Papers by Carmen Hall
Exceptionality Education International, 2018
Two preliminary pilot phases of a peer-mediated social skills program—Stay, Play, and Talk—within... more Two preliminary pilot phases of a peer-mediated social skills program—Stay, Play, and Talk—within inclusive early years settings in Ontario, Canada, investigated changes in observed social interactions and perceived social skills. In Phase 1, a single-subject AB design demonstrated increases in total social interaction units for two of three kindergarten participants during structured activities, and pre- and post-intervention educator ratings demonstrated small social skill increases with peers for all three participants. In Phase 2, pre- and post-intervention educator ratings for nine participants in a group design demonstrated increases in play interaction and disruption and decreases in play disconnection, with a large effect size for increases in play interaction. Findings suggest that program participation within structured settings may support social skills gains for children with social communication difficulties.
DADD Online, Dec 16, 2014
Utilizing iPads for students with ASD is a growing trend in educational settings;
however, resea... more Utilizing iPads for students with ASD is a growing trend in educational settings;
however, research to support the use of this technology is in its infancy. This study examined the
use of an electronic photographic scheduler for a 9-year-old girl for transitions across the
school day in an inclusive school setting. An ABAB design examined the implementation of the
app Routinely onto an iPad to visually represent an electronic schedule. Results demonstrated a
decrease in both latency for transitions and type and number of prompts in order to make
transitions throughout the study. A reversal was not seen in latency or prompt usage. The study
illustrates initial results to support the use of the iPad for use of visual schedules with students
with ASD. Limitations and suggestions for future research are discussed
Social responsibility and personal independence are educational priorities for children with Auti... more Social responsibility and personal independence are educational priorities for children with Autism Spectrum Disorder (ASD). As such, social skills training has been a growing trend in educational settings, as students with ASD have marked social skill impairments and often require direct teaching of socially appropriate behaviour. The development of social literacy is essential to growth and development, which leads to student learning and achievement. This paper highlights the importance of social literacy and examines various assessment tools that can be used with students with social challenges. Included are strategies, resources, and examples that can be used to support social literacy development.
Applied undergraduate degrees have become regular offerings at community colleges across Ontario,... more Applied undergraduate degrees have become regular offerings at community colleges across Ontario, including the Bachelor of Applied Arts in Early Childhood Leadership and the Autism and Behavioural Science Graduate Certificate at Fanshawe College, both of which include coursework related to applied research. In collaboration with community agencies, this research project provided college students with practical experience in various components of research methodology, and explored their experiences in conducting research through the implementation of a peer-mediated social skills program with preschool-aged children with Autism Spectrum Disorders.
Thesis Chapters by Carmen Hall
Anxiety impacts the quality of life and future success of adolescents with Asperger’s Disorder. T... more Anxiety impacts the quality of life and future success of adolescents with Asperger’s Disorder. This study was aimed at understanding the impact of a Cognitive Behaviour Therapy (CBT) intervention in reducing anxiety while increasing Theory of Mind (ToM) skills in adolescents with Asperger’s Disorder. Three male participants, aged 13 to 16, took part in counselling sessions. The intervention consisted of eight, one-hour, individualized sessions that focused on cognitive and behavioural strategies, ToM teaching, and social skill instruction. Results showed multiple trends in anxiety reduction, with significant decreases in both panic disorder as noted in participants’ self-reports and in generalized anxiety as noted in parents’ reports of their children’s anxiety. Data demonstrated changes in anxiety, which varied according to the participant’s motivation to change, participation in sessions, and application of strategies outside the counselling sessions. Data from the ToM measures was insufficient to determine if ToM change occurred. Results indicated preliminary support for the CBT intervention in decreasing anxiety in adolescents with Asperger’s Disorder.
Academic Papers by Carmen Hall
Exceptionality Education International, May 29, 2015
This research provides preliminary results of an exploratory case study conducted of the Camps on... more This research provides preliminary results of an exploratory case study conducted of the Camps on TRACKS program in an inclusive, municipal day-camp program in southwestern Ontario, Canada. Positive changes are demonstrated in the social skills of nine day campers with an autism spectrum disorder (ASD) who participated in the program. In this model of social inclusion, all campers were taught skills to interact with peers with exceptionalities through a peer-mediated model. Social skills change was measured using direct observation and counsellor questionnaires. Primary findings included an overall increase in social skills in campers with an ASD, and an inverse relationship between adult and peer interactions. Camps on TRACKS is a promising model for supporting the social skills development of campers with an ASD in inclusive settings.
This column provides practical suggestions to help guide teachers in utilizing classroom sets of ... more This column provides practical suggestions to help guide teachers in utilizing classroom sets of iPads. Following a brief
introduction to tablet technology in inclusive classrooms and the origin of these recommendations from a case study focus
group, important elements of setting up classroom iPad use, from finding funding to teaching apps, are explained in practical terms.
Canadian Children, Dec 19, 2014
This paper describes a small-scale, single-region research
project to investigate early childhoo... more This paper describes a small-scale, single-region research
project to investigate early childhood educator (ECE) students’
understanding of special education in the kindergarten context
that has been in place in Ontario schools since 2010. The perceived
preparedness of five ECE students on placement in kindergarten
classrooms was evaluated through pre- and poststudy
questionnaires and through interviews with five Ontario-certified
teachers teaching early learners and experienced with mentoring
ECE students. Results demonstrated that ECE students’ selfratings
of combined knowledge, exposure, and experience with
school-based special education did not significantly change, and
these student rankings fell in the very low to moderate ratings
overall (i.e., scores of 1 to 2 on a 5-point scale). Comments from
the Ontario-certified teachers emerged in three main themes,
including (1) strong foundations (i.e., skills and knowledge); (2)
education for all (e.g., students who may not yet be formally
identified); and, (3) universal frameworks (i.e., for all students
with diverse needs). Suggestions for ECE preparedness and
ECE curriculum changes are included.
Uploads
Papers by Carmen Hall
however, research to support the use of this technology is in its infancy. This study examined the
use of an electronic photographic scheduler for a 9-year-old girl for transitions across the
school day in an inclusive school setting. An ABAB design examined the implementation of the
app Routinely onto an iPad to visually represent an electronic schedule. Results demonstrated a
decrease in both latency for transitions and type and number of prompts in order to make
transitions throughout the study. A reversal was not seen in latency or prompt usage. The study
illustrates initial results to support the use of the iPad for use of visual schedules with students
with ASD. Limitations and suggestions for future research are discussed
Thesis Chapters by Carmen Hall
Academic Papers by Carmen Hall
introduction to tablet technology in inclusive classrooms and the origin of these recommendations from a case study focus
group, important elements of setting up classroom iPad use, from finding funding to teaching apps, are explained in practical terms.
project to investigate early childhood educator (ECE) students’
understanding of special education in the kindergarten context
that has been in place in Ontario schools since 2010. The perceived
preparedness of five ECE students on placement in kindergarten
classrooms was evaluated through pre- and poststudy
questionnaires and through interviews with five Ontario-certified
teachers teaching early learners and experienced with mentoring
ECE students. Results demonstrated that ECE students’ selfratings
of combined knowledge, exposure, and experience with
school-based special education did not significantly change, and
these student rankings fell in the very low to moderate ratings
overall (i.e., scores of 1 to 2 on a 5-point scale). Comments from
the Ontario-certified teachers emerged in three main themes,
including (1) strong foundations (i.e., skills and knowledge); (2)
education for all (e.g., students who may not yet be formally
identified); and, (3) universal frameworks (i.e., for all students
with diverse needs). Suggestions for ECE preparedness and
ECE curriculum changes are included.
however, research to support the use of this technology is in its infancy. This study examined the
use of an electronic photographic scheduler for a 9-year-old girl for transitions across the
school day in an inclusive school setting. An ABAB design examined the implementation of the
app Routinely onto an iPad to visually represent an electronic schedule. Results demonstrated a
decrease in both latency for transitions and type and number of prompts in order to make
transitions throughout the study. A reversal was not seen in latency or prompt usage. The study
illustrates initial results to support the use of the iPad for use of visual schedules with students
with ASD. Limitations and suggestions for future research are discussed
introduction to tablet technology in inclusive classrooms and the origin of these recommendations from a case study focus
group, important elements of setting up classroom iPad use, from finding funding to teaching apps, are explained in practical terms.
project to investigate early childhood educator (ECE) students’
understanding of special education in the kindergarten context
that has been in place in Ontario schools since 2010. The perceived
preparedness of five ECE students on placement in kindergarten
classrooms was evaluated through pre- and poststudy
questionnaires and through interviews with five Ontario-certified
teachers teaching early learners and experienced with mentoring
ECE students. Results demonstrated that ECE students’ selfratings
of combined knowledge, exposure, and experience with
school-based special education did not significantly change, and
these student rankings fell in the very low to moderate ratings
overall (i.e., scores of 1 to 2 on a 5-point scale). Comments from
the Ontario-certified teachers emerged in three main themes,
including (1) strong foundations (i.e., skills and knowledge); (2)
education for all (e.g., students who may not yet be formally
identified); and, (3) universal frameworks (i.e., for all students
with diverse needs). Suggestions for ECE preparedness and
ECE curriculum changes are included.