Showing papers in "Exceptional Children in 2005"
TL;DR: In this article, the defining features of single-subject research are presented, the con- tributions of single subject research for special education are reviewed, and a specific proposal is of- fered for using singlesubject research to document evidence-based practice.
Abstract: Slnglesubject research plays an important role in the development of evidence-based practice in special education. The defining features of single-subject research are presented, the con- tributions oj single-subject research for special education are reviewed, and a specific proposal is of- fered for using single-subject research to document evidence-based practice. This article allows readers to determine if a specific study is a credible example of single-subject research and if a spe- cific practice or procedure has been validated as "evidence-based" via single-subject research.
3,038 citations
TL;DR: An overview of the many types of studies that fall into the qualitative design genre is provided in this paper, along with strategies that qualitative researchers use to establish the authors' studies as credible and trustworthy.
Abstract: An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors' studies as credible and trustworthy are listed and defined. So that readers will recognize the important contribution qualitative studies have made in the field of special education, a range of well-known and lesser known examples of qualitative research are reviewed. The quality indicators that are important in conducting and evaluating qualitative research are identified. Finally, as an example of the evidence that can be produced using qualitative methods, the authors provide a summary of how 3 studies have provided important information that can be used to inform policy and practice.
1,591 citations
TL;DR: In this article, the authors present quality indicators for experimental and quasi-experimental studies for special education, intended not only to evaluate the merits of a completed research report or article but also to serve as an organizer of critical issues for consideration in research.
Abstract: This article presents quality indicators for experimental and quasi-experimental studies for special education. These indicators are intended not only to evaluate the merits of a completed research report or article but also to serve as an organizer of critical issues for consideration in research. We believe these indicators can be used widely, from assisting in the development of research plans to evaluating proposals. In this article, the framework and rationale is explained by providing brief descriptions of each indicator. Finally, we suggest a standard for determining whether a practice may be considered evidence-based. It is our intent that this standard for evidenced-based practice and the indicators be reviewed, revised as needed, and adopted by the field of special education.
941 citations
TL;DR: In this paper, the authors set the context for the development of research quality indicators and guidelines for evidence of effective practices provided by different methodologies in the context of special education research.
Abstract: This article sets the context for the development of research quality indicators and guidelines for evidence of effective practices provided by different methodologies. The current conceptualization of scientific research in education and the complexity of conducting research in special education settings underlie the development of quality indicators. Programs of research in special education may be viewed as occurring in stages: moving from initial descriptive research, to experimental causal research, to finally research that examines the processes that might affect wide-scale adoption and use of a practice. At each stage, different research questions are relevant, and different research methodologies to address the research questions are needed.
918 citations
TL;DR: This article examined ELL placement patterns in California urban districts and found that disproportionate representation patterns were related to grade level, language proficiency status, disability category, type of special education program, and type of language support program.
Abstract: A weakness of research on minority placement in special education is the tendency to overestimate the homogeneity of populations by failing to disaggregate factors such as language proficiency or to consider other relevant variables, for example, social class or program type. Similarly, certain groups have been understudied, such as English language learners (ELLs). We addressed these gaps by examining ELL placement patterns in California urban districts. Disproportionate representation patterns were related to grade level, language proficiency status, disability category, type of special education program, and type of language support program. Students proficient in neither their native language nor in English (particularly in secondary grades) were most affected. Implications for further research and practice are discussed.
508 citations
TL;DR: In this article, the authors report the findings of a national survey conducted to determine the number of youth identified as having disabilities in the juvenile corrections systems in the United States, and the data show that there is an overrepresentation of students identified with disabilities, especially emotional disturbance, in those systems.
Abstract: Improving our knowledge of the number of incarcerated youth with disabilities can assist educators, other professionals, and policymakers to develop more effective services for youth. This article reports the findings of a national survey conducted to determine the number of youth identified as having disabilities in the juvenile corrections systems in the United States. The data show that, when compared to the national average, there is an overrepresentation of students identified as having disabilities, especially emotional disturbance, in those systems.
381 citations
Journal Article•
TL;DR: A discussion of the four common forms of self-regulation for children with ADHD can be found in this paper, with a focus on self-monitoring and self-evaluation.
Abstract: Attention deficit/hyperactivity disorder (ADHD) is a chronic disorder that is thought to affect from 3% to 7% of school-age children (American Psychiatric Association, 2000). Children with ADHD typically exhibit problems maintaining attention, sustaining effort, modulating motor activity, and organizing and finishing tasks (American Psychiatric Association). In addition, they often exhibit comorbid behaviors such as depression, anxiety, oppositional defiant disorders, and compulsive behaviors (National Institute of Mental Health, 1996; Whalen & Henker, 1991). As a result, many children with ADHD encounter difficulties in the school environment, often in the form of disciplinary problems or academic difficulties (e.g., underachievement, poor grades, or failure to complete assignments; DuPaul & Stoner, 2003). At present, the recommended treatment for children with ADHD involves a multimodal approach that combines medication (e.g., psychostimulants), behavior modification, accommodations, and ancillary services (e.g., counseling; Barkley, 1998; Reid, 1999). Of these approaches, probably the most well known and widely used is medication (Goldman, Genel, Bezman, & Slanetz, 1998). Although the use of medication for the treatment of symptoms for ADHD has a documented record of effectiveness (MTA Cooperative Group, 1999), it is not recommended in isolation. There is evidence that other approaches (e.g., behavior management, educational accommodations) are useful both in isolation and in conjunction with medication (Conners et al., 2001; Pfiffner & Barkley, 1998). One type of intervention that holds promise for children with ADHD is one that can help children self-regulate their behavior. Self-regulation describes a number of methods used by students to manage, monitor, record, and/or assess their behavior or academic achievement. Self-regulation can be used to decrease maladaptive or increase positive target behaviors (Kern, Ringdahl, Hilt, & Sterling-Turner, 2001) and has shown considerable success with children with learning disabilities (e.g., Graham & Harris, 2003; Reid, 1996), behavior disorders (e.g., Nelson, Smith, Young, & Dodd, 1991; Smith & Sugai, 2000), and mental retardation (e.g., Cole & Gardner, 1984). Recently, Strayhorn (2002) argued that there is a need to develop systematic programs to enable self-regulated behavior among children with ADHD. This is consistent with recent theoretical work in ADHD that has begun to conceptualize ADHD as a deficit in self-regulated behavior (Barkley, 1997). From this perspective, ADHD results from a performance deficit rather than a skill deficit. In other words, ADHD is "not a disorder of knowing what to do, but of doing what one knows" (Barkley, 1998, p. 249). One important component of self-regulation is a conscious appraisal of immediate past behavior (Barkley, 1997). This information allows individuals to assess past behavior and, if necessary, change their pattern of responding (i.e., inhibit an automatic response). The feedback enables a comparison between what the child is doing and what the child should be doing, which in turn serves as a cue to maintain appropriate behavior or change inappropriate behavior. Ensuring a steady stream of feedback is important. As Barkley (1998) noted, one critical factor in self-regulation for children with ADHD is "more feedback more often" (p. 250). Self-regulation theory has long recognized the importance of a feedback cycle in which individuals systematically self-assess and self-evaluate their behavior (Pintrich, 2000; Zimmerman, 2000). These processes are seen as fundamental to the development of self-regulation. A discussion of the four common forms of self-regulation that incorporate these processes follow. SELF-MONITORING Self-monitoring (SM) is a multistage process of observing and recording one's behavior (Mace, Belfiore, & Hutchinson, 2001). …
341 citations
TL;DR: In this article, the authors show that causal evidence can at least tentatively inform evidence-based practice when sophisticated causal modeling or exclusion methods are employed, but not all educational interventions are readily amenable to experiments.
Abstract: Only true experiments offer definitive evidence for causal inferences, but not all educational interventions are readily amenable to experiments. Correlational evidence can at least tentatively inform evidence-based practice when sophisticated causal modeling or exclusion methods are employed. Correlational evidence is most informative when exemplary practices are followed as regards (a) measurement, (b) quantifying effects, (c) avoiding common analysis errors, and (d) using confidence intervals to portray the range of possible effects and the precisions of the effect estimates.
306 citations
TL;DR: Adual-discrepancy approach was used to identify 56 children whose reading performance and growth rates were substantially below those of average readers, indicating they were not responding sufficiently to PALS as mentioned in this paper.
Abstract: First graders (N = 323) participated in an evidence-based classwide reading program (Peer-Assisted Learning Strategies; PALS). Adual-discrepancy approach was used to identify 56 children whose reading performance and growth rates were substantially below those of average readers, indicating they were not responding sufficiently to PALS. This approach reliably distinguished among unresponsive at-risk, responsive at-risk, and average-performing readers. Nonresponders were assigned randomly to one of three increasingly individualized treatments: PALS, Modified PALS, or tutoring by an adult. No statistically significant between-group differences on reading-related measures were found. Effect sizes (between .30 and .50) comparing groups and proportions of nonresponders following treatment suggest that tutoring was most promising for reducing unresponsiveness.
298 citations
TL;DR: In this article, an experimental research design was used to examine the effectiveness of a targeted, long-term intervention to promote school completion and reduce dropout among urban high school students with emotional or behavioral disabilities.
Abstract: An experimental research design was used to examine the effectiveness of a targeted, long-term intervention to promote school completion and reduce dropout among urban high school students with emotional or behavioral disabilities. African American (67%) males (82%) composed a large portion of the sample. This intervention study was a replication of an empirically supported model referred to as check & connect. Study participants included 144 ninth graders, randomly assigned to the treatment or control group. The majority of youth were followed for 4 years, with a subsample followed for 5 years. Program outcomes included lower rates of dropout and mobility, higher rates of persistent attendance and enrollment status in school, and more comprehensive transition plans.
297 citations
TL;DR: This paper assessed the effects of peer-assisted learning strategies (PALS), a reciprocal classwide peer-tutoring strategy, on the reading performance of native Spanish-speaking students with learning disabilities and their low-, average-, and high-achieving classroom peers.
Abstract: This study assessed the effects of Peer-Assisted Learning Strategies (PALS), a reciprocal classwide peer-tutoring strategy, on the reading performance of native Spanish-speaking students with learning disabilities (LD) and their low-, average-, and high-achieving classroom peers. Participants were 132 native Spanish-speaking English language learners (ELL) in Grades 3 through 6, along with their 12 reading teachers. Teachers were assigned randomly to PALS and contrast groups. PALS sessions were conducted 3 times a week for 15 weeks. Students were tested before and after treatment. PALS students outgrew contrast students on reading comprehension, and those effects were not mediated by student type.
TL;DR: The current work describes the development of the Family—Professional Partnership Scale, which assesses parents' perceptions of the importance of and their satisfaction with family—professional partnerships.
Abstract: One difficulty in monitoring the quality of family—professional partnerships has been the lack of a psychometrically acceptable and sufficiently general instrument with which to assess them. The current work describes the development of the Family—Professional Partnership Scale, which assesses parents' perceptions of the importance of and their satisfaction with family—professional partnerships. Indicators were constructed from qualitative research on families with children with and without disabilities, and the scale was refined across two field tests that included families with children with a wide range of ages and disability types and severity. Both the 18-item overall scale and the two 9-item subscales demonstrated excellent psychometric properties. The possible uses of this scale in future research and service delivery are discussed.
TL;DR: In this article, a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson, was used to evaluate first-year teachers and teachers with emergency provisional licensure.
Abstract: Twenty traditionally licensed first-year teachers and 20 first-year teachers with emergency provisional licensure were observed and evaluated by an experienced supervisor, unaware of licensure status, using a teacher rating scale with three subscales, based on a framework for teaching developed by Danielson (1996). The subscales included planning and preparation, classroom environment, and instruction. Teachers also completed self-ratings on a similar scale. Across all measures, traditionally licensed teachers were rated statistically significantly higher than were teachers holding emergency provisional licensure. Differences between the two groups were substantial, with effect sizes exceeding 1.5 standard deviation units. In sharp contrast, the two teacher groups did not rate themselves significantly different in teaching competence.
Journal Article•
TL;DR: In this paper, the authors interviewed 16 young adults with intellectual disabilities about their experiences attending general education classes with para- professional support and found that the primacy and exclusivity that often exists between para- professionals and these students as characterized by four interrelated themes regarding consumer perspectives of paraprofessionals as: mother, friend, protector, and primary teacher.
Abstract: Perspectives of students with disabilities are notably absent from research about special education paraprofessionals. This study begins filling that gap by interviewing 16 young adults with intellectual disabilities about their experiences attending general education classes with para- professional support. Findings describe the primacy and exclusivity that often exists between para- professionals and these students as characterized by four interrelated themes regarding consumer perspectives of paraprofessionals as: mother, friend, protector, and primary teacher. Although study participants provided both positive and negative perspectives on these four descriptors, each descriptor represents cause for concern. Implications for practice encourage schools to (a) consider the social validity of supports, (b) increase teacher involvement, (c) highlight the importance of lis- tening to students with disabilities, and (d) include them in decisions about their own supports. Exceptional Children
TL;DR: In this article, the authors investigated the effectiveness of a training program aimed at teaching four paraprofessionals to facilitate interactions between students with severe disabilities and their peers in general education settings.
Abstract: As students with severe disabilities are included in general education settings, the use of paraprofessionals has expanded to meet these students' needs. Unfortunately, paraprofessionals can have the inadvertent effect of intensifying the social isolation of students with disabilities. This study investigated the effectiveness of a training program aimed at teaching four paraprofessionals to facilitate interactions between students with severe disabilities and their peers. A multiple baseline, single-subject design across four paraprofessional/student pairs was utilized. Observational data were collected over the baseline and postintervention phases. Rates of paraprofessional facilitative behavior increased following the intervention. Additionally, rates of student interaction increased immediately and dramatically and were maintained through the maintenance probe.
TL;DR: This paper used several focus groups to examine culturally-based variation in attitudes, beliefs, and meanings of transition in Latina mothers of young adults with disabilities, identifying five primary themes: (a) basic life skills and social adaptation, (b) the importance of the family and home rather than individualism and independence, (c) importance of mother's role and expertise in decision making, access to information, and (e) dangers of the outside world.
Abstract: This study used several focus groups to examine culturally based variation in attitudes, beliefs, and meanings of transition. Sixteen Latina mothers of young adults with disabilities participated in the study, recruited from an agency serving low-income, predominantly Spanish-speaking communities. Data analysis identified five primary themes: (a) basic life skills and social adaptation, (b) the importance of the family and home rather than individualism and independence, (c) the importance of the mother's role and expertise in decision making, (d) access to information; and (e) dangers of the outside world. The overarching theme was a view of transition as home-centered, sheltered adaptation as opposed to a model emphasizing independent productivity. The findings and the implications for future research and practice are discussed.
TL;DR: A content and methodological review of the literature of 25 self-advocacy intervention studies was conducted by as mentioned in this paper, where the authors provided preliminary evidence that individuals of varying ages and disabilities can learn self-vocacy skills using both researcher-developed interventions and published curricula.
Abstract: A content and methodological review of the literature of 25 self-advocacy intervention studies was conducted. First, each article was analyzed in terms of purpose, participants, design, dependent variable(s), independent variable(s), and results. Second, each manuscript was reviewed in terms of the quality indicators for single subject (n = 11), group experimental (n = 11), or qualitative (n = 3) studies. Our findings (a) provide preliminary evidence that individuals of varying ages and disabilities can learn self-advocacy skills using both researcher-developed interventions and published curricula, and (b) indicate the need for increasing methodological rigor in implementing and reporting self-advocacy intervention studies. Results are discussed in terms of implications for research and instruction.
TL;DR: This paper evaluated the effects of a reading intervention on the reading achievement and social behaviors of 6 third-grade students with emotional/behavioral disorders and found variable improvements in basic reading skills with limited transfer to oral reading fluency.
Abstract: This study evaluated the effects of a reading intervention on the reading achievement and social behaviors of 6 third-grade students with emotional/behavioral disorders. Reading instruction occurred 4 days a week using the Horizons Fast Track reading program and Peer-Assisted Learning Strategies. Analyses indicated variable improvements in basic reading skills with limited transfer to oral reading fluency. Outcomes for social behaviors indicated that changes in total inappropriate behavior were not directly related to the reading intervention; improved engagement appeared related to intervention but not necessarily reading achievement. Results are discussed in the context of possible reasons for differential responding and implications for practice and future research.
TL;DR: A meta-analysis of 58 studies was performed in which IQ, academic achievement, and behavior characteristics were examined across students with learning disabilities (LD), mild intellectual disabilities (MID), and emotional/behavioral disabilities (E/BD).
Abstract: A meta-analysis of 58 studies was performed in which IQ, academic achievement, and behavior characteristics were examined across students with learning disabilities (LD), mild intellectual disabilities (MID), and emotional/behavioral disabilities (E/BD). The effect sizes between students with LD and MID were the largest in the domains of IQ and academic achievement, and the differences involving pupils with E/BD versus those with LD and MID were largest in the behavior realm. Very little disparity was found when comparing (a) those with LD and students with E/BD on IQ measures, and (b) pupils with LD and those with MID in behavior. Implications for cross-categorical and noncategorical special education are discussed.
TL;DR: In this paper, the effects of an intensive prereading intervention on the beginning reading skills and social behavior of kindergarten children at risk for behavioral disorders and reading difficulties were investigated. But the results were not statistically significant from one another.
Abstract: This study investigated the effects of an intensive prereading intervention on the beginning reading skills and social behavior of kindergarten children at risk for behavioral disorders and reading difficulties. Children identified through a systematic screening process were assigned randomly to experimental or nonspecific treatment conditions. Children who received the intensive prereading intervention showed statistically and educationally significant gains in their beginning reading skills relative to their counterparts in the nonspecific treatment condition. In contrast, improvements in teacher ratings of the classroom competence, emotional and behavioral self-control, and self-confidence of children in the experimental and nonspecific treatment conditions were not statistically significant from one another.
TL;DR: In this paper, a meta-analysis examines the effectiveness of functional mathematics instruction, specifically purchasing skill instruction, for individuals with disabilities, identifying and reviewing twenty-eight intervention studies that employed single-subject research designs, a nonparametric procedure, the percentage of nonoverlapping data (PND), was used to estimate treatment effects.
Abstract: This meta-analysis examines the effectiveness of functional mathematics instruction, specifically purchasing skill instruction, for individuals with disabilities. Twenty-eight intervention studies were identified and reviewed. Because all studies employed single-subject research designs, a nonparametric procedure, the percentage of nonoverlapping data (PND), was used to estimate treatment effects. Results indicated a moderately positive effect for purchasing skill instruction (median PND = 87%). Maintenance (median PND = 100%) and generalization effects (median PND = 86%) revealed large and moderate effects, respectively. Further categorical comparisons indicated that variables such as participants' entry skills, money skill adaptations, type of purchase, error correction procedure, and instructional setting were related to the treatment effectiveness.
TL;DR: In this paper, the authors conducted a study with teachers in an urban system within a high-stakes accountability state and found that students who did well on alternate assessments also showed growth in direct observation of performance of their IEP objectives.
Abstract: With the passage of No Child Left Behind and the start of the high-stakes accountability movement, it has become increasingly important that teachers are able to appropriately assess all students, including those who qualify for alternate assessments. If suitable assessment is occurring, teachers can use these data to help improve student performance to meet both individualized education program (IEP) goals and state standards. In this study, which was conducted with teachers in an urban system within a high-stakes accountability state, students' alternate assessment scores improved when teachers received training on instructional practices. In addition, students who did well on alternate assessments also showed growth in direct observation of performance of their IEP objectives.
TL;DR: In this paper, the meaning of family professional partnerships from the perspective of Japanese families of children with disabilities was investigated, and the implications for developing partnerships with culturally diverse families also were discussed.
Abstract: This study inquired into the meaning of family-professional partnerships from the perspective of Japanese families of children with disabilities. Data were collected from 30 mothers who participated in focus groups and/or interviews in Japan. Qualitative data analysis guided identification of four themes. The study's contributions are discussed in relation to not only Japanese society, but also to the global community including the United States. The study's implications for developing partnerships with culturally diverse families also are discussed.
TL;DR: In this paper, the authors present the results of a study of six low-income women, each of whom is raising a child with a suspected or diagnosed disability while also serving as an active member of the armed forces.
Abstract: This article presents the results of a study of six low-income women, each of whom is raising a child with a suspected or diagnosed disability while also serving as an active member of the armed forces. Their experiences as they attempt to strike a balance between the highly demanding work role of the military and their role as a mother of a child with disabilities are examined. This article also discusses the personal strengths these women display, the barriers they confront, the strategies they use to negotiate competing demands, and the impact of this effort on their personal and professional lives. Practice and policy implications are drawn for early intervention and family support programs.
TL;DR: This article investigated the extent to which teaching the recommended methods for problem-solving presented in third grade mathematics textbooks adhered to the National Council of Teachers of Mathematics Standards and instructional design criteria and found that there were more variations than similarities within and across textbooks in meeting the Standards.
Abstract: This study investigated the extent to which teaching the recommended methods for problem-solving presented in third-grade mathematics textbooks adhered to the National Council of Teachers of Mathematics Standards and instructional design criteria. Results indicated that there were more variations than similarities within and across textbooks in meeting the Standards. In terms of the instructional design criteria, most were satisfied in only two textbooks and few discrepancies were evident across the textbooks that were evaluated. For example, instructional design criteria of clarity of objectives, sufficient teaching examples, and nonexamples were met in less than half of the textbooks. Additional findings and implications for practitioners meeting the diverse needs of students with learning problems are discussed.