Pub Date : 2022-10-18DOI: 10.1177/10534512221130071
Allie R. Marques, L. Barnard‐Brak
Physical and mechanical restraints and seclusion are currently used as emergency procedures in public schools across the United States. Students who exhibit dangerous, aggressive, or self-injurious behaviors are more likely to be restrained or secluded in school. Since many students with autism spectrum disorder exhibit one or more of these behaviors, they are even more likely to be subjected to these restrictive interventions. Policy on restrictive interventions is not outlined in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, the federal special education law, leaving states to determine their own policies. Issues surrounding current policy and law on restraint and seclusion, as well as recommendations, are discussed.
{"title":"Restraint and Seclusion Procedures With Children With Autism Spectrum Disorder","authors":"Allie R. Marques, L. Barnard‐Brak","doi":"10.1177/10534512221130071","DOIUrl":"https://doi.org/10.1177/10534512221130071","url":null,"abstract":"Physical and mechanical restraints and seclusion are currently used as emergency procedures in public schools across the United States. Students who exhibit dangerous, aggressive, or self-injurious behaviors are more likely to be restrained or secluded in school. Since many students with autism spectrum disorder exhibit one or more of these behaviors, they are even more likely to be subjected to these restrictive interventions. Policy on restrictive interventions is not outlined in the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, the federal special education law, leaving states to determine their own policies. Issues surrounding current policy and law on restraint and seclusion, as well as recommendations, are discussed.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"70 - 74"},"PeriodicalIF":0.8,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45016314","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 : 2022-10-18DOI: 10.1177/10534512221130067
Esther R. Lindström, Garrett J. Roberts
Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advantages of being efficient, thus requiring fewer resources. However, planning and executing combined interventions may be challenging to novice teachers. This article presents guidance for teacher educators to address combined reading and engagement support interventions in the context of a university reading methods course and applied fieldwork setting. The article outlines the importance of engagement to reading instruction and offers a framework for training teachers to implement reading interventions with embedded engagement supports, toward the overall goal of maximizing effectiveness of the reading instruction. Resources, tools, and sample activities are presented to further illustrate these concepts and facilitate their application in classrooms.
{"title":"Preparing Teachers to Facilitate Engagement in Reading Intervention Through Embedded Behavioral Supports","authors":"Esther R. Lindström, Garrett J. Roberts","doi":"10.1177/10534512221130067","DOIUrl":"https://doi.org/10.1177/10534512221130067","url":null,"abstract":"Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advantages of being efficient, thus requiring fewer resources. However, planning and executing combined interventions may be challenging to novice teachers. This article presents guidance for teacher educators to address combined reading and engagement support interventions in the context of a university reading methods course and applied fieldwork setting. The article outlines the importance of engagement to reading instruction and offers a framework for training teachers to implement reading interventions with embedded engagement supports, toward the overall goal of maximizing effectiveness of the reading instruction. Resources, tools, and sample activities are presented to further illustrate these concepts and facilitate their application in classrooms.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"29 - 39"},"PeriodicalIF":0.8,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49084544","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 : 2022-10-18DOI: 10.1177/10534512221130070
Stephanie Kriescher, David M. Hulac, Alexandra M. Ryan, Breanna L. King
Fidget toys have been marketed as universal educational supports in the absence of a scientific evidence base. This article gives an overview of the existing literature on the effect of fidget toy use on student attention, behavior, and learning, and a review of two competing theoretical approaches to fidget toys: sensory processing theory and cognitive load theory. Currently, there is not sufficient support for the implementation of fidget toys in the classroom. Suggestions for best practice when using fidget toys in an educational setting are included.
{"title":"Evaluating the Evidence for Fidget Toys in the Classroom","authors":"Stephanie Kriescher, David M. Hulac, Alexandra M. Ryan, Breanna L. King","doi":"10.1177/10534512221130070","DOIUrl":"https://doi.org/10.1177/10534512221130070","url":null,"abstract":"Fidget toys have been marketed as universal educational supports in the absence of a scientific evidence base. This article gives an overview of the existing literature on the effect of fidget toy use on student attention, behavior, and learning, and a review of two competing theoretical approaches to fidget toys: sensory processing theory and cognitive load theory. Currently, there is not sufficient support for the implementation of fidget toys in the classroom. Suggestions for best practice when using fidget toys in an educational setting are included.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"66 - 69"},"PeriodicalIF":0.8,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48265348","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 : 2022-10-18DOI: 10.1177/10534512221130077
Abigail A. Allen, Pamela M. Stecker
Mixed-reality teaching simulations can provide preservice special educators with targeted practice on instructional skills. The last decade of research indicates participation in a simulated classroom produced gains in preservice teachers’ use of evidence-based teaching practices and increased their confidence in working with students with disabilities. This column describes the procedures for using a mixed-reality teaching simulator with preservice special educators teaching a reading lesson to a virtual student avatar. Advantages and considerations for use of the simulator are discussed.
{"title":"Using Mixed-Reality Simulation in Teacher Preparation in Reading","authors":"Abigail A. Allen, Pamela M. Stecker","doi":"10.1177/10534512221130077","DOIUrl":"https://doi.org/10.1177/10534512221130077","url":null,"abstract":"Mixed-reality teaching simulations can provide preservice special educators with targeted practice on instructional skills. The last decade of research indicates participation in a simulated classroom produced gains in preservice teachers’ use of evidence-based teaching practices and increased their confidence in working with students with disabilities. This column describes the procedures for using a mixed-reality teaching simulator with preservice special educators teaching a reading lesson to a virtual student avatar. Advantages and considerations for use of the simulator are discussed.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"59 - 65"},"PeriodicalIF":0.8,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43765641","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 : 2022-10-18DOI: 10.1177/10534512221130082
Sadia Shaukat
Considering the needs of children with diverse needs, current legislation emphasizes the allocation of a special budget to address the needs of children with disabilities in Pakistan. However, Pakistan is one of the countries that is not investing a reasonable budget to accommodate the needs of children with disabilities like many other developing and developed countries. This column reports on three current issues in relation to children with disabilities in Pakistan: (a) education for children with disabilities, (b) challenges to inclusion of children with disabilities, and (c) current education status of children with disabilities. Suggestions for future directions are also discussed.
{"title":"Challenges for Education of Children With Disabilities in Pakistan","authors":"Sadia Shaukat","doi":"10.1177/10534512221130082","DOIUrl":"https://doi.org/10.1177/10534512221130082","url":null,"abstract":"Considering the needs of children with diverse needs, current legislation emphasizes the allocation of a special budget to address the needs of children with disabilities in Pakistan. However, Pakistan is one of the countries that is not investing a reasonable budget to accommodate the needs of children with disabilities like many other developing and developed countries. This column reports on three current issues in relation to children with disabilities in Pakistan: (a) education for children with disabilities, (b) challenges to inclusion of children with disabilities, and (c) current education status of children with disabilities. Suggestions for future directions are also discussed.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"75 - 80"},"PeriodicalIF":0.8,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47438003","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 : 2022-10-17DOI: 10.1177/10534512221130073
Jessica R. Toste, Marissa J. Filderman, C. Espin
Data-based instruction (DBI) is a process of collecting and using student progress data to guide decision-making related to intervention intensity and individualization for students with learning disabilities (LD). However, effective DBI requires that teachers have a range of knowledge and skills across multiple domains. Past research has shown that data teams can improve teachers’ use of data for instructional decision-making. This article describes the use of simulated data teams to build capacity for DBI among pre-service teachers in an undergraduate-level university course focused on intensive reading intervention. Three components are described for each weekly data team meeting: (a) mini professional development session (e.g., instruction led by course instructor focused on key DBI knowledge and skills), (b) data chat (e.g., review and discussion of student data), and (c) completion of a weekly team activity and submission. The structure and implementation of this 5-week, multi-component professional learning tool are detailed.
{"title":"Data Teams in Teacher Preparation: Improving Data-Based Instruction in Reading","authors":"Jessica R. Toste, Marissa J. Filderman, C. Espin","doi":"10.1177/10534512221130073","DOIUrl":"https://doi.org/10.1177/10534512221130073","url":null,"abstract":"Data-based instruction (DBI) is a process of collecting and using student progress data to guide decision-making related to intervention intensity and individualization for students with learning disabilities (LD). However, effective DBI requires that teachers have a range of knowledge and skills across multiple domains. Past research has shown that data teams can improve teachers’ use of data for instructional decision-making. This article describes the use of simulated data teams to build capacity for DBI among pre-service teachers in an undergraduate-level university course focused on intensive reading intervention. Three components are described for each weekly data team meeting: (a) mini professional development session (e.g., instruction led by course instructor focused on key DBI knowledge and skills), (b) data chat (e.g., review and discussion of student data), and (c) completion of a weekly team activity and submission. The structure and implementation of this 5-week, multi-component professional learning tool are detailed.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"40 - 47"},"PeriodicalIF":0.8,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44623564","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 : 2022-10-17DOI: 10.1177/10534512221130064
Jessica R. Toste, Esther R. Lindström
Reading development is a complex cognitive process, and instruction must be guided by the science of what works, for whom, and under which conditions. Students with learning disabilities (LD) in reading require high-quality reading instruction and, often, intensive intervention delivered by knowledgeable teachers. Yet, many teachers enter the field unprepared to teach reading. This special series in Intervention in School and Clinic brings together teacher-educators and reading researchers for a collection of articles that address critical issues related to training future special education teachers. These articles describe the design and delivery of reading methods courses in special education teacher preparation programs, including usable, practical strategies for teacher-educators to implement.
{"title":"Science of Reading in Special Education Teacher Preparation","authors":"Jessica R. Toste, Esther R. Lindström","doi":"10.1177/10534512221130064","DOIUrl":"https://doi.org/10.1177/10534512221130064","url":null,"abstract":"Reading development is a complex cognitive process, and instruction must be guided by the science of what works, for whom, and under which conditions. Students with learning disabilities (LD) in reading require high-quality reading instruction and, often, intensive intervention delivered by knowledgeable teachers. Yet, many teachers enter the field unprepared to teach reading. This special series in Intervention in School and Clinic brings together teacher-educators and reading researchers for a collection of articles that address critical issues related to training future special education teachers. These articles describe the design and delivery of reading methods courses in special education teacher preparation programs, including usable, practical strategies for teacher-educators to implement.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"59 1","pages":"5 - 8"},"PeriodicalIF":0.8,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46202389","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 : 2022-08-13DOI: 10.1177/10534512221114402
Aerin M. Welch, Ingrid E. Gøranson, Marisol Ramirez-Sanchez, Chryssa A. Athans
Juvenile incarceration in the United States is declining; however, the rate of female youth incarceration is on the rise. Incarcerated female youth are more likely to have educational disabilities compared with female youth in public schools, as well as higher rates of mental health disorders and less consistent relationships with caregivers compared with incarcerated male youth. This article compares the characteristics of incarcerated female youth and the services available for incarcerated youth in the United States, Norway, and Mexico. Like the United States, Mexico is known for high rates of incarceration, whereas Norway is known for low rates of incarceration. All three countries have laws protecting the right of incarcerated youth to access education and mandating that juvenile facilities provide educational services. While this type of program is important, female offenders report that programs focused on close personal relationships were integral. Norway alone puts an emphasis on building positive relationships with facility staff and on involving community members in the programs for incarcerated youth. This may be a factor in Norway’s low incarceration rates and may how to help address the needs of incarcerated female youth in the United States and Mexico.
{"title":"Educational Landscape for Incarcerated Girls With Disabilities in the United States, Norway, and Mexico","authors":"Aerin M. Welch, Ingrid E. Gøranson, Marisol Ramirez-Sanchez, Chryssa A. Athans","doi":"10.1177/10534512221114402","DOIUrl":"https://doi.org/10.1177/10534512221114402","url":null,"abstract":"Juvenile incarceration in the United States is declining; however, the rate of female youth incarceration is on the rise. Incarcerated female youth are more likely to have educational disabilities compared with female youth in public schools, as well as higher rates of mental health disorders and less consistent relationships with caregivers compared with incarcerated male youth. This article compares the characteristics of incarcerated female youth and the services available for incarcerated youth in the United States, Norway, and Mexico. Like the United States, Mexico is known for high rates of incarceration, whereas Norway is known for low rates of incarceration. All three countries have laws protecting the right of incarcerated youth to access education and mandating that juvenile facilities provide educational services. While this type of program is important, female offenders report that programs focused on close personal relationships were integral. Norway alone puts an emphasis on building positive relationships with facility staff and on involving community members in the programs for incarcerated youth. This may be a factor in Norway’s low incarceration rates and may how to help address the needs of incarcerated female youth in the United States and Mexico.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"317 - 324"},"PeriodicalIF":0.8,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47626618","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 : 2022-08-11DOI: 10.1177/10534512221114414
Daniel V. Poling, Christopher L. Van Loan, J. Garwood
Dr. Michael J. Marlowe is emeritus professor of special education in the College of Education at Appalachian State University. An English graduate from the University of Kentucky, he has a PhD in special education from the University of Florida and a MS degree in elementary education from Indiana University.
{"title":"Relationships Are the Intervention: An Interview With Michael Marlowe","authors":"Daniel V. Poling, Christopher L. Van Loan, J. Garwood","doi":"10.1177/10534512221114414","DOIUrl":"https://doi.org/10.1177/10534512221114414","url":null,"abstract":"Dr. Michael J. Marlowe is emeritus professor of special education in the College of Education at Appalachian State University. An English graduate from the University of Kentucky, he has a PhD in special education from the University of Florida and a MS degree in elementary education from Indiana University.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"378 - 382"},"PeriodicalIF":0.8,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48048556","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 : 2022-08-11DOI: 10.1177/10534512221114397
Kimberly A. Zoder-Martell, Margaret T. Floress, Heather A. Skriba, Traci A. Taber
Classroom management systems (CMS) are class-wide strategies that teachers use to keep students on task, attentive, and academically engaged. This review provides teachers an overview of eight effective and socially valid CMSs that are aligned with school-wide positive behavior interventions and supports (SWPBIS). The goal is to provide teachers with a guide whereby they can easily implement any of these CMSs in their classrooms. Figures are provided to describe the training procedures, implementation steps, materials needed, data collection, progress monitoring, treatment integrity, variations to the original procedures, and existing supportive research.
{"title":"Classroom Management Systems to Address Student Disruptive Behavior","authors":"Kimberly A. Zoder-Martell, Margaret T. Floress, Heather A. Skriba, Traci A. Taber","doi":"10.1177/10534512221114397","DOIUrl":"https://doi.org/10.1177/10534512221114397","url":null,"abstract":"Classroom management systems (CMS) are class-wide strategies that teachers use to keep students on task, attentive, and academically engaged. This review provides teachers an overview of eight effective and socially valid CMSs that are aligned with school-wide positive behavior interventions and supports (SWPBIS). The goal is to provide teachers with a guide whereby they can easily implement any of these CMSs in their classrooms. Figures are provided to describe the training procedures, implementation steps, materials needed, data collection, progress monitoring, treatment integrity, variations to the original procedures, and existing supportive research.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":"58 1","pages":"361 - 370"},"PeriodicalIF":0.8,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44251619","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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