Pub Date : 2021-09-01DOI: 10.1177/15407969211036202
J. Reichle, J. Ganz, Lauren M. Pierson, Daira Rodriguez
Treatment intensity is an aspect of communication intervention that has received limited empirical attention. In this article, we discuss key parameters of treatment intensity related to individuals with complex communication needs who use augmentative and alternative communication. We advocate for an examination of treatment intensity along with learner and intervention characteristics that may moderate or mediate treatment intensity. In addition, we discuss the influence that contextual fit/treatment acceptability may have on intervention success. We also discuss the challenges created by a number of interacting variables that make determining optimal dosage for groups of individuals difficult. Finally, treatment intensity is briefly discussed in terms of its possible influence on maintenance and generalization.
{"title":"Treatment Intensity: Considering Persons with Autism Spectrum Disorder and Intellectual Disability Who Have Complex Communication Needs","authors":"J. Reichle, J. Ganz, Lauren M. Pierson, Daira Rodriguez","doi":"10.1177/15407969211036202","DOIUrl":"https://doi.org/10.1177/15407969211036202","url":null,"abstract":"Treatment intensity is an aspect of communication intervention that has received limited empirical attention. In this article, we discuss key parameters of treatment intensity related to individuals with complex communication needs who use augmentative and alternative communication. We advocate for an examination of treatment intensity along with learner and intervention characteristics that may moderate or mediate treatment intensity. In addition, we discuss the influence that contextual fit/treatment acceptability may have on intervention success. We also discuss the challenges created by a number of interacting variables that make determining optimal dosage for groups of individuals difficult. Finally, treatment intensity is briefly discussed in terms of its possible influence on maintenance and generalization.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"146 - 158"},"PeriodicalIF":2.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43502284","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 : 2021-09-01DOI: 10.1177/15407969211033629
I. Schwartz, Elizabeth M. Kelly
Applied behavior analysis (ABA) is a natural science dedicated to using behavioral principles to address socially important problems. One area in which behavior analysts have made compelling gains in the last 50 years is in developing, evaluating, and disseminating effective interventions for people with significant intellectual and developmental disabilities. As the science of ABA has matured, many practitioners, researchers, and consumers have questioned how our field should define appropriate outcomes of behavioral interventions. In this article, we propose that improved quality of life should be the ultimate outcome for consumers receiving behavioral interventions. We explore definitions of quality of life and suggest some strategies that behavior analysts can apply to modify practices to more clearly center quality of life as an outcome variable.
{"title":"Quality of Life for People with Disabilities: Why Applied Behavior Analysts Should Consider This a Primary Dependent Variable","authors":"I. Schwartz, Elizabeth M. Kelly","doi":"10.1177/15407969211033629","DOIUrl":"https://doi.org/10.1177/15407969211033629","url":null,"abstract":"Applied behavior analysis (ABA) is a natural science dedicated to using behavioral principles to address socially important problems. One area in which behavior analysts have made compelling gains in the last 50 years is in developing, evaluating, and disseminating effective interventions for people with significant intellectual and developmental disabilities. As the science of ABA has matured, many practitioners, researchers, and consumers have questioned how our field should define appropriate outcomes of behavioral interventions. In this article, we propose that improved quality of life should be the ultimate outcome for consumers receiving behavioral interventions. We explore definitions of quality of life and suggest some strategies that behavior analysts can apply to modify practices to more clearly center quality of life as an outcome variable.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"159 - 172"},"PeriodicalIF":2.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15407969211033629","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44397398","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 : 2021-09-01DOI: 10.1177/15407969211030966
J. Halle, Robert H. Horner
{"title":"Introduction to an Agenda for Advancing the Field of Severe Disabilities","authors":"J. Halle, Robert H. Horner","doi":"10.1177/15407969211030966","DOIUrl":"https://doi.org/10.1177/15407969211030966","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"131 - 131"},"PeriodicalIF":2.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15407969211030966","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47719562","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 : 2021-07-26DOI: 10.1177/15407969211032341
S. Odom
The purpose of this article is to examine the application of randomized controlled trial (RCT) methodology for determining the efficacy of school-based interventions in general and special education. In education science, RCTs are widely acknowledged as the gold standard of efficacy research, with other methodologies relegated to a lower level of credibility. However, scholars from different disciplines have raised a variety of issues with RCT methodology, such as the utility of random assignment, external validity, and the challenges of applying the methodology for assessing complex service interventions, which are necessary for many students with disabilities. Also, scholars have noted that school-based RCT studies have largely generated low effect sizes, which indicate that the outcomes of the interventions do not differ substantially from services as usual. The criticisms of RCT studies as the primary methodology in school-based intervention research for students with disabilities are offered along with recommendations for extending the acceptability of a broader variety of research approaches.
{"title":"Education of Students with Disabilities, Science, and Randomized Controlled Trials","authors":"S. Odom","doi":"10.1177/15407969211032341","DOIUrl":"https://doi.org/10.1177/15407969211032341","url":null,"abstract":"The purpose of this article is to examine the application of randomized controlled trial (RCT) methodology for determining the efficacy of school-based interventions in general and special education. In education science, RCTs are widely acknowledged as the gold standard of efficacy research, with other methodologies relegated to a lower level of credibility. However, scholars from different disciplines have raised a variety of issues with RCT methodology, such as the utility of random assignment, external validity, and the challenges of applying the methodology for assessing complex service interventions, which are necessary for many students with disabilities. Also, scholars have noted that school-based RCT studies have largely generated low effect sizes, which indicate that the outcomes of the interventions do not differ substantially from services as usual. The criticisms of RCT studies as the primary methodology in school-based intervention research for students with disabilities are offered along with recommendations for extending the acceptability of a broader variety of research approaches.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"132 - 145"},"PeriodicalIF":2.5,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15407969211032341","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43953842","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 : 2021-06-02DOI: 10.1177/15407969211020350
P. Ferguson
{"title":"Book Review: Those They Called Idiots: The Idea of the Disabled Mind From 1700 to the Present Day by Jarrett, S","authors":"P. Ferguson","doi":"10.1177/15407969211020350","DOIUrl":"https://doi.org/10.1177/15407969211020350","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"305 - 306"},"PeriodicalIF":2.5,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15407969211020350","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46924891","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 : 2021-05-29DOI: 10.1177/15407969211019802
V. Durand
Over the past several decades, we have developed quality behavioral assessments and interventions for challenging behaviors among individuals with a variety of severe developmental and cognitive disorders. These assessments and interventions have been used to educate family members on how to understand and intervene with these behaviors at home and in community settings. However, it has become clear that many families are not able to carry out these procedures adequately. This case describes recent work that is designed to support families so that they can assist their challenging children. Fortunately, we have been able to demonstrate a way of looking at parental difficulties and have designed interventions for families so that they are better able to implement successful behavioral assessments and interventions. We will describe a concession process that can help explain these parental obstacles and can aid with creating specific supports to assist families struggling with these difficulties. We also discuss future directions for follow-up research.
{"title":"Supporting Families with Children Who Display Severe Challenging Behavior","authors":"V. Durand","doi":"10.1177/15407969211019802","DOIUrl":"https://doi.org/10.1177/15407969211019802","url":null,"abstract":"Over the past several decades, we have developed quality behavioral assessments and interventions for challenging behaviors among individuals with a variety of severe developmental and cognitive disorders. These assessments and interventions have been used to educate family members on how to understand and intervene with these behaviors at home and in community settings. However, it has become clear that many families are not able to carry out these procedures adequately. This case describes recent work that is designed to support families so that they can assist their challenging children. Fortunately, we have been able to demonstrate a way of looking at parental difficulties and have designed interventions for families so that they are better able to implement successful behavioral assessments and interventions. We will describe a concession process that can help explain these parental obstacles and can aid with creating specific supports to assist families struggling with these difficulties. We also discuss future directions for follow-up research.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"199 - 207"},"PeriodicalIF":2.5,"publicationDate":"2021-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15407969211019802","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46465492","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 : 2021-04-26DOI: 10.1177/15407969211010307
Sudha Krishnan
Traditional literacy practices using print-based texts exclude students with complex support needs from the full range of literacy activities provided to peers without disabilities, which may limit them to low-level literacy skills or functional skills. By contrast, by including various forms of representation and text, multiliteracies are uniquely positioned to address the literacy development of students with complex support needs. The present study aimed to investigate the changes in student engagement, teacher–student interaction, staff and parent perceptions, and self-advocacy opportunities created during the implementation of multiliteracies with students with complex support needs. In a public high school classroom in northern California with a teacher and six paraeducators, two students with complex support needs created a multimodal book to present as student input at their individualized education program meetings. The book included the students’ favorite images of family and school, videos and images of their favorite activities at home and school, an identity chart with adjectives that best described them, a description of their strengths, and a transition plan describing what they wanted to do after school. Grounded theory was used to analyze the data collected through interviews, observations, and video and audio recordings. Data suggested that multiliteracies’ pedagogy created new learning spaces, empowering teacher–student interactions, and student self-advocacy.
{"title":"The Role of Multiliteracies in Changing Learning Spaces and Promoting Self-Advocacy for Students with Complex Support Needs","authors":"Sudha Krishnan","doi":"10.1177/15407969211010307","DOIUrl":"https://doi.org/10.1177/15407969211010307","url":null,"abstract":"Traditional literacy practices using print-based texts exclude students with complex support needs from the full range of literacy activities provided to peers without disabilities, which may limit them to low-level literacy skills or functional skills. By contrast, by including various forms of representation and text, multiliteracies are uniquely positioned to address the literacy development of students with complex support needs. The present study aimed to investigate the changes in student engagement, teacher–student interaction, staff and parent perceptions, and self-advocacy opportunities created during the implementation of multiliteracies with students with complex support needs. In a public high school classroom in northern California with a teacher and six paraeducators, two students with complex support needs created a multimodal book to present as student input at their individualized education program meetings. The book included the students’ favorite images of family and school, videos and images of their favorite activities at home and school, an identity chart with adjectives that best described them, a description of their strengths, and a transition plan describing what they wanted to do after school. Grounded theory was used to analyze the data collected through interviews, observations, and video and audio recordings. Data suggested that multiliteracies’ pedagogy created new learning spaces, empowering teacher–student interactions, and student self-advocacy.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"108 - 124"},"PeriodicalIF":2.5,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15407969211010307","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44401556","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 : 2021-04-22DOI: 10.1177/15407969211008531
S. Toews, J. Mcqueston, Jennifer A. Kurth
This systematic literature review updates and extends the findings of Hudson and Test’s 2011 review of literature on shared reading, an interactive read-aloud practice, to promote literacy skills for students with extensive support needs (ESN). Thirty-two shared reading studies are assessed and described in terms of literacy skills investigated, intervention methods, materials used, interventionists, and settings in which shared reading has been evaluated for students with ESN. The quality of each included study was analyzed and the assessment of level of research evidence was conducted using systematic processes. Results indicate that there is a moderate level of evidence for shared reading as an intervention to promote comprehension, vocabulary, and emergent literacy skills for students with ESN. Implications for practice and areas of need for future research are presented.
{"title":"Evaluation of the Evidence Base for Shared Reading to Support Literacy Skill Development for Students with Extensive Support Needs","authors":"S. Toews, J. Mcqueston, Jennifer A. Kurth","doi":"10.1177/15407969211008531","DOIUrl":"https://doi.org/10.1177/15407969211008531","url":null,"abstract":"This systematic literature review updates and extends the findings of Hudson and Test’s 2011 review of literature on shared reading, an interactive read-aloud practice, to promote literacy skills for students with extensive support needs (ESN). Thirty-two shared reading studies are assessed and described in terms of literacy skills investigated, intervention methods, materials used, interventionists, and settings in which shared reading has been evaluated for students with ESN. The quality of each included study was analyzed and the assessment of level of research evidence was conducted using systematic processes. Results indicate that there is a moderate level of evidence for shared reading as an intervention to promote comprehension, vocabulary, and emergent literacy skills for students with ESN. Implications for practice and areas of need for future research are presented.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"77 - 93"},"PeriodicalIF":2.5,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15407969211008531","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47770404","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 : 2021-04-21DOI: 10.1177/15407969211007561
A. Clausen, Melissa C. Tapp, R. Pennington, F. Spooner, Annette Teasdell
Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of which 11 met quality standards. Thirty-nine participants, all of whom participated in statewide alternate assessments, were included in these studies, the majority of whom were middle school students with intellectual disability. Four research teams explicitly targeted state content standards. The researcher served as interventionist in 82% of the studies. Although the overall effect size was very large (1.0 Tau), our findings suggest that MSBI is not yet an EBP for students with MSD. We provide an overview of current contextual factors and suggestions for future researchers to continue the investigation of MSBI.
{"title":"A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems","authors":"A. Clausen, Melissa C. Tapp, R. Pennington, F. Spooner, Annette Teasdell","doi":"10.1177/15407969211007561","DOIUrl":"https://doi.org/10.1177/15407969211007561","url":null,"abstract":"Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of which 11 met quality standards. Thirty-nine participants, all of whom participated in statewide alternate assessments, were included in these studies, the majority of whom were middle school students with intellectual disability. Four research teams explicitly targeted state content standards. The researcher served as interventionist in 82% of the studies. Although the overall effect size was very large (1.0 Tau), our findings suggest that MSBI is not yet an EBP for students with MSD. We provide an overview of current contextual factors and suggestions for future researchers to continue the investigation of MSBI.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"94 - 107"},"PeriodicalIF":2.5,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15407969211007561","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48112895","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 : 2021-03-07DOI: 10.1177/1540796921998011
Melanie Perreault, Pamela Haibach-Beach, L. Lieberman, Elizabeth Foster
Children with Coloboma, Heart defects, Atresia choanae, Restricted growth, Genital hypoplasia, and Ear abnormalities (CHARGE) syndrome have many sensory impairments that can cause delays in motor development impacting physical activity, health, and quality of life. However, only one limited study has investigated motor competence in children with CHARGE syndrome. The purpose of this study was to examine differences in motor competence between children with and without CHARGE syndrome and the relationship between motor competence and age at independent walking, an important motor milestone. Thirty-three children with CHARGE syndrome and 38 typically developing peers were assessed on 13 motor skills using the Test of Gross Motor Development–Third Edition. Parents completed a demographic questionnaire about their child’s age, sex, and motor milestones. Results indicated that the children with CHARGE syndrome were significantly behind their typically developing peers for all motor skills (p < .001). Age at independent walking in children with CHARGE syndrome was significantly later than their typically developing peers (p < .001) and had significant negative correlations with all motor skills (p < .01). The results of the study demonstrate a clear need for interventions focused on improving motor competence in children with CHARGE syndrome. Intervention planning should include a multidisciplinary team of relevant service providers to ensure the individualized needs of the child are met.
{"title":"Motor Competence in Children with CHARGE Syndrome","authors":"Melanie Perreault, Pamela Haibach-Beach, L. Lieberman, Elizabeth Foster","doi":"10.1177/1540796921998011","DOIUrl":"https://doi.org/10.1177/1540796921998011","url":null,"abstract":"Children with Coloboma, Heart defects, Atresia choanae, Restricted growth, Genital hypoplasia, and Ear abnormalities (CHARGE) syndrome have many sensory impairments that can cause delays in motor development impacting physical activity, health, and quality of life. However, only one limited study has investigated motor competence in children with CHARGE syndrome. The purpose of this study was to examine differences in motor competence between children with and without CHARGE syndrome and the relationship between motor competence and age at independent walking, an important motor milestone. Thirty-three children with CHARGE syndrome and 38 typically developing peers were assessed on 13 motor skills using the Test of Gross Motor Development–Third Edition. Parents completed a demographic questionnaire about their child’s age, sex, and motor milestones. Results indicated that the children with CHARGE syndrome were significantly behind their typically developing peers for all motor skills (p < .001). Age at independent walking in children with CHARGE syndrome was significantly later than their typically developing peers (p < .001) and had significant negative correlations with all motor skills (p < .01). The results of the study demonstrate a clear need for interventions focused on improving motor competence in children with CHARGE syndrome. Intervention planning should include a multidisciplinary team of relevant service providers to ensure the individualized needs of the child are met.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"67 - 76"},"PeriodicalIF":2.5,"publicationDate":"2021-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796921998011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47075772","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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