Pub Date : 2022-03-07DOI: 10.1080/1045988X.2022.2037494
Lindsay Foreman-Murray, Sarah Krowka, Caitlyn E. Majeika
Abstract Students with disabilities drop out of high school at a higher rate than typically learning students, impacting their short and long-term educational and employment opportunities and making long-term financial stability less likely. In this review, the authors examined the indicators of dropout among students with high-incidence disabilities at the secondary level within correlational literature. Thirteen studies met inclusion criteria and suggest two important areas of focus in predicting and preventing dropout: school engagement and restrictive educational placement. Evidence from the literature indicates a significant positive relation between school-engagement and completion of high school and mixed indications for the connection between restrictive educational placement and school completion. The authors discuss implications for future research and practice.
{"title":"A systematic review of the literature related to dropout for students with disabilities","authors":"Lindsay Foreman-Murray, Sarah Krowka, Caitlyn E. Majeika","doi":"10.1080/1045988X.2022.2037494","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2037494","url":null,"abstract":"Abstract Students with disabilities drop out of high school at a higher rate than typically learning students, impacting their short and long-term educational and employment opportunities and making long-term financial stability less likely. In this review, the authors examined the indicators of dropout among students with high-incidence disabilities at the secondary level within correlational literature. Thirteen studies met inclusion criteria and suggest two important areas of focus in predicting and preventing dropout: school engagement and restrictive educational placement. Evidence from the literature indicates a significant positive relation between school-engagement and completion of high school and mixed indications for the connection between restrictive educational placement and school completion. The authors discuss implications for future research and practice.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"228 - 237"},"PeriodicalIF":0.9,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43559642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.1080/1045988X.2022.2037493
Briella Baer Chen, Gulnoza Yakubova, Elizabeth M. Hughes
Abstract As teachers are faced with increasing demands to meet the needs of diverse learners, such as the growing number of students with ASD, the need to accommodate each learner and provide opportunities for individualized learning becomes critical. Therefore, the aim of this A-B single-case study was to explore a variety of support strategies (e.g., video modeling, concrete manipulatives, guided practice, self-monitoring checklists, and error correction) to see which aspects of the multicomponent instruction were helpful in improving the fraction problem-solving accuracy for three students with ASD. Our analysis examined patterns in skill improvement and support levels required. All students improved their accuracy of solving fraction problems, although one student required more guidance. Using both quantitative and observational findings, we further examined each student’s individual experience with the intervention and discuss future directions and implications.
{"title":"Mathematics support strategies for teaching students with ASD to solve fraction computation problems: An exploratory A-B design study","authors":"Briella Baer Chen, Gulnoza Yakubova, Elizabeth M. Hughes","doi":"10.1080/1045988X.2022.2037493","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2037493","url":null,"abstract":"Abstract As teachers are faced with increasing demands to meet the needs of diverse learners, such as the growing number of students with ASD, the need to accommodate each learner and provide opportunities for individualized learning becomes critical. Therefore, the aim of this A-B single-case study was to explore a variety of support strategies (e.g., video modeling, concrete manipulatives, guided practice, self-monitoring checklists, and error correction) to see which aspects of the multicomponent instruction were helpful in improving the fraction problem-solving accuracy for three students with ASD. Our analysis examined patterns in skill improvement and support levels required. All students improved their accuracy of solving fraction problems, although one student required more guidance. Using both quantitative and observational findings, we further examined each student’s individual experience with the intervention and discuss future directions and implications.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"99 - 108"},"PeriodicalIF":0.9,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45782153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-30DOI: 10.1080/1045988X.2022.2028714
P. Barbetta
Abstract Managing student behavior is an essential component to creating positive and productive learning environments for school-aged children. As more teachers shift to synchronous online teaching, they face managing student behavior in a new learning environment that can pose distinctive challenges. Fortunately, teachers can bring to their online teaching many of the practices they use when teaching face to face. Teachers can use some practices the same way, and others may need minor modifications. Likewise, teachers have a variety of technologies at their disposal to assist them in facilitating online behavior management practices. This article recommends several online behavior management practices, suggests modifications for their use, and presents several technologies teachers can use to manage their students’ online behavior.
{"title":"Effective practices and technologies for online behavior management of school-aged students","authors":"P. Barbetta","doi":"10.1080/1045988X.2022.2028714","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2028714","url":null,"abstract":"Abstract Managing student behavior is an essential component to creating positive and productive learning environments for school-aged children. As more teachers shift to synchronous online teaching, they face managing student behavior in a new learning environment that can pose distinctive challenges. Fortunately, teachers can bring to their online teaching many of the practices they use when teaching face to face. Teachers can use some practices the same way, and others may need minor modifications. Likewise, teachers have a variety of technologies at their disposal to assist them in facilitating online behavior management practices. This article recommends several online behavior management practices, suggests modifications for their use, and presents several technologies teachers can use to manage their students’ online behavior.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"219 - 227"},"PeriodicalIF":0.9,"publicationDate":"2022-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46584172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-22DOI: 10.1080/1045988X.2022.2028715
David T. Marshall
Abstract Using administrative data from an urban school district, two series of predictive models were tested for their ability to project a student’s high school graduation status. The models included student grades, attendance, behavior, demographic predictors, and school-level variables. Eighth and ninth-grade variables were tested for two graduation cohorts (n = 2773) and multilevel logistic regression analyses were conducted to analyze the data. Most early warning indicator (EWI) models include end-of-course grades as predictors. This study operationalizes course failure as having failed a single marking period in the eighth grade or having failed a single semester in the ninth grade. Findings offer practitioners an actionable course grades based EWI, allowing for intervention after a single marking period of failure.
{"title":"Course grades as actionable early warning indicators: predicting high school graduation in an urban school district","authors":"David T. Marshall","doi":"10.1080/1045988X.2022.2028715","DOIUrl":"https://doi.org/10.1080/1045988X.2022.2028715","url":null,"abstract":"Abstract Using administrative data from an urban school district, two series of predictive models were tested for their ability to project a student’s high school graduation status. The models included student grades, attendance, behavior, demographic predictors, and school-level variables. Eighth and ninth-grade variables were tested for two graduation cohorts (n = 2773) and multilevel logistic regression analyses were conducted to analyze the data. Most early warning indicator (EWI) models include end-of-course grades as predictors. This study operationalizes course failure as having failed a single marking period in the eighth grade or having failed a single semester in the ninth grade. Findings offer practitioners an actionable course grades based EWI, allowing for intervention after a single marking period of failure.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"206 - 213"},"PeriodicalIF":0.9,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44934286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/1045988X.2021.1937025
Therese Sandomierski, S. Martinez, R. Webster, Anna Winneker, D. Minch
ABSTRACT Root Cause Analysis (RCA) has been recommended as a specific problem-solving approach for addressing disproportionate discipline outcomes. RCA differs from other problem-solving models through its in-depth analysis that draws from the perspectives of individuals who are impacted by the issue being addressed. When applied to disproportionate discipline, this means that RCA would include perspectives from all school staff, as well as students and families who are over-represented in discipline outcomes. This paper describes an approach to conducting RCA and presents two case studies that illustrate what stakeholders may gain by incorporating RCA into a school’s efforts to increase disciplinary equity. Suggestions for first steps school teams can take to conduct a root cause analysis will be provided.
{"title":"From “quick fix” to lasting commitment: Using root cause analysis to address disproportionate discipline outcomes","authors":"Therese Sandomierski, S. Martinez, R. Webster, Anna Winneker, D. Minch","doi":"10.1080/1045988X.2021.1937025","DOIUrl":"https://doi.org/10.1080/1045988X.2021.1937025","url":null,"abstract":"ABSTRACT Root Cause Analysis (RCA) has been recommended as a specific problem-solving approach for addressing disproportionate discipline outcomes. RCA differs from other problem-solving models through its in-depth analysis that draws from the perspectives of individuals who are impacted by the issue being addressed. When applied to disproportionate discipline, this means that RCA would include perspectives from all school staff, as well as students and families who are over-represented in discipline outcomes. This paper describes an approach to conducting RCA and presents two case studies that illustrate what stakeholders may gain by incorporating RCA into a school’s efforts to increase disciplinary equity. Suggestions for first steps school teams can take to conduct a root cause analysis will be provided.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"1 - 13"},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41596175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.1080/1045988X.2021.2016569
J. Lohmeier, Bang-Kyun Oh, S. Thompson, Xiaoxia Newton
Abstract Students who attend alternative high schools are considered at risk of not graduating. To graduate from high school, students need to obtain the appropriate number of credits. In this study, factors related to the attainment of credit by students in an alternative school during 2015–2019 were examined. Five factors had an effect on the number of credits students in the alternative school earned: the duration of students’ active enrollment, participation in service programs, ongoing participation in service programs, student attendance rate, and home language. However, behavioral referrals, gender, race, ethnicity, and grade level had no effect on credit attainment. Implications for alternative high school policies and practice are also discussed.
{"title":"Factors promoting academic credit attainment in an urban full-service community school initiative","authors":"J. Lohmeier, Bang-Kyun Oh, S. Thompson, Xiaoxia Newton","doi":"10.1080/1045988X.2021.2016569","DOIUrl":"https://doi.org/10.1080/1045988X.2021.2016569","url":null,"abstract":"Abstract Students who attend alternative high schools are considered at risk of not graduating. To graduate from high school, students need to obtain the appropriate number of credits. In this study, factors related to the attainment of credit by students in an alternative school during 2015–2019 were examined. Five factors had an effect on the number of credits students in the alternative school earned: the duration of students’ active enrollment, participation in service programs, ongoing participation in service programs, student attendance rate, and home language. However, behavioral referrals, gender, race, ethnicity, and grade level had no effect on credit attainment. Implications for alternative high school policies and practice are also discussed.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"150 - 159"},"PeriodicalIF":0.9,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46680408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-21DOI: 10.1080/1045988X.2021.2016568
Nanho Vander Hart, Mary Power
Abstract The effect of writing strategy instruction on three middle school students’ narrative writing performance in actual classrooms was investigated. The results indicated that the writing strategy instruction improved writing performance of students with and without disabilities, as well as students who were English language learners when provided with tiered supports. Future research is needed on faculty development on writing strategy instruction and the implementation of other evidence-based writing instruction.
{"title":"Teaching writing strategies with tiered supports for middle school students with and without special needs: a case study","authors":"Nanho Vander Hart, Mary Power","doi":"10.1080/1045988X.2021.2016568","DOIUrl":"https://doi.org/10.1080/1045988X.2021.2016568","url":null,"abstract":"Abstract The effect of writing strategy instruction on three middle school students’ narrative writing performance in actual classrooms was investigated. The results indicated that the writing strategy instruction improved writing performance of students with and without disabilities, as well as students who were English language learners when provided with tiered supports. Future research is needed on faculty development on writing strategy instruction and the implementation of other evidence-based writing instruction.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"167 - 174"},"PeriodicalIF":0.9,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43237529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-19DOI: 10.1080/1045988X.2021.2016570
Patrick J. Mallory, P. K. Hampshire
Abstract With a growing number of students with disabilities participating in online distance education, there is a need to explore support strategies that promote their academic success in these virtual environments. For students with autism spectrum disorders (ASDs), this type of learning environment often lacks the structure and support for them to develop social emotional and self-management skills needed to be successful in their academics. The current study pilots a technology-aided check-in/check-out (CICO) intervention package for parents to implement with their students enrolled in online schooling. This study particularly focuses on using the intervention to increase the student engagement of one high school student with ASD participating in online distance education. Using a single-case, AB design, data were collected on student engagement prior to and during the implementation of the intervention package. Results show a significant increase in student engagement when the intervention was implemented. Reports from both the student and his mother indicated overall positive perceptions of the intervention. Further exploration of the results, including limitations and future directions, are discussed.
{"title":"Implementing a technology-aided check-in/check-out intervention in an online learning environment: a pilot study","authors":"Patrick J. Mallory, P. K. Hampshire","doi":"10.1080/1045988X.2021.2016570","DOIUrl":"https://doi.org/10.1080/1045988X.2021.2016570","url":null,"abstract":"Abstract With a growing number of students with disabilities participating in online distance education, there is a need to explore support strategies that promote their academic success in these virtual environments. For students with autism spectrum disorders (ASDs), this type of learning environment often lacks the structure and support for them to develop social emotional and self-management skills needed to be successful in their academics. The current study pilots a technology-aided check-in/check-out (CICO) intervention package for parents to implement with their students enrolled in online schooling. This study particularly focuses on using the intervention to increase the student engagement of one high school student with ASD participating in online distance education. Using a single-case, AB design, data were collected on student engagement prior to and during the implementation of the intervention package. Results show a significant increase in student engagement when the intervention was implemented. Reports from both the student and his mother indicated overall positive perceptions of the intervention. Further exploration of the results, including limitations and future directions, are discussed.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"186 - 194"},"PeriodicalIF":0.9,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42330253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-19DOI: 10.1080/1045988X.2021.2013150
Howard P. Wills, J. Wehby, Paul Caldarella, L. Williams
Abstract Class-Wide Function-Related Intervention Teams (CW-FIT) is a classroom management system using a group contingency involving direct teaching of classroom rules/skills, differential reinforcement of appropriate behaviors, and minimized social attention to inappropriate behaviors. We investigated elementary school teachers’ implementation of CW-FIT with minimal reliance on external researcher support. Nine teachers and their classes participated. Ten students nominated as at risk for emotional and behavioral disorders (EBD) were individually monitored. Effects were examined using a single case reversal design. During CW-FIT implementation teachers’ use of praise increased and reprimands decreased, on-task behavior increased in all classrooms, and seven of the at-risk students also showed decreased disruptive behaviors. Teacher and student social validity ratings indicated support of and satisfaction with the program. Implications for classroom practice are discussed.
{"title":"Supporting elementary school classroom management: an implementation study of the CW-FIT program","authors":"Howard P. Wills, J. Wehby, Paul Caldarella, L. Williams","doi":"10.1080/1045988X.2021.2013150","DOIUrl":"https://doi.org/10.1080/1045988X.2021.2013150","url":null,"abstract":"Abstract Class-Wide Function-Related Intervention Teams (CW-FIT) is a classroom management system using a group contingency involving direct teaching of classroom rules/skills, differential reinforcement of appropriate behaviors, and minimized social attention to inappropriate behaviors. We investigated elementary school teachers’ implementation of CW-FIT with minimal reliance on external researcher support. Nine teachers and their classes participated. Ten students nominated as at risk for emotional and behavioral disorders (EBD) were individually monitored. Effects were examined using a single case reversal design. During CW-FIT implementation teachers’ use of praise increased and reprimands decreased, on-task behavior increased in all classrooms, and seven of the at-risk students also showed decreased disruptive behaviors. Teacher and student social validity ratings indicated support of and satisfaction with the program. Implications for classroom practice are discussed.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"195 - 205"},"PeriodicalIF":0.9,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46209848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-04DOI: 10.1080/1045988X.2021.2007835
Donna Pennell, M. Campbell, Donna Tangen
Abstract It is an expectation of Australian schools to address student cyberbullying. However, schools may struggle to be effective if other societal systems are not aligned and supportive. Within this ecological framing, this qualitative study used interview and focus group methods to gather secondary school stakeholder perspectives about the role the legal system plays in helping schools to prevent and intervene in student cyberbullying. School leaders, specialist staff, teachers, students and parents participated. A thematic analysis uncovered three themes with implications for improving school capacity with the help of society’s legal system: What schools can and cannot do to reduce cyberbullying; the role of police in school-based cyberbullying management; and the need for education and legal inter-systemic collaborations to meet school-identified challenges in addressing student cyberbullying.
{"title":"The education and the legal system: inter-systemic collaborations identified by Australian schools to more effectively reduce cyberbullying","authors":"Donna Pennell, M. Campbell, Donna Tangen","doi":"10.1080/1045988X.2021.2007835","DOIUrl":"https://doi.org/10.1080/1045988X.2021.2007835","url":null,"abstract":"Abstract It is an expectation of Australian schools to address student cyberbullying. However, schools may struggle to be effective if other societal systems are not aligned and supportive. Within this ecological framing, this qualitative study used interview and focus group methods to gather secondary school stakeholder perspectives about the role the legal system plays in helping schools to prevent and intervene in student cyberbullying. School leaders, specialist staff, teachers, students and parents participated. A thematic analysis uncovered three themes with implications for improving school capacity with the help of society’s legal system: What schools can and cannot do to reduce cyberbullying; the role of police in school-based cyberbullying management; and the need for education and legal inter-systemic collaborations to meet school-identified challenges in addressing student cyberbullying.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"66 1","pages":"175 - 185"},"PeriodicalIF":0.9,"publicationDate":"2021-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47770927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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