect their overall school success. Researchers have investigated many academic and behavioral interventions to determine effective strategies for students with and at-risk for behavioral challenges, including the self-regulated strategy development (SRSD) instructional approach. Previous researchers have concluded the SRSD instructional approach is effective for students with and at-risk for behavior challenges and have recommended future studies incorporate behavioral supports to address students’ behavioral needs simultaneously. This study intended to investigate the use of a reading comprehension strategy, TRAP, using the SRSD instructional approach with a function-based adaptation to the self-reinforcement procedures. Further, this study intended to explore teachers’ perspectives of supporting students’ academics and behavior in residential treatment facilities. Due to COVID-19, only one participant was able to receive the intervention, making this an AB study. In addition, only one teacher was available for the interview. The initial findings of this study show potentially promising effects of TRAP with function-based self-reinforcement procedures. Implications for future research and practice are discussed.
Growth and Decline in Language and Phonological Memory Over Two Years Among Adolescents With Down Syndrome
(American Association on Intellectual Developmental Disabilities, 2018) Conners, Frances A.; Tungate, Andrew S.; Abbeduto, Leonard; Merrill, Edward C.; Faught, Gayle G.; University of Alabama Tuscaloosa; University of California Davis
Forty-two adolescents with Down syndrome (DS) ages 10 to 21 years completed a battery of language and phonological memory measures twice, 2 years apart. Individual differences were highly stable across two years. Receptive vocabulary scores improved, there was no change in receptive or expressive grammar scores, and nonword repetition scores declined. Digit memory and expressive vocabulary scores improved among younger adolescents, but generally held steady among older adolescents. These patterns may reveal key points in development at which interventions may be best applied. Further research is needed to understand specific processes In tasks that appear to be slowing or declining during adolescence. They may be important for understanding early aging and dementia in DS.
The impact of the national board for professional teaching standards on special educators
(University of Alabama Libraries, 2014) Buchanan, Dania Lynne; Beirne-Smith, Mary; University of Alabama Tuscaloosa
In the United States, educational reform has focused on teachers and their responsibility for student achievement. Hence, the development of the National Board for Professional Teaching Standards (NBPTS) to provide a national system of recognition for teachers that will transform and unify the teaching profession (Hamsa, 1998). The NBPTS' mission in education is to "maintain high and rigorous standards for what accomplished teachers should know and be able to do, provide a national voluntary system certifying teachers who meet these standards, and advocating related education reforms to integrate National Board Certification (NBC) in American education and to capitalize on the expertise of NBPTS certified teachers" (NBPTS,2001, p. v). In 1994, the NBPTS created a committee of special educators to develop national standards to define professional growth and contemporary practice in the field of special education in accordance with the Five Core Propositions of the NBPTS. The changing role of the special educators in educational reform has forced special educators to seek alternative forms of professional development to meet the needs of the diverse population of students with disparate needs in the classroom. Current research on the use of NBPTS certification process as appropriate professional development has proven that the certification process is a viable means of maintaining professional knowledge for the general educator. However, there is minimal research on the impact of the NBPTS certification process has on special educators and the students that receive special education services. This study is a mixed methods study that explored the use of the NBPTS process as an appropriate mode of professional development for special educators outside of the traditional workshop model of professional development. Models of professional development are discussed, features of professional development are explored, professional development for special educators is examined, and the study is situated within the theoretical framework of Constructivism Theory. The NSDC Standards Assessment Inventory-2 survey (see Appendix A) was administered in addition to demographic information collected. The qualitative portion of the study engaged NBPTS Exceptional Needs recipients in a voluntary interview to determine their affective experience in regard to the NBPTS certification process.
The importance of funds of knowledge on economically disadvantaged rural European American students
(University of Alabama Libraries, 2012) Burton, Whitney Blair; Mutua, Kagendo; Kuntz, Aaron M.; University of Alabama Tuscaloosa
The identification and utilization of community funds of knowledge has been essential in understanding and assisting cultural groups to bridge the achievement gap. The purpose of this study was to examine the community funds of knowledge, the role of the parent, and the partnerships of a rural school in southeastern Appalachia, United States. Qualitative research enabled exploration of interactions between parents and teachers, roles parents play in the educational process, and teachers' use of existing funds of knowledge in the provision of educational services to young at-risk children. Two pre-kindergarten teachers and four families were involved in the study from the 2009 -2010 state pre-kindergarten program. The data from ethnographic semi-structured interviews, observations, and documents were coded, categorized, and identified by themes. Results indicated that the school functioned as connector between the community and its residents. Teachers were cognizant of the community funds of knowledge and utilized this knowledge in their teaching and assessment practices. The teachers gained cultural literacy through participation and observation of school and community events and interactions. As a result of having only one mid-year conference report, there was limited evidence to conclude the teachers' documentation of students' community funds of knowledge within the context of the select community. Although teachers engaged in practices that strengthened family involvement, the home-school partnerships could be enriched. Families informally partnered by teaching foundational skills at home. The recognized partnership began when the children enrolled in school with families engaging in volunteering, extending learning at home, decision-making, and collaborating with the school community. An added outcome was the relationship between the community and the school. The relationship was reciprocal with positive outcomes for community members, businesses, teachers, and students, and families. This partnership is unique and dates back to the establishment of the community with special emphasis given to the character and values of the local residents. Additional research can focus on the communication of educational standards prior to entering school and increasing the participation of marginalized populations. Teacher perceptions of student backgrounds can also be reviewed in light of their effect on the quality of school-family partnerships.
Improving self-regulation and managing behavior with mindfulness based intervention
(University of Alabama Libraries, 2018) Norman, Sujata Pisharoty; Siders, James A.; Swoszowski, Nicole C.; University of Alabama Tuscaloosa
This study investigated the effects of a short-term mindfulness training in a group home for mentally ill, at-risk adolescents with mild to moderate disabilities. Disruptive behavior causes challenges in any setting. Moreover, disruption can lead to aggression, and when not controlled, can change the climate of group homes and schools. Eight adolescents were taught mindfulness-based techniques from Mindfulness Curriculum for Adolescents provided by the MindfulSchools Program. The participants (n=8) in the age group 12 -19 years attended a public-school system and lived in a group home in a southern state in the United States. The eight clients were introduced to innovative mindfulness techniques for 4-6 weeks. The training introduced the participants to four lessons: mindful posture, mindful listening, heartfulness, and mindful thoughts. Clients and mentors were interviewed during the period of study. Narratives from the participants were compared and analyzed. A mindfulness survey was conducted at the end of the mindfulness training. Findings indicated that the high users and frequent users showed better benefits from sub-optimal users in a mixed method study. Clients shared that they felt calm and relaxed and were mindful when they experienced troubled situations. Mindfulness training and techniques helped to regulate, control, and manage adverse behavior in some clients. This intervention could be an alternate strategy that mentors and teachers might use to control children’s interactions within any setting.
It took a pandemic: Perspectives on impact, stress, and telehealth from caregivers of people with autism
(Pergamon, 2021) White, Susan W.; Stoppelbein, Laura; Scott, Hunter; Spain, Debbie; University of Alabama Tuscaloosa; University of London; King's College London
Shelter in place mandates due to the COVID-19 pandemic left caregivers to determine how to best meet the therapeutic requirements of their children with autism spectrum disorder (ASD). Understanding the challenges faced by families, and their experiences using telehealth for the first time, may help make services sustainable in future public health emergencies. A sample of 70 caregivers of people with ASD from across the US completed an anonymous online survey. Results indicate that impaired emotion regulation was a primary contributor of parent-reported stress for persons with ASD during the pandemic, while loss of established structure and routine contributed to parental stress. Nearly half the sample reported using telehealth for the first time. Many caregivers were appreciative that telehealth permitted continuation of services, but expressed concerns about limited effectiveness due in part to their children?s social communication problems.

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