Pub Date : 2023-01-14DOI: 10.1177/00400599221146318
S. Etscheidt, N. Skaar, Kerri L. Clopton, Stephanie L. Schmitz
This manuscript offers an approach to secure needed SBMHS for students with disabilities through unique applications within the IEP development process, informed by an analysis of recent case law. We will discuss six components of this approach. First, the need for SBMHS must be established through evaluation data. Data sources to confirm the need for services include record review, interview, observation, and testing. Second, the evaluation data must be presented in the Present Level of Academic Achievement and Functional Performance (PLAAFP) section of the IEP. This section will also describe how a child’s educational performance is adversely affected by mental health issues. Third, annual goals must be developed for areas adversely affected by a child’s mental health status. The goals must be measurable and include performance targets established by criteria and matched to the baseline data and skills targets for intervention. Fourth, the specially-designed instruction (SDI) and related service intervention (RSI) must be planned for each goal area. The SDI must specify the methodology and strategies to be provided to address the child’s mental health needs. The RSI must explicitly describe the nature of the strategies or approaches planned. Fifth, progress monitoring plans must be described, including the metrics matched to baseline data and the goal, a timetable, and reporting options. Sixth, and importantly, the IEP SBMHS must be implemented as planned and revised if progress toward the goals is not satisfactory. One unique contribution of this IEP approach to securing needed SBMHS is the integration of recent case law to illustrate how courts relied on specification of the six components in confirming the need for SMBHS. A second contribution is providing specific examples of IEP statements for the six components when mental health needs must be addressed.
{"title":"Securing School-Based Mental Health Services Through a Six-Step IEP Approach","authors":"S. Etscheidt, N. Skaar, Kerri L. Clopton, Stephanie L. Schmitz","doi":"10.1177/00400599221146318","DOIUrl":"https://doi.org/10.1177/00400599221146318","url":null,"abstract":"This manuscript offers an approach to secure needed SBMHS for students with disabilities through unique applications within the IEP development process, informed by an analysis of recent case law. We will discuss six components of this approach. First, the need for SBMHS must be established through evaluation data. Data sources to confirm the need for services include record review, interview, observation, and testing. Second, the evaluation data must be presented in the Present Level of Academic Achievement and Functional Performance (PLAAFP) section of the IEP. This section will also describe how a child’s educational performance is adversely affected by mental health issues. Third, annual goals must be developed for areas adversely affected by a child’s mental health status. The goals must be measurable and include performance targets established by criteria and matched to the baseline data and skills targets for intervention. Fourth, the specially-designed instruction (SDI) and related service intervention (RSI) must be planned for each goal area. The SDI must specify the methodology and strategies to be provided to address the child’s mental health needs. The RSI must explicitly describe the nature of the strategies or approaches planned. Fifth, progress monitoring plans must be described, including the metrics matched to baseline data and the goal, a timetable, and reporting options. Sixth, and importantly, the IEP SBMHS must be implemented as planned and revised if progress toward the goals is not satisfactory. One unique contribution of this IEP approach to securing needed SBMHS is the integration of recent case law to illustrate how courts relied on specification of the six components in confirming the need for SMBHS. A second contribution is providing specific examples of IEP statements for the six components when mental health needs must be addressed.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42128984","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 : 2023-01-04DOI: 10.1177/00400599221143471
G. Scheibel
For the last decade, educators have been directed to use evidence-based practices in their classrooms. However, despite this direction, the use of these practices is not widespread in many classrooms. Though many resources exist to help educators locate and select these practices educators face barriers which make these practices infeasible or inappropriate for use in their classrooms. In this circumstance, educators can use evidence-based decision making to (1) address the barriers to using an evidence-based practice, (2) locate non-evidence-based practices (non-EBPs) with promising or mixed effects that meet student needs and are feasible in the classroom, (3) adapt Non-EBPs using High Leverage Practices to boost effectiveness, and (4) monitor progress closely using Data-Based Individualization to ensure the occurrence of student benefit. The use of evidence-based decision making provides a framework for educators to implement effective interventions in their classrooms.
{"title":"Addressing Barriers to Evidence-Based Practice: Using Evidence-Based Decision Making and High-Leverage Practices to Meet Student Needs","authors":"G. Scheibel","doi":"10.1177/00400599221143471","DOIUrl":"https://doi.org/10.1177/00400599221143471","url":null,"abstract":"For the last decade, educators have been directed to use evidence-based practices in their classrooms. However, despite this direction, the use of these practices is not widespread in many classrooms. Though many resources exist to help educators locate and select these practices educators face barriers which make these practices infeasible or inappropriate for use in their classrooms. In this circumstance, educators can use evidence-based decision making to (1) address the barriers to using an evidence-based practice, (2) locate non-evidence-based practices (non-EBPs) with promising or mixed effects that meet student needs and are feasible in the classroom, (3) adapt Non-EBPs using High Leverage Practices to boost effectiveness, and (4) monitor progress closely using Data-Based Individualization to ensure the occurrence of student benefit. The use of evidence-based decision making provides a framework for educators to implement effective interventions in their classrooms.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45411551","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 : 2023-01-01DOI: 10.1177/00144029221137263
J. Lloyd, W. Therrien
The January 2023 issue of Exceptional Children includes diverse studies representing fine research. The articles range across multiple topics, different age groups, and various disabilities.We hope thatmore than one of themwill be particularly interesting to individual readers.We have two policy studies and four reports of original research. The first article analyzes the U.S. state of Texas’s policy that limited how many students could be identified as having a disability. Paul Morgan, Adrienne Woods, Yangyang Wang, and Cecelia Gloski examined how that policy affected identification of children as having disabilities. They found that Black students and English language learners were gradually less likely to be identified as having disabilities over the years that the policy was in effect. In another policy analysis, Qing Zhang and Jade Jenkins assessed whether the introduction of preK programs affected the enrollment of children with disabilities in Head Start programs. They found that U.S. states’ introduction of preK programs over 30 years resulted in a decrease in Head Start enrollment of children with disabilities. Anna Shapiro studied whether children’s ages when they begin school affected their access to special education services. Although she found little evidence of differences by gender, race, or socioeconomic status, she did find an overall effect indicating that younger students in a kindergarten cohort are more likely to be identified as having disabilities. Jan Blacher and Abbey Eisenhower assessed the frequency of children with autism being expelled from preschool and childcare programs as well as how subsequent teachers perceived those children. They report that about 1 in 6 preschoolers with autism had been expelled and that subsequent teachers described them as more likely to have more conflict, dependency, and externalizing behavior. At the other end of the age scale, Jennifer Freeman and Jacob Kirksey compared the extent to which parents of first-generation and native-born high school students with and without individualized education programs (IEPs) are engaged in their children’s education. They reported that first-generation students’ parents exhibit lower frequencies of school-based involvement compared with native-born students’ parents, but the parents of children with IEPs were more engaged, regardless of whether they were parents of first-generation or native-born students. And in another study related to adolescents, Pascale Dubois, Frédéric Guay, and MarieCatherine St-Pierre tested the contributions of motivation and parental support for autonomy to youths’ transition. They reported that autonomy support, especially from fathers and friends, promoted motivation and that positive motivation was associated with better outcomes. Each time we write these previews, we are regularly impressed with the quality of research questions covered in the articles and the quality of the research that authors submit to Exceptional C
{"title":"Preview","authors":"J. Lloyd, W. Therrien","doi":"10.1177/00144029221137263","DOIUrl":"https://doi.org/10.1177/00144029221137263","url":null,"abstract":"The January 2023 issue of Exceptional Children includes diverse studies representing fine research. The articles range across multiple topics, different age groups, and various disabilities.We hope thatmore than one of themwill be particularly interesting to individual readers.We have two policy studies and four reports of original research. The first article analyzes the U.S. state of Texas’s policy that limited how many students could be identified as having a disability. Paul Morgan, Adrienne Woods, Yangyang Wang, and Cecelia Gloski examined how that policy affected identification of children as having disabilities. They found that Black students and English language learners were gradually less likely to be identified as having disabilities over the years that the policy was in effect. In another policy analysis, Qing Zhang and Jade Jenkins assessed whether the introduction of preK programs affected the enrollment of children with disabilities in Head Start programs. They found that U.S. states’ introduction of preK programs over 30 years resulted in a decrease in Head Start enrollment of children with disabilities. Anna Shapiro studied whether children’s ages when they begin school affected their access to special education services. Although she found little evidence of differences by gender, race, or socioeconomic status, she did find an overall effect indicating that younger students in a kindergarten cohort are more likely to be identified as having disabilities. Jan Blacher and Abbey Eisenhower assessed the frequency of children with autism being expelled from preschool and childcare programs as well as how subsequent teachers perceived those children. They report that about 1 in 6 preschoolers with autism had been expelled and that subsequent teachers described them as more likely to have more conflict, dependency, and externalizing behavior. At the other end of the age scale, Jennifer Freeman and Jacob Kirksey compared the extent to which parents of first-generation and native-born high school students with and without individualized education programs (IEPs) are engaged in their children’s education. They reported that first-generation students’ parents exhibit lower frequencies of school-based involvement compared with native-born students’ parents, but the parents of children with IEPs were more engaged, regardless of whether they were parents of first-generation or native-born students. And in another study related to adolescents, Pascale Dubois, Frédéric Guay, and MarieCatherine St-Pierre tested the contributions of motivation and parental support for autonomy to youths’ transition. They reported that autonomy support, especially from fathers and friends, promoted motivation and that positive motivation was associated with better outcomes. Each time we write these previews, we are regularly impressed with the quality of research questions covered in the articles and the quality of the research that authors submit to Exceptional C","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"1 1","pages":"124 - 124"},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75463070","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 : 2023-01-01DOI: 10.1177/00144029221109849
P. Morgan, A. D. Woods, Yangyang Wang, Cecelia A. Gloski
We used time-varying effect modelling of two very large samples of fourth-grade students (Nreading = 148,240, Nmathematics = 152,220) to investigate associations between adoption and over-time implementation of a de facto cap on special education service receipt and over-time likelihoods of disability identification from 2003 to 2017 for Texas students including those from historically marginalized communities. Following the cap's adoption, Texas students who are Black or English Language Learners (ELLs) were gradually less likely to have been identified as having disabilities than students in adjoining statues who are Black or ELLs in analyses adjusting for individual academic achievement, family economic disadvantage, school fixed effects, and other explanatory factors. Findings provide additional evidence of the cap's specific associations with disability identification disparities for demographic populations especially likely to have experienced violations of the Individuals with Disabilities Education Act's Child Find and free and appropriate public education requirements.
{"title":"Texas Special Education Cap's Associations With Disability Identification Disparities of Racial and Language Minority Students","authors":"P. Morgan, A. D. Woods, Yangyang Wang, Cecelia A. Gloski","doi":"10.1177/00144029221109849","DOIUrl":"https://doi.org/10.1177/00144029221109849","url":null,"abstract":"We used time-varying effect modelling of two very large samples of fourth-grade students (Nreading = 148,240, Nmathematics = 152,220) to investigate associations between adoption and over-time implementation of a de facto cap on special education service receipt and over-time likelihoods of disability identification from 2003 to 2017 for Texas students including those from historically marginalized communities. Following the cap's adoption, Texas students who are Black or English Language Learners (ELLs) were gradually less likely to have been identified as having disabilities than students in adjoining statues who are Black or ELLs in analyses adjusting for individual academic achievement, family economic disadvantage, school fixed effects, and other explanatory factors. Findings provide additional evidence of the cap's specific associations with disability identification disparities for demographic populations especially likely to have experienced violations of the Individuals with Disabilities Education Act's Child Find and free and appropriate public education requirements.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"57 1","pages":"125 - 141"},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85667147","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 : 2023-01-01DOI: 10.1177/00400599231156042
D. Rowe, M. Blevins, Angus Kittelman, V. Walker
{"title":"Supporting Inclusive Practices in the Least Restrictive Environment","authors":"D. Rowe, M. Blevins, Angus Kittelman, V. Walker","doi":"10.1177/00400599231156042","DOIUrl":"https://doi.org/10.1177/00400599231156042","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"152 - 154"},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43362269","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 : 2023-01-01DOI: 10.1177/00400599231162464
{"title":"Meet the Newest Members of the CEC Board of Directors","authors":"","doi":"10.1177/00400599231162464","DOIUrl":"https://doi.org/10.1177/00400599231162464","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"40 22","pages":"224 - 226"},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41277968","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 : 2023-01-01DOI: 10.1177/00400599221093393
Michelle M. Cumming, Cristina Criado, Jeehyun Park, Alexandra Arango, M. L. Rodríguez, Michael Ali
{"title":"Addressing Middle Schoolers’ Disruptive Behavior: The Importance of Fostering Student Executive Functioning","authors":"Michelle M. Cumming, Cristina Criado, Jeehyun Park, Alexandra Arango, M. L. Rodríguez, Michael Ali","doi":"10.1177/00400599221093393","DOIUrl":"https://doi.org/10.1177/00400599221093393","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"176 - 187"},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42646307","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 : 2023-01-01DOI: 10.1177/00144029221108402
Jennifer A. Freeman, J. Jacob Kirksey
As educators and policymakers increasingly use parental involvement as a mechanism to increase student achievement, scholars know surprisingly little about the disparities in frequencies of parental involvement for first-generation immigrant compared to native-born parents as well as how involvement may differ for parents of students with Individualized Education Programs (IEPs). Using HSLS:2009, we compared parental involvement of first-generation immigrant parents and native-born parents of high school students with and without IEPs. Our descriptive results indicate that first-generation parents exhibit lower frequencies of school-based involvement compared to native-born parents. In our propensity score matching analysis, we found that IEP status is associated with an increase in school-based parental involvement for both first-generation immigrant and native-born families. We also found that IEP status was negatively associated with academic socialization for both first-generation immigrant and native-born families.
{"title":"Linking IEP Status to Parental Involvement for High School Students of First-Generation and Native-Born Families","authors":"Jennifer A. Freeman, J. Jacob Kirksey","doi":"10.1177/00144029221108402","DOIUrl":"https://doi.org/10.1177/00144029221108402","url":null,"abstract":"As educators and policymakers increasingly use parental involvement as a mechanism to increase student achievement, scholars know surprisingly little about the disparities in frequencies of parental involvement for first-generation immigrant compared to native-born parents as well as how involvement may differ for parents of students with Individualized Education Programs (IEPs). Using HSLS:2009, we compared parental involvement of first-generation immigrant parents and native-born parents of high school students with and without IEPs. Our descriptive results indicate that first-generation parents exhibit lower frequencies of school-based involvement compared to native-born parents. In our propensity score matching analysis, we found that IEP status is associated with an increase in school-based parental involvement for both first-generation immigrant and native-born families. We also found that IEP status was negatively associated with academic socialization for both first-generation immigrant and native-born families.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"31 1","pages":"197 - 215"},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86393247","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 : 2022-12-28DOI: 10.1177/00400599221143457
Andrew R. Scheef, Aleksandra Hollingshead, Kalley Malone, Whitney M. Sherman, Adrienne Seamans, Toni Sabala, Janice Carson
Paraprofessionals are a crucial component of special education services and can be vital to promoting inclusive learning opportunities. Although intentions behind utilizing paraprofessional support may be good, students with disabilities may become over-reliant on paraprofessionals, thus limiting student independence in the classroom. This paper intends to shift the traditional paradigm to focus on increasing student independence through indirect paraprofessional supports. Practical recommendations for fading paraprofessional support to promote student independence are included.
{"title":"Increasing the Independence of Students With Disabilities in the Classroom Through Indirect Paraprofessional Support","authors":"Andrew R. Scheef, Aleksandra Hollingshead, Kalley Malone, Whitney M. Sherman, Adrienne Seamans, Toni Sabala, Janice Carson","doi":"10.1177/00400599221143457","DOIUrl":"https://doi.org/10.1177/00400599221143457","url":null,"abstract":"Paraprofessionals are a crucial component of special education services and can be vital to promoting inclusive learning opportunities. Although intentions behind utilizing paraprofessional support may be good, students with disabilities may become over-reliant on paraprofessionals, thus limiting student independence in the classroom. This paper intends to shift the traditional paradigm to focus on increasing student independence through indirect paraprofessional supports. Practical recommendations for fading paraprofessional support to promote student independence are included.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41705639","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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