{"id":12142,"date":"2020-12-02T10:27:38","date_gmt":"2020-12-02T15:27:38","guid":{"rendered":"https:\/\/www.monmouth.edu\/school-of-education\/?page_id=12142"},"modified":"2020-12-11T08:15:09","modified_gmt":"2020-12-11T13:15:09","slug":"proposed","status":"publish","type":"page","link":"https:\/\/www.monmouth.edu\/school-of-education\/scholarship-exhibition-2020\/proposed\/","title":{"rendered":"Proposed Research"},"content":{"rendered":"
\n

Exhibition Gallery Category:
\nProposed Research<\/h1>\n<\/div>\n
\nThis includes research that has not entered data collection, however uses the research process for problem identification, research question formation, and a plan for conducting research. Posters should walk through the planning phase of research and likely include background, purpose and methods sections, though no specific format is required.<\/p>\n

Directions: Please fully download each poster presentation so you can view and hear the entire presentation.<\/em>\n<\/div>\n

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Token Economies for Students with Autism<\/h3>\n

Gillian Bazel<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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Assistive Technologies for Elementary Students with Hearing Impairments<\/h3>\n

Emily Berger<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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Remind 101 Proposal Project<\/h3>\n

Dana Brahamsha and Lauren Karabin<\/strong><\/p>\n

Undergraduate Students<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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Investigation of the Contribution Parent Involvement has on a Student with Autism Spectrum Disorder<\/h3>\n

Ryann Campbell<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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Exploration Opportunities After High School<\/h3>\n

Kelly Cheverino, Will Nicholson, and Becky Reverson<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n<\/div>\n
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The Impacts of Inclusion for Students with Autism in Elementary Education<\/h3>\n

Erica Dalm<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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<\/p>\n

Increasing English-Language Arts Scores<\/h3>\n

Tara Davis-Scholle<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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Culturally and Linguistically Diverse Learners: Implementing Social and Emotional Learning Strategies<\/h3>\n

Stefania DeSouza Favareto<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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The Benefits of Two Co-Teaching Models: Team Teaching & One Teach-One Assist<\/h3>\n

Janet Downing<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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Phonemic Awareness Instruction for High-Risk Preschool Children<\/h3>\n

Bentley Drezner<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n<\/div>\n
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Prioritizing the Needs of English Language Learners: Implications for US Education<\/h3>\n

Akene Dunkley<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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Video Modeling in Inclusion Classrooms: Assisting Learners with Autism Spectrum Disorder<\/h3>\n

Brittany Emont<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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Emotional Needs Support Group for Middle School Siblings of Children with Disabilities<\/h3>\n

Lydia Erakare, Dana Delfino and Gabriella Cannon<\/strong><\/p>\n

Graduate Students<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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Using Telehealth to Teach Parents Effective ABA Strategies to Decrease Their Child’s Challenging Behaviors<\/h3>\n

Shannon Evans<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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The Impact of Social Skills Training on Individuals with Autism Spectrum Disorder<\/h3>\n

Samantha Evans<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n<\/div>\n
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How Conversations About Race & Racism In A Group Setting May Increase Peer Bonding & Self-Worth<\/h3>\n

Matthew Fletcher, Eric Diaz and Abigail Rios<\/strong><\/p>\n

Graduate Students<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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The Effects of Self-Management Training on Individuals with Autism<\/h3>\n

Jolene Fray<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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The Effects of Stress in School Transitioning Amongst Middle Schoolers<\/h3>\n

Nicole Gallagher, Gabrielle Ojeda and Danielle Pearce<\/strong><\/p>\n

Graduate Students<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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Students of Color in College Counseling Groups<\/h3>\n

Romina Generali, Karen Grygiel, & Harry Termyna<\/strong><\/p>\n

Graduate Students<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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A Pathway to Success: Factors That Impact the Academic Achievement of Students with Disabilities in Inclusive Classrooms<\/h3>\n

Patricia Gresco<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n<\/div>\n
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<\/p>\n

The Positive Impact of Technology<\/h3>\n

Mary Healy<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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<\/p>\n

The Effects of Story Maps to Support Reading Comprehension for Students with Autism Spectrum Disorder<\/h3>\n

Juliana Illiano<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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<\/p>\n

Effective Interventions for Students with Emotional Disturbance (ED)<\/h3>\n

Maribeth Jarvis<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n
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Home-School Connections to Reduce Absences for Students with Disabilities<\/h3>\n

Allison Jones-McCann<\/strong><\/p>\n

Graduate Student<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n
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<\/p>\n

Effects of Counseling on First Year First-Generation College Students<\/h3>\n

Melani Kovacs and Alyssa Rupnarain<\/strong><\/p>\n

Graduate Students<\/p>\n

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\"Screenshot<\/div><\/a>\n<\/div>\n<\/div>\n
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<\/p>\n

Flexible Seating Effects on Students with ADHD in Elementary Education<\/h3>\n

Arianna M. Labetti<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n
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<\/p>\n

Effects of Augmentative and Alternative Communication Devices (AAC)<\/h3>\n

Cara Moserowitz<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n
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<\/p>\n

Using Art to Support Communication of Children with Special Needs – Providing the Link<\/h3>\n

Sofia Mencarini<\/strong><\/p>\n

Undergraduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n
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<\/p>\n

Using Mindfullness-Based Small Counseling Groups to Address Social Anxiety<\/h3>\n

Samantha Mottola, Lindsey O’Brien and Amy Scarpulla<\/strong><\/p>\n

Graduate Students<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n
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<\/p>\n

Best Practices for In-Service Teacher Education Professional Development<\/h3>\n

Berta Pangonyte<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n<\/div>\n
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<\/p>\n

Understanding and Accommodating for Learners with Attention Deficity Hyperactvity Disorder<\/h3>\n

Angelica Pellone<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n
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<\/p>\n

Asbury Park\u2019s Gentrification and Proposed Research into Changes in Early Childhood Education<\/h3>\n

Laura Elizabeth Petillo<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n
\n
<\/p>\n

The Impact of Reward Systems on Students with Autism Spectrum Disorder (ASD)<\/h3>\n

Jessica Phillips<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n
\n
<\/p>\n

What are Effective Outcomes of Co-teaching within the Inclusive Classroom?<\/h3>\n

Danielle Riley<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n
\n
<\/p>\n

Effectiveness of Assistive Technology for Students with Physical and Communication Disabilities<\/h3>\n

Julia Shaffer<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n<\/div>\n
\n
\n
<\/p>\n

Reading Comprehension: Three Strategies<\/h3>\n

Maureen Spitz<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n
\n
<\/p>\n

Evaluating the Effectiveness of Interventions for Students with Attention Deficit Hyperactivity Disorder (ADHD)<\/h3>\n

Brianna Thorn<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n
\n
<\/p>\n

The Impact of Reward Systems on Students with Autism Spectrum Disorder (ASD)<\/h3>\n

Nicholas Timoniere<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n
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<\/p>\n

Connecting All Students in the Classroom<\/h3>\n

Mikayla Tranberg<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n
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<\/p>\n

Effectiveness of Assistive Technology for Students with Physical and Communication Disabilities<\/h3>\n

Sunnie Vitale<\/strong><\/p>\n

Graduate Student<\/p>\n

\n<\/div>

\"Screenshot<\/div><\/a>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Exhibition Gallery Category: Proposed Research This includes research that has not entered data collection, however uses the research process for problem identification, research question formation, and a plan for conducting research. Posters should walk through the planning phase of research and likely include background, purpose and methods sections, though no specific format is required. Directions: […]<\/p>\n","protected":false},"author":19,"featured_media":0,"parent":5591,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-noheaderimage.php","meta":{"_mu_eop_enabled":false,"_mu_eop_name":"","_mu_eop_name_override":false,"_mu_eop_description":"","_mu_eop_description_override":false,"_mu_eop_url":"","_mu_eop_url_override":false,"_mu_eop_program_type":"","_mu_eop_educational_credential":"","_mu_eop_time_to_complete":"","_mu_eop_number_of_credits":"","_mu_eop_occupational_category":"","_mu_eop_occupational_category_code":"","_mu_eop_program_prerequisites":"","_mu_eop_application_deadline":"","_mu_eop_application_start_date":"","_mu_eop_start_date":"","_mu_eop_end_date":"","_mu_eop_day_of_week":"","_mu_eop_time_of_day":"","_mu_eop_educational_program_mode":"","_mu_eop_financial_aid_eligible":"","_mu_eop_maximum_enrollment":"","_mu_eop_offers_price":"","_mu_eop_offers_currency":"USD","_mu_eop_offers_price_per":"","_mu_eop_offers_preset":"","_mu_eop_salary_upon_completion":"","_mu_eop_training_salary":"","_mu_eop_recognized_by_name":"","_mu_eop_recognized_by_url":"","_mu_eop_concentrations":"","_mu_eop_identifier_cip":"","_mu_eop_provider_name":"","_mu_eop_provider_name_override":false,"_mu_eop_provider_url":"","_mu_eop_provider_address":"","_mu_eop_provider_city":"","_mu_eop_provider_state":"","_mu_eop_provider_zip":"","_mu_eop_provider_country":"","footnotes":""},"class_list":["post-12142","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.monmouth.edu\/school-of-education\/wp-json\/wp\/v2\/pages\/12142","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.monmouth.edu\/school-of-education\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.monmouth.edu\/school-of-education\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.monmouth.edu\/school-of-education\/wp-json\/wp\/v2\/users\/19"}],"replies":[{"embeddable":true,"href":"https:\/\/www.monmouth.edu\/school-of-education\/wp-json\/wp\/v2\/comments?post=12142"}],"version-history":[{"count":76,"href":"https:\/\/www.monmouth.edu\/school-of-education\/wp-json\/wp\/v2\/pages\/12142\/revisions"}],"predecessor-version":[{"id":13261,"href":"https:\/\/www.monmouth.edu\/school-of-education\/wp-json\/wp\/v2\/pages\/12142\/revisions\/13261"}],"up":[{"embeddable":true,"href":"https:\/\/www.monmouth.edu\/school-of-education\/wp-json\/wp\/v2\/pages\/5591"}],"wp:attachment":[{"href":"https:\/\/www.monmouth.edu\/school-of-education\/wp-json\/wp\/v2\/media?parent=12142"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}