Kenton Denny | Louisiana State University (original) (raw)
Papers by Kenton Denny
Focus on Exceptional Children, Oct 1, 1993
Of any group of students with defined disabilities, students with emotional and behavioral disord... more Of any group of students with defined disabilities, students with emotional and behavioral disorders (EBD) have one of the worst prognoses for successful academic achievement,
Behavioral Disorders, May 1, 2004
Journal of Applied Behavior Analysis, Jun 1, 1988
Group affection activities were used to increase the interaction of three autistic children with ... more Group affection activities were used to increase the interaction of three autistic children with their nonhandicapped peers in an integrated early childhood setting. Peer interaction increased during free play when the affection activities were conducted, but not when similar activities without the affection component were used. This interaction induded initiations by both the autistic and nonhandicapped children, with reciprocal interactions occurring more frequently with nonhandicapped peers who had participated in the affection activities. DESCRIPTORS: autistic children, mainstreaming, social interaction, social skills One distinguishing feature of autistic children is a marked deficit in relating appropriately to other people. Although their relationships with adults often improve, relationships with peers usually remain severely impaired (Rutter, 1978; Wing, 1976). Two types of behavioral procedures have been developed and refined during the past 20 years to promote autistic children's social development. One approach involves teaching specific social behaviors such as making eye contact, touching, or sharing (Lovaas, Freitas, Nelson, & Whalen, 1967; Tramontana & Stimbert, 1970). The other approach involves teaching peers to initiate interactions with This research was supported in part by Office of Special Education grants G008302259 and G008001607. The authors express appreciation to the students who served as observers; to the kindergarten teacher, Jana Whittle; to Judy Eastwood for assistance with the data analysis; to Richard Saudargas, Richard Shores, and James Fox for comments during the preparation of the manuscript; and to Wilma Davis for her technical assistance. Kelly Heckaman is now with the Lee County Board of Education in Fort Myers,
Journal of Child and Family Studies, Jun 1, 1996
Despite the federal mandate to identify and provide appropriate educational and related services ... more Despite the federal mandate to identify and provide appropriate educational and related services to children and youth with serious emotional disturbance (SED), the national profile portrays exceptionally low rates of identtfication; unacceptably low rates of school completion; high rates of placement in segregated environments; evidence that economic and demographic factors substantially affect identification, placement, and school completion; and a mixed, although mostly discouraging picture of outcomes after leaving the educational system. Recent national leadership, comprised of strategic planning, research, and demonstration initiatives has attained considerable momentum and is intended to improve outcomes for children with SED. Significant changes are anticipated as a result of the upcoming reauthorization of the statute governing special education and related services. These changes reflect a 20 year perspective regarding the benefits and shortcomings of current eligibility criteria and discretionary initiatives for improving outcomes fo? children with disabilities. The manner in which these changes may affect prospects for better serving children with SED is discussed.
Tarptautinis …, 2008
Background, purpose. Authors replicated and extended research on the relationship between formati... more Background, purpose. Authors replicated and extended research on the relationship between formative and summative reading assessment with a diverse student sample. Material and methods. Participants included all third-grade students (N = 84) in an urban K-5 elementary school in south Louisiana during the 2005-06 school year. Two types of measures were used to examine the relationship between progress monitoring and statewide assessments: (a) ORF benchmark probes from the DIBELS web-based system; and (b) the criterion-referenced reading portion of the third grade integrated Louisiana Educational Assessment Program (iLEAP)
Issues in Educational Placement
Behavioral Disorders
The impact of recent legislative changes to the Elementary and Secondary Education Act (No Child ... more The impact of recent legislative changes to the Elementary and Secondary Education Act (No Child Left Behind) and those proposed for the reauthorization of the Individuals with Disabilities Education Improvement Act (Senate Bill 1248) are discussed as they relate to academic instruction for students with emotional or behavioral disorders. The authors consider the definitions and impact of "highly qualified" teachers, scientifically based teaching practice, annual yearly progress, and access to the general education curriculum. They assert that (a) any impact on academic instruction will be largely indirect and (b) the current educational context presents a unique opportunity to develop more effective instruction in schools.
Behavioral Disorders
... EJ540927 - Research Issues and Needs Regarding Teacher Use of Classroom Management Strategies... more ... EJ540927 - Research Issues and Needs Regarding Teacher Use of Classroom Management Strategies. ... ERIC #: EJ540927. Title: Research Issues and Needs Regarding Teacher Use ofClassroom Management Strategies. Authors: Gunter, Philip L.; Denny, R. Kenton. ...
Behavioral Disorders
It has been proposed that academic materials presented to students with emotional and behavioral ... more It has been proposed that academic materials presented to students with emotional and behavioral disorders may serve in some situations as aversive stimuli that increase escape and/or avoidance responses. The results from two single subject studies using ABAB designs that were conducted to examine the effects of the difficulty level of academic tasks (i.e., easy versus difficult) on both the disruptive and on-task behaviors of students with severe behavior disorders are presented. Results indicated that difficult tasks were generally associated with lower percentages of time on-task and higher percentages of time engaged in disruptive behavior than were easy task conditions. Implications for teachers of students with severe behavioral disorders are discussed.
Behavioral Disorders
... Issues of measurements related to academic performance are reviewed, with the conclusion that... more ... Issues of measurements related to academic performance are reviewed, with the conclusion that the rate of academic responses provides the most desirable measure for research as well as for clinical application. (Author/CR). Abstractor: N/A. Reference Count: N/A. ...
Multicultural Perspectives
This article explores how love informed by thinking and feeling within the context of a unique an... more This article explores how love informed by thinking and feeling within the context of a unique and cutting edge study abroad professional development program in Concepción Chile for preservice teachers might serve as an antidote to the challenges that engaging in culturally relevant pedagogy (CRP) present. The article draws upon rich qualitative data, along with some descriptive statistical information, from a longitudinal study of this program to highlight the potential for a love-informed thinking-feeling pedagogy. Through sharing stakeholder participant data, the authors examine how the experience of being othered, particularly in a study abroad context, may provide an opportunity for preservice teachers to better understand students from diverse backgrounds and may offer lessons while doing this work that might be applied to a variety of contexts. The authors also provide a framework drawing upon the ideas that communication matters, challenging is important, intensive 360-degree processing and support facilitates growth, and service-learning teaches to chart out pathways for educators interested in change beyond study abroad programs. Correspondence should be sent to Kenneth J. Fasching-Varner, Louisiana State University, 217 Peabody Hall, Baton Rouge, LA 70803. E-mail: varner@lsu.edu
Behavioral Disorders
This manuscript presents a review of the growing body of research concerning the influence of neg... more This manuscript presents a review of the growing body of research concerning the influence of negative reinforcement on student and teacher behaviors. Negative reinforcement strengthens behaviors that result in escape from, or avoidance of, aversive stimuli. It is argued that negative reinforcement is a variable in the academic interactions of students with serious emotional disturbance and their teachers, Although both desired and undesired behaviors may be outcomes of negative reinforcement, because of the academic deficiencies of students with serious emotional disturbance and the instructional behaviors of their teachers, the escape and avoidance behaviors exhibited by these students more often may be undesired. The authors call for research to investigate sources of aversive stimuli within academic interactions between teachers and students with serious emotional disturbance as well as the potentially aversive stimuli present in academic activities. Implications for teaching pr...
Behavioral Disorders
The purpose of the present study was to determine whether the behavior of students with serious e... more The purpose of the present study was to determine whether the behavior of students with serious emotional disturbance differs from that of their nonhandicapped peers in integrated vocational classrooms and to determine whether teachers instruct students with serious emotional disturbance differently than they do students with no handicaps. Eleven pairs of students and their teachers were observed in a variety of vocational settings. Overall, the behavior of the two student groups did not differ significantly, nor did the behavior of teachers differ towards the students. The results are discussed in terms of integrating students with serious emotional disturbance into mainstream vocational education classes.
Journal of the Association for Persons with Severe Handicaps
Education and Treatment of Children, Oct 31, 1994
Preventing School Failure, 2003
Reading Psychology, 1999
... JANICE STUHLMANN, CATHY DANIEL, AMY DELLINGER, R. KENTON DENNY, and TAYLOR POWERS ... Beginni... more ... JANICE STUHLMANN, CATHY DANIEL, AMY DELLINGER, R. KENTON DENNY, and TAYLOR POWERS ... Beginning Writer 610 Developing Writer 1114 Proficient Writer 1518 Developed by Heather Gaspard, Nora Miller, and Judy Burch, Audubon Elementary School, Baton ...
Http Dx Doi Org 10 1080 10459880009599793, Apr 2, 2010
Philip L. Gunter is department head and professor of. speciul educatiorr. Valdosta State Universi... more Philip L. Gunter is department head and professor of. speciul educatiorr. Valdosta State University, Vrrldostu, Georgia. R. Kenton Denny is an ussociutr professor of special education, Louisiana State University, Baton Rouge. Louisiana. Martha L. Venn is an ...
Focus on Exceptional Children, Oct 1, 1993
Of any group of students with defined disabilities, students with emotional and behavioral disord... more Of any group of students with defined disabilities, students with emotional and behavioral disorders (EBD) have one of the worst prognoses for successful academic achievement,
Behavioral Disorders, May 1, 2004
Journal of Applied Behavior Analysis, Jun 1, 1988
Group affection activities were used to increase the interaction of three autistic children with ... more Group affection activities were used to increase the interaction of three autistic children with their nonhandicapped peers in an integrated early childhood setting. Peer interaction increased during free play when the affection activities were conducted, but not when similar activities without the affection component were used. This interaction induded initiations by both the autistic and nonhandicapped children, with reciprocal interactions occurring more frequently with nonhandicapped peers who had participated in the affection activities. DESCRIPTORS: autistic children, mainstreaming, social interaction, social skills One distinguishing feature of autistic children is a marked deficit in relating appropriately to other people. Although their relationships with adults often improve, relationships with peers usually remain severely impaired (Rutter, 1978; Wing, 1976). Two types of behavioral procedures have been developed and refined during the past 20 years to promote autistic children's social development. One approach involves teaching specific social behaviors such as making eye contact, touching, or sharing (Lovaas, Freitas, Nelson, & Whalen, 1967; Tramontana & Stimbert, 1970). The other approach involves teaching peers to initiate interactions with This research was supported in part by Office of Special Education grants G008302259 and G008001607. The authors express appreciation to the students who served as observers; to the kindergarten teacher, Jana Whittle; to Judy Eastwood for assistance with the data analysis; to Richard Saudargas, Richard Shores, and James Fox for comments during the preparation of the manuscript; and to Wilma Davis for her technical assistance. Kelly Heckaman is now with the Lee County Board of Education in Fort Myers,
Journal of Child and Family Studies, Jun 1, 1996
Despite the federal mandate to identify and provide appropriate educational and related services ... more Despite the federal mandate to identify and provide appropriate educational and related services to children and youth with serious emotional disturbance (SED), the national profile portrays exceptionally low rates of identtfication; unacceptably low rates of school completion; high rates of placement in segregated environments; evidence that economic and demographic factors substantially affect identification, placement, and school completion; and a mixed, although mostly discouraging picture of outcomes after leaving the educational system. Recent national leadership, comprised of strategic planning, research, and demonstration initiatives has attained considerable momentum and is intended to improve outcomes for children with SED. Significant changes are anticipated as a result of the upcoming reauthorization of the statute governing special education and related services. These changes reflect a 20 year perspective regarding the benefits and shortcomings of current eligibility criteria and discretionary initiatives for improving outcomes fo? children with disabilities. The manner in which these changes may affect prospects for better serving children with SED is discussed.
Tarptautinis …, 2008
Background, purpose. Authors replicated and extended research on the relationship between formati... more Background, purpose. Authors replicated and extended research on the relationship between formative and summative reading assessment with a diverse student sample. Material and methods. Participants included all third-grade students (N = 84) in an urban K-5 elementary school in south Louisiana during the 2005-06 school year. Two types of measures were used to examine the relationship between progress monitoring and statewide assessments: (a) ORF benchmark probes from the DIBELS web-based system; and (b) the criterion-referenced reading portion of the third grade integrated Louisiana Educational Assessment Program (iLEAP)
Issues in Educational Placement
Behavioral Disorders
The impact of recent legislative changes to the Elementary and Secondary Education Act (No Child ... more The impact of recent legislative changes to the Elementary and Secondary Education Act (No Child Left Behind) and those proposed for the reauthorization of the Individuals with Disabilities Education Improvement Act (Senate Bill 1248) are discussed as they relate to academic instruction for students with emotional or behavioral disorders. The authors consider the definitions and impact of "highly qualified" teachers, scientifically based teaching practice, annual yearly progress, and access to the general education curriculum. They assert that (a) any impact on academic instruction will be largely indirect and (b) the current educational context presents a unique opportunity to develop more effective instruction in schools.
Behavioral Disorders
... EJ540927 - Research Issues and Needs Regarding Teacher Use of Classroom Management Strategies... more ... EJ540927 - Research Issues and Needs Regarding Teacher Use of Classroom Management Strategies. ... ERIC #: EJ540927. Title: Research Issues and Needs Regarding Teacher Use ofClassroom Management Strategies. Authors: Gunter, Philip L.; Denny, R. Kenton. ...
Behavioral Disorders
It has been proposed that academic materials presented to students with emotional and behavioral ... more It has been proposed that academic materials presented to students with emotional and behavioral disorders may serve in some situations as aversive stimuli that increase escape and/or avoidance responses. The results from two single subject studies using ABAB designs that were conducted to examine the effects of the difficulty level of academic tasks (i.e., easy versus difficult) on both the disruptive and on-task behaviors of students with severe behavior disorders are presented. Results indicated that difficult tasks were generally associated with lower percentages of time on-task and higher percentages of time engaged in disruptive behavior than were easy task conditions. Implications for teachers of students with severe behavioral disorders are discussed.
Behavioral Disorders
... Issues of measurements related to academic performance are reviewed, with the conclusion that... more ... Issues of measurements related to academic performance are reviewed, with the conclusion that the rate of academic responses provides the most desirable measure for research as well as for clinical application. (Author/CR). Abstractor: N/A. Reference Count: N/A. ...
Multicultural Perspectives
This article explores how love informed by thinking and feeling within the context of a unique an... more This article explores how love informed by thinking and feeling within the context of a unique and cutting edge study abroad professional development program in Concepción Chile for preservice teachers might serve as an antidote to the challenges that engaging in culturally relevant pedagogy (CRP) present. The article draws upon rich qualitative data, along with some descriptive statistical information, from a longitudinal study of this program to highlight the potential for a love-informed thinking-feeling pedagogy. Through sharing stakeholder participant data, the authors examine how the experience of being othered, particularly in a study abroad context, may provide an opportunity for preservice teachers to better understand students from diverse backgrounds and may offer lessons while doing this work that might be applied to a variety of contexts. The authors also provide a framework drawing upon the ideas that communication matters, challenging is important, intensive 360-degree processing and support facilitates growth, and service-learning teaches to chart out pathways for educators interested in change beyond study abroad programs. Correspondence should be sent to Kenneth J. Fasching-Varner, Louisiana State University, 217 Peabody Hall, Baton Rouge, LA 70803. E-mail: varner@lsu.edu
Behavioral Disorders
This manuscript presents a review of the growing body of research concerning the influence of neg... more This manuscript presents a review of the growing body of research concerning the influence of negative reinforcement on student and teacher behaviors. Negative reinforcement strengthens behaviors that result in escape from, or avoidance of, aversive stimuli. It is argued that negative reinforcement is a variable in the academic interactions of students with serious emotional disturbance and their teachers, Although both desired and undesired behaviors may be outcomes of negative reinforcement, because of the academic deficiencies of students with serious emotional disturbance and the instructional behaviors of their teachers, the escape and avoidance behaviors exhibited by these students more often may be undesired. The authors call for research to investigate sources of aversive stimuli within academic interactions between teachers and students with serious emotional disturbance as well as the potentially aversive stimuli present in academic activities. Implications for teaching pr...
Behavioral Disorders
The purpose of the present study was to determine whether the behavior of students with serious e... more The purpose of the present study was to determine whether the behavior of students with serious emotional disturbance differs from that of their nonhandicapped peers in integrated vocational classrooms and to determine whether teachers instruct students with serious emotional disturbance differently than they do students with no handicaps. Eleven pairs of students and their teachers were observed in a variety of vocational settings. Overall, the behavior of the two student groups did not differ significantly, nor did the behavior of teachers differ towards the students. The results are discussed in terms of integrating students with serious emotional disturbance into mainstream vocational education classes.
Journal of the Association for Persons with Severe Handicaps
Education and Treatment of Children, Oct 31, 1994
Preventing School Failure, 2003
Reading Psychology, 1999
... JANICE STUHLMANN, CATHY DANIEL, AMY DELLINGER, R. KENTON DENNY, and TAYLOR POWERS ... Beginni... more ... JANICE STUHLMANN, CATHY DANIEL, AMY DELLINGER, R. KENTON DENNY, and TAYLOR POWERS ... Beginning Writer 610 Developing Writer 1114 Proficient Writer 1518 Developed by Heather Gaspard, Nora Miller, and Judy Burch, Audubon Elementary School, Baton ...
Http Dx Doi Org 10 1080 10459880009599793, Apr 2, 2010
Philip L. Gunter is department head and professor of. speciul educatiorr. Valdosta State Universi... more Philip L. Gunter is department head and professor of. speciul educatiorr. Valdosta State University, Vrrldostu, Georgia. R. Kenton Denny is an ussociutr professor of special education, Louisiana State University, Baton Rouge. Louisiana. Martha L. Venn is an ...