Pub Date : 2024-09-05DOI: 10.1177/10534512241274321
Fatmana Kara Deniz, Nicole Dobbins, Jennifer Elaine Smith, Kyle Higgins
Dr. Correa is a professor emerita in the Department of Child Development and Family Studies at the University of North Carolina, Charlotte. Throughout her career, Dr. Correa’s research focused on young children with disabilities, bilingual special education, teacher education, and the intersection of early childhood special education with early childhood education. These foci resulted in research that crosses boundaries, involving strong collaborative partnerships across special education and general education within school settings, departments within universities, and multiple universities nationally.
{"title":"Collaboration Is the Key: A Conversation With Dr. Vivian I. Correa","authors":"Fatmana Kara Deniz, Nicole Dobbins, Jennifer Elaine Smith, Kyle Higgins","doi":"10.1177/10534512241274321","DOIUrl":"https://doi.org/10.1177/10534512241274321","url":null,"abstract":"Dr. Correa is a professor emerita in the Department of Child Development and Family Studies at the University of North Carolina, Charlotte. Throughout her career, Dr. Correa’s research focused on young children with disabilities, bilingual special education, teacher education, and the intersection of early childhood special education with early childhood education. These foci resulted in research that crosses boundaries, involving strong collaborative partnerships across special education and general education within school settings, departments within universities, and multiple universities nationally.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"13 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-03DOI: 10.1177/10534512241274283
Jennifer Elaine Smith, Fatmana Kara Deniz, Nicole Dobbins, Kyle Higgins
Dr. Cindy Okolo is a professor emerita in the Department of Counseling, Educational Psychology, and Special Education at Michigan State University. Throughout her career, Dr. Okolo’s scholarship has focused on the academic and behavioral outcomes of students with disabilities through the implementation of technology in the classroom. Her work has involved the development and use of digital literacy tools, the development and implementation of virtual learning tools for teaching history and social studies, the exploration of universal design for learning (UDL), and the preparation of teachers to become technology leaders in education. Dr. Okolo’s research revolves around students with disabilities in middle school, particularly inclusive classrooms that include children and youth with and without disabilities.
{"title":"The Technological Past Informs the Present: A Conversation with Dr. Cynthia M. Okolo","authors":"Jennifer Elaine Smith, Fatmana Kara Deniz, Nicole Dobbins, Kyle Higgins","doi":"10.1177/10534512241274283","DOIUrl":"https://doi.org/10.1177/10534512241274283","url":null,"abstract":"Dr. Cindy Okolo is a professor emerita in the Department of Counseling, Educational Psychology, and Special Education at Michigan State University. Throughout her career, Dr. Okolo’s scholarship has focused on the academic and behavioral outcomes of students with disabilities through the implementation of technology in the classroom. Her work has involved the development and use of digital literacy tools, the development and implementation of virtual learning tools for teaching history and social studies, the exploration of universal design for learning (UDL), and the preparation of teachers to become technology leaders in education. Dr. Okolo’s research revolves around students with disabilities in middle school, particularly inclusive classrooms that include children and youth with and without disabilities.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"17 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142217398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-30DOI: 10.1177/10534512241253606
Mark Matthew Buckman, Wendy Peia Oakes, Kathleen Lynne Lane, David James Royer, Eric Alan Common, Amy Briesch, Grant Edmund Allen
There are many integrated Multi-tiered Systems of Support (iMTSS), which we refer to as integrated-tiered systems. These systems hold benefits for students with disabilities, as such systems have the potential to facilitate inclusion and focus the collective expertise of educators committed to meeting students’ multiple needs. The Comprehensive, Integrated Three-Tiered (Ci3T) prevention model was designed to meet student’s academic, behavioral, and social and emotional well-being needs within one integrated system. Using lessons learned over decades of research, we present a step-by-step approach to building educators’ capacity to implement integrated tiered systems through data-informed professional learning. We illustrate how school leaders can use this approach to onboard new faculty, plan coordinated ongoing professional learning for all educators, and facilitate the use of data to inform instruction—all of which are intertwined through the design, implementation, and evaluation of Ci3T models.
{"title":"Data-Informed Professional Learning and Instruction in Integrated Tiered Systems","authors":"Mark Matthew Buckman, Wendy Peia Oakes, Kathleen Lynne Lane, David James Royer, Eric Alan Common, Amy Briesch, Grant Edmund Allen","doi":"10.1177/10534512241253606","DOIUrl":"https://doi.org/10.1177/10534512241253606","url":null,"abstract":"There are many integrated Multi-tiered Systems of Support (iMTSS), which we refer to as integrated-tiered systems. These systems hold benefits for students with disabilities, as such systems have the potential to facilitate inclusion and focus the collective expertise of educators committed to meeting students’ multiple needs. The Comprehensive, Integrated Three-Tiered (Ci3T) prevention model was designed to meet student’s academic, behavioral, and social and emotional well-being needs within one integrated system. Using lessons learned over decades of research, we present a step-by-step approach to building educators’ capacity to implement integrated tiered systems through data-informed professional learning. We illustrate how school leaders can use this approach to onboard new faculty, plan coordinated ongoing professional learning for all educators, and facilitate the use of data to inform instruction—all of which are intertwined through the design, implementation, and evaluation of Ci3T models.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"69 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141189448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-13DOI: 10.1177/10534512241235896
MacKenzie D. Sidwell, Landon W. Bonner, Kayla Bates-Brantley, Shengtian Wu
Oral reading fluency probes are essential for reading assessment, intervention, and progress monitoring. Due to the limited options for choosing oral reading fluency probes, it is important to utilize all available resources such as generative AI like ChatGPT to create oral reading fluency probes. The purpose of this article is to describe how to use AI through ChatGPT to create customizable reading passages comparable with that of oral reading fluency probes. Using readability estimates, the ChatGPT-generated passages can be tailored to suit for specific grade levels, similar to how current publishers design oral reading fluency probes for the market. The implication of ChatGPT-generated passages is that researchers and practitioners alike could use ChatGPT to be able to create a seemingly unlimited amount of reading passages tailored to the skill level and interests of the learner for intervention material and potentially assessment material, while reducing cost and time investment.
{"title":"Utilizing Text-Generative AI for Creating Oral Reading Fluency Probes","authors":"MacKenzie D. Sidwell, Landon W. Bonner, Kayla Bates-Brantley, Shengtian Wu","doi":"10.1177/10534512241235896","DOIUrl":"https://doi.org/10.1177/10534512241235896","url":null,"abstract":"Oral reading fluency probes are essential for reading assessment, intervention, and progress monitoring. Due to the limited options for choosing oral reading fluency probes, it is important to utilize all available resources such as generative AI like ChatGPT to create oral reading fluency probes. The purpose of this article is to describe how to use AI through ChatGPT to create customizable reading passages comparable with that of oral reading fluency probes. Using readability estimates, the ChatGPT-generated passages can be tailored to suit for specific grade levels, similar to how current publishers design oral reading fluency probes for the market. The implication of ChatGPT-generated passages is that researchers and practitioners alike could use ChatGPT to be able to create a seemingly unlimited amount of reading passages tailored to the skill level and interests of the learner for intervention material and potentially assessment material, while reducing cost and time investment.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"39 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-12DOI: 10.1177/10534512241233512
R. Alex Smith, Erin Smith, Madeline D. Price
Mathematical Writing (MW) can support students’ mathematical learning and is common in mathematics assessment. However, MW is known to be particularly challenging for students with learning disabilities. While the use of model compositions of both high- and low-quality writing and the act of revision are evidence-based practices in writing instruction, models of MW are not readily available in the curriculum, and many teachers struggle to compose high-quality MW themselves. Artificial intelligence (AI) chatbots are increasingly accessible for teachers and provide one avenue by which MW models can be readily generated. This column guides educators on utilizing AI chatbots to produce MW models to support MW instruction for students with learning disabilities.
{"title":"Utilizing Emergent AI Chatbot Technology to Generate Mathematical Writing Models for Elementary Students With Learning Disabilities","authors":"R. Alex Smith, Erin Smith, Madeline D. Price","doi":"10.1177/10534512241233512","DOIUrl":"https://doi.org/10.1177/10534512241233512","url":null,"abstract":"Mathematical Writing (MW) can support students’ mathematical learning and is common in mathematics assessment. However, MW is known to be particularly challenging for students with learning disabilities. While the use of model compositions of both high- and low-quality writing and the act of revision are evidence-based practices in writing instruction, models of MW are not readily available in the curriculum, and many teachers struggle to compose high-quality MW themselves. Artificial intelligence (AI) chatbots are increasingly accessible for teachers and provide one avenue by which MW models can be readily generated. This column guides educators on utilizing AI chatbots to produce MW models to support MW instruction for students with learning disabilities.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"72 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-11DOI: 10.1177/10534512241235125
Monique Pinczynski, Robert Pennington
Efforts to implement high-quality communication instruction for students with autism spectrum disorder (ASD) and complex communication needs (CCN) may be difficult for some educators with limited time and resources. In this article, we offer guidance on implementing several economic strategies that can be easily embedded into existing classroom routines to improve student communication outcomes. These strategies include (a) facilitating observational learning, (b) using instructive feedback, (c) embedding communication instruction throughout the school day, and (d) programming for generalization.
{"title":"Economical Approaches to Increasing Communication Instruction for Students With Autism Spectrum Disorder","authors":"Monique Pinczynski, Robert Pennington","doi":"10.1177/10534512241235125","DOIUrl":"https://doi.org/10.1177/10534512241235125","url":null,"abstract":"Efforts to implement high-quality communication instruction for students with autism spectrum disorder (ASD) and complex communication needs (CCN) may be difficult for some educators with limited time and resources. In this article, we offer guidance on implementing several economic strategies that can be easily embedded into existing classroom routines to improve student communication outcomes. These strategies include (a) facilitating observational learning, (b) using instructive feedback, (c) embedding communication instruction throughout the school day, and (d) programming for generalization.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"42 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140105180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/10534512241231951
Mitchell L. Yell, Antonis Katsiyannis
The COVID-19 pandemic affected the ways in which school districts provide educational services to all students, especially students with disabilities. Eligible students with disabilities have a right to a free appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA) and students with disabilities who are not eligible under the IDEA may also have a right to receive a FAPE under Section 504 of the Rehabilitation Act. School personnel need to attend to both of these important federal laws when providing educational services. Shortly after the pandemic began, the U.S. Department of Education, through the Office of Civil Rights and the Office of Special Education and Rehabilitation Services, issued guidance to school districts making it clear that despite school closures, school district personnel had to continue providing FAPE under the IDEA and Section 504. Following the return to school, the Office of Civil Rights investigated the Los Angeles Unified School District in California and the Fairfax County Schools for discriminating against students with disabilities by failing to provide educational services during the pandemic. In this article, we briefly review the guidance from the U.S. Department of Education and discuss important implications for teachers of students with disabilities.
{"title":"Challenges Posed During and After the COVID-19 Pandemic: Implications for Special Education Teachers","authors":"Mitchell L. Yell, Antonis Katsiyannis","doi":"10.1177/10534512241231951","DOIUrl":"https://doi.org/10.1177/10534512241231951","url":null,"abstract":"The COVID-19 pandemic affected the ways in which school districts provide educational services to all students, especially students with disabilities. Eligible students with disabilities have a right to a free appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA) and students with disabilities who are not eligible under the IDEA may also have a right to receive a FAPE under Section 504 of the Rehabilitation Act. School personnel need to attend to both of these important federal laws when providing educational services. Shortly after the pandemic began, the U.S. Department of Education, through the Office of Civil Rights and the Office of Special Education and Rehabilitation Services, issued guidance to school districts making it clear that despite school closures, school district personnel had to continue providing FAPE under the IDEA and Section 504. Following the return to school, the Office of Civil Rights investigated the Los Angeles Unified School District in California and the Fairfax County Schools for discriminating against students with disabilities by failing to provide educational services during the pandemic. In this article, we briefly review the guidance from the U.S. Department of Education and discuss important implications for teachers of students with disabilities.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"12 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-06DOI: 10.1177/10534512231206817
Heath Marrs, Nicholas J. Garcia, Mason D. Berndt, Carlos Ramirez
Providing appropriate academic evaluation and intervention services for English learners remains a challenging goal for school support teams. Understanding English language proficiency assessment and universal screening processes can help teams make better decisions when considering possible continued intervention or referral for a comprehensive special education evaluation. This article will help school teams understand what information they should consider when determining whether to begin or continue an academic intervention or refer a student for a special education evaluation.
{"title":"Prereferral Intervention for English Learners: Important Considerations","authors":"Heath Marrs, Nicholas J. Garcia, Mason D. Berndt, Carlos Ramirez","doi":"10.1177/10534512231206817","DOIUrl":"https://doi.org/10.1177/10534512231206817","url":null,"abstract":"Providing appropriate academic evaluation and intervention services for English learners remains a challenging goal for school support teams. Understanding English language proficiency assessment and universal screening processes can help teams make better decisions when considering possible continued intervention or referral for a comprehensive special education evaluation. This article will help school teams understand what information they should consider when determining whether to begin or continue an academic intervention or refer a student for a special education evaluation.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"45 15","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135681977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1177/10534512231204302
Mitchell L. Yell, Michael A. Couvillon, Antonis Katsiyannis
The U.S. Supreme Court has heard several cases regarding special education. These cases have resulted in decisions that have addressed issues involving special education programming and procedural issues. On March 21, 2023, the U.S. Supreme Court issued a unanimous ruling in Perez v. Sturgis Public Schools. This decision, which was the most recent special education case heard by the highest court in the United States, involved litigation in special education. In this brief article, we address the Supreme Court’s decision in Perez by (a) examining the background of the case, (b) reviewing the decision by the lower courts and the U.S. Supreme Court, and (c) discussing the implications of the case for special educators.
{"title":"Perez v. Sturgis Public School (2017): The Supreme Court Rules on the Special Education Exhaustion Requirement","authors":"Mitchell L. Yell, Michael A. Couvillon, Antonis Katsiyannis","doi":"10.1177/10534512231204302","DOIUrl":"https://doi.org/10.1177/10534512231204302","url":null,"abstract":"The U.S. Supreme Court has heard several cases regarding special education. These cases have resulted in decisions that have addressed issues involving special education programming and procedural issues. On March 21, 2023, the U.S. Supreme Court issued a unanimous ruling in Perez v. Sturgis Public Schools. This decision, which was the most recent special education case heard by the highest court in the United States, involved litigation in special education. In this brief article, we address the Supreme Court’s decision in Perez by (a) examining the background of the case, (b) reviewing the decision by the lower courts and the U.S. Supreme Court, and (c) discussing the implications of the case for special educators.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.1177/10534512231189449
Mercedes Baggett, L. Diamond, A. Olszewski
Even though the most prevalent category of disability served in the U.S. school system is specific learning disabilities (SLD), practitioners are often unfamiliar with the indicators associated with a specific LD such as dysgraphia and dyslexia. Misconceptions or an absence of understanding of the behavioral indicators related to dysgraphia and dyslexia puts children at risk for poor academic or social success due to a lack of intervention or late or missed diagnosis. Practitioners can utilize the Dysgraphia and Dyslexia Behavioral Indicator Checklist to identify these indicators in students’ writing samples, design appropriate instructional intervention(s), and refer them for proper assessment.
{"title":"Dysgraphia and Dyslexia Indicators: Analyzing Children’s Writing","authors":"Mercedes Baggett, L. Diamond, A. Olszewski","doi":"10.1177/10534512231189449","DOIUrl":"https://doi.org/10.1177/10534512231189449","url":null,"abstract":"Even though the most prevalent category of disability served in the U.S. school system is specific learning disabilities (SLD), practitioners are often unfamiliar with the indicators associated with a specific LD such as dysgraphia and dyslexia. Misconceptions or an absence of understanding of the behavioral indicators related to dysgraphia and dyslexia puts children at risk for poor academic or social success due to a lack of intervention or late or missed diagnosis. Practitioners can utilize the Dysgraphia and Dyslexia Behavioral Indicator Checklist to identify these indicators in students’ writing samples, design appropriate instructional intervention(s), and refer them for proper assessment.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42542448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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