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    • 33 In this chapter the researcher will compare performance characteristics during three units of math instruction. The first unit of math instruction is focused on observing the academic behavior of the selected students with basic in-class...
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    • 3 Purpose of the Study The purpose of this study was to understand the ramifications of RTI from the teacher’s perspective. Within this, the researcher examined individual teacher understanding of the RTI framework in place in a particular...
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    • 21 counterparts (NAEP, 2011). RTI gives educators the flexibility to meet the needs of diverse learners to help all students find success in learning to read. Another group of students who would benefit from the focused and individualized nature of...
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    • 55 determine if a child struggles reading fluently, but cannot define “specific skill deficits that are contributing to poor reading fluency or how to guide intervention” (Ysseldyke et al., 2010, p. 56- 57). Therefore, it is paramount for...
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    • SOCIAL THINKING INTERVENTIONS High functioning autism (HFA)- Often referred to as asperger syndrome. Debate continues as to whether or not they are the same; individuals with HFA and AS have average or above average intelligence but may struggle...
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    • SOCIAL THINKING INTERVENTIONS 9 Unexpected behavior- a term specific to the Michelle Winner social thinking curriculum, used to define behaviors that are not expected in a particular situation. Generalization-When an acquired skill carries over to...
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    • SOCIAL THINKING INTERVENTIONS blueprint of what an effective intervention should look like based on these previous findings. Initial Treatments Over the past 25 years, a variety of treatment approaches have been used in an attempt to remediate the...
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    • SOCIAL THINKING INTERVENTIONS 17 “initiations”, and robust decreases in the subcategories of “unexpected verbal” and “unexpected nonverbal”. (p. 581) This program followed a peer-mediated format. The curriculum was developed and used in...
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    • SOCIAL THINKING INTERVENTIONS to demonstrate the skill, but he or she does not demonstrate fluency at it yet. These deficits were remediated by providing multiple opportunities for practice of the targeted skill in non-threatening situations. When...
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    • SOCIAL THINKING INTERVENTIONS In one study involving the effects of social skills training in a class-wide setting, Kamps, Barbetta, Leonard, and Delquadri (1994) found that peer-trainings and interventions done on a class-wide basis benefitted the...
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    • SOCIAL THINKING INTERVENTIONS 23 When therapists taught students the why behind how their behavior affected others, rather than simply responding to an extrinsic motivator, the behavior generalized to social situations across the day, rather than...
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    • SOCIAL THINKING INTERVENTIONS programs. Lane et. al. defined organizing intervention groups as the third step in the process. Groups could be organized by class designation, skill deficit targeted, demographics, or even randomly. Training...
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    • SOCIAL THINKING INTERVENTIONS 27 term development of social communicative behavior and expand the developmental gap between these children and their typical peers (para 1). Growing evidence in research literature has shown that children with autism...
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    • SOCIAL THINKING INTERVENTIONS self-esteem should rise. Thus, as a result of this project, parents and teachers should observe improved self-esteem in participants. Participants and Setting Those who were chiefly impacted by the study were two...
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    • SOCIAL THINKING INTERVENTIONS The curriculum was based on two commercially available social thinking curriculums: Think Social! by Michelle Garcia Winner, and Super Hero Social Skills by Bill Jensen. Lessons were individually tailored to meet the...
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    • SOCIAL THINKING INTERVENTIONS A log of events was kept to document student, teacher, and parent trainings. Dates of trainings as well as topics covered were recorded. Teacher and parent responses recorded with surveys at the end of trainings drove...
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    • SOCIAL THINKING INTERVENTIONS 43 During one event, student A shared his reactions after an impulsive physical response to bodily contact with another student, "I told my hands, 'Hands are not for hitting.' but they didn't listen!” This...
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    • SOCIAL THINKING INTERVENTIONS 45 called "expected" responses, they become more accepted by peers and their self-esteem rises. As self-esteem rises, an increase in classroom participation follows as does co-play with peers at break times. A rise in...
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    • THE WEB 236 c. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book) d. Identifies the purpose and audience of potential resources (e.g., popular...
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