Pub Date : 2021-10-28DOI: 10.1177/15407969211055127
V. Walker, Jennifer A. Kurth, Megan E. Carpenter, Melissa C. Tapp, A. Clausen, Elissa Lockman Turner
Schools have continued to rely on paraeducators to assist special education teachers and other professionals in the provision of special education and related services. Although paraeducators often support students with extensive support needs (ESN) in a range of school environments, the subset of intervention studies focused on paraeducators who support students with ESN in inclusive settings has not been systematically reviewed. The purpose of this literature review was to synthesize single-case research studies involving paraeducator-delivered interventions for students with ESN in inclusive school environments. Our findings suggest that research primarily has focused on communication and social skills interventions that involved paraeducator-facilitated peer supports in core academic classes and specials (e.g., art, music, physical education). Overall, paraeducator-delivered interventions resulted in improved student outcomes. Likewise, paraeducator training, which typically included an oral description, modeling, and/or performance feedback, was effective in improving paraeducator implementation of the target interventions. We present implications for practice specific to paraeducators who support students with ESN in inclusive settings and future research directions.
{"title":"Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review","authors":"V. Walker, Jennifer A. Kurth, Megan E. Carpenter, Melissa C. Tapp, A. Clausen, Elissa Lockman Turner","doi":"10.1177/15407969211055127","DOIUrl":"https://doi.org/10.1177/15407969211055127","url":null,"abstract":"Schools have continued to rely on paraeducators to assist special education teachers and other professionals in the provision of special education and related services. Although paraeducators often support students with extensive support needs (ESN) in a range of school environments, the subset of intervention studies focused on paraeducators who support students with ESN in inclusive settings has not been systematically reviewed. The purpose of this literature review was to synthesize single-case research studies involving paraeducator-delivered interventions for students with ESN in inclusive school environments. Our findings suggest that research primarily has focused on communication and social skills interventions that involved paraeducator-facilitated peer supports in core academic classes and specials (e.g., art, music, physical education). Overall, paraeducator-delivered interventions resulted in improved student outcomes. Likewise, paraeducator training, which typically included an oral description, modeling, and/or performance feedback, was effective in improving paraeducator implementation of the target interventions. We present implications for practice specific to paraeducators who support students with ESN in inclusive settings and future research directions.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49034212","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 : 2021-10-27DOI: 10.1177/15407969211056048
{"title":"Books Received","authors":"","doi":"10.1177/15407969211056048","DOIUrl":"https://doi.org/10.1177/15407969211056048","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41992816","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 : 2021-10-27DOI: 10.1177/15407969211055121
Patrick Schwarz
{"title":"Lou Brown: The Man Behind the Legend","authors":"Patrick Schwarz","doi":"10.1177/15407969211055121","DOIUrl":"https://doi.org/10.1177/15407969211055121","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49417847","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 : 2021-10-26DOI: 10.1177/15407969211052307
M. Falvey
{"title":"In Memory of Dr. Lou Brown","authors":"M. Falvey","doi":"10.1177/15407969211052307","DOIUrl":"https://doi.org/10.1177/15407969211052307","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45962833","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 : 2021-10-25DOI: 10.1177/15407969211052309
E. E. Biggs, Rebecca E. Hacker
Although substantial evidence demonstrates the effectiveness of augmentative and alternative communication (AAC) intervention for students with severe disabilities who have complex communication needs, increasing importance is being placed on understanding how to move research into practice. This descriptive qualitative study focused on understanding the views of 19 parents and professionals (i.e., special education teachers, paraeducators, and speech-language pathologists) related to factors impacting intervention and outcomes for students with complex communication needs. Within an implementation science perspective, analysis involved applying ecological systems theory to understand factors across systems acting as challenges or facilitators to effective AAC intervention and to outcomes more broadly for students with complex communication needs. Findings produce insight into the ways student-related and micro-, meso-, macro-, and exosystem factors impact intervention implementation and outcomes, highlighting the importance of cross-cutting factors associated with AAC access, family–school partnerships and supports, and inclusive education. Implications for research and practice are discussed related to how these findings can be used to bridge the gap between research and practice for students with complex communication needs.
{"title":"Ecological Systems for Students Who Use AAC: Stakeholders’ Views on Factors Impacting Intervention and Outcomes","authors":"E. E. Biggs, Rebecca E. Hacker","doi":"10.1177/15407969211052309","DOIUrl":"https://doi.org/10.1177/15407969211052309","url":null,"abstract":"Although substantial evidence demonstrates the effectiveness of augmentative and alternative communication (AAC) intervention for students with severe disabilities who have complex communication needs, increasing importance is being placed on understanding how to move research into practice. This descriptive qualitative study focused on understanding the views of 19 parents and professionals (i.e., special education teachers, paraeducators, and speech-language pathologists) related to factors impacting intervention and outcomes for students with complex communication needs. Within an implementation science perspective, analysis involved applying ecological systems theory to understand factors across systems acting as challenges or facilitators to effective AAC intervention and to outcomes more broadly for students with complex communication needs. Findings produce insight into the ways student-related and micro-, meso-, macro-, and exosystem factors impact intervention implementation and outcomes, highlighting the importance of cross-cutting factors associated with AAC access, family–school partnerships and supports, and inclusive education. Implications for research and practice are discussed related to how these findings can be used to bridge the gap between research and practice for students with complex communication needs.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45484699","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 : 2021-10-25DOI: 10.1177/15407969211053810
Amber E. McConnell, C. Sanford, James Martin, Renée Cameto, Lori Hodge
An in-depth literature review was conducted to identify the skills, behaviors, expectations, and experiences (SBEEs) associated with employment, further education, and independent living for students with significant cognitive disabilities following high school. Analysis of 53 quantitative and qualitative studies identified 103 specific SBEEs associated with post high school outcomes. We then clustered the SBEEs into 10 constructs. We present the constructs and representative SBEEs, discuss implications for their use, and identify next steps needed to develop a new research-based transition assessment for students with significant cognitive disabilities associated with positive post-school transition outcomes.
{"title":"Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities","authors":"Amber E. McConnell, C. Sanford, James Martin, Renée Cameto, Lori Hodge","doi":"10.1177/15407969211053810","DOIUrl":"https://doi.org/10.1177/15407969211053810","url":null,"abstract":"An in-depth literature review was conducted to identify the skills, behaviors, expectations, and experiences (SBEEs) associated with employment, further education, and independent living for students with significant cognitive disabilities following high school. Analysis of 53 quantitative and qualitative studies identified 103 specific SBEEs associated with post high school outcomes. We then clustered the SBEEs into 10 constructs. We present the constructs and representative SBEEs, discuss implications for their use, and identify next steps needed to develop a new research-based transition assessment for students with significant cognitive disabilities associated with positive post-school transition outcomes.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48297966","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 : 2021-09-13DOI: 10.1177/15407969211040256
Meagan Karvonen, Amy K. Clark, Chelsea Carlson, Sheila Wells Moreaux, Jennifer J. Burnes
Research is needed to better understand the academic instruction needs of students with significant cognitive disabilities who are English learners and the classroom practices of their teachers. In this qualitative study, we interviewed 10 teachers to learn how they identify and meet the unique needs of this student subpopulation. Our findings suggest that teachers generally do not view disability- and language-related needs as separate and that approaches to instruction tend to follow those perceptions. Some expressed a desire for more support from language professionals in the classroom, whereas others thought their special education classrooms adequately meet student language development needs. Finally, although the teachers we interviewed went to great lengths to engage families in supporting instruction, some reported dissatisfaction with and barriers to those relationships. We discuss our findings in light of the current literature, the study’s limitations, and implications for future research and practice.
{"title":"Approaches to Identification and Instruction for Students with Significant Cognitive Disabilities Who Are English Learners","authors":"Meagan Karvonen, Amy K. Clark, Chelsea Carlson, Sheila Wells Moreaux, Jennifer J. Burnes","doi":"10.1177/15407969211040256","DOIUrl":"https://doi.org/10.1177/15407969211040256","url":null,"abstract":"Research is needed to better understand the academic instruction needs of students with significant cognitive disabilities who are English learners and the classroom practices of their teachers. In this qualitative study, we interviewed 10 teachers to learn how they identify and meet the unique needs of this student subpopulation. Our findings suggest that teachers generally do not view disability- and language-related needs as separate and that approaches to instruction tend to follow those perceptions. Some expressed a desire for more support from language professionals in the classroom, whereas others thought their special education classrooms adequately meet student language development needs. Finally, although the teachers we interviewed went to great lengths to engage families in supporting instruction, some reported dissatisfaction with and barriers to those relationships. We discuss our findings in light of the current literature, the study’s limitations, and implications for future research and practice.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46918796","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: 10.1177/15407969211036911
P. Strain, L. Fox, E. Barton
Although our field has made significant progress in the measurement of procedural fidelity in research studies, we argue for a more nuanced and expansive perspective on procedural fidelity. Specifically, we review the status quo of procedural fidelity measurement in intervention research along with specific suggestions for increasing both precision and focused research on the levels of procedural fidelity that are needed to maximize outcomes for individual participants. Second, we offer an expanded example of procedural fidelity by examining the data on the influence of typical peers, particularly on how the data influence a broad range of skills for individuals with severe disabilities. Finally, we examine the need for multiple layers of procedural fidelity assessment if we are to fully understand the vast array of contextual variables that can influence both procedural fidelity and child outcomes, particularly in a progression of research from initial efficacy assessment through scale-up and replication. We utilize the program-wide implementation of the Pyramid Model for illustrative purposes.
{"title":"On Expanding the Definition and Use of Procedural Fidelity","authors":"P. Strain, L. Fox, E. Barton","doi":"10.1177/15407969211036911","DOIUrl":"https://doi.org/10.1177/15407969211036911","url":null,"abstract":"Although our field has made significant progress in the measurement of procedural fidelity in research studies, we argue for a more nuanced and expansive perspective on procedural fidelity. Specifically, we review the status quo of procedural fidelity measurement in intervention research along with specific suggestions for increasing both precision and focused research on the levels of procedural fidelity that are needed to maximize outcomes for individual participants. Second, we offer an expanded example of procedural fidelity by examining the data on the influence of typical peers, particularly on how the data influence a broad range of skills for individuals with severe disabilities. Finally, we examine the need for multiple layers of procedural fidelity assessment if we are to fully understand the vast array of contextual variables that can influence both procedural fidelity and child outcomes, particularly in a progression of research from initial efficacy assessment through scale-up and replication. We utilize the program-wide implementation of the Pyramid Model for illustrative purposes.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42861080","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: 10.1177/15407969211036442
B. Harry, Lydia Ocasio-Stoutenburg
This article draws parallels between the concept of “Black lives matter” and the efforts of caregivers to advocate for the value of the lives of their children who have disabilities. The authors identify three key concepts that undergird their argument: first, the concept of systemic bias as built in to the hierarchical valuing of different disabilities and the role of this bias in the valuing of parents’ voices; second, the ways in which stigmatized identity markers intersect to intensify bias; and third, the authors propose a broad interpretation of the meaning of parent advocacy in which service providers seek to work as co-advocates rather than as professional advisors. The authors review relevant literature on these themes and also draw on their own experiences as women of color who are parents of children with disabilities. They present their exploration of these topics against the backdrop of the convergence of the COVID-19 pandemic and the Black Lives Matter movement, and call on epistemological assumptions and intersectionality to address the question of whether participants’ perspectives on racism should be considered as “truth.”
{"title":"Parent Advocacy for Lives That Matter","authors":"B. Harry, Lydia Ocasio-Stoutenburg","doi":"10.1177/15407969211036442","DOIUrl":"https://doi.org/10.1177/15407969211036442","url":null,"abstract":"This article draws parallels between the concept of “Black lives matter” and the efforts of caregivers to advocate for the value of the lives of their children who have disabilities. The authors identify three key concepts that undergird their argument: first, the concept of systemic bias as built in to the hierarchical valuing of different disabilities and the role of this bias in the valuing of parents’ voices; second, the ways in which stigmatized identity markers intersect to intensify bias; and third, the authors propose a broad interpretation of the meaning of parent advocacy in which service providers seek to work as co-advocates rather than as professional advisors. The authors review relevant literature on these themes and also draw on their own experiences as women of color who are parents of children with disabilities. They present their exploration of these topics against the backdrop of the convergence of the COVID-19 pandemic and the Black Lives Matter movement, and call on epistemological assumptions and intersectionality to address the question of whether participants’ perspectives on racism should be considered as “truth.”","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48523668","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: 10.1177/15407969211036202
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":null,"pages":null},"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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：