Pub Date : 2024-01-11DOI: 10.1080/09362835.2024.2300192
Daniel P. Hallahan
Special education stands at a pivotal juncture, confronting both existential challenges and transformational opportunities. The U.S. Department of Education’s Office of Special Education Programs (...
{"title":"Welcome to the Destruction of Special Education in the Name of Ideology","authors":"Daniel P. Hallahan","doi":"10.1080/09362835.2024.2300192","DOIUrl":"https://doi.org/10.1080/09362835.2024.2300192","url":null,"abstract":"Special education stands at a pivotal juncture, confronting both existential challenges and transformational opportunities. The U.S. Department of Education’s Office of Special Education Programs (...","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139496169","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 : 2024-01-09DOI: 10.1080/09362835.2024.2300193
Jean B. Crockett, Edwin W. Martin
The history of the people, problems, and politics surrounding the establishment of federal special education policy is rich with useful illustrations for advocates and educators. As the 50th annive...
{"title":"Envisioning an Optimistic Future for Special Education","authors":"Jean B. Crockett, Edwin W. Martin","doi":"10.1080/09362835.2024.2300193","DOIUrl":"https://doi.org/10.1080/09362835.2024.2300193","url":null,"abstract":"The history of the people, problems, and politics surrounding the establishment of federal special education policy is rich with useful illustrations for advocates and educators. As the 50th annive...","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"2 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139408988","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 : 2024-01-09DOI: 10.1080/09362835.2024.2301824
Rob Pennington, Jason Travers
We overview several key issues of the past, present, and near future of special education for students with severe disabilities. We contextualize the Telos of special education by briefly remarking...
{"title":"Telos of Special Education for Students with Severe Disabilities","authors":"Rob Pennington, Jason Travers","doi":"10.1080/09362835.2024.2301824","DOIUrl":"https://doi.org/10.1080/09362835.2024.2301824","url":null,"abstract":"We overview several key issues of the past, present, and near future of special education for students with severe disabilities. We contextualize the Telos of special education by briefly remarking...","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"18 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139415422","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 : 2023-12-04DOI: 10.1080/09362835.2023.2285272
Candace A. Mulcahy, Kristine A. Camacho, Nicole S. Fenty
Over the last decade, technology has become a critical component of everyday life, in and out of the classroom. As such, digital learning serves as a vehicle for accessing the general education cur...
{"title":"A Systematic Review of Research on Technology Use Among Students with High Incidence Disabilities","authors":"Candace A. Mulcahy, Kristine A. Camacho, Nicole S. Fenty","doi":"10.1080/09362835.2023.2285272","DOIUrl":"https://doi.org/10.1080/09362835.2023.2285272","url":null,"abstract":"Over the last decade, technology has become a critical component of everyday life, in and out of the classroom. As such, digital learning serves as a vehicle for accessing the general education cur...","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"3 6","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518582","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 : 2023-12-01DOI: 10.1080/09362835.2023.2287525
Jordan Shurr, Emily C. Bouck, Meaghan McCollow
While often understated, the role of teachers of students with extensive support needs (ESN) requires many activities associated with the concept of teacher leadership. Administrators play a key ro...
教师在有广泛支持需求的学生中的作用往往被低估，它需要许多与教师领导概念相关的活动。管理员在……
{"title":"Administrator Perspectives on Teacher Leadership for Teaching Students with Extensive Support Needs Across Settings","authors":"Jordan Shurr, Emily C. Bouck, Meaghan McCollow","doi":"10.1080/09362835.2023.2287525","DOIUrl":"https://doi.org/10.1080/09362835.2023.2287525","url":null,"abstract":"While often understated, the role of teachers of students with extensive support needs (ESN) requires many activities associated with the concept of teacher leadership. Administrators play a key ro...","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"267 ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518559","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 : 2023-11-23DOI: 10.1080/09362835.2023.2274350
Perry A. Zirkel
This article provides foundational information to stimulate and facilitate assessment of the distinctive role of law in this field. For example, has the balance of costs and benefits reached the po...
{"title":"The Role of Law in Special Education","authors":"Perry A. Zirkel","doi":"10.1080/09362835.2023.2274350","DOIUrl":"https://doi.org/10.1080/09362835.2023.2274350","url":null,"abstract":"This article provides foundational information to stimulate and facilitate assessment of the distinctive role of law in this field. For example, has the balance of costs and benefits reached the po...","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"31 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542728","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 : 2023-10-21DOI: 10.1080/09362835.2023.2271588
Joelle Fingerhut, Linda A. Reddy, Christopher Dudek, Briana Bronstein, Amanda Elliot
ABSTRACTLimited research has examined the qualities of paraprofessional and teacher relationships in schools. Teachers’ and paraprofessionals’ ability to communicate and collaborate are important for guiding supports for their students. The present study examined characteristics affecting the professional relationship of paraprofessional and teacher pairs working within the same classroom across 58 elementary schools. A total of 108 pairs of paraprofessionals and teachers were asked to independently complete a multidimensional assessment of relationship quality, as well as a demographic survey. Findings overall indicate that both classroom teachers and their paraprofessionals rate their relationship qualities favorably, with paraprofessionals rating relationships more positively than teachers (ds = .28 − .34). However, there are differences in relationship ratings by race and ethnicity. Implications are discussed and suggestions are given so that paraprofessionals and teachers can continue to develop positive relationships. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Teacher PTRS Total; Skewness = −2.45, Kurtosis = 7.21, W = .74(p < .001). Teacher PTRS Joining; Skewness = −2.86, Kurtosis = 8.94, W = .65(p < .001). Teacher PTRS Communication; Skewness = −1.32, Kurtosis = 1.98, W = .84(p < .001). Paraprofessional PTRS total; Skewness = −1.69, Kurtosis = 3.15, W = .79(p < .001). Paraprofessional PTRS Joining; Skewness = −2.66, Kurtosis = 9.95, W = .70(p < .001). Paraprofessional PTRS Communication; Skewness = −1.61, Kurtosis = 2.00, W = .73(p < .001).Additional informationFundingThe research reported here was supported by the Institute of Education Sciences to Rutgers University (R324A170069). The opinions expressed are those of the authors and do not represent views of the IES. Correspondence concerning this article should be addressed to Joelle Fingerhut School of Social and Behavioral Sciences, Marist College, 3399 North Rd, Poughkeepsie, NY 12601. Contact: joelle.fingerhut@marist.edu
{"title":"Classroom Paraprofessional and Teachers Serving Students with Disruptive Behaviors: A Study of Professional Relationships","authors":"Joelle Fingerhut, Linda A. Reddy, Christopher Dudek, Briana Bronstein, Amanda Elliot","doi":"10.1080/09362835.2023.2271588","DOIUrl":"https://doi.org/10.1080/09362835.2023.2271588","url":null,"abstract":"ABSTRACTLimited research has examined the qualities of paraprofessional and teacher relationships in schools. Teachers’ and paraprofessionals’ ability to communicate and collaborate are important for guiding supports for their students. The present study examined characteristics affecting the professional relationship of paraprofessional and teacher pairs working within the same classroom across 58 elementary schools. A total of 108 pairs of paraprofessionals and teachers were asked to independently complete a multidimensional assessment of relationship quality, as well as a demographic survey. Findings overall indicate that both classroom teachers and their paraprofessionals rate their relationship qualities favorably, with paraprofessionals rating relationships more positively than teachers (ds = .28 − .34). However, there are differences in relationship ratings by race and ethnicity. Implications are discussed and suggestions are given so that paraprofessionals and teachers can continue to develop positive relationships. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Teacher PTRS Total; Skewness = −2.45, Kurtosis = 7.21, W = .74(p < .001). Teacher PTRS Joining; Skewness = −2.86, Kurtosis = 8.94, W = .65(p < .001). Teacher PTRS Communication; Skewness = −1.32, Kurtosis = 1.98, W = .84(p < .001). Paraprofessional PTRS total; Skewness = −1.69, Kurtosis = 3.15, W = .79(p < .001). Paraprofessional PTRS Joining; Skewness = −2.66, Kurtosis = 9.95, W = .70(p < .001). Paraprofessional PTRS Communication; Skewness = −1.61, Kurtosis = 2.00, W = .73(p < .001).Additional informationFundingThe research reported here was supported by the Institute of Education Sciences to Rutgers University (R324A170069). The opinions expressed are those of the authors and do not represent views of the IES. Correspondence concerning this article should be addressed to Joelle Fingerhut School of Social and Behavioral Sciences, Marist College, 3399 North Rd, Poughkeepsie, NY 12601. Contact: joelle.fingerhut@marist.edu","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"104 24","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135511436","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 : 2023-10-21DOI: 10.1080/09362835.2023.2269283
Kristina Rios, Christopher Reynoso, Kayla Vivas, Cynthia Ponce
ABSTRACTFamily-school partnership is an essential component of the special education process for children with intellectual and developmental disabilities (IDD). Latinx families especially face systemic barriers when participating in education decision-making for their children with IDD. However, few interventions have been developed to facilitate and educate Latinx parents of children with IDD. This study presents findings from a pilot randomized controlled trial, testing a 12-hr intervention to educate Latinx parents of children with IDD to advocate for school services – the Families Included in Receiving Better Special Education Services (FIRME) program. Participants included 26 Latinx parents of children with IDD, randomly assigned to a treatment (N = 11) or wait-list control (N = 15). The FIRME program had acceptable feasibility and treatment fidelity. Intervention group participants demonstrated positive changes following the intervention, including significant increases in special education knowledge, advocacy, empowerment, and decreased parental stress. Findings offer promising evidence of advocacy programs for Latinx families of children with IDD. Implications for research including the need for a fully powered randomized controlled trial are discussed; also, to address parental stress, the FIRME program may need to include ongoing supports.KEYWORDS: Advocacy ProgramsLatino familiesChildren with IDDEmpowermentStress Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Educating Latinx Parents of Children with Intellectual and Developmental Disabilities: A Pilot Randomized Controlled Trial","authors":"Kristina Rios, Christopher Reynoso, Kayla Vivas, Cynthia Ponce","doi":"10.1080/09362835.2023.2269283","DOIUrl":"https://doi.org/10.1080/09362835.2023.2269283","url":null,"abstract":"ABSTRACTFamily-school partnership is an essential component of the special education process for children with intellectual and developmental disabilities (IDD). Latinx families especially face systemic barriers when participating in education decision-making for their children with IDD. However, few interventions have been developed to facilitate and educate Latinx parents of children with IDD. This study presents findings from a pilot randomized controlled trial, testing a 12-hr intervention to educate Latinx parents of children with IDD to advocate for school services – the Families Included in Receiving Better Special Education Services (FIRME) program. Participants included 26 Latinx parents of children with IDD, randomly assigned to a treatment (N = 11) or wait-list control (N = 15). The FIRME program had acceptable feasibility and treatment fidelity. Intervention group participants demonstrated positive changes following the intervention, including significant increases in special education knowledge, advocacy, empowerment, and decreased parental stress. Findings offer promising evidence of advocacy programs for Latinx families of children with IDD. Implications for research including the need for a fully powered randomized controlled trial are discussed; also, to address parental stress, the FIRME program may need to include ongoing supports.KEYWORDS: Advocacy ProgramsLatino familiesChildren with IDDEmpowermentStress Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"117 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135511568","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 : 2023-10-10DOI: 10.1080/09362835.2023.2266536
Stephanie Devine, Cynthia Massey, Kathryn L. Haughney
ABSTRACTAlthough applications (apps) for technology-based self-monitoring have received little attention in the literature for college-level students with intellectual disability (ID) in inclusive postsecondary education (IPSE) programs at institutions of higher education, novel tools regularly arrive and are applied within current support structures. I-Connect, a smartphone or web-based self-monitoring tool, has the potential to be an important instrument for promoting independence and access to inclusive academic and workplace environments. The current study used a multi-treatment A-B-A-B-C withdrawal single-case design to determine the effects of peer coaching and a smartphone-based self-monitoring app on the on-task behavior of a college student with autism and intellectual disability. Measurement included the impact of the I-Connect app and peer tutoring in combination with the app and the social validity of the intervention. Findings demonstrated a functional relation for the use of I-Connect with some limitations. The data showed promise for the addition of peer support and were confirmed by a social validity measure. The combination of technology-based self-monitoring supports with the peer supports typically available in inclusive postsecondary education (IPSE) programs can potentially increase key self-determination outcomes. The authors discuss further implications and suggestions for confirming these findings in subsequent inquiries. AcknowledgmentsWe wish to thank the students and staff of the inclusive postsecondary education program that participated in this study. Without their support and willingness, this research would not have been possible. This research study was approved by the Institutional Review Board of Georgia Southern University, approval number H21126.Disclosure statementThere are no financial or non-financial competing interests to report for this study. The researchers have no connection to the I-Connect software used in this study other than it is free software.Data availability statementThe authors confirm that the data supporting the findings of this study are available within the article.Additional informationFundingThis work was not supported under any grants.
尽管基于技术的自我监控应用程序(app)在高等教育机构的包容性高等教育(IPSE)项目中对智力残疾(ID)的大学生水平的关注很少，但新工具经常出现并应用于当前的支持结构中。I-Connect是一种智能手机或基于网络的自我监测工具，有可能成为促进独立和获得包容性学术和工作环境的重要工具。目前的研究采用多治疗a -b - a -b -c戒断单例设计，以确定同伴指导和基于智能手机的自我监控应用程序对患有自闭症和智力残疾的大学生的任务行为的影响。测量包括I-Connect应用程序和同伴辅导结合应用程序的影响和干预的社会效度。研究结果表明，使用I-Connect具有一定的功能关系和局限性。这些数据显示了同伴支持的增加，并通过社会效度测量得到了证实。基于技术的自我监控支持与包容性高等教育(IPSE)项目中典型的同伴支持相结合，可能会增加关键的自我决定结果。作者讨论了进一步的影响和建议，以确认这些发现在随后的调查。我们要感谢参与这项研究的包容性高等教育项目的学生和工作人员。没有他们的支持和意愿，这项研究是不可能的。本研究经佐治亚南方大学机构审查委员会批准，批准号H21126。本研究没有财务或非财务上的竞争利益报告。研究人员与这项研究中使用的I-Connect软件没有任何关系，只是它是免费软件。数据可用性声明作者确认在文章中可以获得支持本研究结果的数据。本研究没有得到任何资助。
{"title":"Staying on Task: Use of Self-Monitoring and Peer Coaching to Support Inclusive Postsecondary Education","authors":"Stephanie Devine, Cynthia Massey, Kathryn L. Haughney","doi":"10.1080/09362835.2023.2266536","DOIUrl":"https://doi.org/10.1080/09362835.2023.2266536","url":null,"abstract":"ABSTRACTAlthough applications (apps) for technology-based self-monitoring have received little attention in the literature for college-level students with intellectual disability (ID) in inclusive postsecondary education (IPSE) programs at institutions of higher education, novel tools regularly arrive and are applied within current support structures. I-Connect, a smartphone or web-based self-monitoring tool, has the potential to be an important instrument for promoting independence and access to inclusive academic and workplace environments. The current study used a multi-treatment A-B-A-B-C withdrawal single-case design to determine the effects of peer coaching and a smartphone-based self-monitoring app on the on-task behavior of a college student with autism and intellectual disability. Measurement included the impact of the I-Connect app and peer tutoring in combination with the app and the social validity of the intervention. Findings demonstrated a functional relation for the use of I-Connect with some limitations. The data showed promise for the addition of peer support and were confirmed by a social validity measure. The combination of technology-based self-monitoring supports with the peer supports typically available in inclusive postsecondary education (IPSE) programs can potentially increase key self-determination outcomes. The authors discuss further implications and suggestions for confirming these findings in subsequent inquiries. AcknowledgmentsWe wish to thank the students and staff of the inclusive postsecondary education program that participated in this study. Without their support and willingness, this research would not have been possible. This research study was approved by the Institutional Review Board of Georgia Southern University, approval number H21126.Disclosure statementThere are no financial or non-financial competing interests to report for this study. The researchers have no connection to the I-Connect software used in this study other than it is free software.Data availability statementThe authors confirm that the data supporting the findings of this study are available within the article.Additional informationFundingThis work was not supported under any grants.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136353069","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 : 2023-10-10DOI: 10.1080/09362835.2023.2266534
Lefki Kourea, Helen Phtiaka
ABSTRACTStudent behavioral problems are a concern among educators in Cyprus. Policy and practice measures implemented in Cyprus have primarily focused on addressing problem behaviors at the individual level. Recently, behavior support implementations have occurred at a schoolwide level. This mixed methods study presents the results of two model demonstration sites of Schoolwide Positive Behavior Interventions and Supports (SWPBIS) implemented in two elementary schools in Cyprus. Exploration and initial implementation efforts focused on adapting and contextually fitting the SWPBIS primary prevention’s four core features (outcomes, data, practices, systems) to meet the values and needs of Cypriot schools. Intervention components included defining and teaching expected classroom behaviors, acknowledging and reinforcing social expectations, re-directing and correcting social errors, and collecting data to make informed decisions. Treatment fidelity was measured three times throughout the study. Outcome measures included disruptive behavioral incidents and the staff’s social acceptability of intervention components. Results are discussed, and implications for practice in implementing SWPBIS are suggested within the centralized educational context of Cyprus. AcknowledgmentsThe authors wish to thank the school staff and the administration from both elementary schools for their collaboration in this research project.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by the European Commission (Research Executive Agency) Marie Skłodowska-Curie International Outgoing Fellowship Grant # PIOF-GA-2012-331065.
{"title":"Initial Exploration and Implementation Efforts of SWPBIS Tier 1 in Cyprus: Results from Two Model Demonstration Sites","authors":"Lefki Kourea, Helen Phtiaka","doi":"10.1080/09362835.2023.2266534","DOIUrl":"https://doi.org/10.1080/09362835.2023.2266534","url":null,"abstract":"ABSTRACTStudent behavioral problems are a concern among educators in Cyprus. Policy and practice measures implemented in Cyprus have primarily focused on addressing problem behaviors at the individual level. Recently, behavior support implementations have occurred at a schoolwide level. This mixed methods study presents the results of two model demonstration sites of Schoolwide Positive Behavior Interventions and Supports (SWPBIS) implemented in two elementary schools in Cyprus. Exploration and initial implementation efforts focused on adapting and contextually fitting the SWPBIS primary prevention’s four core features (outcomes, data, practices, systems) to meet the values and needs of Cypriot schools. Intervention components included defining and teaching expected classroom behaviors, acknowledging and reinforcing social expectations, re-directing and correcting social errors, and collecting data to make informed decisions. Treatment fidelity was measured three times throughout the study. Outcome measures included disruptive behavioral incidents and the staff’s social acceptability of intervention components. Results are discussed, and implications for practice in implementing SWPBIS are suggested within the centralized educational context of Cyprus. AcknowledgmentsThe authors wish to thank the school staff and the administration from both elementary schools for their collaboration in this research project.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by the European Commission (Research Executive Agency) Marie Skłodowska-Curie International Outgoing Fellowship Grant # PIOF-GA-2012-331065.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136358515","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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