Date of Award

Summer 2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Communication Disorders & Special Education

Program/Concentration

Special Education

Committee Director

Silvana Watson

Committee Member

Robert Gable

Committee Member

Jennifer Clayton

Committee Member

Corin Richels

Abstract

A pretest-posttest time series design controlling for teacher coaching was used to evaluate the effects of the LINCing Routine to support secondary students with disabilities while increasing students’ vocabulary knowledge. Two special education teachers and 26 secondary students with disabilities participated in this study. Student performance was investigated in terms of increased accurate use of the LINCing Routine and overall improvement of vocabulary knowledge while controlling for teacher coaching. The dependent variable increased and remained stable throughout intervention. Pretest and posttest results were also favorable. Students reported average social validity while teachers reported high social validity for the intervention. The results suggested that secondary students with disabilities can be trained to use the routine to support their understanding of vocabulary words and increase their academic vocabulary knowledge.

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DOI

10.25777/qz3d-2355

ISBN

9780438867123

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