Papers by Audrey Sorrells
Before beginning this research, I had little knowledge about my research and concerned about my f... more Before beginning this research, I had little knowledge about my research and concerned about my future work. I would like to express my gratitude to professors, research personnel, friends, and parents who gave me the opportunity to complete this thesis and master’s program at the University of Texas at Austin. I am grateful to Dr. Sorrells for her dedication towards my research. She always gave me excellent feedback and sound advice, which I cannot forget. Her comments were significant for my study. Beyond this thesis work, Dr. Sorrells was my academic adviser who guided me for my course work throughout my master’s program. Definitely, she was an inspiration for my study and life. I also thank Dr. Vaughn for her invaluable help for my study. She invited me to her research meeting so that I could broaden my ideas about Collaborative Strategic Reading. Whenever I asked for research-related resources and material, Dr. Vaughn was always there to support me. I furthermore thank Ms. Cho,...
This journey was made easier by the knowledge that I shared my successes with my family each step... more This journey was made easier by the knowledge that I shared my successes with my family each step of the way. My parents, who modeled an enviable work ethic and who supported me in my educational pursuits. I am especially thankful that my mother modeled resiliency, resourcefulness, and the pursuit of what one desires. And to my father, who taught me about honesty, tenacity, and the utility of having a good plan. Also, I must thank Matt for the most incredible conversations over coffee, and of course, his love over the years. I remain in awe of my advisor, Dr. Mark O ' Reilly, from whom I have learned so much about doing research, writing, and teaching. His support and sound advice is greatly valued. I also extend my deepest appreciation to my
Research in Autism Spectrum Disorders, 2009
Supplemental material, sj-docx-1-ldq-10.1177_07319487211010342 for Ecological and Population Vali... more Supplemental material, sj-docx-1-ldq-10.1177_07319487211010342 for Ecological and Population Validity of Mathematics Interventions for Diverse Students With Low Mathematics Achievement: A Meta-Analysis by Minyi Shih Dennis, Audrey M. Sorrells, Jacquelyn Chovanes and Elisheba W. Kiru in Learning Disability Quarterly
Urban Education, 2004
The purpose of this study was to examine factor structures of a modified form of Gibson and Dembo... more The purpose of this study was to examine factor structures of a modified form of Gibson and Dembo’s Teacher Efficacy Scale with a combined total of 123 African American and European American preservice teachers at a historically Black university, test for differences between participants on teacher efficacy, and examine relationships among participant characteristics. A principal components analysis with varimax rotation yielded three factors—ability, effort, and environment— with alpha coefficients of .80, .77, .70, and .76 for the total scale. African American participants scored statistically significantly higher than European American participants on the environment factor (t = 2.3,p = .02), but not for ability (t = 1.59,p = .11) or effort (t = –.86,p = .39). Recommendations for further research were also made.
Research in Autism Spectrum Disorders, 2008
Behavior Modification, 2008
Learning Disability Quarterly, 2013
This article examined the ecological and population validity of research on reading interventions... more This article examined the ecological and population validity of research on reading interventions for adolescents in Grades 6 through 12. The 26 studies meeting selection criteria were analyzed to determine the characteristics of the students, interventionists, classroom structures, and school environments used, as well as whether there were differential effects of treatments across those characteristics. In the 20+ years since the calls by the Council for Learning Disabilities and National Joint Committee on Learning Disabilities for greater specificity in descriptions of study participants and contexts, the findings of this study suggest that researchers have provided greater detail on participants, but many questions remain about the extent to which findings can be generalized. Specifically, gaps in the research exist with regard to African American and Native American students; English language learners; students in suburban, rural, and adjudicated schools; students in high scho...
Multiple Voices for Ethnically Diverse Exceptional Learners, 2012
Throughout our co-editorship of Multiple Voices, we have sought to promote the development and ap... more Throughout our co-editorship of Multiple Voices, we have sought to promote the development and application of transformative approaches to research, policy and practice to enhance educational outcomes for exceptional learners from diverse cultural and linguistic communities. In light of persistent patterns of disproportionate representation in special and gifted education of students from non-dominant racial/ ethnic, sociocultural and linguistic communities, as well as disparate educational outcomes for students with disabilities in general, intersectionality offers an alternative approach to conceptualizing diversity, as well as to developing research designs and analytic frameworks that more effectively explicate societal and organizational structures that produce or maintain systems of privilege and oppression. As Grant and Zwier (2011) argued, “educational questions beg [italics in original] to be conceptualized and analyzed through more than one axis” (p. 182).
This meta-analysis examined the ecological and population validity of intervention research for s... more This meta-analysis examined the ecological and population validity of intervention research for students with low mathematics achievement (SWLMA). Forty-four studies published between 2005 and 2019 that met the inclusionary criterion were included in this analysis. Our findings suggest, to improve the external validity and generalizability of research, more detailed descriptions of participants and the socio-cultural contexts of the intervention studies are warranted.
Fraternity and sorority leaders (N = 301) at UT Austin attended the Ladder of Risk training progr... more Fraternity and sorority leaders (N = 301) at UT Austin attended the Ladder of Risk training program and completed a survey to measure their awareness of and adherence to Fraternal Information and Programming Group (FIPG) policies prior to and after training. The researchers also collected qualitative data through five open ended response questions. Findings and recommendations are presented.
Learning Disability Quarterly, 2015
This study used a multiple probe across participants design, replicated across two interventions ... more This study used a multiple probe across participants design, replicated across two interventions and counterbalanced across participant groups to examine the effects of number sense intervention and extensive practice intervention on strategy transformation when students with mathematics learning disabilities (MLD) solved basic fact problems. In addition, the effects of both interventions on students’ fact retrieval performance and generalization performance were also tested. To examine the effects of each intervention, the participants were divided into two groups and the order of the interventions was varied between the two groups. The results showed that, in general, students demonstrated a greater extent of strategy transformation and generalization after receiving the number sense intervention. However, the extensive practice intervention promoted students’ use of retrieval-based strategies to solve basic facts. Findings suggested that both interventions had positive impacts on students with MLD and should be used in tandem.
Archives of Physical Medicine and Rehabilitation
Rehabilitation Counseling Bulletin
This study identified predictors of employment for individuals with traumatic brain injury (TBI).... more This study identified predictors of employment for individuals with traumatic brain injury (TBI). Data from 4,923 individuals with TBI were extracted from the Rehabilitation Services Administration’s Case Service Report (RSA-911) database. A multiple logistic regression model using demographics, disability-related variables, vocational rehabilitation (VR) service variables, and their interactions correctly classified 69.5% of the cases as successfully employed or not successfully employed. The model explained approximately 27.1% of the variance in employment outcomes. Results indicated that level of education, race/ethnicity, age at application, preemployment status, Supplemental Security Income (SSI), Social Security Disability Insurance (SSDI), comorbid depression, and case expenditure were significantly associated with employment outcomes (all p ≤ .05). VR variables that showed the most significant positive effect on employment outcomes were on-the-job support, job placement, and...
Achieving Inclusive Education in the Caribbean and Beyond
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Papers by Audrey Sorrells