{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1279"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1279","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Generalization of executive function skills in inclusion settings for students with Asperger's syndrome","abstract":"The purposes of this single case investigation were to research the effects of an intervention designated to prepare a student with Asperger's Syndrome for placement within a public high school. The student attended a specialized private school for grades 3-8. Upon entrance into eighth grade, the student entered the intervention program. This program included placement in a mainstream eighth grade social studies class with the accompaniment of the examiner. The intervention included daily feedback and strategies aimed to increase occurrences of task completion, increase executive function skills within the class setting, and decrease maladaptive behaviors. The identical areas of interest were sent to the student's current public high school teacher for rating. Findings reveal an increase in student's overall points earned as indicated by archival data for the intervention year. During the non-intervention year, teacher-reported points decreased significantly. This indicates that while the intervention increased the student's success in a mainstream setting (the eighth grade Social Studies class), these skills were not, however, generalized to the mainstream high school setting.","abstract_html":"The purposes of this single case investigation were to research the effects of an intervention designated to prepare a student with Asperger's Syndrome for placement within a public high school. The student attended a specialized private school for grades 3-8. Upon entrance into eighth grade, the student entered the intervention program. This program included placement in a mainstream eighth grade social studies class with the accompaniment of the examiner. The intervention included daily feedback and strategies aimed to increase occurrences of task completion, increase executive function skills within the class setting, and decrease maladaptive behaviors. The identical areas of interest were sent to the student's current public high school teacher for rating. Findings reveal an increase in student's overall points earned as indicated by archival data for the intervention year. During the non-intervention year, teacher-reported points decreased significantly. This indicates that while the intervention increased the student's success in a mainstream setting (the eighth grade Social Studies class), these skills were not, however, generalized to the mainstream high school setting.","abstract_has_math":false,"creators":["Marcone-Wright, Cassandra"],"institution":null,"degree_name":"M.A. School Psychology-Professional School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services, Administration, and Higher Education","degree_department":null,"school":null,"contributors":["Alen, Terri"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-09-19T07:00:00Z","date_published":"2013-09-19T07:00:00Z","updated_at":"2026-07-24T04:13:09Z","subjects":["Asperger's syndrome; Mainstreaming in education","Child Psychology","Student Counseling and Personnel Services"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/280","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Alen, Terri"]},{"key":"dc:creator","label":"Author","values":["Marcone-Wright, Cassandra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:55Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services, Administration, and Higher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. School Psychology-Professional School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Asperger's syndrome; Mainstreaming in education","Child Psychology","Student Counseling and Personnel Services"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/280"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this single case investigation were to research the effects of an intervention designated to prepare a student with Asperger's Syndrome for placement within a public high school. The student attended a specialized private school for grades 3-8. Upon entrance into eighth grade, the student entered the intervention program. This program included placement in a mainstream eighth grade social studies class with the accompaniment of the examiner. The intervention included daily feedback and strategies aimed to increase occurrences of task completion, increase executive function skills within the class setting, and decrease maladaptive behaviors. The identical areas of interest were sent to the student's current public high school teacher for rating. Findings reveal an increase in student's overall points earned as indicated by archival data for the intervention year. During the non-intervention year, teacher-reported points decreased significantly. This indicates that while the intervention increased the student's success in a mainstream setting (the eighth grade Social Studies class), these skills were not, however, generalized to the mainstream high school setting."]},{"key":"dc:title","label":"Title","values":["Generalization of executive function skills in inclusion settings for students with Asperger's syndrome"]}]}],"canonical_facts":{"dc:contributor":["Alen, Terri"],"dc:creator":["Marcone-Wright, Cassandra"],"dc:date.available":["2020-03-03T19:58:55Z"],"dc:description.abstract":["The purposes of this single case investigation were to research the effects of an intervention designated to prepare a student with Asperger's Syndrome for placement within a public high school. The student attended a specialized private school for grades 3-8. Upon entrance into eighth grade, the student entered the intervention program. This program included placement in a mainstream eighth grade social studies class with the accompaniment of the examiner. The intervention included daily feedback and strategies aimed to increase occurrences of task completion, increase executive function skills within the class setting, and decrease maladaptive behaviors. The identical areas of interest were sent to the student's current public high school teacher for rating. Findings reveal an increase in student's overall points earned as indicated by archival data for the intervention year. During the non-intervention year, teacher-reported points decreased significantly. This indicates that while the intervention increased the student's success in a mainstream setting (the eighth grade Social Studies class), these skills were not, however, generalized to the mainstream high school setting."],"dc:identifier":["https://rdw.rowan.edu/etd/280"],"dc:subject":["Asperger's syndrome; Mainstreaming in education","Child Psychology","Student Counseling and Personnel Services"],"dc:title":["Generalization of executive function skills in inclusion settings for students with Asperger's syndrome"],"thesis:degree_discipline":["Educational Services, Administration, and Higher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. School Psychology-Professional School Psychology"]},"updated_at":"2026-07-24T04:13:09Z"}