M.Ed. - Special Education
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Item The Effectiveness of Accept. Identify. Move (AIM) in Reducing Disruptive Behaviors and Increasing Psychological Flexibility in the Classroom(University of Hawaii at Manoa, 2021) Curry, Sharlene Elizabeth; Royer, David; Special EducationThe purpose of this study was to determine the effects of the Accept. Identify. Move. (AIM) curriculum with and without the token economy on the problem behaviors of an 18-year-old male student with autism. By targeting the function of rigid rule-governed behaviors of a high school student with Autism, I aimed to reduce the number of disruptive behaviors displayed during class time and increase the student’s psychological flexibility. A multielement A-B-BC-B’-BC’ design was used to compare AIM without token economy to AIM with the token economy and found they were both successful in reducing disruptive behaviors compared to baseline. AIM lessons with token economy appeared to have the greatest effect, though further investigation is needed and with different experimental design. Psychological flexibility increased across sessions as indicated by the Children’s Psychological Flexibility Questionnaire (CPFQ). This preliminary work suggests the AIM curriculum with the token economy is most effective in reducing disruptive behaviors and increasing psychological flexibility. Educational implications and future directions are discussed.Item Mom And Dad Are Always Right: A Modified RUBI Parent Training Intervention(University of Hawaii at Manoa, 2020) Medeiros, Rebecca Foster; Royer, David; Special EducationThis study extends research on Research Units in Behavioral Interventions (RUBI) parent training through a modified program. This single case study used parent training as a foundational method to build parental knowledge prior to a parent-implemented function-based intervention to reduce disruptive behaviors and increase adaptive behaviors in a child with autism spectrum disorder (ASD) and SYNGAP1. Results suggested parent training assisted the mother to prepare to implement a function-based intervention with high integrity, withdrawal of performance feedback did not change the mother’s high level of treatment integrity, and while the child’s replacement behavior improved, the target behavior did not improve. Despite the target behavior not improving, the mother recorded high social validity post-intervention. Limitations and future research are discussed. Keywords: RUBI, function-based intervention, performance feedback, disruptive behaviors, autismItem Taiwanese mothers' perception of teenagers with mild-moderate mental retardation(University of Hawaii at Manoa, 2006-08) Huang, Ying-TingThe purpose of this qualitative study was to investigate the perceptions of 10 Taiwanese mothers that have children with mild-moderate mental retardation as their children enter into their teenage years (13-15), with a particular focus on the issues of education, social competence, and family relationship. In addition, this study also examined whether these 10 mothers have altered their attitudes toward persons with disabilities after having children with disabilities. Through this study, the researcher found out current perceptions of Taiwanese mothers toward their young teenagers with mental retardation. The results of this study can serve as a resource that may help special education and rehabilitation services providers to gain a better understanding of the Taiwanese population when they are working with families and young teenagers from Taiwan.Item Challenges from transitional sheltered workshops to community workplaces: perspectives of Taiwan social enterprises(University of Hawaii at Manoa, 2006-08) Hsu, Tsu-HsuanThe purpose of my interview study was to investigate and describe the challenges to competitive employment encountered by four major Taiwan nonprofit organizations. These challenges were presented solely from the perspective of the employment assistants and employment supervisors, who were assisting in transitioning young adults with mild-moderate mental retardation from their transitional sheltered workshops to community-based workplaces. The results of this study offered a rich knowledge that could be used by personnel from social enterprises when they encountered challenges from parents, young adults with disabilities, employees without disabilities, and employers. This study also provided valuable information for personnel who provided transitional services to young adults seeking work in the community.Item A View From Inside: Perspectives Of School Violence From High School Students With A History Of Violent Behavior At School(University of Hawaii at Manoa, 2004-05) Stewart, CorissaThis study examined high school students' perspectives on school violence. Data were collected over three focus groups. Two of the groups were comprised of six students, all with a history of violent behaviors. The third focus group was comprised of six special education teachers. This study was conducted in part because of the dichotomy that existed between teachers and students perceptions of school violence in the literature. However, the results of this study indicated that participants in this particular study had consistent perceptions of school violence. Results of this study also indicated that the participants did not feel their school was a safe environment due to the frequency of bullying and fighting that occurred on campus. Both teachers and students agreed that the number one reason for fighting on campus was to demand respect from peers. Participants in all three groups also agreed that the crowds which surrounded fights served to exacerbate the problems. These findings are consistent with much of the current literature on violence prevention, and indicate a continued need for more research in this area.Item The relationship between teachers' perceived levels of cultural difference and their expectations of culturally diverse students(University of Hawaii at Manoa, 2003-05) Picklesimer, Tammie L.; Jenkins, Amelia; Special EducationCulturally diverse students are disproportionately referred to special education programs. Research suggests that referrals may be based on inappropriate assessments, socioeconomic status, low expectations, and negative teacher biases. The purpose of this study was to determine if there was a relationship between teachers' perceived level of cultural difference and their expectations of culturally diverse students. A Likert-type survey was utilized to gather information from teachers across the United States. The findings concentrated on reporting data that indicated the level of similarities or differences the teachers felt towards culturally diverse students and how those feelings affected expectations. A comparison was also conducted to determine if multicultural training increased cultural competence, thus positively influencing teachers' perceptions.Item Social stories and apron storytelling: the effects on self-managed coping strategies of a child that experienced chronic school difficulties(University of Hawaii at Manoa, 2003-05) Haggerty, Natalie K.; Smith, Garnett; Special EducationThis study examined the effects of a social story and apron storytelling intervention on the self-managed coping strategies of a child who experienced chronic school difficulties. Treatment was implemented five times per week and consisted of 10 minutes of systematic instruction, which included reading a social story and using the apron storytelling technique to dramatically enhance the story's oration. Results revealed a decrease in the frequency, duration and intensity of frustration behaviors exhibited by the child after instruction of the intervention. These findings support recommendations for using social stories and apron storytelling to guide the development of self-managed coping strategies for children who experience chronic school difficulties.