Maryann Demchak - Academia.edu (original) (raw)

Papers by Maryann Demchak

Journal of Special Education Technology, Mar 1, 1986

Topics in Early Childhood Special Education, 1984

The qualitative report, Jan 21, 2019

This qualitative phenomenological study, through interviews, aimed to understand the experiences ... more This qualitative phenomenological study, through interviews, aimed to understand the experiences of parents of children with significant multiple disabilities about their children's eating habits. Review of literature indicated disparities in health between people with significant disabilities (SD) that include intellectual disabilities (ID), intellectual/developmental disabilities (IDD), or multiple impairments (MI) and people who are typically developing. People with significant disabilities are at a higher risk for obesity, future weight gain, underweight and/or malnutrition, adherence to a less-healthy diet, and problem behaviors during meal time. Semi-structured initial and follow-up interviews used general questions to gather data, which were subsequently coded and examined for themes across participants. Five themes emerged from the interviews and were compared to findings in the literature. This study included some unique characteristics: detailed descriptions of the children's eating habits, family experiences around these habits, and what habits are going well for the children.

Topics in Early Childhood Special Education, Apr 30, 2010

The goal of this mixed method study was to examine toddler teachers' use of evidence-based practi... more The goal of this mixed method study was to examine toddler teachers' use of evidence-based practices described in the Teaching Pyramid. The study also examines the relationship between classroom quality and the use of the Teaching Pyramid practices.

PubMed, May 1, 1990

Teachers of individuals with severe handicaps typically use response prompts, such as verbal inst... more Teachers of individuals with severe handicaps typically use response prompts, such as verbal instructions, modeling, and physical guidance, to encourage correct responding. However, the goal of instruction is to have the individual respond to natural stimuli rather than response prompts. Therefore, these response prompts must be faded. Currently there are four methods for systematically fading response prompts: increasing assistance, decreasing assistance, graduated guidance, and time delay. An overview of each method as well as a review of comparative investigations involving these methods of fading response prompts was presented. Recommendations for practitioners and for future research were included.

A 2-year followup evaluation was conducted with 1 male and 19 female rural Nevada regular and spe... more A 2-year followup evaluation was conducted with 1 male and 19 female rural Nevada regular and special education teachers and related service workers who had participated in two summer institutes on teaching practices for students with severe, multiple disabilities and students with emotional disturbances. Telephone interviews sought to determine the effectiveness of summer institutes as a method of providing information regarding low incidence disabilities. Six themes emerged in the area of professional impact: (1) information was implemented in classrooms; (2) long-lasting teacher support networks were established; (3) information was passed on to other school personnel and parents who did not participate in the institutes; (4) changes occurred in participants' philosophy and attitudes; (5) information was obtained on laws and policies related to special education; and (6) participants were frustrated in attempting to make building-level changes upon returning to their schools. The concentrated nature of the institutes appealed to participants, and half the participants reported that grant funding enabled their attendance. The most common factor that would influence participation in future institutes was the topic. Other factors included logistical factors and earning recertification credits. It is noteworthy that participants were able to describe specific strategies and materials being implemented on the job 2 years after the institutes. A particularly valuable outcome of the summer institutes was the formation of lasting networks of professionals that could call on each other for information, resources, or support. The interview protocol and participant comments are included. (TD) *

Due to changes in certification and a shortage of special education teachers, school districts in... more Due to changes in certification and a shortage of special education teachers, school districts in rural Nevada frequently employ special education teachers who have no', been trained to teach students with severe or multiple disabilities or serious emotional disturbances. A recent survey of 271 special education teachers and administrators in northern Nevada identified a wide range of training needs. To address these needs, the University of Nevada, Reno, developed Project PRESS (PReparing Educators of Students with Severe Disabilities), a 2-week on-campus summer institute that is organized according to eight quality indicators of educational programs for severely disabled students, that offers rural educators two graduate credits, and that provides follow-up services tailored to their schools. In two summers, the institutes have been attended by 58 special education teachers, general education teachers, and related service providers. Institutes focus on inclusion of students with disabilities in general education classes, involvement of Camilies in decision making, integration of specialized services into ongoing educational activities, and promotion of meaningful participation in community settings. As a key feature of the institutes, participants may request follow-up services: either inservice training to an entire staff or individuali, Jd on-site consultation to assist in implementation of newly learned concepts. Participants have requested 20 follow-up visits, impacting over 100 additional school personnel and parents. Evaluations suggest that the summer institutes influence participants' subsequent performance, skills, and attitudes. (SV)

Intervention In School And Clinic, Oct 13, 2021

Multiple-stimulus without replacement (MSWO) is a systematic direct assessment method used to ide... more Multiple-stimulus without replacement (MSWO) is a systematic direct assessment method used to identify preferred items and activities that may serve as reinforcers for behavior reduction or skill acquisition programs. DeLeon and Iwata (Journal of Applied Behavior Analysis, 29, 519-532, 1996) validated the original MSWO procedures that consisted of using an average of rank order preference of stimuli across 5-sessions. Carr et al.

Topics in Early Childhood Special Education, Dec 1, 1992

Teaching Exceptional Children, Jul 1, 2000

The Journal of the Association for Persons with Severe Handicaps, Sep 1, 1989

The Rural Special Education Quarterly, Jun 1, 1998

Psychological factors such as achievement motivation and personality affect individuals involved ... more Psychological factors such as achievement motivation and personality affect individuals involved in film production. Group dynamics are also highly influential during the filmmaking process, yet studies in the performing arts are limited in number, and few have focused on the psychological needs and the complexities of the film production crew which contribute to achieving a highquality masterpiece. The present study aimed to explore the social contexts (factors and processes) in which eminent Polish filmmakers develop and flourish, using the performance psychology perspective. Twenty actors, 16 directors, 12 producers, six cameramen, five sound technicians, four costume designers, three make-up artists, three film editors, two screenwriters, and two stage designers participated in semi-structured interviews and participant observations. The resulting grounded theory of Effective Film Production Collaboration suggests that conditions (e.g. need for achievement) influence group-and individual-level factors (e.g. communication) which in turn affect the quality of collaboration, that is perceived through group cohesiveness, quality of relationships, and perseverance.

Computers in the schools, Nov 22, 1996

This descriptive study focused on identifying types of research conducted in the area of intellec... more This descriptive study focused on identifying types of research conducted in the area of intellectual disability (ID) and published in peer-reviewed journals identified from professional organizations, experts in the field, and databases. The most common research design implemented with IDEA-eligible individuals identified as having ID was single case research designs, specifically multiple probe and multiple baseline designs. Within journals targeting the area of ID, most publications were empirical studies of individuals with ID or other participants (e.g., parents, teachers). It is important to understand types of literature and research informing the study of ID to understand the evidence underlying our practices and policies. Increased numbers of high quality intervention studies are needed to inform the field.

Behavior analysis in practice, May 26, 2020

Due to the COVID-19 pandemic and nationwide executive orders closing schools, many trainees compl... more Due to the COVID-19 pandemic and nationwide executive orders closing schools, many trainees completing their supervised independent fieldwork in educational settings lost the ability to accrue hours linked to restricted activities of a therapeutic and instructional nature with students (i.e., clients). Given the impact on trainees of the pandemic restrictions, we present 50 suggestions for trainees in school settings to continue to accrue hours for both restricted and unrestricted activities throughout the course of the COVID-19 pandemic.

Teaching Exceptional Children, Sep 1, 1994

Topics in Early Childhood Special Education, 1992

After several years, the integration of preschoolers with severe disabilities remains a controver... more After several years, the integration of preschoolers with severe disabilities remains a controversial issue. Integration is a complex and active process involving more than merely placing the children together in the same room. Many early childhood special educators are open to the inclusion of preschoolers with mild to moderate disabilities, but are not as willing to include children with severe disabilities because of the perception of extensive modifications. In this article we discuss a rationale for and benefits of integration of preschoolers with severe disabilties. Possible strategies for effective integration and future issues are also highlighted. The relevant research question is no longer why, but how.

Augmentative and Alternative Communication, Nov 3, 2009

This review sought to determine the evidence base of augmentative and alternative communication (... more This review sought to determine the evidence base of augmentative and alternative communication (AAC) use with infants and toddlers with disabilities. The review identified 12 studies, involving 190 participants aged 36 months or younger. The majority of the studies investigated unaided AAC methods (e.g., gestures or sign language), with 42% of the studies also including aided AAC methods. Although all studies reported improvement in child communication following AAC intervention, in-depth analyses of study methodology indicated that only 7 out of 12 provided conclusive evidence. Implications for early intervention AAC practice and suggestions for future research are proposed.