Where Do They Come From and How Can We Find More? Recruiting Teacher Candidates During Lean Times.

Teacher preparation programs are facing an alarming drop in enrollments around the country. Our university, The State University of New York at Albany, has not been exempted from decreased enrollments. Low enrollments have led us to initiate direct attempts to recruit quality applicants to our master’s programs. As part of our overall recruiting plan, we created a survey of our applicants to determine how they discovered our programs and why they want to attend our programs so that we can better utilize our limited advertising resources. Survey results and implications for recruiting teacher candidates are discussed

Using Social StoriesTM on the iPad to improve classroom behavior for students with Autism Spectrum Disorder: A pilot study

Reviews of the literature have confirmed that Social StoriesTM can be an effective intervention for individuals with ASD. Recently, researchers have begun to investigate the presentation of Social StoriesTM using technology, with results suggesting that Social StoriesTM presented through technology are a promising avenue for practice and research. In this study, a multiple baseline across participants design was used with four male 7-9 year old students with ASD to determine whether an iPad- based Social StoryTM would decrease the number of teacher redirects required by the participants in order to attend to a group lesson. Effect sizes were calculated using PND, PEM, and Tau-U. Results of these analyses generally indicated that overall that the intervention was effective, with the exception of PND for three participants; all other effect sizes indicate an effective or very effective treatment for all participants. Results indicate that iPad-based Social StoriesTM can help decreasing the number of redirects required for students with ASD to attend to a group lesson

THE EFFECTS OF EXPLICIT INSTRUCTION ON THE WRITING ABILITY OF A STUDENT WITH NOONAN SYNDROME

Scruggs, Mastropieri, and Casto (1987) . Post intervention improvements in sentence quality and sentence structure were noted. Implications and recommendations for future research and practice are provided