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Direct linkSeo, Hyojeong; Shogren, Karrie A.; Wehmeyer, Michael L.; Hughes, Carolyn; Thompson, James R.; Little, Todd D.; Palmer, Susan B. – Grantee Submission, 2016
This study examined similarities and differences in measurement properties and score comparability of the "Supports Intensity Scale-Adult Version" (16-64 years) and the "Supports Intensity Scale-Children's Version" (5-16 years). Data were collected from 142 adolescents with intellectual disability with both versions of the…
Descriptors: Adolescents, Intellectual Disability, Special Needs Students, Transitional Programs
Zheng, Yuzhu; Maude, Susan P.; Brotherson, Mary Jane; Summers, Jean Ann; Palmer, Susan B.; Erwin, Elizabeth J. – Education and Training in Autism and Developmental Disabilities, 2015
Building foundational skills in the early years for the later development of self-determination in adulthood for individuals with disabilities is important in the United States, but little research has been conducted to examine whether these skills are as important in other countries. In this phenomenological study, seven family interviews were…
Descriptors: Self Determination, Foreign Countries, Phenomenology, Interviews
Thompson, James R.; Wehmeyer, Michael L.; Hughes, Carolyn; Shogren, Karrie A.; Palmer, Susan B.; See, Hyojeong – Grantee Submission, 2014
This article introduces the Supports Intensity Scale-Children's Version (SIS-C) designed and normed to be used with children across multiple contexts, including home, school, and community life. Steps taken to develop the scale are described, and findings from data collected on a field test version of the SIS-C are shared. Preliminary findings in…
Descriptors: Test Validity, Test Reliability, Children, Test Construction
Lieber, Joan; Hanson, Marci; Butera, Gretchen; Palmer, Susan; Horn, Eva; Czaja, Carol – NHSA Dialog, 2010
Early childhood programs are increasingly using new curricula that emphasize skills related to school readiness. It is the teachers in these programs who have the major responsibility for implementing a new curriculum and for sustaining its use. In this study, we interviewed 43 Head Start and prekindergarten teachers to see how many teachers…
Descriptors: School Readiness, Early Childhood Education, Preschool Teachers, Use Studies
Lieber, Joan; Butera, Gretchen; Hanson, Marci; Palmer, Susan; Horn, Eva; Czaja, Carol – NHSA Dialog, 2010
A growing body of evidence has defined the characteristics of a quality preschool curriculum. However, less is understood about the sustainability of implementation once a preschool curriculum has been adopted. Using a qualitative methodology, we focused on factors associated with preschool teachers' continuing use of a research-based curriculum…
Descriptors: Preschool Curriculum, Educational Innovation, Preschool Teachers, Sustainability
Purcell, Megan L.; Horn, Eva; Palmer, Susan – Exceptional Children, 2007
Initiation and continuation of preschool inclusion is a challenging task. Through interviews and focus groups of school district and special education personnel, researchers in this study examined how 5 programs in 1 Midwestern state provided such services. The investigation used a multiple-case study methodology to examine how these programs…
Descriptors: Focus Groups, Preschool Education, Inclusive Schools, Interviews
