Papers by Jennifer Buchter
Supplemental Material, Partial-Interval_Recording_Positive_Verbal_Social_Interactions_Data_Collec... more Supplemental Material, Partial-Interval_Recording_Positive_Verbal_Social_Interactions_Data_Collection_Sheet for A Comparison of Peer Network and Peer Video Modeling to Increase Positive Verbal Social Interactions in Young Children With Disabilities by Conrad Oh-Young, John Filler, Maryssa Kucskar, Jennifer Buchter, Kathleen O'Hara, and Jeff Gelfer in Journal of Special Education Technology
Nevada Facts & Statistics • As of 2013, there were approximately 176,000 children under 5 years o... more Nevada Facts & Statistics • As of 2013, there were approximately 176,000 children under 5 years of age in Nevada, with more than three-quarters requiring some form of ECE care. • In 2014, the turnover rate at Nevada’s ECE providers was 22 percent. • The state’s ECE providers report that nearly two-thirds of their staff were employed in their current workplace for between one and three years, a high degree of transiency. • Only 12 percent of Nevada’s center-based childcare programs and 2 percent of family childcare homes are nationally accredited. • Quantitative research in Nevada revealed that 74.8 percent of respondents ranked access to quality ECE as “very important” in building a foundation for K-12 success.
Inclusive Practices: Supporting the Success of All Students
Educators work with diverse individuals, families, and communities. To increase and support a div... more Educators work with diverse individuals, families, and communities. To increase and support a diverse workforce, IHE need to examine and address barriers that negatively impact students. Inclusive practices include minimal changes to existing practices that can support all students success
Transition from High School to College/University for Individuals with Disabilities
Social skills are associated positive academic and well-being outcomes across the lifespan, espec... more Social skills are associated positive academic and well-being outcomes across the lifespan, especially for individuals with disabiliites (Carter, Sisco, Chung, & Stanton-Chapman, 2010; Hirsh-Pasek, Golinkoff, Berk, & Singer, 2009; Lifter, Mason, & Barton, 2011; Rubin, Bukowski, & Laursen, 2009). Without instruction, children with disabilities often have social skill delays that result in social isolation and peer rejection (Barton, 2015; Goldstein, English, Shafer, & Kaczmarek, 1997; Gresham, 1982; Nelson, McDonnell, Johnson, Crompton, & Nelson, 2007; Rogers, 2000; Travis, Sigman, & Ruskin, 2001). Direct and explicit instruction, not only for the targeted child but also for their peers, is required to support the acquisition and generalization of positive social interactions. The purpose of this study was to answer three research questions. The first research question examined the effects of a large group video modeling intervention at increasing positive social interactions, both i...
SPE 5770 001.pdf
Software - Practice and Experience, 2020
Examining systems to support Students: A holistic approach to support students during challenging times
Responding to Young Children’s Social-Emotional Needs Through Video Modeling
Young Exceptional Children, 2020
16 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 1, March 2021 https://doi.org/10.1177/1096250620910708... more 16 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 1, March 2021 https://doi.org/10.1177/1096250620910708 DOI: 10.1177/1096250620910708 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Charlie, age 4, attends Ms. Patsy’s child care center. He was recently diagnosed with autism spectrum disorder (ASD). Charlie enjoys playing with trains, blocks, and is frequently seen spending time in front of the mirror (e.g., washing hands in the bathroom, checking himself out in the dramatic play center). Charlie exhibits delays in social-emotional development, specifically communicating and interacting with peers and adults. At Charlie’s Individualized Education Plan (IEP) meeting, Ms. Patsy shared that Charlie only played by himself and had not formed friendships with other children. The speech-language pathologist (SLP) suggested using video modeling (VM) for Charlie (Division for Early Childhood of the Council for Exceptional Children Recommended Practices [DEC RPs], 2014, A6, INT2, INS2, and TC1). The team was interested and wanted to learn more. Social skills are behaviors that an individual learns to function in social environments, as well as the ability to find solutions to social challenges and problems (Scattone, 2007). Each child has their own individualized set of social-emotional skills based on age, development, cultural norms, and experiences. Social skills are vital to meaningful interactions and formation of friendships. Many children diagnosed with 910708 YECXXX10.1177/1096250620910708Young Exceptional ChildrenMitsch et al. research-article2020
Rural Special Education Quarterly, 2018
Serving families who live in rural communities can be a challenge for early intervention programs... more Serving families who live in rural communities can be a challenge for early intervention programs. Factors, such as travel, family needs, and limited program and community resources, have been identified as ongoing barriers for this population. Technology, specifically teleconferencing, can be a solution to provide equitable services compliant with Part C of Individuals With Disabilities Education Act (IDEA; 2004) mandates and professional practices. This article will discuss how to determine whether teleconference technology is a good fit and how to individualize, plan, and implement technology to support families in rural communities. It will also discuss legal and practical considerations that must be taken into account when using teleconferencing to discuss service delivery.
Journal of Special Education Technology, 2017
Input from parents of children with disabilities is highly valuable; however, barriers such as la... more Input from parents of children with disabilities is highly valuable; however, barriers such as lack of time or travel can hinder the partnership between parents and stakeholders. Internet-based applications (e.g., Google Groups, Google Drive, and OneDrive) can alleviate some of the difficulties in collaborating. This article describes the use and benefits of Internet-based applications to support collaboration between teachers, families, and other providers working with students with disabilities. How to collaborate through these apps will be examined with practical examples. Implications for security and confidentiality will be considered. Directions for future research will be discussed.
Supplemental Material, Social_Validity_Measure for A Comparison of Peer Network and Peer Video Mo... more Supplemental Material, Social_Validity_Measure for A Comparison of Peer Network and Peer Video Modeling to Increase Positive Verbal Social Interactions in Young Children With Disabilities by Conrad Oh-Young, John Filler, Maryssa Kucskar, Jennifer Buchter, Kathleen O'Hara, and Jeff Gelfer in Journal of Special Education Technology
Nevada Facts & Statistics • By 2018, STEM-related jobs are projected to increase to nearly 50,000... more Nevada Facts & Statistics • By 2018, STEM-related jobs are projected to increase to nearly 50,000, a 25 percent increase from 2008 levels. • A report by the Brookings Metropolitan Policy Program in partnership with the University of Nevada, Las Vegas, Cracking the Code on STEM, a People Strategy for Nevada’s Economy, found that the K-12 education system is inadequate to address STEM educational outcomes.
Stop Banging Your Head: Changing Self-Injurious Behavior Into Communication
Self-injurious behavior is prevalent in early childhood impacting up to 53% of young children wit... more Self-injurious behavior is prevalent in early childhood impacting up to 53% of young children with disabilities. Once these behaviors are consistently present, they may become resistant to intervention. The purpose of this article is to provide early care and education center providers and family caregivers with ways to effectively reduce self-injurious behavior.
Inclusive practices: Building syllabi to support students during the Covid Pandemic
Journal of Culture and Values in Education
Research in teacher preparation programs in Institutes of Higher Education (IHE) suggests that di... more Research in teacher preparation programs in Institutes of Higher Education (IHE) suggests that diverse and non-traditional students face barriers and challenges within teacher preparation programs (Widiputers et al., 2017). Diverse students include non-traditional students, first-generation students, students who have work responsibilities, who may have family or other care-giving responsibilities, students with disabilities, students living in poverty, and may also include culturally and linguistically diverse students. Issues such as unpaid practicum hours (similar to an internship), conflicting course and work schedules, attendance policies, due dates/late work policies, course expectations that value verbal participation, office hours not available when students are available, and how often courses are offered (e.g., yearly vs every semester) negatively impact diverse student populations. Many of these decisions are made at the preference of administration and tenured and establ...
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Papers by Jennifer Buchter