Date of Graduation

5-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Curriculum and Instruction (PhD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Dennis Beck

Committee Member

Suzanne Kucharczyk

Second Committee Member

Jason Endacott

Keywords

Autism; Rogers theory; Special Education; Transition; Video modeling; Vocational

Abstract

This qualitative study investigates the knowledge, perceptions, and adoption factors of special education teachers and support specialists regarding video modeling (VM) as a vocational intervention for high school students with autism spectrum disorder (ASD). Grounded in Rogers' theory of innovation diffusion, the research explores their understanding of VM, its perceived effectiveness, and the factors influencing its adoption or rejection.This qualitative study investigates special education teachers' knowledge, perceptions, and adoption factors related to Video Modeling (VM) as a vocational intervention for high school students with autism spectrum disorder (ASD). Grounded in Rogers' theory of innovation diffusion, the research explores teachers' understanding of VM, its perceived effectiveness, and the factors influencing its adoption or rejection. Perspectives from transition consultants enhance the study by providing insights into the general proficiency, usage patterns, and training needs of special education teachers and support specialists regarding VM. Perspectives from transition consultants enrich the study, offering insights into teachers' VM proficiency, usage patterns, and training needs. Key findings highlight challenges in VM adoption despite reported proficiency, emphasizing disparities in usage, limited preparedness, and personal teaching approaches. Consultants advocate targeted training to address usage discrepancies and common challenges such as time constraints and inadequate administrative support. Both Special education teachers, support teachersspecialists and consultants recognize VM's effectiveness for vocational training in students with ASD, emphasizing improved social and independent functioning. However, barriers such as time constraints, technical challenges, and personal philosophies influence adoption decisions. The study's findings hold significance for educators, administrators, policymakers, and researchers, offering actionable insights to facilitate VM integration in special education settings. Recommendations include informed decision-making, tailored professional development strategies, administrative support, technology integration, advancements in inclusive education, and a foundation for future research in special education and vocational interventions for students with ASD. Overall, the study contributes to enhancing vocational training practices and promoting inclusive education for students with diverse learning needsASD.

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