Pub Date : 2023-02-09DOI: 10.1177/00400599231151402
L. Haymes, K. Storey
Individual with intellectual disabilities can have special health care concerns and will often need support in managing their health care needs. These health care needs can include diabetes, obesity management or fitness. Activity trackers have become widely available as a tool for managing health needs by monitoring number of steps, activities, and consumption. Individuals with ID can become independent users of activity trackers using self-management skills such as visual checklists and task analysis. This article provides a model for setting up and using activity trackers with self-management for individuals with ID.
{"title":"Better Health Through Exercise: Self-Management of Activity Tracking by Individuals with Intellectual Disabilities","authors":"L. Haymes, K. Storey","doi":"10.1177/00400599231151402","DOIUrl":"https://doi.org/10.1177/00400599231151402","url":null,"abstract":"Individual with intellectual disabilities can have special health care concerns and will often need support in managing their health care needs. These health care needs can include diabetes, obesity management or fitness. Activity trackers have become widely available as a tool for managing health needs by monitoring number of steps, activities, and consumption. Individuals with ID can become independent users of activity trackers using self-management skills such as visual checklists and task analysis. This article provides a model for setting up and using activity trackers with self-management for individuals with ID.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48923117","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 : 2023-01-24DOI: 10.1177/00144029221150929
C. Cheek, Jessica L Garcia, P. Mehta, D. Francis, E. Grigorenko
Twice-exceptionality (2e), broadly defined as the co-occurrence of a gift or talent and a disability, has been a part of the educational lexicon since the 1990s, although its empirical backing is limited. We conducted a comprehensive review of the empirical literature on 2e and created a simulation study of 2e. For the latter, we constructed population distribution functions that represent indicators of ability using a range of correlations and identification criteria guided by the reviewed literature. We observed the theoretical occurrence of 2e, even at its most relaxed definitions, to be much rarer than prevailing literature implies (probability = 0.148). As correlations and factor loadings increase, the prevalence estimates of 2e drop considerably. Our results demonstrated the need for a more informed, standardized, and quantifiable approach to the identification of individuals with 2e.
{"title":"The Exceptionality of Twice-Exceptionality: Examining Combined Prevalence of Giftedness and Disability Using Multivariate Statistical Simulation","authors":"C. Cheek, Jessica L Garcia, P. Mehta, D. Francis, E. Grigorenko","doi":"10.1177/00144029221150929","DOIUrl":"https://doi.org/10.1177/00144029221150929","url":null,"abstract":"Twice-exceptionality (2e), broadly defined as the co-occurrence of a gift or talent and a disability, has been a part of the educational lexicon since the 1990s, although its empirical backing is limited. We conducted a comprehensive review of the empirical literature on 2e and created a simulation study of 2e. For the latter, we constructed population distribution functions that represent indicators of ability using a range of correlations and identification criteria guided by the reviewed literature. We observed the theoretical occurrence of 2e, even at its most relaxed definitions, to be much rarer than prevailing literature implies (probability = 0.148). As correlations and factor loadings increase, the prevalence estimates of 2e drop considerably. Our results demonstrated the need for a more informed, standardized, and quantifiable approach to the identification of individuals with 2e.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88662914","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 : 2023-01-16DOI: 10.1177/00400599221148272
Terrance M. Scott
{"title":"Not a Roll of the Dice: Increasing the Probability of Student Success","authors":"Terrance M. Scott","doi":"10.1177/00400599221148272","DOIUrl":"https://doi.org/10.1177/00400599221148272","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46345565","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 : 2023-01-16DOI: 10.1177/00400599221150082
S. Etscheidt
{"title":"Developing IEPs to Secure School-Based Mental Health Supports for Students With Disabilities","authors":"S. Etscheidt","doi":"10.1177/00400599221150082","DOIUrl":"https://doi.org/10.1177/00400599221150082","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47152606","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 : 2023-01-14DOI: 10.1177/00400599221144632
J. Ford, Amanda M. Kern, Julia P. Gorman, Conor D. Mooney
Individualizing instruction is a time-consuming aspect of classroom practice. Testing multiple interventions, and monitoring each to see which is most effective for a student can be prohibitively time consuming. However, Brief Experimental Analysis (BEA) is an assessment procedure that can be used to quickly identify an intervention that is likely to be successful with an individual student. BEA provides teachers with a method to efficiently collect data and predict which intervention is most likely to be successful before a significant amount of time and resources are invested. The BEA process can be used with students at a variety of grade levels for the purpose of academic and behavior intervention. This paper describes how to implement BEA in reading with students with intellectual disabilities in order to prepare them for opportunities in postsecondary education. We will also discuss how to overcome hurdles that practitioners may experience implementing the process.
{"title":"Time Is of the Essence: Individualizing Academic Intervention for Students of Transition Age","authors":"J. Ford, Amanda M. Kern, Julia P. Gorman, Conor D. Mooney","doi":"10.1177/00400599221144632","DOIUrl":"https://doi.org/10.1177/00400599221144632","url":null,"abstract":"Individualizing instruction is a time-consuming aspect of classroom practice. Testing multiple interventions, and monitoring each to see which is most effective for a student can be prohibitively time consuming. However, Brief Experimental Analysis (BEA) is an assessment procedure that can be used to quickly identify an intervention that is likely to be successful with an individual student. BEA provides teachers with a method to efficiently collect data and predict which intervention is most likely to be successful before a significant amount of time and resources are invested. The BEA process can be used with students at a variety of grade levels for the purpose of academic and behavior intervention. This paper describes how to implement BEA in reading with students with intellectual disabilities in order to prepare them for opportunities in postsecondary education. We will also discuss how to overcome hurdles that practitioners may experience implementing the process.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45535552","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 : 2023-01-14DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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