Pub Date : 2024-04-15DOI: 10.1177/15407969241245611
N. I. Dorsman, J. Luijkx, C. P. van der Schans, A. A. J. van der Putten, A. Waninge
Siblings are important in the lives of individuals with an intellectual disability and pervasive support needs; however, adults’ experiences of the things they do with or for their siblings with pervasive support needs remain underexplored. This study examined positive and challenging aspects of their roles related to their siblings. An online questionnaire was completed by 55 adults whose siblings had pervasive support needs. An inductive approach was used to thematically analyze open-ended questions about their experiences. The respondents described rewarding experiences of being with their siblings, combined with a sense of care and responsibility, and noted how their experiences were affected by their siblings’ support needs. “Being of service” was experienced as both rewarding and as a demanding responsibility. Collaboration with family members and health care professionals was another overarching theme. Our findings highlighted the valuable mutual contributions of siblings in each other’s life when one of them has pervasive support needs. Understanding adults’ experiences relating to their siblings who have pervasive support needs enables service providers to facilitate their contact and support. In addition, these findings can provide input for government agencies and organizations that provide support for people with disabilities by increasing awareness about siblings’ perspectives.
{"title":"Experiences of Adult Siblings of Individuals With an Intellectual Disability and Pervasive Support Needs","authors":"N. I. Dorsman, J. Luijkx, C. P. van der Schans, A. A. J. van der Putten, A. Waninge","doi":"10.1177/15407969241245611","DOIUrl":"https://doi.org/10.1177/15407969241245611","url":null,"abstract":"Siblings are important in the lives of individuals with an intellectual disability and pervasive support needs; however, adults’ experiences of the things they do with or for their siblings with pervasive support needs remain underexplored. This study examined positive and challenging aspects of their roles related to their siblings. An online questionnaire was completed by 55 adults whose siblings had pervasive support needs. An inductive approach was used to thematically analyze open-ended questions about their experiences. The respondents described rewarding experiences of being with their siblings, combined with a sense of care and responsibility, and noted how their experiences were affected by their siblings’ support needs. “Being of service” was experienced as both rewarding and as a demanding responsibility. Collaboration with family members and health care professionals was another overarching theme. Our findings highlighted the valuable mutual contributions of siblings in each other’s life when one of them has pervasive support needs. Understanding adults’ experiences relating to their siblings who have pervasive support needs enables service providers to facilitate their contact and support. In addition, these findings can provide input for government agencies and organizations that provide support for people with disabilities by increasing awareness about siblings’ perspectives.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"57 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140596074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-12DOI: 10.1177/15407969241242677
Jessica A. Bowman, John McDonnell, Karen Karp, Olivia F. Coleman, Carrie Clifton, Lyndsey Aiono Conradi, Joanna Ryan, Michael Farrell
In this convergent mixed methods design study, single-subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional intervention. The intervention was delivered using instructional trials embedded across general education math lessons and a modified concrete-semi-concrete-abstract instructional sequence. This study investigated the impact of the intervention on the word-problem-solving, strategy use, and concept acquisition of three students with extensive support needs. The paraprofessional-delivered intervention was implemented in elementary general education mathematics classrooms using embedded instruction and focused on teaching students to solve addition and subtraction word-problems. Single-subject data indicated that all three students learned to solve word-problems given concrete materials but needed more time to master the use of semi concrete supports. Qualitative data indicated that students used taught and untaught strategies to solve word-problems, and mastered addition word-problems before subtraction when they were taught simultaneously. Data were integrated in narrative format to explore how strategy use and concept acquisition related to student word-problem-solving performance. Limitations and implications for research are discussed.
{"title":"Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms","authors":"Jessica A. Bowman, John McDonnell, Karen Karp, Olivia F. Coleman, Carrie Clifton, Lyndsey Aiono Conradi, Joanna Ryan, Michael Farrell","doi":"10.1177/15407969241242677","DOIUrl":"https://doi.org/10.1177/15407969241242677","url":null,"abstract":"In this convergent mixed methods design study, single-subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional intervention. The intervention was delivered using instructional trials embedded across general education math lessons and a modified concrete-semi-concrete-abstract instructional sequence. This study investigated the impact of the intervention on the word-problem-solving, strategy use, and concept acquisition of three students with extensive support needs. The paraprofessional-delivered intervention was implemented in elementary general education mathematics classrooms using embedded instruction and focused on teaching students to solve addition and subtraction word-problems. Single-subject data indicated that all three students learned to solve word-problems given concrete materials but needed more time to master the use of semi concrete supports. Qualitative data indicated that students used taught and untaught strategies to solve word-problems, and mastered addition word-problems before subtraction when they were taught simultaneously. Data were integrated in narrative format to explore how strategy use and concept acquisition related to student word-problem-solving performance. Limitations and implications for research are discussed.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140595385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.1177/15407969241237809
Ashley K. Holt, Erik Drasgow, Katie Wolfe
Teachers of young children with moderate to significant support needs may have insufficient training to implement naturalistic instructional practices such as contingent responding. Naturalistic instructional practices are well researched, but limited studies exist on training teachers to use contingent responses to support children increasing child-initiated social participation behaviors during centers. We used a multiple baseline design across four special education teachers to measure the effects of a training package incorporating behavior skills training (BST) and emailed performance feedback (EPF) on increasing teachers’ contingent responses to children with limited child-initiated social participation behaviors during centers. Results indicate that BST with a checklist and EPF with graphs increased the four teachers’ percentage of contingent responses, and similar levels were observed during maintenance probes. Programming common stimuli during BST resulted in all teachers providing contingent responses to at least one other child in their classroom who had few child-initiated social participation behaviors.
{"title":"Training Teachers of Children With Moderate to Significant Support Needs to Contingently Respond to Child-Initiated Social Participation Behaviors During Centers","authors":"Ashley K. Holt, Erik Drasgow, Katie Wolfe","doi":"10.1177/15407969241237809","DOIUrl":"https://doi.org/10.1177/15407969241237809","url":null,"abstract":"Teachers of young children with moderate to significant support needs may have insufficient training to implement naturalistic instructional practices such as contingent responding. Naturalistic instructional practices are well researched, but limited studies exist on training teachers to use contingent responses to support children increasing child-initiated social participation behaviors during centers. We used a multiple baseline design across four special education teachers to measure the effects of a training package incorporating behavior skills training (BST) and emailed performance feedback (EPF) on increasing teachers’ contingent responses to children with limited child-initiated social participation behaviors during centers. Results indicate that BST with a checklist and EPF with graphs increased the four teachers’ percentage of contingent responses, and similar levels were observed during maintenance probes. Programming common stimuli during BST resulted in all teachers providing contingent responses to at least one other child in their classroom who had few child-initiated social participation behaviors.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"26 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140299322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-13DOI: 10.1177/15407969241235382
Kirsten R. Lansey, Stephanie Z. C. MacFarland, Shirin D. Antia
Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in a dual enrollment nonresidential PSE program perceive as contributing to their self-directed employment, education, and social goals. Furthermore, this study explored how students’ perceived PSE affected their goal achievement and future lives. Findings from interviews with 10 participants with IDD, including eight with ESN, revealed that obtaining and maintaining competitive employment was negatively impacted by COVID-19, paid employment during PSE was not aligned with participants’ employment goals, internship experiences led to participants learning about their work preferences and changing their employment goals, and peer mentors impacted the achievement of participant’s employment, education, and social goals. Implications for practice and research and study limitations are described.
高等教育机构的全纳中学后教育（PSE）项目正在成为智力和发育障碍人士（IDD）（包括那些有广泛支持需求的人士（ESN））实现其预期成果的机会。本定性研究旨在了解参加双轨制非住宿 PSE 项目的在校生和刚毕业的学生认为哪些经验和支持有助于他们实现自主就业、教育和社会目标。此外，本研究还探讨了学生认为 PSE 如何影响他们的目标实现和未来生活。对 10 名 IDD 参与者（包括 8 名 ESN 参与者）的访谈结果显示，COVID-19 对获得和维持有竞争力的就业产生了负面影响，PSE 期间的有偿就业与参与者的就业目标不一致，实习经历使参与者了解了自己的工作偏好并改变了就业目标，同伴导师影响了参与者就业、教育和社交目标的实现。本文阐述了对实践和研究的启示以及研究的局限性。
{"title":"Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs","authors":"Kirsten R. Lansey, Stephanie Z. C. MacFarland, Shirin D. Antia","doi":"10.1177/15407969241235382","DOIUrl":"https://doi.org/10.1177/15407969241235382","url":null,"abstract":"Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in a dual enrollment nonresidential PSE program perceive as contributing to their self-directed employment, education, and social goals. Furthermore, this study explored how students’ perceived PSE affected their goal achievement and future lives. Findings from interviews with 10 participants with IDD, including eight with ESN, revealed that obtaining and maintaining competitive employment was negatively impacted by COVID-19, paid employment during PSE was not aligned with participants’ employment goals, internship experiences led to participants learning about their work preferences and changing their employment goals, and peer mentors impacted the achievement of participant’s employment, education, and social goals. Implications for practice and research and study limitations are described.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"38 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140155440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.1177/15407969241231204
Jill Grattan, MaryAnn Demchak
To date, no evidence-based practices are identified for working with students who are deafblind (DB). No evidence-based practices have been identified for teaching basic self-help skills such as dressing. The present study examined the efficacy of an intervention package including the system of least prompts (SLP; i.e., SLP and least-to-most prompting), visual cues, and reinforcement to teach three self-help skills (i.e., wash hands, dry hands, entry routine) to four participants, ages 3-5 years, with vision and hearing impairments and multiple disabilities. A multiple probe across behaviors design, replicated across participants, was used to evaluate the effectiveness of an intervention package including SLP to teach self-help skills. Three of four participants increased their independence for all targeted self-help skills. A functional relation is indicated for three of four participants and provides promising evidence for use of SLP in teaching individuals with multiple disabilities that include DB.
迄今为止，还没有发现针对聋盲学生（DB）的循证实践。在教授基本的自助技能（如穿衣）方面，也没有发现循证实践。本研究考察了一套干预措施的效果，包括最少提示系统（SLP；即 SLP 和最少到最多提示）、视觉提示和强化，以教授四名 3-5 岁有视力和听力障碍及多重残疾的参与者三种自助技能（即洗手、擦干双手、进入例行程序）。我们采用了跨行为多重探究设计，并在不同参与者之间进行了复制，以评估包括SLP在内的一揽子干预措施在教授自助技能方面的有效性。四名参与者中有三人提高了所有目标自助技能的独立性。四名参与者中有三人表现出了功能关系，这为在教授包括 DB 在内的多重残疾人士时使用 SLP 提供了有希望的证据。
{"title":"Using System of Least Prompts to Teach Self-Help Skills to Students Who Are Deafblind","authors":"Jill Grattan, MaryAnn Demchak","doi":"10.1177/15407969241231204","DOIUrl":"https://doi.org/10.1177/15407969241231204","url":null,"abstract":"To date, no evidence-based practices are identified for working with students who are deafblind (DB). No evidence-based practices have been identified for teaching basic self-help skills such as dressing. The present study examined the efficacy of an intervention package including the system of least prompts (SLP; i.e., SLP and least-to-most prompting), visual cues, and reinforcement to teach three self-help skills (i.e., wash hands, dry hands, entry routine) to four participants, ages 3-5 years, with vision and hearing impairments and multiple disabilities. A multiple probe across behaviors design, replicated across participants, was used to evaluate the effectiveness of an intervention package including SLP to teach self-help skills. Three of four participants increased their independence for all targeted self-help skills. A functional relation is indicated for three of four participants and provides promising evidence for use of SLP in teaching individuals with multiple disabilities that include DB.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"15 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-30DOI: 10.1177/15407969231218715
Angela Tuttle Prince
A transition-aged youth with an individualized education program has the right to free, appropriate public education that includes postsecondary transition planning and services. The documented transition supports need to meet both procedural and substantive requirements. While many court cases have included transition components, few have been decided at the appellate court level. In Gibson v. Forest Hills (2016), Chloe Gibson, a transition-aged youth with intellectual and developmental disabilities, was provided inadequate postsecondary transition planning and services. According to the U.S. Court of Appeals for the Sixth Circuit, Chole’s right to a free, appropriate public education was violated due to procedural errors related to inviting her to individualized education program (IEP) meetings, conducting age-appropriate transition assessments, and including programming leading to supported competitive employment in a community setting. This decision supports the federal requirements of including a transition-aged student’s strengths, interests, preferences, and needs when planning their life after high school.
{"title":"Youth Rights in Postsecondary Transition: Gibson v. Forest Hills (2016)","authors":"Angela Tuttle Prince","doi":"10.1177/15407969231218715","DOIUrl":"https://doi.org/10.1177/15407969231218715","url":null,"abstract":"A transition-aged youth with an individualized education program has the right to free, appropriate public education that includes postsecondary transition planning and services. The documented transition supports need to meet both procedural and substantive requirements. While many court cases have included transition components, few have been decided at the appellate court level. In Gibson v. Forest Hills (2016), Chloe Gibson, a transition-aged youth with intellectual and developmental disabilities, was provided inadequate postsecondary transition planning and services. According to the U.S. Court of Appeals for the Sixth Circuit, Chole’s right to a free, appropriate public education was violated due to procedural errors related to inviting her to individualized education program (IEP) meetings, conducting age-appropriate transition assessments, and including programming leading to supported competitive employment in a community setting. This decision supports the federal requirements of including a transition-aged student’s strengths, interests, preferences, and needs when planning their life after high school.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":" 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-02DOI: 10.1177/15407969231210819
Stephanie L. Mattson, Thomas S. Higbee
{"title":"A Review of <i>Case Studies in Applied Behavior Analysis for Individuals with Disabilities</i>","authors":"Stephanie L. Mattson, Thomas S. Higbee","doi":"10.1177/15407969231210819","DOIUrl":"https://doi.org/10.1177/15407969231210819","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"16 17","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135973091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-31DOI: 10.1177/15407969231205849
Hannah G. Foster, Tyler-Curtis C. Elliott, Kevin M. Ayres
Dressing is an important skill for students with developmental disabilities, so they rely less on caregivers and build independence. Research evaluating dressing skills instruction commonly uses some type of graduated guidance to teach the skill. In this study, three students receiving special education services under autism eligibility had already received instruction on dressing skills using graduated guidance. Although this procedure was enough to teach the dressing steps (including putting on the clothing), it was not sufficient in teaching the student to put on the clothing with the correct orientation. Thus, these students walked out of the bathroom wearing clothes that were inside out and/or backward. We placed a 12-cm red stimulus prompt on the target clothing item and evaluated the effects on correct dressing orientation for these three students using a multiple probe design. For all three students, the stimulus prompt increased accuracy, and for two participants, accuracy was maintained. For the two students who maintained the skill, we systematically faded the tag, and they maintained perfect dressing orientation.
{"title":"Using a Tag as a Stimulus Prompt to Increase Correct Dressing Orientation","authors":"Hannah G. Foster, Tyler-Curtis C. Elliott, Kevin M. Ayres","doi":"10.1177/15407969231205849","DOIUrl":"https://doi.org/10.1177/15407969231205849","url":null,"abstract":"Dressing is an important skill for students with developmental disabilities, so they rely less on caregivers and build independence. Research evaluating dressing skills instruction commonly uses some type of graduated guidance to teach the skill. In this study, three students receiving special education services under autism eligibility had already received instruction on dressing skills using graduated guidance. Although this procedure was enough to teach the dressing steps (including putting on the clothing), it was not sufficient in teaching the student to put on the clothing with the correct orientation. Thus, these students walked out of the bathroom wearing clothes that were inside out and/or backward. We placed a 12-cm red stimulus prompt on the target clothing item and evaluated the effects on correct dressing orientation for these three students using a multiple probe design. For all three students, the stimulus prompt increased accuracy, and for two participants, accuracy was maintained. For the two students who maintained the skill, we systematically faded the tag, and they maintained perfect dressing orientation.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"64 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.1177/15407969231204611
Hannah R. Brenner, Stacy K. Dymond
Work-based learning experiences (WBLEs) are an important part of vocational programming for students with extensive support needs (ESN); however, the development and implementation of these experiences can present challenges for special education teachers. The purpose of this qualitative study was to explore the challenges that special education teachers face when providing WBLEs for transition-age students with ESN. Nine special education teachers were identified through purposeful sampling methods. Participants met the following inclusion criteria: (a) teach students aged 14 to 22, (b) serve primarily students with ESN, (c) have 3 or more years of experience teaching 14-to 22-year-old students with ESN, and (d) be actively involved in planning and implementing WBLEs for 14-to 22-year-old students with ESN. Data were collected through semi-structured interviews and analyzed using thematic analysis. Findings from this study suggest that special education teachers face many diverse challenges when providing WBLEs to students with ESN, including establishing and sustaining appropriate WBLEs, securing high-quality staff, gaining support of important partners, and navigating logistics. Findings from this study have practical implications for supporting special education teachers who provide WBLEs for students with ESN. Findings also highlight the importance of improving attitudes and perceptions around employment outcomes for students with ESN.
{"title":"Teachers’ Perspectives on Challenges to Providing Work-Based Learning Experiences for Students with Extensive Support Needs","authors":"Hannah R. Brenner, Stacy K. Dymond","doi":"10.1177/15407969231204611","DOIUrl":"https://doi.org/10.1177/15407969231204611","url":null,"abstract":"Work-based learning experiences (WBLEs) are an important part of vocational programming for students with extensive support needs (ESN); however, the development and implementation of these experiences can present challenges for special education teachers. The purpose of this qualitative study was to explore the challenges that special education teachers face when providing WBLEs for transition-age students with ESN. Nine special education teachers were identified through purposeful sampling methods. Participants met the following inclusion criteria: (a) teach students aged 14 to 22, (b) serve primarily students with ESN, (c) have 3 or more years of experience teaching 14-to 22-year-old students with ESN, and (d) be actively involved in planning and implementing WBLEs for 14-to 22-year-old students with ESN. Data were collected through semi-structured interviews and analyzed using thematic analysis. Findings from this study suggest that special education teachers face many diverse challenges when providing WBLEs to students with ESN, including establishing and sustaining appropriate WBLEs, securing high-quality staff, gaining support of important partners, and navigating logistics. Findings from this study have practical implications for supporting special education teachers who provide WBLEs for students with ESN. Findings also highlight the importance of improving attitudes and perceptions around employment outcomes for students with ESN.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135267520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-21DOI: 10.1177/15407969231200413
Deidre Gilley, Jenny Root, Alicia Saunders, Sarah Cox, Cara Bryan
There is a growing body of evidence on the effectiveness of modified schema-based instruction (MSBI) for teaching word problem-solving alongside other important skills, such as self-determination and mathematical discourse and reasoning. Yet the majority of studies have not been conducted in naturalistic instructional arrangements. We report single-case design quantitative data from a mixed methods study that sought to evaluate the effectiveness and social validity of peer-delivered MSBI with high school students who were engaged in an established peer mentoring program. Results from the single-case multiple probe across participants design demonstrate a functional relation between peer-delivered MSBI and math problem-solving behaviors. All mentees with intellectual disability independently solved multiplicative comparison word problems following intervention and most maintained and generalized to a socially significant degree. Mentors delivered the intervention as designed and supported their mentees in expressing reasoning to justify their solutions. We provide recommendations for research and practice aimed at increasing expectations and opportunities for secondary students with intellectual disability regarding the use of peer-mediated interventions for academic skills.
{"title":"Peer-Delivered Modified Schema-Based Instruction in Word Problem-Solving for High-School Students with Intellectual Disability","authors":"Deidre Gilley, Jenny Root, Alicia Saunders, Sarah Cox, Cara Bryan","doi":"10.1177/15407969231200413","DOIUrl":"https://doi.org/10.1177/15407969231200413","url":null,"abstract":"There is a growing body of evidence on the effectiveness of modified schema-based instruction (MSBI) for teaching word problem-solving alongside other important skills, such as self-determination and mathematical discourse and reasoning. Yet the majority of studies have not been conducted in naturalistic instructional arrangements. We report single-case design quantitative data from a mixed methods study that sought to evaluate the effectiveness and social validity of peer-delivered MSBI with high school students who were engaged in an established peer mentoring program. Results from the single-case multiple probe across participants design demonstrate a functional relation between peer-delivered MSBI and math problem-solving behaviors. All mentees with intellectual disability independently solved multiplicative comparison word problems following intervention and most maintained and generalized to a socially significant degree. Mentors delivered the intervention as designed and supported their mentees in expressing reasoning to justify their solutions. We provide recommendations for research and practice aimed at increasing expectations and opportunities for secondary students with intellectual disability regarding the use of peer-mediated interventions for academic skills.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"50 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135511577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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