Rhonda Black | University of Hawaii at Manoa (original) (raw)
Papers by Rhonda Black
Journal of Autism and Developmental Disorders
Indeed, individuals with WS appear to (a) be highly motivated to interact with others, (b) have a... more Indeed, individuals with WS appear to (a) be highly motivated to interact with others, (b) have a strong desire to make friends and to please others, (c) be too trusting of other people, and (d) have a pervasive and difficult-toinhibit desire to approach and engage known and unknown individuals (
Electronic Journal for Inclusive Education, Dec 9, 2017
Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific univ... more Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific university completed a survey regarding their confidence in teaching reading acquisition skills to early elementary (Kindergarten through third grade) struggling readers and readers in general. The 36-item survey included open-ended and forced choice Likert-type rating scale items. We examined participants' perceptions regarding their confidence in teaching reading and the degree to which numerous factors contributed to their levels of confidence. It appeared that this particular group of pre-service teachers was more confident in their ability to teach reading to all students, those who struggle and those who do not, than similar surveyed participants in the research literature.
Journal of Intellectual & Developmental Disability, Apr 23, 2023
Journal of Vocational Rehabilitation, 2005
Abstract. This article describes two recent innovations in small-N research design and illustrate... more Abstract. This article describes two recent innovations in small-N research design and illustrates how these novel designs apply to research in vocational rehabilitation. The first innovation, the range-bound changing criterion design, is nearly identical to the classic changing ...
Journal of Autism and Developmental Disorders, May 16, 2022
Indeed, individuals with WS appear to (a) be highly motivated to interact with others, (b) have a... more Indeed, individuals with WS appear to (a) be highly motivated to interact with others, (b) have a strong desire to make friends and to please others, (c) be too trusting of other people, and (d) have a pervasive and difficult-toinhibit desire to approach and engage known and unknown individuals (
Journal of the American Academy of Special Education Professionals, 2017
This qualitative case study explored how three expert secondary special education teachers in Haw... more This qualitative case study explored how three expert secondary special education teachers in Hawaii successfully negotiated their job demands. Purposeful sampling was used to select one secondary school on the Leeward coast of Oahu. We used reputational-case sampling to select participants that fit Dreyfus and Dreyfus' (1980) expert theoretical construct, and defined expert special education teachers as (a) licensed to teach special education in Hawaii, (b) taught special education in Hawaii for a minimum of 6 years, and (c) nominated by their principals and special education department chair as experts. Data were derived from semi-structured interviews, observations, and teacher-kept time journals and were analyzed through individual and crosscase analysis to uncover underlying themes. Findings from this qualitative study identified resources and supports, skills, behaviors, and dispositions that three expert special education coteachers used to effectively manage their multiple job demands such that they averted burnout and remained in the field. Major themes regarding what helped the participants juggle their job demands included relying on others for help; working beyond required work hours; multitasking; and having good classroom management skills, a positive attitude, and empathy. These results have implications for teacher education programs, administrators, and practitioners regarding the qualities of expert special educators, how to move from a novice to expert teacher, and providing role clarification.
Inclusion, 2021
This study used a community-based participatory research approach to examine what adults with int... more This study used a community-based participatory research approach to examine what adults with intellectual and developmental disabilities (IDD) view as important topics in sexuality education. A thematic analysis was conducted on questions written by adults with IDD regarding sexuality after attending a sexuality education group. Results were checked for accuracy using a community focus group. Findings provide direct implications for community-based sexuality education programs for adults with IDD, demonstrating the need for mentoring regarding authentic relationship experiences as well as developmentally appropriate sexual health information. Programs need to focus on helping adults with IDD navigate these interpersonal experiences. This study also demonstrates the importance of including the voices of adults with IDD in research in order to ensure its applicability and acceptability.
The Review of Disability Studies: An International Journal, 2014
Author: Leslie Walker-Hirsch Reviewer: Rhonda S. Black Publisher: Baltimore: Paul H. Brookes Pub... more Author: Leslie Walker-Hirsch Reviewer: Rhonda S. Black Publisher: Baltimore: Paul H. Brookes Publishing, 2007 Paper, ISBN: 978-155766714-4, 320 pages Cost: $29.95 USD Available from http://www.brookespublishing.com or www.amazon.com
The Review of Disability Studies: An International Journal, 2014
Authors: Elizabeth Evans Getzel & Paul Wehman Reviewer: Rhonda S. Black Publisher: Brookes, 2005.... more Authors: Elizabeth Evans Getzel & Paul Wehman Reviewer: Rhonda S. Black Publisher: Brookes, 2005. Paper, ISBN: 1-55766-742-X, 336 pages Cost: $34.95
The Review of Disability Studies: An International Journal, 2015
Author: Sandra L. Harris & Beth A. Glasberg Publisher: Woodbine House, 2003 Paper, ISBN: 1-890627... more Author: Sandra L. Harris & Beth A. Glasberg Publisher: Woodbine House, 2003 Paper, ISBN: 1-890627-29-1, 180 pp. Cost: $16.95 USD Reviewer: Rhonda S. Black
Electronic Journal for Inclusive Education, 2017
Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific univ... more Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific university completed a survey regarding their confidence in teaching reading acquisition skills to early elementary (Kindergarten through third grade) struggling readers and readers in general. The 36-item survey included open-ended and forced choice Likert-type rating scale items. We examined participants' perceptions regarding their confidence in teaching reading and the degree to which numerous factors contributed to their levels of confidence. It appeared that this particular group of pre-service teachers was more confident in their ability to teach reading to all students, those who struggle and those who do not, than similar surveyed participants in the research literature.
The Review of Disability Studies: An International Journal, 2014
Author: Martin Agran, Margaret King-Sears, Michael Wehmeyer, & Susan Copeland Reviewer: Rhonda S.... more Author: Martin Agran, Margaret King-Sears, Michael Wehmeyer, & Susan Copeland Reviewer: Rhonda S. Black Publisher: Paul H. Brookes Publishing, 2003 Paper, ISBN: 1-55766-621-0, 122 pp. Cost: $25.00 USD
The Review of Disability Studies: An International Journal, 2014
Author: Eliza Woloson Reviewer: Rhonda S. Black Illustrator: Bryan Gough. Publisher: Woodbine Ho... more Author: Eliza Woloson Reviewer: Rhonda S. Black Illustrator: Bryan Gough. Publisher: Woodbine House, 2003. Cloth, ISBN: 1-890627-50-X, 28 pp. Cost: $14.95 USD
Sexuality and Disability, 2020
Sexuality expression and experiences are an often-ignored component of health and wellbeing for a... more Sexuality expression and experiences are an often-ignored component of health and wellbeing for adults with intellectual disabilities (ID). Adults with ID have gaps in their sexuality education, and experience restrictions from parents and caregivers exploring their sexuality. However, parental control does not deter adults with ID from desiring sexual experiences, and instead often leads to secretive and potentially exploitative relationships. Although this pattern is clear, we lack an understanding of the impact of parental attitudes on sexuality education and expression for adults with ID. The current study examines parental experiences attending to sexuality education and sexuality expression for adults with ID compared to their typically developing adult siblings. A mixed methods design was used including an online survey with 50 parents nationwide, and follow-up phone/video conferencing interviews with a subset of 20 parents. Findings from this study indicate that parents are more engaged with adults with ID and struggle to determine the appropriate level of sexuality education they should be providing to individuals with ID. Findings add to our understanding of the important role of the parent, and provides insight into training to support parents as they navigate these experiences.
Inclusion, 2020
This article expands on 10 critical actions within the American Association on Intellectual and D... more This article expands on 10 critical actions within the American Association on Intellectual and Developmental Disabilities (AAIDD) and The Arc's 2018 joint position statement on the right of students with intellectual and developmental disabilities (IDD) to have a free and appropriate public education (FAPE): (a) zero reject; (b) nondiscriminatory and comprehensive eligibility evaluations and appropriate assessments; (c) high expectations and FAPE; (d) autonomy, self-determination, and decision-making supports; (e) inclusion and least restrictive environments (LRE); (f) safe and supportive education environments; (g) school choice; (h) family and student participation; (i) lifelong education, transition, and postsecondary education; and (j) system capacity development, funding, oversight, and accountability. Research findings documenting positive outcomes associated with implementing each area of action are described and relevant legal mandates and case law are discussed. Recomm...
Multiple Voices for Ethnically Diverse Exceptional Learners
Students with disabilities and culturally and linguistically diverse (CLD) students typically str... more Students with disabilities and culturally and linguistically diverse (CLD) students typically struggle more with writing than their nondisabled and English-proficient peers. Although the reasons are different, these students often face similar difficulties in writing. Self-regulated strategy development (SRSD) is an evidence-based practice for students with disabilities. In this study, SRSD was adapted to address postsecondary writing demands and to add culturally responsive and language development elements, resulting in culturally responsive and evidence-based approach to excellence (CREATE) in writing. A mixed methods design was used to investigate the effect of CREATE on 10 college students with disabilities, including five CLD, during a 2-week workshop. The outcomes indicated increases in writing quality and fluency, as well as participants' perceptions of their writing.
Children and Teenagers, 2019
While there is much research behind adolescent protagonists developing advocacy, activism, and ag... more While there is much research behind adolescent protagonists developing advocacy, activism, and agency in young adult literature in order to change the trajectory of their lives, fewer studies have examined adolescent protagonists with autism under similar circumstances. The image of the semi-comic, socially tragic autistic teenager is portrayed in the media more often than one who advocates for himself, takes action to be independent, and develops as an agent of change. This paper examines six award-winning young adult novels whose protagonists emerge as young people developing independence despite dealing with the challenges living with autism brings. How they exert this autonomy helps illustrate the multitude of ways in which teens handle frustration, challenges, and helplessness while managing a disability. Readers not only engage with teenagers facing obstacles, but also have the opportunity to develop a better understanding of their peers, a deeper sense of empathy, and empower...
Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific univ... more Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific university completed a survey regarding their confidence in teaching reading acquisition skills to early elementary (Kindergarten through third grade) struggling readers and readers in general. The 36-item survey included open-ended and forced choice Likert-type rating scale items. We examined participants’ perceptions regarding their confidence in teaching reading and the degree to which numerous factors contributed to their levels of confidence. It appeared that this particular group of pre-service teachers was more confident in their ability to teach reading to all students, those who struggle and those who do not, than similar surveyed participants in the research literature
Journal of Autism and Developmental Disorders
Indeed, individuals with WS appear to (a) be highly motivated to interact with others, (b) have a... more Indeed, individuals with WS appear to (a) be highly motivated to interact with others, (b) have a strong desire to make friends and to please others, (c) be too trusting of other people, and (d) have a pervasive and difficult-toinhibit desire to approach and engage known and unknown individuals (
Electronic Journal for Inclusive Education, Dec 9, 2017
Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific univ... more Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific university completed a survey regarding their confidence in teaching reading acquisition skills to early elementary (Kindergarten through third grade) struggling readers and readers in general. The 36-item survey included open-ended and forced choice Likert-type rating scale items. We examined participants' perceptions regarding their confidence in teaching reading and the degree to which numerous factors contributed to their levels of confidence. It appeared that this particular group of pre-service teachers was more confident in their ability to teach reading to all students, those who struggle and those who do not, than similar surveyed participants in the research literature.
Journal of Intellectual & Developmental Disability, Apr 23, 2023
Journal of Vocational Rehabilitation, 2005
Abstract. This article describes two recent innovations in small-N research design and illustrate... more Abstract. This article describes two recent innovations in small-N research design and illustrates how these novel designs apply to research in vocational rehabilitation. The first innovation, the range-bound changing criterion design, is nearly identical to the classic changing ...
Journal of Autism and Developmental Disorders, May 16, 2022
Indeed, individuals with WS appear to (a) be highly motivated to interact with others, (b) have a... more Indeed, individuals with WS appear to (a) be highly motivated to interact with others, (b) have a strong desire to make friends and to please others, (c) be too trusting of other people, and (d) have a pervasive and difficult-toinhibit desire to approach and engage known and unknown individuals (
Journal of the American Academy of Special Education Professionals, 2017
This qualitative case study explored how three expert secondary special education teachers in Haw... more This qualitative case study explored how three expert secondary special education teachers in Hawaii successfully negotiated their job demands. Purposeful sampling was used to select one secondary school on the Leeward coast of Oahu. We used reputational-case sampling to select participants that fit Dreyfus and Dreyfus' (1980) expert theoretical construct, and defined expert special education teachers as (a) licensed to teach special education in Hawaii, (b) taught special education in Hawaii for a minimum of 6 years, and (c) nominated by their principals and special education department chair as experts. Data were derived from semi-structured interviews, observations, and teacher-kept time journals and were analyzed through individual and crosscase analysis to uncover underlying themes. Findings from this qualitative study identified resources and supports, skills, behaviors, and dispositions that three expert special education coteachers used to effectively manage their multiple job demands such that they averted burnout and remained in the field. Major themes regarding what helped the participants juggle their job demands included relying on others for help; working beyond required work hours; multitasking; and having good classroom management skills, a positive attitude, and empathy. These results have implications for teacher education programs, administrators, and practitioners regarding the qualities of expert special educators, how to move from a novice to expert teacher, and providing role clarification.
Inclusion, 2021
This study used a community-based participatory research approach to examine what adults with int... more This study used a community-based participatory research approach to examine what adults with intellectual and developmental disabilities (IDD) view as important topics in sexuality education. A thematic analysis was conducted on questions written by adults with IDD regarding sexuality after attending a sexuality education group. Results were checked for accuracy using a community focus group. Findings provide direct implications for community-based sexuality education programs for adults with IDD, demonstrating the need for mentoring regarding authentic relationship experiences as well as developmentally appropriate sexual health information. Programs need to focus on helping adults with IDD navigate these interpersonal experiences. This study also demonstrates the importance of including the voices of adults with IDD in research in order to ensure its applicability and acceptability.
The Review of Disability Studies: An International Journal, 2014
Author: Leslie Walker-Hirsch Reviewer: Rhonda S. Black Publisher: Baltimore: Paul H. Brookes Pub... more Author: Leslie Walker-Hirsch Reviewer: Rhonda S. Black Publisher: Baltimore: Paul H. Brookes Publishing, 2007 Paper, ISBN: 978-155766714-4, 320 pages Cost: $29.95 USD Available from http://www.brookespublishing.com or www.amazon.com
The Review of Disability Studies: An International Journal, 2014
Authors: Elizabeth Evans Getzel & Paul Wehman Reviewer: Rhonda S. Black Publisher: Brookes, 2005.... more Authors: Elizabeth Evans Getzel & Paul Wehman Reviewer: Rhonda S. Black Publisher: Brookes, 2005. Paper, ISBN: 1-55766-742-X, 336 pages Cost: $34.95
The Review of Disability Studies: An International Journal, 2015
Author: Sandra L. Harris & Beth A. Glasberg Publisher: Woodbine House, 2003 Paper, ISBN: 1-890627... more Author: Sandra L. Harris & Beth A. Glasberg Publisher: Woodbine House, 2003 Paper, ISBN: 1-890627-29-1, 180 pp. Cost: $16.95 USD Reviewer: Rhonda S. Black
Electronic Journal for Inclusive Education, 2017
Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific univ... more Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific university completed a survey regarding their confidence in teaching reading acquisition skills to early elementary (Kindergarten through third grade) struggling readers and readers in general. The 36-item survey included open-ended and forced choice Likert-type rating scale items. We examined participants' perceptions regarding their confidence in teaching reading and the degree to which numerous factors contributed to their levels of confidence. It appeared that this particular group of pre-service teachers was more confident in their ability to teach reading to all students, those who struggle and those who do not, than similar surveyed participants in the research literature.
The Review of Disability Studies: An International Journal, 2014
Author: Martin Agran, Margaret King-Sears, Michael Wehmeyer, & Susan Copeland Reviewer: Rhonda S.... more Author: Martin Agran, Margaret King-Sears, Michael Wehmeyer, & Susan Copeland Reviewer: Rhonda S. Black Publisher: Paul H. Brookes Publishing, 2003 Paper, ISBN: 1-55766-621-0, 122 pp. Cost: $25.00 USD
The Review of Disability Studies: An International Journal, 2014
Author: Eliza Woloson Reviewer: Rhonda S. Black Illustrator: Bryan Gough. Publisher: Woodbine Ho... more Author: Eliza Woloson Reviewer: Rhonda S. Black Illustrator: Bryan Gough. Publisher: Woodbine House, 2003. Cloth, ISBN: 1-890627-50-X, 28 pp. Cost: $14.95 USD
Sexuality and Disability, 2020
Sexuality expression and experiences are an often-ignored component of health and wellbeing for a... more Sexuality expression and experiences are an often-ignored component of health and wellbeing for adults with intellectual disabilities (ID). Adults with ID have gaps in their sexuality education, and experience restrictions from parents and caregivers exploring their sexuality. However, parental control does not deter adults with ID from desiring sexual experiences, and instead often leads to secretive and potentially exploitative relationships. Although this pattern is clear, we lack an understanding of the impact of parental attitudes on sexuality education and expression for adults with ID. The current study examines parental experiences attending to sexuality education and sexuality expression for adults with ID compared to their typically developing adult siblings. A mixed methods design was used including an online survey with 50 parents nationwide, and follow-up phone/video conferencing interviews with a subset of 20 parents. Findings from this study indicate that parents are more engaged with adults with ID and struggle to determine the appropriate level of sexuality education they should be providing to individuals with ID. Findings add to our understanding of the important role of the parent, and provides insight into training to support parents as they navigate these experiences.
Inclusion, 2020
This article expands on 10 critical actions within the American Association on Intellectual and D... more This article expands on 10 critical actions within the American Association on Intellectual and Developmental Disabilities (AAIDD) and The Arc's 2018 joint position statement on the right of students with intellectual and developmental disabilities (IDD) to have a free and appropriate public education (FAPE): (a) zero reject; (b) nondiscriminatory and comprehensive eligibility evaluations and appropriate assessments; (c) high expectations and FAPE; (d) autonomy, self-determination, and decision-making supports; (e) inclusion and least restrictive environments (LRE); (f) safe and supportive education environments; (g) school choice; (h) family and student participation; (i) lifelong education, transition, and postsecondary education; and (j) system capacity development, funding, oversight, and accountability. Research findings documenting positive outcomes associated with implementing each area of action are described and relevant legal mandates and case law are discussed. Recomm...
Multiple Voices for Ethnically Diverse Exceptional Learners
Students with disabilities and culturally and linguistically diverse (CLD) students typically str... more Students with disabilities and culturally and linguistically diverse (CLD) students typically struggle more with writing than their nondisabled and English-proficient peers. Although the reasons are different, these students often face similar difficulties in writing. Self-regulated strategy development (SRSD) is an evidence-based practice for students with disabilities. In this study, SRSD was adapted to address postsecondary writing demands and to add culturally responsive and language development elements, resulting in culturally responsive and evidence-based approach to excellence (CREATE) in writing. A mixed methods design was used to investigate the effect of CREATE on 10 college students with disabilities, including five CLD, during a 2-week workshop. The outcomes indicated increases in writing quality and fluency, as well as participants' perceptions of their writing.
Children and Teenagers, 2019
While there is much research behind adolescent protagonists developing advocacy, activism, and ag... more While there is much research behind adolescent protagonists developing advocacy, activism, and agency in young adult literature in order to change the trajectory of their lives, fewer studies have examined adolescent protagonists with autism under similar circumstances. The image of the semi-comic, socially tragic autistic teenager is portrayed in the media more often than one who advocates for himself, takes action to be independent, and develops as an agent of change. This paper examines six award-winning young adult novels whose protagonists emerge as young people developing independence despite dealing with the challenges living with autism brings. How they exert this autonomy helps illustrate the multitude of ways in which teens handle frustration, challenges, and helplessness while managing a disability. Readers not only engage with teenagers facing obstacles, but also have the opportunity to develop a better understanding of their peers, a deeper sense of empathy, and empower...
Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific univ... more Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific university completed a survey regarding their confidence in teaching reading acquisition skills to early elementary (Kindergarten through third grade) struggling readers and readers in general. The 36-item survey included open-ended and forced choice Likert-type rating scale items. We examined participants’ perceptions regarding their confidence in teaching reading and the degree to which numerous factors contributed to their levels of confidence. It appeared that this particular group of pre-service teachers was more confident in their ability to teach reading to all students, those who struggle and those who do not, than similar surveyed participants in the research literature
This Essential Tool is designed for teachers, counselors, transition specialists, and other perso... more This Essential Tool is designed for teachers, counselors, transition specialists, and other personnel involved in transition planning and services for culturally and linguistically diverse (CLD) youth with disabilities. It summarizes current research about transition-to-adulthood issues for this population and seeks to answer the following key questions: What cultural and other strengths might CLD youth with disabilities and their families have that can enhance transition? What are common obstacles to successful transitions for CLD youth with disabilities? How can transition personnel use this knowledge to more effectively support CLD youth with disabilities to achieve their desired outcomes after high school?