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035 a| (Sirsi) o869897682;

035 a| (OCoLC)869897682;

049 a| EREE;

100 1 a| Robertson, Brittanye| author.=| ^A1190726;

245 10 a| Exploring the use and implementation of the CATT Intervention System /c| by Brittany Robertson.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2013.;

300 a| 120 pages :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 2.98Mb2| rda;

490 1 a| ECU College of Allied Health Sciences thesis;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.S.c| East Carolina Universityd| 2013.;

500 a| Presented to the faculty of the Department of Occupational Therapy.;

500 a| Advisor: Denise Donica.;

500 a| Title from PDF t.p. (viewed February 05, 2014).;

520 3 a| The aim of this thesis was to determine if the CATT Intervention System was effective in enhancing the skills of one student to prevent referral to special education and overcome learning barriers related to reading. A case study was compiled with data from three separate measures to determine if the CATT Intervention System was effective at improving the case study student's barriers to learning in the subject of reading. When results from the case study student were analyzed, it was difficult to find progress that would indicate he was reading at grade level. While the data collected in regards to him was inconclusive, his teacher and support staff at the school believed that he made enough progress to not require a referral to special education. In addition, this thesis examines teacher perspectives as to the effectiveness and use of the system within a classroom, as well as if the documentation and training provided are believed to be comprehensive and efficient. The CATT Intervention System is a system for general education teacher use that helps teachers identify specific student barriers to learning, identify appropriate classroom and/or individual intervention strategies, provides equipment if appropriate, and incorporates a progress monitoring system to determine intervention effectiveness. It was implemented in both the 2010-2011 and 2012-2013 school years, and surveys to examine teacher perception were completed at the end of each year The results from the survey indicate that the teachers believed the intervention system was easy to use, yet teachers did not believe it reduced special education referrals or that the documentation provided by the CATT Intervention System was helpful or easy to use. This may have been related to the training provided prior to using the system, as teachers believed that it did not appropriately address how to use the system. Despite these results, teachers believed that the CATT Intervention System was effective at improving student success. Further research must be conducted in order to further support the research questions presented in this survey study and the ability of the CATT Intervention System to improve a student's ability to be a successful learner within a classroom.;

504 a| Includes bibliographical references.;

650 2 a| Occupational Therapyx| methods.=| ^A920722;

650 2 a| Early Intervention, Educationalx| methods=| ^A945104;

650 2 a| Learning.=| ^A918133;

650 2 a| Education, Special.=| ^A917810;

650 2 a| Reading.=| ^A918338;

653 a| Occupational therapy;

700 1 a| Donica, Denise,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Occupational Therapy.?| UNAUTHORIZED;

830 0 a| ECU College of Allied Health Sciences thesis.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/4343;

949 a| Click on web addressw| ASISh| JOYNER101;

949 a| Click on web addressw| ASISh| HSL111;

994 a| C0b| ERE;

096 a| WB 555;

596 a| 1 4;

998 a| 3422705;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3422705-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 2/5/2014x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3422705-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 2/5/2014x| ETDz| HERESOURCE;

Exploring the use and implementation of the CATT Intervention System / by Brittany Robertson.

Author/creator	Robertson, Brittany author.
Other author	Donica, Denise, degree supervisor.
Other author	East Carolina University. Department of Occupational Therapy.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2013.
Description	120 pages : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	Occupational Therapy--methods. Early Intervention, Educational--methods. Learning. Education, Special. Reading.

Series	ECU College of Allied Health Sciences thesis ECU College of Allied Health Sciences thesis. UNAUTHORIZED
Summary	The aim of this thesis was to determine if the CATT Intervention System was effective in enhancing the skills of one student to prevent referral to special education and overcome learning barriers related to reading. A case study was compiled with data from three separate measures to determine if the CATT Intervention System was effective at improving the case study student's barriers to learning in the subject of reading. When results from the case study student were analyzed, it was difficult to find progress that would indicate he was reading at grade level. While the data collected in regards to him was inconclusive, his teacher and support staff at the school believed that he made enough progress to not require a referral to special education. In addition, this thesis examines teacher perspectives as to the effectiveness and use of the system within a classroom, as well as if the documentation and training provided are believed to be comprehensive and efficient. The CATT Intervention System is a system for general education teacher use that helps teachers identify specific student barriers to learning, identify appropriate classroom and/or individual intervention strategies, provides equipment if appropriate, and incorporates a progress monitoring system to determine intervention effectiveness. It was implemented in both the 2010-2011 and 2012-2013 school years, and surveys to examine teacher perception were completed at the end of each year The results from the survey indicate that the teachers believed the intervention system was easy to use, yet teachers did not believe it reduced special education referrals or that the documentation provided by the CATT Intervention System was helpful or easy to use. This may have been related to the training provided prior to using the system, as teachers believed that it did not appropriately address how to use the system. Despite these results, teachers believed that the CATT Intervention System was effective at improving student success. Further research must be conducted in order to further support the research questions presented in this survey study and the ability of the CATT Intervention System to improve a student's ability to be a successful learner within a classroom.
General note	Presented to the faculty of the Department of Occupational Therapy.
General note	Advisor: Denise Donica.
General note	Title from PDF t.p. (viewed February 05, 2014).
Dissertation note	M.S. East Carolina University 2013.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Exploring the use and implementation of the CATT Intervention System / by Brittany Robertson.

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