Pub Date : 2022-12-08DOI: 10.1177/00400599221138098
Kerri L. Clopton, Stephanie L. Schmitz, N. Skaar, S. Etscheidt
The IDEA requires schools to evaluate and provide services to students who have a mental health issue that is deemed an educational disability or a mental health issue that is comorbid with an educational disability. Etscheidt and colleagues (this issue) propose a six component approach to securing school-based mental health services for students with disabilities. This article illustrates the six component approach using two vignettes. The first vignette involves a preschool student referred due to aggression who has not been previously identified as eligible for special education. The second vignette involves a 5th grade student who was receiving special education services under the category of SLD who’s academic progress had plateaued.
{"title":"Securing School-Based Mental Health Services for Students With Disabilities: An Illustration of the Six-Component Approach","authors":"Kerri L. Clopton, Stephanie L. Schmitz, N. Skaar, S. Etscheidt","doi":"10.1177/00400599221138098","DOIUrl":"https://doi.org/10.1177/00400599221138098","url":null,"abstract":"The IDEA requires schools to evaluate and provide services to students who have a mental health issue that is deemed an educational disability or a mental health issue that is comorbid with an educational disability. Etscheidt and colleagues (this issue) propose a six component approach to securing school-based mental health services for students with disabilities. This article illustrates the six component approach using two vignettes. The first vignette involves a preschool student referred due to aggression who has not been previously identified as eligible for special education. The second vignette involves a 5th grade student who was receiving special education services under the category of SLD who’s academic progress had plateaued.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44978155","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 : 2022-11-09DOI: 10.1177/00144029221135572
Ann M. Sam, Jessica R Steinbrenner, S. Odom, Sallie W. Nowell, V. Waters, Y. Perkins, Mary White, H. Swaminathan, H. Rogers
The purpose of this study was to examine the efficacy of a teacher-implemented professional development program to increase the fidelity with which paraeducators use evidence-based practices (EBPs) in instruction for children with autism. Employing a modified multiple-probe design, investigators implemented the Autism Focused Intervention Resources and Modules for Paraprofessionals (AFP) program in four special education and four inclusive classrooms enrolling students with autism. As the teacher initiated features of the AFP program focusing on individual EBPs, level changes in paraeducators’ EBP fidelity increased markedly, with replications across paraeducators demonstrating experimental control. Statistical analyses produced large effect sizes, Goal Attainment Scale scores indicated student progress, and participants’ ratings reflected strong social validity. School closure due to the COVID-19 pandemic prevented the completion of the study, but the pattern of effects suggests the efficacy of the AFP program as a program of professional development for paraeducators providing instruction for children with autism.
{"title":"Promoting Paraeducators’ Use of Evidence-Based Practices for Students With Autism","authors":"Ann M. Sam, Jessica R Steinbrenner, S. Odom, Sallie W. Nowell, V. Waters, Y. Perkins, Mary White, H. Swaminathan, H. Rogers","doi":"10.1177/00144029221135572","DOIUrl":"https://doi.org/10.1177/00144029221135572","url":null,"abstract":"The purpose of this study was to examine the efficacy of a teacher-implemented professional development program to increase the fidelity with which paraeducators use evidence-based practices (EBPs) in instruction for children with autism. Employing a modified multiple-probe design, investigators implemented the Autism Focused Intervention Resources and Modules for Paraprofessionals (AFP) program in four special education and four inclusive classrooms enrolling students with autism. As the teacher initiated features of the AFP program focusing on individual EBPs, level changes in paraeducators’ EBP fidelity increased markedly, with replications across paraeducators demonstrating experimental control. Statistical analyses produced large effect sizes, Goal Attainment Scale scores indicated student progress, and participants’ ratings reflected strong social validity. School closure due to the COVID-19 pandemic prevented the completion of the study, but the pattern of effects suggests the efficacy of the AFP program as a program of professional development for paraeducators providing instruction for children with autism.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"28 1","pages":"314 - 331"},"PeriodicalIF":1.0,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80421108","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 : 2022-11-01DOI: 10.1177/00400599221147085
Stephen P. Kilgus, Carly Oddleifson, Angus Kittelman, D. Rowe
TE A C H IN G E xc ep ti o na l C hi ld re n, V o l. 55 , N o . 2 , p p . 8 4 –8 7. C o p yr ig ht 2 0 22 T he A ut ho r( s) . D O I: 10 .11 77 /0 0 4 0 0 59 9 22 11 4 70 8 5 This View From the Field column is the fourth and final installment in a series focused on the roles of key stakeholders in the implementation of effective practices for students with or at risk for educational disabilities. In the first column, Rowe and colleagues (2022) highlighted different roles peers have in supporting the implementation of effective practices for students with or at risk for disabilities (e.g., peer networks, peer-assisted learning strategies). In the second column, Garbacz and colleagues (2022) described different validated strategies useful for enhancing parent collaboration in the implementation of effective practices (e.g., relationship building, motivational interviewing, implementation planning). In the third column, Rousey and colleagues (2022) described important roles community stakeholders (e.g., vocational rehabilitation, transition specialists, employers) have in providing effective transition services for students with disabilities. For this column, we emphasize the importance and timeliness in addressing mental health problems facing students in schools and describe how stakeholders (e.g., school and community mental health professionals, parents) are vital in the implementation of effective practices to support students struggling with internalizing and externalizing problems.
A . C . H . G . C . H . G . C . C . H . G . C . C . H . G . C . C . H . G . C . C . C . H . G . C . C . C . H . G . C . C . C . H . G . C。2、p、p。8 4 -8 7。你可以把你的眼睛从22岁的眼睛移到22岁的眼睛上。D O I: 10.11 77 /0 0 4 0 0 59 9 22 11 4 70 8 5这篇来自实地的观点专栏是一个系列的第四部分，也是最后一部分，该系列的重点是主要利益攸关方在为有教育障碍或有教育障碍风险的学生实施有效做法方面的作用。在第一篇专栏文章中，Rowe和他的同事(2022)强调了同伴在支持为有残疾或有残疾风险的学生实施有效实践(例如，同伴网络，同伴辅助学习策略)方面所扮演的不同角色。在第二专栏中，Garbacz及其同事(2022)描述了不同的有效策略，这些策略有助于在实施有效实践时加强父母的合作(例如，建立关系、动机性访谈、实施计划)。在第三栏中，Rousey及其同事(2022)描述了社区利益相关者(如职业康复、过渡专家、雇主)在为残疾学生提供有效的过渡服务方面所扮演的重要角色。在本专栏中，我们强调了解决学校学生面临的心理健康问题的重要性和及时性，并描述了利益相关者(例如，学校和社区心理健康专业人员，家长)在实施有效实践以支持与内在化和外在化问题作斗争的学生方面是如何至关重要的。
{"title":"Enhancing Support for Student Mental Health in Schools","authors":"Stephen P. Kilgus, Carly Oddleifson, Angus Kittelman, D. Rowe","doi":"10.1177/00400599221147085","DOIUrl":"https://doi.org/10.1177/00400599221147085","url":null,"abstract":"TE A C H IN G E xc ep ti o na l C hi ld re n, V o l. 55 , N o . 2 , p p . 8 4 –8 7. C o p yr ig ht 2 0 22 T he A ut ho r( s) . D O I: 10 .11 77 /0 0 4 0 0 59 9 22 11 4 70 8 5 This View From the Field column is the fourth and final installment in a series focused on the roles of key stakeholders in the implementation of effective practices for students with or at risk for educational disabilities. In the first column, Rowe and colleagues (2022) highlighted different roles peers have in supporting the implementation of effective practices for students with or at risk for disabilities (e.g., peer networks, peer-assisted learning strategies). In the second column, Garbacz and colleagues (2022) described different validated strategies useful for enhancing parent collaboration in the implementation of effective practices (e.g., relationship building, motivational interviewing, implementation planning). In the third column, Rousey and colleagues (2022) described important roles community stakeholders (e.g., vocational rehabilitation, transition specialists, employers) have in providing effective transition services for students with disabilities. For this column, we emphasize the importance and timeliness in addressing mental health problems facing students in schools and describe how stakeholders (e.g., school and community mental health professionals, parents) are vital in the implementation of effective practices to support students struggling with internalizing and externalizing problems.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"84 - 87"},"PeriodicalIF":1.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42163638","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 : 2022-10-21DOI: 10.1177/00400599221125892
S. R. Powell, Emily C. Bouck, Marah Sutherland, Ben Clarke, Tessa L. Arsenault, Shaqwana Freeman‐Green
{"title":"Essential Components of Math Instruction","authors":"S. R. Powell, Emily C. Bouck, Marah Sutherland, Ben Clarke, Tessa L. Arsenault, Shaqwana Freeman‐Green","doi":"10.1177/00400599221125892","DOIUrl":"https://doi.org/10.1177/00400599221125892","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44461136","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 : 2022-10-11DOI: 10.1177/00400599221125889
Angus Kittelman, M. K. Strickland-Cohen, Kathleen M. Conley, Robert H. Horner
Schools have a finite number of resources each year to allocate towards the implementation of evidence-based practices (EBPs). Therefore, school leadership teams must carefully consider how resources are being allocated and how to maximize those resources when implementing EBPs within the context of multi-tiered systems of support, such as Positive Behavioral Interventions and Supports (PBIS). These considerations are particularly important for ensuring the sustained implementation of EBPs at the advanced tiers for students with or at-risk for disabilities who require more resource-intensive supports. Leadership teams can maximize resources most efficiently by evaluating how data systems, school personnel, materials, and space are being utilized to support implementation of EBPs across Tiers 2 and 3.
{"title":"Allocating Resources for Tier 2 and 3 Implementation Within Positive Behavioral Interventions and Supports","authors":"Angus Kittelman, M. K. Strickland-Cohen, Kathleen M. Conley, Robert H. Horner","doi":"10.1177/00400599221125889","DOIUrl":"https://doi.org/10.1177/00400599221125889","url":null,"abstract":"Schools have a finite number of resources each year to allocate towards the implementation of evidence-based practices (EBPs). Therefore, school leadership teams must carefully consider how resources are being allocated and how to maximize those resources when implementing EBPs within the context of multi-tiered systems of support, such as Positive Behavioral Interventions and Supports (PBIS). These considerations are particularly important for ensuring the sustained implementation of EBPs at the advanced tiers for students with or at-risk for disabilities who require more resource-intensive supports. Leadership teams can maximize resources most efficiently by evaluating how data systems, school personnel, materials, and space are being utilized to support implementation of EBPs across Tiers 2 and 3.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44990268","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 : 2022-10-11DOI: 10.1177/00400599221127434
Christina Novelli, Kristin L. Sayeski
Improving students’ spelling proficiency can increase their reading performance. Unfortunately, many students with specific learning disabilities in reading struggle with spelling. These students are often served in general education settings and provided with limited support for spelling. Recently, however, teachers have begun to incorporate sound walls—a visual representation of the connection between letter sounds (phonemes) and letters (graphemes)—as a tool to promote spelling and other literacy-related skills. This article provides information on what sound walls are, how they differ from word walls, and guidance on how to incorporate sound walls within a structured approach to literacy.
{"title":"Using Sound Walls to Promote Independent Spellers","authors":"Christina Novelli, Kristin L. Sayeski","doi":"10.1177/00400599221127434","DOIUrl":"https://doi.org/10.1177/00400599221127434","url":null,"abstract":"Improving students’ spelling proficiency can increase their reading performance. Unfortunately, many students with specific learning disabilities in reading struggle with spelling. These students are often served in general education settings and provided with limited support for spelling. Recently, however, teachers have begun to incorporate sound walls—a visual representation of the connection between letter sounds (phonemes) and letters (graphemes)—as a tool to promote spelling and other literacy-related skills. This article provides information on what sound walls are, how they differ from word walls, and guidance on how to incorporate sound walls within a structured approach to literacy.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43052022","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 : 2022-10-11DOI: 10.1177/00400599221127385
Jennifer E. Kong, Genesis D. Arizmendi, Christian T. Doabler
This article focuses on implementing the Science of Math through a culturally responsive framework designed to support culturally and linguistically diverse students in math classrooms. We consider the influence of (second) language acquisition and instructional environments for students in addition to specific ways to increase instructional engagement with considerations of students’ cultural identity, prior experiences, and dual language development. Key features of the culturally responsive math instruction framework for dual language learning students with and at risk for math disabilities include utilizing culturally and linguistically appropriate assessment, anti-biased contextual supports, linguistics supports within math curriculum, and sustaining home-school collaborations. Implications for applying the framework for math instruction are discussed.
{"title":"Implementing the Science of Math in a Culturally Sustainable Framework for Students With and at Risk for Math Learning Disabilities","authors":"Jennifer E. Kong, Genesis D. Arizmendi, Christian T. Doabler","doi":"10.1177/00400599221127385","DOIUrl":"https://doi.org/10.1177/00400599221127385","url":null,"abstract":"This article focuses on implementing the Science of Math through a culturally responsive framework designed to support culturally and linguistically diverse students in math classrooms. We consider the influence of (second) language acquisition and instructional environments for students in addition to specific ways to increase instructional engagement with considerations of students’ cultural identity, prior experiences, and dual language development. Key features of the culturally responsive math instruction framework for dual language learning students with and at risk for math disabilities include utilizing culturally and linguistically appropriate assessment, anti-biased contextual supports, linguistics supports within math curriculum, and sustaining home-school collaborations. Implications for applying the framework for math instruction are discussed.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47707533","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 : 2022-10-01DOI: 10.1177/00144029221088940
Allison R. Lombardi, Graham G. Rifenbark, Tyler A. Hicks, Ashley Taconet, Clewiston D. Challenger
In this study, we examined college and career readiness (CCR) support for students with and without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR and focused on the interaction of disability, race and ethnicity, and household income across a range of disability categories, including those on individualized education programs and 504 plans, as well as for those without disabilities. Overall, we analyzed 19 groups of students representing these intersectional characteristics. Our findings show significant differences among the groups with regard to receiving the CCR supports: help with college applications, course-taking advice, interpretation of college admissions exam scores, and arranging college visits. Results show students of color without disabilities from low-income households were 2 times more likely to receive certain CCR supports. In contrast, across all study outcomes, students with disabilities showed different patterns than their counterparts without disabilities and were at a clear disadvantage with regard to access to CCR supports. Findings suggest disparities in schoolwide CCR supports for those with disabilities, which are more pronounced for students of color with disabilities. Implications for secondary transition educators and school counselors are discussed.
{"title":"College and Career Readiness Support for Youth With and Without Disabilities Based on the National Longitudinal Transition Study 2012","authors":"Allison R. Lombardi, Graham G. Rifenbark, Tyler A. Hicks, Ashley Taconet, Clewiston D. Challenger","doi":"10.1177/00144029221088940","DOIUrl":"https://doi.org/10.1177/00144029221088940","url":null,"abstract":"In this study, we examined college and career readiness (CCR) support for students with and without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR and focused on the interaction of disability, race and ethnicity, and household income across a range of disability categories, including those on individualized education programs and 504 plans, as well as for those without disabilities. Overall, we analyzed 19 groups of students representing these intersectional characteristics. Our findings show significant differences among the groups with regard to receiving the CCR supports: help with college applications, course-taking advice, interpretation of college admissions exam scores, and arranging college visits. Results show students of color without disabilities from low-income households were 2 times more likely to receive certain CCR supports. In contrast, across all study outcomes, students with disabilities showed different patterns than their counterparts without disabilities and were at a clear disadvantage with regard to access to CCR supports. Findings suggest disparities in schoolwide CCR supports for those with disabilities, which are more pronounced for students of color with disabilities. Implications for secondary transition educators and school counselors are discussed.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"27 1","pages":"5 - 22"},"PeriodicalIF":1.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84468704","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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