Pub Date : 2025-02-21DOI: 10.1177/00144029251318568
Jennifer A. Freeman
This study leverages the Texas Statewide Longitudinal Data System to examine the characteristics of community college students with non-apparent disabilities who access disability accommodations, including students with learning disabilities (LD), other health impairments (OHI), emotional and behavioral disorders (EBD), and autism spectrum disorder (ASD). Additionally, it explores the association between accessing accommodations, the timing of initial access, and the completion of certificates, associate degrees, and vertical transfers. The analysis includes eight cohorts of students who graduated from Texas public high schools between the 2006–2007 and 2013–2014 academic years, representing approximately 28,840 students. Findings reveal that students with LD and OHI consistently show a higher likelihood of degree completion and vertical transfers when they access accommodations, regardless of which semester these supports are initially accessed. Conversely, no significant association exists between accessing accommodations and completion outcomes for students with EBD. For students with ASD, those who delay accessing accommodations until their fourth semester or beyond are less likely to complete a degree or transfer. The findings underscore the need for timely and appropriate accommodations to support academic success and highlight the importance of policies and practices that ensure equitable access to these supports.
{"title":"Accommodating Success: Examining the Effects of Accessing Accommodations on Degree Completion Among Community College Students With Non-Apparent Disabilities","authors":"Jennifer A. Freeman","doi":"10.1177/00144029251318568","DOIUrl":"https://doi.org/10.1177/00144029251318568","url":null,"abstract":"This study leverages the Texas Statewide Longitudinal Data System to examine the characteristics of community college students with non-apparent disabilities who access disability accommodations, including students with learning disabilities (LD), other health impairments (OHI), emotional and behavioral disorders (EBD), and autism spectrum disorder (ASD). Additionally, it explores the association between accessing accommodations, the timing of initial access, and the completion of certificates, associate degrees, and vertical transfers. The analysis includes eight cohorts of students who graduated from Texas public high schools between the 2006–2007 and 2013–2014 academic years, representing approximately 28,840 students. Findings reveal that students with LD and OHI consistently show a higher likelihood of degree completion and vertical transfers when they access accommodations, regardless of which semester these supports are initially accessed. Conversely, no significant association exists between accessing accommodations and completion outcomes for students with EBD. For students with ASD, those who delay accessing accommodations until their fourth semester or beyond are less likely to complete a degree or transfer. The findings underscore the need for timely and appropriate accommodations to support academic success and highlight the importance of policies and practices that ensure equitable access to these supports.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"82 2 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143470629","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 : 2025-01-24DOI: 10.1177/00144029241312777
Hyejung Kim, Mack Ottens, Matthew Jacob, Xingye Qiao
Over recent decades, there has been a significant increase in postsecondary STEM education among autistic individuals. Using data from the High School Longitudinal Study of 2009, this study examined the STEM pathways of autistic students, emphasizing key determinants like proximal context, self-efficacy, and outcome expectations within the framework of social cognitive theory. The results revealed that despite a lower college attendance rate, autistic students displayed a pronounced inclination for STEM majors, particularly in the fields of science, engineering, and mathematics. Notably, autistic students who pursue higher education tend to exhibit increased levels of self-efficacy and anticipate more positive outcomes within STEM disciplines. However, the levels of both constructs in mathematics had decreased by the 11th grade. Nonetheless, STEM self-efficacy played a significant role in influencing outcome expectations and major choices, with this relationship being more pronounced among autistic students. For autistic students, their choice of a STEM major was influenced by their self-efficacy, as well as factors like race and gender. On the other hand, for non-autistic students, their proximal context was an additional determinant in their decision. Insights gained from this research can inform educational strategies aimed at facilitating the participation of autistic individuals in postsecondary STEM education and related career paths.
{"title":"Examining STEM Preferences in Autistic Students: The Role of Contextual Support, Self-Efficacy, and Outcome Expectations","authors":"Hyejung Kim, Mack Ottens, Matthew Jacob, Xingye Qiao","doi":"10.1177/00144029241312777","DOIUrl":"https://doi.org/10.1177/00144029241312777","url":null,"abstract":"Over recent decades, there has been a significant increase in postsecondary STEM education among autistic individuals. Using data from the High School Longitudinal Study of 2009, this study examined the STEM pathways of autistic students, emphasizing key determinants like proximal context, self-efficacy, and outcome expectations within the framework of social cognitive theory. The results revealed that despite a lower college attendance rate, autistic students displayed a pronounced inclination for STEM majors, particularly in the fields of science, engineering, and mathematics. Notably, autistic students who pursue higher education tend to exhibit increased levels of self-efficacy and anticipate more positive outcomes within STEM disciplines. However, the levels of both constructs in mathematics had decreased by the 11<jats:sup>th</jats:sup> grade. Nonetheless, STEM self-efficacy played a significant role in influencing outcome expectations and major choices, with this relationship being more pronounced among autistic students. For autistic students, their choice of a STEM major was influenced by their self-efficacy, as well as factors like race and gender. On the other hand, for non-autistic students, their proximal context was an additional determinant in their decision. Insights gained from this research can inform educational strategies aimed at facilitating the participation of autistic individuals in postsecondary STEM education and related career paths.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"19 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030916","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 : 2024-12-18DOI: 10.1177/00144029241303051
David J. Connor, Scot Danforth, Deborah Gallagher
The inclusion of students with disabilities with special education services into general education classes has been an integral part of education for over 3 decades. It is a worldwide movement that continues to grow. Yet, some Special Education researchers remain highly critical, even cynical, of inclusion, despite decades of research that have refined school and classroom-based practices so that the majority of students with disabilities, with few exceptions, can achieve inclusion. In this paper we emphasize the importance of maintaining an optimistic focus on inclusive education by (1) foregrounding the thinking of activists within the Disability Rights Movement and more recent disability collectives that undergird theories of disability justice and inclusion; (2) centering intersectional experiences of disability; (3) clarifying the intentions of inclusion and dispelling some lingering myths; and (4) describing ways that inclusive classrooms can best serve students with mild to complex and multiple support needs. We conclude with a request to our field to reflect upon and consider Special Education's evolving role in ongoing collaborative development of inclusive education.
30多年来，将接受特殊教育服务的残疾学生纳入普通教育班一直是教育的一个组成部分。这是一项持续发展的世界性运动。然而，一些特殊教育研究人员仍然对包容性持高度批评，甚至是愤世嫉俗的态度，尽管几十年来的研究已经改进了学校和课堂上的实践，使大多数残疾学生，除了少数例外，都能实现包容性。在本文中，我们强调了保持对全纳教育的乐观关注的重要性，方法如下：(1)强调了残疾人权利运动（Disability Rights Movement）活动家和最近的残疾人团体的思想，这些思想是残疾人正义和包容理论的基础；(2)以残障交叉体验为中心；(3)澄清包容的意图，破除一些挥之不去的迷思；(4)描述包容性课堂如何最好地服务于有轻微到复杂和多重支持需求的学生。最后，我们要求我们的领域反思和考虑特殊教育在全纳教育的持续合作发展中不断发展的作用。
{"title":"An Open Letter to the Field: Contemplating Special Education's Collaborative Role in Developing Inclusive Education","authors":"David J. Connor, Scot Danforth, Deborah Gallagher","doi":"10.1177/00144029241303051","DOIUrl":"https://doi.org/10.1177/00144029241303051","url":null,"abstract":"The inclusion of students with disabilities with special education services into general education classes has been an integral part of education for over 3 decades. It is a worldwide movement that continues to grow. Yet, some Special Education researchers remain highly critical, even cynical, of inclusion, despite decades of research that have refined school and classroom-based practices so that the majority of students with disabilities, with few exceptions, can achieve inclusion. In this paper we emphasize the importance of maintaining an optimistic focus on inclusive education by (1) foregrounding the thinking of activists within the Disability Rights Movement and more recent disability collectives that undergird theories of disability justice and inclusion; (2) centering intersectional experiences of disability; (3) clarifying the intentions of inclusion and dispelling some lingering myths; and (4) describing ways that inclusive classrooms can best serve students with mild to complex and multiple support needs. We conclude with a request to our field to reflect upon and consider Special Education's evolving role in ongoing collaborative development of inclusive education.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"20 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142849101","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 : 2024-12-16DOI: 10.1177/00144029241302399
Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sulivan, Kathleen King Thorius
{"title":"Deeping the Commitment to Our Editorial Vision and Recognizing Areas for Comprehensive Reform in Special Education","authors":"Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sulivan, Kathleen King Thorius","doi":"10.1177/00144029241302399","DOIUrl":"https://doi.org/10.1177/00144029241302399","url":null,"abstract":"","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142831923","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 : 2024-12-16DOI: 10.1177/00144029241300526
Elizabeth Bettini, Tuan D. Nguyen, Tammy Ellis-Robinson, Loretta Mason-Williams, Alex Allen-Barrett, Ayana Bass
Teachers of color are critical for improving students’ educational experiences and outcomes, especially for students of color. Yet, more than 80% of special education teachers (SETs) in U.S. public schools are white. Thus, we examined how the ethnoracial diversity of the SET workforce changed over time, from 2012–2021, in relation to the increasingly ethnoracially diverse population of students with disabilities. Analyzing multiple waves of several nationally representative datasets, we found that any growth in the number of SETs of color nationally is wholly insufficient to keep pace with growth in the population of students of color with disabilities. With growing ethnoracial disparities between the SET workforce and the population of students with disabilities, race-evasive recruitment and retention initiatives are not justifiable. Instead, coordinated, race-conscious policies and practices are needed across policy, teacher education, and in-service school districts, to foster a SET workforce that is representative of the student population.
有色人种教师对于改善学生，尤其是有色人种学生的教育经历和成果至关重要。然而，在美国公立学校中，超过 80% 的特殊教育教师（SET）是白人。因此，我们研究了从 2012 年到 2021 年，随着时间的推移，特殊教育教师队伍的种族多样性是如何随着残疾学生种族多样性的日益增加而发生变化的。通过分析多个具有全国代表性的数据集的多个波次，我们发现，全国有色人种 SET 数量的增长完全跟不上有色人种残疾学生人口的增长。随着理工和技术人员队伍与残疾学生人口之间的种族差异不断扩大，以种族为导向的招聘和留任措施是不合理的。相反，我们需要在政策、师范教育和在职学区中采取协调的、具有种族意识的政策和做法，以培养一支能够代表学生群体的特殊教育和培训队伍。
{"title":"Ethnoracial Diversity of the Special Educator Workforce Over Time","authors":"Elizabeth Bettini, Tuan D. Nguyen, Tammy Ellis-Robinson, Loretta Mason-Williams, Alex Allen-Barrett, Ayana Bass","doi":"10.1177/00144029241300526","DOIUrl":"https://doi.org/10.1177/00144029241300526","url":null,"abstract":"Teachers of color are critical for improving students’ educational experiences and outcomes, especially for students of color. Yet, more than 80% of special education teachers (SETs) in U.S. public schools are white. Thus, we examined how the ethnoracial diversity of the SET workforce changed over time, from 2012–2021, in relation to the increasingly ethnoracially diverse population of students with disabilities. Analyzing multiple waves of several nationally representative datasets, we found that any growth in the number of SETs of color nationally is wholly insufficient to keep pace with growth in the population of students of color with disabilities. With growing ethnoracial disparities between the SET workforce and the population of students with disabilities, race-evasive recruitment and retention initiatives are not justifiable. Instead, coordinated, race-conscious policies and practices are needed across policy, teacher education, and in-service school districts, to foster a SET workforce that is representative of the student population.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"85 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142831922","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 : 2024-12-16DOI: 10.1177/00144029241300518
Roddy J. Theobald, Lindsey Kaler, Elizabeth Bettini, Nathan D. Jones
Paraeducators are critically important members of school communities, but there is little statewide research on the characteristics of paraeducators. We therefore use over 25 years of longitudinal data from Washington state to provide a descriptive portrait of the paraeducator workforce. Paraeducators are more racially and ethnically diverse than special education teachers, particularly in the last decade, and tend to be less experienced. Their full-time salaries are about half of the average for special education teachers. Finally, and perhaps most importantly, paraeducator attrition rates from the state's workforce have increased dramatically over time; for example, the paraeducator attrition rate after the 2021–2022 school year (23%) was over twice as high as the that in the 2008–2009 school year (8%). These findings have implications for how policymakers and school leaders should approach decision-making related to the paraeducator workforce, as well as how researchers might approach further research with this group of educators.
{"title":"A Descriptive Portrait of the Paraeducator Workforce in Washington State","authors":"Roddy J. Theobald, Lindsey Kaler, Elizabeth Bettini, Nathan D. Jones","doi":"10.1177/00144029241300518","DOIUrl":"https://doi.org/10.1177/00144029241300518","url":null,"abstract":"Paraeducators are critically important members of school communities, but there is little statewide research on the characteristics of paraeducators. We therefore use over 25 years of longitudinal data from Washington state to provide a descriptive portrait of the paraeducator workforce. Paraeducators are more racially and ethnically diverse than special education teachers, particularly in the last decade, and tend to be less experienced. Their full-time salaries are about half of the average for special education teachers. Finally, and perhaps most importantly, paraeducator attrition rates from the state's workforce have increased dramatically over time; for example, the paraeducator attrition rate after the 2021–2022 school year (23%) was over twice as high as the that in the 2008–2009 school year (8%). These findings have implications for how policymakers and school leaders should approach decision-making related to the paraeducator workforce, as well as how researchers might approach further research with this group of educators.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"22 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142831919","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 : 2024-11-26DOI: 10.1177/00144029241298240
Ruby Batz, Sheresa Boone Blanchard
How do special education-related professionals parenting children with disabilities experience the special education system? This qualitative exploratory study delves into the experiences of 25 mother-educators who are special education-related professionals navigating the special education system for their children with disabilities. Through thematic analysis, our findings elucidate how the special education system perpetuates inequitable practices. The study describes four central themes: (1) the nuanced role of mother-educators’ expertise, (2) the capacity and willingness of school staff to serve children with disabilities, (3) the inherent inequalities within the special education system, and (4) the role of advocacy. Most of these mother-educators could occasionally leverage social, cultural, and economic capital to advocate and secure services for their children. However, despite their ability to leverage such resources and extensive knowledge about their children and the special education system, these mother-educators encountered numerous challenges in advocating for and securing services for their children. We discuss the implications of our findings for federal mandates on family engagement and caution against the deficit-based nature of special education. Furthermore, we propose recommendations for fostering more equitable approaches within the system. This study underscores the need for systemic changes to ensure that all children with disabilities receive the support and services they deserve.
{"title":"When Being an Expert May Not Be Enough: Understanding the Experiences of Special Education Professionals Parenting Children with Disabilities","authors":"Ruby Batz, Sheresa Boone Blanchard","doi":"10.1177/00144029241298240","DOIUrl":"https://doi.org/10.1177/00144029241298240","url":null,"abstract":"How do special education-related professionals parenting children with disabilities experience the special education system? This qualitative exploratory study delves into the experiences of 25 mother-educators who are special education-related professionals navigating the special education system for their children with disabilities. Through thematic analysis, our findings elucidate how the special education system perpetuates inequitable practices. The study describes four central themes: (1) the nuanced role of mother-educators’ expertise, (2) the capacity and willingness of school staff to serve children with disabilities, (3) the inherent inequalities within the special education system, and (4) the role of advocacy. Most of these mother-educators could occasionally leverage social, cultural, and economic capital to advocate and secure services for their children. However, despite their ability to leverage such resources and extensive knowledge about their children and the special education system, these mother-educators encountered numerous challenges in advocating for and securing services for their children. We discuss the implications of our findings for federal mandates on family engagement and caution against the deficit-based nature of special education. Furthermore, we propose recommendations for fostering more equitable approaches within the system. This study underscores the need for systemic changes to ensure that all children with disabilities receive the support and services they deserve.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"16 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142718396","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}
In the U.S. education system, students of color experience multiple forms of marginalization at the intersection of markers of difference. These injustices manifest in multiple forms, such as higher rates of inappropriate referrals to special education, misidentification, conferring stigmatizing labels, and subsequently placing students of color in more segregated spaces. To combat this persistent racial injustice within special education practices and programs, policymakers have formulated regulations under the Individuals With Disabilities Education Act (IDEA) aimed at ensuring equal educational opportunities and outcomes for students of color. In particular, the U.S. Department of Education's Office of Special Education Programs introduced 20 State Performance Plan and Annual Performance Report (SPP/APR) indicators in 2004 to monitor states' implementation of IDEA. Building upon an interdisciplinary and intersectional lens informed by the cultural historical approach to disability, critical policy analysis in education, and disability critical race theory, this systematic literature review synthesizes 19 studies investigating local policy actors’ enactment of IDEA policies related to SPP/APR indicators, which were designed to address racial inequities in special education. The findings reveal that local policy actors’ interpretations, negotiations, and implementations of equity-intended special education policies are intricately tied to the situated cultural and political dynamics, making the process multifaceted and deeply contextual.
{"title":"When Good Intentions Go Awry: A Critical Policy Analysis of Equity-Focused Policies Intended to Reduce Racial Disparities in Special Education","authors":"Dosun Ko, Dian Mawene, Yehyang Lee, Sumin Lim, Jahyun Yoo","doi":"10.1177/00144029241292589","DOIUrl":"https://doi.org/10.1177/00144029241292589","url":null,"abstract":"In the U.S. education system, students of color experience multiple forms of marginalization at the intersection of markers of difference. These injustices manifest in multiple forms, such as higher rates of inappropriate referrals to special education, misidentification, conferring stigmatizing labels, and subsequently placing students of color in more segregated spaces. To combat this persistent racial injustice within special education practices and programs, policymakers have formulated regulations under the Individuals With Disabilities Education Act (IDEA) aimed at ensuring equal educational opportunities and outcomes for students of color. In particular, the U.S. Department of Education's Office of Special Education Programs introduced 20 State Performance Plan and Annual Performance Report (SPP/APR) indicators in 2004 to monitor states' implementation of IDEA. Building upon an interdisciplinary and intersectional lens informed by the cultural historical approach to disability, critical policy analysis in education, and disability critical race theory, this systematic literature review synthesizes 19 studies investigating local policy actors’ enactment of IDEA policies related to SPP/APR indicators, which were designed to address racial inequities in special education. The findings reveal that local policy actors’ interpretations, negotiations, and implementations of equity-intended special education policies are intricately tied to the situated cultural and political dynamics, making the process multifaceted and deeply contextual.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"39 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713019","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 : 2024-11-22DOI: 10.1177/00144029241296123
Angus Kittelman, Kent McIntosh, Sterett H. Mercer, Rhonda N. T. Nese, SoLing So, Heather Peshak George
Sustained implementation of effective behavior support systems and practices is critical for improving academic and behavior outcomes for students with and without disabilities. Although implementation studies have identified variables facilitating sustained implementation of Tier 1 behavior support systems in schools, little research exists examining Tier 2 and 3 behavior support systems. The purpose of this 5-year prospective study was to identify practice, school, and district variables facilitating sustained implementation of Tiers 2 and 3 behavior support systems in schools. The sample included 646 schools implementing positive behavioral interventions and supports (PBIS) across 23 U.S. states. Using structural equation modeling, we found several key variables to be predictive of sustained implementation (sustained implementation and implementation quality) of Tier 2 (Tiers 1 and 2 fidelity in Year 1 and a general Tiers 2 and 3 sustainability factor) and Tier 3 behavior support systems (Tier 1 and Tier 3 fidelity in Year 1 and a general Tiers 2 and 3 sustainability factor). Implications for how district and school leadership teams can improve sustained implementation of Tiers 2 and 3 behavior support systems are discussed.
{"title":"Factors Predicting Sustained Implementation of Tier 2 and Tier 3 Positive Behavioral Interventions and Supports","authors":"Angus Kittelman, Kent McIntosh, Sterett H. Mercer, Rhonda N. T. Nese, SoLing So, Heather Peshak George","doi":"10.1177/00144029241296123","DOIUrl":"https://doi.org/10.1177/00144029241296123","url":null,"abstract":"Sustained implementation of effective behavior support systems and practices is critical for improving academic and behavior outcomes for students with and without disabilities. Although implementation studies have identified variables facilitating sustained implementation of Tier 1 behavior support systems in schools, little research exists examining Tier 2 and 3 behavior support systems. The purpose of this 5-year prospective study was to identify practice, school, and district variables facilitating sustained implementation of Tiers 2 and 3 behavior support systems in schools. The sample included 646 schools implementing positive behavioral interventions and supports (PBIS) across 23 U.S. states. Using structural equation modeling, we found several key variables to be predictive of sustained implementation (sustained implementation and implementation quality) of Tier 2 (Tiers 1 and 2 fidelity in Year 1 and a general Tiers 2 and 3 sustainability factor) and Tier 3 behavior support systems (Tier 1 and Tier 3 fidelity in Year 1 and a general Tiers 2 and 3 sustainability factor). Implications for how district and school leadership teams can improve sustained implementation of Tiers 2 and 3 behavior support systems are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"25 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142690828","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 : 2024-09-27DOI: 10.1177/00144029241273996
Kathleen King Thorius, Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan
{"title":"Situating Ourselves in Coalitions With and for Exceptional Children: Editors’ Introduction","authors":"Kathleen King Thorius, Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan","doi":"10.1177/00144029241273996","DOIUrl":"https://doi.org/10.1177/00144029241273996","url":null,"abstract":"","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"217 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142329055","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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