Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 2013"
TL;DR: This paper conducted a systematic review of the literature to address two primary questions: To what extent have paraprofession-implemented educational practices been shown to improve outcomes for elementary and secondary students with IDD, and what professional development strategies enable paraprofsessionals to implement these strategies with fidelity.
Abstract: The involvement ofparaprofessionals in the education of students with intellectual and developmental disabilities (IDD) has been both complex and controversial. Many scholars and advocates have raised concerns about the roles these staff members play in schools and the degree to which there is empirical support for their direct work with students. We conducted a systematic review of the literature to address two primary questions: To what extent have paraprofessional-implemented educational practices been shown to improve outcomes for elementary and secondary students with IDD, and what professional development strategies enable paraprofessionals to implement these strategies with fidelity? These studies indicate paraprofessionals, when given adequate training, are capable of effectively implementing a number of educational practices that result in improved academic and social outcomes, specifically, teaching communication skills, reducing problem behaviors, and increasing independence for students with I...
96 citations
TL;DR: A review of the literature on academic learning in general education settings for students with moderate and severe intellectual disability was conducted by as discussed by the authors, where a total of 17 experimental studies was evaluated.
Abstract: A review of the literature on academic learning in general education settings for students with moderate and severe intellectual disability was conducted. A total of 17 experimental studies was ide...
80 citations
TL;DR: Identifying methods to increase the independent functioning of individuals with autism spectrum disorders (ASD) is vital in enhancing their quality of life; teaching students with ASD daily living... as discussed by the authors.
Abstract: Identifying methods to increase the independent functioning of individuals with autism spectrum disorders (ASD) is vital in enhancing their quality of life; teaching students with ASD daily living ...
70 citations
TL;DR: In this article, the authors investigated whether receiving transition services early (i.e., by age 14) promoted better vocational outcomes than receiving transition transition services later for young adults, and found that early transition services promoted better outcomes than later transition services.
Abstract: This study investigated whether receiving transition services early (i.e., by age 14) promoted better vocational outcomes than receiving transition services later (i.e., by age 16) for young adults...
63 citations
TL;DR: Even when enrolled in general education classes, students with complex communication challenges may remain socially isolated from their classmates when receiving one-to-one paraprofessional support as discussed by the authors, even when they have complex communication difficulties.
Abstract: Even when enrolled in general education classes, students with complex communication challenges may remain socially isolated from their classmates when receiving one-to-one paraprofessional support...
58 citations
TL;DR: This study examined family quality of life (FQOL) of Turkish families who have children with intellectual disabilities (ID) and autism to research the perceptions of FQOL and relevant predictive relationships, and computed significant positive correlations between overall F QOL perception and family social support domains as well as between Overall FQ OL perception and sociodemographic variables.
Abstract: This study examined family quality of life (FQOL) of Turkish families who have children with intellectual disabilities (ID) and autism. To research the perceptions of FQOL and relevant predictive relationships, data were gathered from 3,009 families who have children with ID and autism. The data were collected by using a Socio-demographic Family Information Form, Beach Center Family Quality of Life Scale, and the Family Support Scale. The FQOL and subdomain perceptions of families who have children with ID and autism were slightly above a moderate level; the highest perceptions were in the Family Interaction domain, and the lowest perceptions were in the Physical/Material Well-Being domain. We computed significant positive correlations between overall FQOL perception and family social support domains as well as between overall FQOL perception and sociodemographic variables. In the prediction of overall FQOL perception, the variable that mostly explained total variance was emotional support. For the covari...
58 citations
TL;DR: In this article, the authors show that limited social interaction typically occurs between high school students with autism and their general education peers unless programming is introduced to promote interaction, but few publishe...
Abstract: Limited social interaction typically occurs between high school students with autism and their general education peers unless programming is introduced to promote interaction. However, few publishe...
56 citations
TL;DR: In this paper, standards-based instruction in core content areas for individuals with moderate and severe disabilities is a hot topic in the field of special education, and teachers struggle to find the...
Abstract: Providing standards-based instruction in core content areas for individuals with moderate and severe disabilities is a hot topic in the field of special education, and teachers struggle to find the...
54 citations
TL;DR: For instance, this paper examined parents' views of the self-determination skills and capacities of their young adult children with autism spectrum disorders and intellectual disability (ages 19-21 years).
Abstract: This study examined 68 parents' views of the self-determination skills and capacities of their young adult children with autism spectrum disorders and intellectual disability (ages 19–21 years). Results indicated parents placed a high value on the importance of all seven component skills (i.e., choice-making skills, decision-making skills, goal-setting skills, problem-solving skills, self-advocacy and leadership skills, self-awareness and self-knowledge, and self-management and self-regulation skills) associated with enhanced self-determination. Yet, parents indicated their young adult children did not often perform these skills well. Effect sizes suggested high-magnitude differences between parents' ratings of the importance and their child's performance for each self-determination skill evaluated. Furthermore, regression analyses indicated parents' perceptions of the severity of their child's disability accounted for a significant portion of the variance in the overall ratings of their child's performan...
40 citations
TL;DR: In this paper, the authors suggest the use of an ecological framework to guide stakeholders to maintain a clear focus on individual student needs as they provide access to general curriculum for this population of students.
Abstract: Language used in the field of special education is important; it can serve to influence both curriculum and placement decisions for students with intellectual disability. Historically, “Functional Curriculum” was used to describe curriculum adaptations necessary for students to access their environment (school and community). However, the term has evolved to mean a separate set of curriculum standards primarily addressing daily life skills for individuals with significant disabilities. An unintended consequence of this term has been to suggest a “different” rather than “differentiated” curriculum for students and, by doing so, suggest the need for separate settings in which to deliver this differently focused curriculum. A recent paper by Hunt, McDonnell, and Crockett (2012) suggests the use of an ecological framework to guide stakeholders to maintain a clear focus on individual student needs as they provide access to general curriculum for this population of students. The authors suggest the term, “Personally Relevant,” as a reference to curriculum adaptations made within the ecological framework to both access grade-appropriate curriculum and receive individualized support. This change—from Functional to Personally Relevant—promotes inclusive practices by signalling common curriculum that is differentiated, not different, for students with significant intellectual disability.
22 citations
TL;DR: In the past decade, inclusive postsecondary opportunities have become more available to students with intellectual and developmental disabilities than ever before as discussed by the authors, and with greater demand for such op-....
Abstract: Over the past decade, inclusive postsecondary opportunities have become more available to students with intellectual and developmental disabilities than ever before. With greater demand for such op...
TL;DR: The Family Employment Awareness Training (FEAT) in Kansas as discussed by the authors sought to increase expectations for competitive employment and knowledge about employment services, supports, and resources among people with disabilities who have individualized support needs, their families, and the professionals that support them to increase competitive employment outcomes.
Abstract: Working in competitive employment (employment in community settings with nondisabled peers for minimum wage or higher) has many positive benefits for people with disabilities who have individualized support needs (Johannesen, McGrew, Griss, & Born, 2007). Nonetheless, many of these individuals work in segregated settings or are unemployed entirely (National Disability Rights Network, 2011). The Family Employment Awareness Training (FEAT) in Kansas sought to increase expectations for competitive employment and knowledge about employment services, supports, and resources among people with disabilities who have individualized support needs, their families, and the professionals that support them to increase competitive employment outcomes. Our findings from this pilot study indicate that FEAT succeeded in raising expectations and knowledge among these individuals.
TL;DR: The Family Needs Assessment (FNA) as mentioned in this paper, a seven-factor 73-item measure developed for research and practice, using a sample of Taiwanese families, identified a theoretical basis for family needs, used literature and qualitative results in generating items, ensured culturally and linguistically accurate translation of the measure, and revised the measure based on results from pilot tests and cognitive interviews.
Abstract: This study documented the process of developing and validating the Family Needs Assessment (FNA), a seven-factor 73-item measure developed for research and practice, using a sample of Taiwanese families. In developing the FNA, the research team identified a theoretical basis for family needs, used literature and qualitative results in generating items, ensured culturally and linguistically accurate translation of the measure, and revised the measure based on results from pilot tests and cognitive interviews. Although a confirmatory factor analysis is necessary to support final validity, results from this study provide a foundation for understanding Taiwanese family needs. According to the results, the domains with highest needs are Hope (i.e., anticipating and achieving positive outcomes) and Disability-Related Services (i.e., getting services and teaching the child with disabilities). Findings from this study indicate that the FNA, developed as a comprehensive, contemporary, accessible, and culturally ap...
TL;DR: For instance, this paper found that few adults are with an intellectual or developmental disability vote, and few are able to cast a disability-related vote in the general election, despite the importance of voting as a fundamental right and responsibility of a citizen in a democracy.
Abstract: Voting represents, arguably, the most important right and responsibility of a citizen in a democracy. Nevertheless, few adults are with an intellectual or developmental disability vote, and few are...
TL;DR: The authors examined the integration of functional and academic goals in an individualized story-based lesson plan incorporating an adapted text on grade level content for adolescent students with moderate to severe intellectual disabilities across three staff-student dyads.
Abstract: A multiple baseline single-case study examined the integration of functional and academic goals in an individualized story-based lesson plan incorporating an adapted text on grade level content for adolescent students with moderate to severe intellectual disabilities across three staff–student dyads. The research team collected data on teacher and support staff intervention fidelity as well as scores on weekly social validity surveys. Student data consisted of performance on predetermined academic and functional goals. Staff improved their ability to implement the intervention with fidelity when it was formatted task-analytically. Students also improved their performance on both goals over the duration of the study. Despite student growth, the social validity scores remained relatively stable throughout the entirety of the study. These results suggest that such practices can provide an innovative way for teachers to address functional content while also providing access to the general education curriculum...
TL;DR: In this paper, the authors examined the effectiveness of using a constant time delay procedure with multiple exemplars in teaching the principles of heredity (i.e., transmission of genetic information) to high school students with moderate and severe disabilities.
Abstract: This investigation focused on the systematic instruction of a science skill from the core content standards in accordance with the Kentucky Alternate Assessment for students with moderate and severe disabilities (MSD). Specifically, this study examined the effectiveness of using a constant time delay procedure with multiple exemplars in teaching the principles of heredity (i.e., transmission of genetic information) to high school students with MSD. In addition, the study assessed whether or not students with MSD could draw conclusions based on meaningful related nontargeted information presented in the consequence of instructional trials during the science lesson and generalize both the target and nontargeted information to novel exemplars. The results of the multiple probe design replicated across five students with MSD show that the procedures were effective.
TL;DR: In this paper, the effects of individualized Positive Behavior Support intervention implemented by HS classroom staff would have a generalized effect on inappropriate and appropriate behaviors, defined both individually for each child in a support plan and globally across three children.
Abstract: Following the implementation of Tier 1 and Tier 2 Positive Behavior Support (PBS) strategies in six Head Start (HS) classrooms, three children in two classrooms were identified who had significant behavioral challenges and met the criteria for the use of individualized PBS. The purpose of this demonstration was to evaluate whether the effects of individualized PBS intervention implemented by HS classroom staff would have a generalized effect on inappropriate and appropriate behaviors, defined both individually for each child in a support plan and globally across three children. Following intervention with all three target children, both individually and globally defined inappropriate behavior showed decreases over baseline levels, whereas individually and globally defined appropriate behavior showed increases over baseline levels. Overall fidelity was high for implementation of prevention strategies but varied by child and classroom. Social validity ratings indicated that intervention strategies were feas...
TL;DR: In this paper, the authors focus on aspects of the relationship that develops between people offering daily support and those seeking those supports, and define six characteristics of the personal support relationship: Presence, Authentic Listening, Negotiating, Moving With the Person Supported, Trust, and Respect.
Abstract: This paper focuses on aspects of the relationship that develops between people offering daily support and those seeking those supports. We interviewed 16 personal assistants employed in two agencies in the Pacific Northwest. Both agencies are members of a community of practice among organizers of person-centered supports that is coordinated through the TASH Community Living Committee. The personal assistants were asked to describe the aspects of their work that were crucial in offering person-centered supports. Their responses focused on the quality of their relationship with the person for whom they were offering supports. The daily relationships were defined through the presence of six characteristics of the personal support relationship: Presence, Authentic Listening, Negotiating, Moving With the Person Supported, Trust, and Respect. Implications for the organization of supports and future research directions are discussed.
TL;DR: Kalyanpur and Harry as mentioned in this paper discuss cultural influences on laws, policies, and families that have serious implications for service professionals, and suggest that awareness of cultural differences is not enough; service providers need to engage in a reflective process to understand their own beliefs and values and those of the families they serve.
Abstract: In their third book devoted to recognizing that cultural values and beliefs inform professional educators’ practices, Kalyanpur and Harry guide the reader on a journey to self-awareness and empowerment. Personal anecdotes, research, and vignettes support the assertion that cultural reciprocity is a valid, necessary, and effective practice for service professional who work with culturally diverse families. The book is presented in two parts. Part I is a Bhow-to[ guide for cultural reciprocity. The authors discuss cultural influences on laws, policies, and families that have serious implications for service professionals. Each chapter provides a practical framework for reflection on challenging aspects of cultural diversity in special education from the social construct of disability to parental ethnotheories of child-rearing and goal-planning for children with disabilities. Part II is a series of vignettes told by service professionals who have applied the principles of cultural reciprocity in various situations to build deeper and more respectful relationships with CLD families and students and to transform their own perspectives. Cultural reciprocity is a process of introspection that requires intentionality and personal investment and that results in the empowerment of both professionals and family members. Kalyanpur andHarry suggest that awareness of cultural differences is not enough; service providers need to engage in a reflective process to understand their own beliefs and values and those of the families they serve. While there are Bsteps[ to achieving cultural reciprocity, it is not a sequential process but a frame of mind to be achieved over time and through multiple experiences and interactions. In Part I, the authors examine the cultural influences on critical aspects of professionalYfamily relationships in special education. They discuss differences in concepts, beliefs, and practices encountered by service professionals and encourage self-reflection as a step in building deep, meaningful relationships with families of all children. Chapter 1 considers cultural implications for special education policy and practice. Disability is a social construct that may differ in meaning and response in different cultures. In American mainstream culture, disability is seen as an individual phenomenon. It is a chronic illness that requires remediation. In another culture, disability may be seen as a spiritual phenomenon or as a repayment for a family member’s transgression in a previous life. Whatever the understanding of disability, the cultural underpinnings have implications for professionals’ interactions with families. Part I continues with an examination of the influence American values and beliefs have on special education law, policy, and practice. Individualism, equity, and choice are operationalized in the principles of law, which define the Individuals With Disabilities Education Act (IDEA) of 2004 (PL108-446)-LRE, FAPE, Zero reject, nondiscriminatory assessment, individualized education, due process, and parent participation. For example, the right to freedom of choice is reflected in the principle of the least restrictive environment; the concept of equity can be seen in nondiscriminatory assessment and parent participation. Underlying American special education law is the assumption that parents have a right to information about their children’s education and that they will understand and advocate for their children’s rights. There exists a conflict, however, between themandate for parental information and exercise of rights and the assumption that professionals are the supreme experts on matters pertaining to the education of a child with a disability. As a result, parents must advocate vigorously for their perspective to be respected in the special education process. The concept of individual rights of parents and children and the practice of advocacy may not be part of some families’ ethonotheories of child-rearing and educational practices. Language and expertise play critical roles in establishing respectful professionalYfamily relationships, yet the primary vehicle for communication with families of children with disabilities is professional language, that is, jargon, acronyms, and emotionally neutral terminology. Practicing cultural reciprocity is a means for the professional to take the lead in finding common ground and establishing respectful relationships with families. BMutual understanding provides the ground for collaborative decision making[ (p. 79). Parenting styles or ethonotheories of child discipline are the result of unique influences on each family. Thus, they differ across and within cultural groups. The family structure, the interactions among family members, and even one’s community identity are influenced by culture. The variety in family structures, roles, responsibilities, and priorities influence a family’s perspective on education of a child with a disability. And they have important implications for service professionals. Other challenges may arise when professionals and parents attempt design instruction to target educational and socialization goals for children with disabilities. Research & Practice for Persons with Severe Disabilities 2013, Vol. 38, No. 1, 65–66 copyright 2013 by TASH
TL;DR: In this article, the experiences of a group of parents who came together to form a human service cooperative in their local community to address the needs of their adult children with intellectual and developmental disabilities are described.
Abstract: This paper documents the experiences of a group of parents who came together to form a human service cooperative in their local community to address the needs of their adult children with intellectual and developmental disabilities. Each parent felt that their child's needs were not (or could not be) met by existing providers. Parent leaders who formed the Board of Directors of the human service cooperative were interviewed, and key themes in the emergence and growth of the cooperative were identified. Issues in the development and implementation of innovative services and supports are summarized, and implications for policy, research, and practice are outlined.
TL;DR: In this paper, children and youth who are deafblind with multiple disabilities have several identified risk factors for experiencing toxic levels of stress, and such stress is known to impair physical, mental, and emotional health.
Abstract: Children and youth who are deafblind with multiple disabilities have several identified risk factors for experiencing toxic levels of stress, and such stress is known to impair physical, mental, an...
TL;DR: Romer and Walker's "Appreciative Inquiry" as discussed by the authors, which obtained input from 16 capable personal assistants, challenges some influential assumptions about personal assistance and opens a way to think about the demanding work of developing capable and committed personal assistants.
Abstract: Romer and Walker's “Appreciative Inquiry,” which obtained input from 16 capable personal assistants, challenges some influential assumptions about personal assistance and opens a way to think about the demanding work of developing capable and committed personal assistants. Attempts to depersonalize the relationship between people with severe disabilities and assistants and how they share daily life with them reflect social devaluation of disability and social anxiety about dependency. Good service organizations will invest in cultivating the relationship qualities identified through the inquiry—presence, authentic listening, negotiating, moving with, trust, and respect.
TL;DR: Meyer and Evans as mentioned in this paper proposed the BRestorative discipline approach, which is an education model for schools that places the emphasis on making things right as opposed to simply correcting or suppressing problem behaviors.
Abstract: Let us begin this book review with a tribute to the authors. Luanna Meyer and Ian Evans, both individually and collaboratively, are pioneers in the field of behavior support. Their contributions have been seminal and substantial. For example, in the middle to late 1980s, they authored two books (Evans & Meyer, 1985; Meyer & Evans, 1989) that defined a revolution in the way that we perceived and intervened with difficult, problem behavior. They were among the very first scholars to conceptualize problem behaviors as skill deficits and as manifestations of inadequate environments, and they were also among the first to articulate procedural strategies that were person-centered, respectful, educative, comprehensive, and remarkably effective (e.g., Berkman & Meyer, 1989). The work of Meyer and Evans foreshadowed and helped establish the foundation of what is now known as Bpositive behavior support.[ The guidelines that they presented more than a quarter century ago are the standards that we now aspire to implement. There are no two authors in the field today who have earned more credibility than Meyer and Evans, and so their current contributions require our attention and our respect. The two books that are the subject of this reviewVthe BTeacher’s Guide[ and the BSchool Leader’s Guide[V describe the details of Meyer and Evans’ current approach, BRestorative Discipline.[ Restorative Discipline is an educative model for schools that places the emphasis on Bmaking things right[ as opposed to simply correcting or suppressing problem behaviors. The orientation is centered around relationships and the need for comprehensive guidance and instruction on positive social interactions and peaceful conflict resolution. The approach is consistent with leading frameworks of school-wide positive behavior support (e.g., Sailor, Wolf, Choi, & Roger, 2009; Sprague & Golly, 2005; Sugai et al., 2000), but it has some notable distinctions. The two guides are for different audiencesVone for teachers implementing at the classroom level and one for school leaders, such as principals, for implementing at the school level. The content of the guides is similar, providing a description of the implementation of restorative discipline in school and classroom settings, although they have different emphases, as their respective titles suggest. The School Leader’s Guide focuses more on school-wide information and implementation and provides just an overview of classroom-level practices, whereas the Teacher’s Guide offers more detailed information about classroom-level strategies and addresses the school-wide context largely from the perspective of how it influences the classroom. Moreover, the Teacher’s Guide offers greater emphasis and information about classroom climate, cultural responsiveness (in the context of positive relationships), and classroom support structures (e.g., how to use peer support, address bullying, and create and maintain a restorative classroom discipline structure). As with other models of school-wide support, the Restorative Discipline approach is based on the multitiered framework of universal prevention strategies (for all), targeted interventions (for some), and individualized interventions (for a few). Such tiered systems have become increasingly common in a variety of fields such as public health, school psychology, education, and early childhood intervention (e.g., Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003; Sandall & Schwartz, 2002; Sugai et al., 2000; Walker et al., 1996). For schools, multitiered frameworks offer a template for efficient confrontation of the myriad of challenges that they face on a regular basis. Administrators, teachers, and other school staff are faced continuously with issues beyond academic instruction, including improving and maintaining family engagement, managing and responding to bullying and cyber bullying, educating students with disabilities and those with high risk factors, helping students with mental health issues such as depression and suicidal tendencies, and on and on. Schoolwide systems are designed, in large part, to organize and implement a continuum of strategies for addressing these formidable concerns. Restorative Discipline is an admirable addition to the growing array of systemic models for promoting a positive social and behavioral school climate. Myer and Evans’ model focuses on (1) developing positive relationships within the school setting and the larger community and (2) resolving conflicts peacefully. It is a strength-based prevention and intervention approach for elementary, middle, and high school settings where Research & Practice for Persons with Severe Disabilities 2013, Vol. 38, No. 1, 67–69 copyright 2013 by TASH
TL;DR: Pivotal response treatment (PRT) has been referred to as pivotal response training, pivotal response teaching, and pivotal response treatment treatment as mentioned in this paper, and has been widely used for the treatment of autism.
Abstract: Pivotal response treatment (PRT) developed as a naturalistic method to address the limitations associated with the highly structured methods of discrete trial training. Initially, it addressed speech and language development and was known as natural language paradigm. The Koegel’s and other researchers soon discovered the method could apply to more than communication skills. Since its inception, PRT has been referred to as pivotal response training, pivotal response teaching, and, most recently, pivotal response treatment. The principles underlying PRT have not changed despite these name variations. Importantly, PRT relies upon the principles of applied behavior analysis for addressing socially significant behaviors (Baer, Wolf, & Risley, 1968). PRT is an evidence-based practice targeting issues of motivation, self-initiations, and responsivity to multiple cues. It has been well researched and used for socially significant behaviors that have impacted the lives of countless children with autism. According to the National Standards Report from the National Autism Center (2009), PRTwas one of only 11 treatments determined to be Bestablished.[ This basis was designated based upon the multitude of studies demonstrating the effectiveness of PRT for improving the lives of people with autism for themselves and their families. The term Bevidenced-based[ has become standard in education. The No Child Left Behind Act of 2001 uses the phrase Bscientifically based research[ well over 100 times throughout the text of the law. Individuals With Disabilities Education Improvement Act [IDEIA] (2004) requires the use of scientifically based instructional practices. There are many practices available for the treatment of autism. Unfortunately, most do not have a scientific basis but thrive due to anecdotal reports, celebrity endorsements and marketing. PRT is one of the few scientifically based methods for the treatment of core features of autism. PRT has been demonstrated to be effective for improving social skills (Harper, Symon, & Frea, 2008; Pierce & Schreibman, 1995), self-initiations (Koegel, Carter, & Koegel, 2003; Koegel, Vernon, & Koegel, 2009), play skills (Lydon, Healy, & Leader, 2011; Stahmer, 1995; Thorp, Stahmer, & Schreibman, 1995), and joint attention (Vismara & Lyons, 2007). Given the recent emphasis on evidence-based procedures and increase in rates of autism it is imperative that established, effective treatments be made available to individuals with autism, their teachers and families. The PRT Pocket Guide provides a step-bystep, easy-to-implement approach to treatment directed at families and teachers while emphasizing the evidence behind the procedures. The introduction to the book includes the warning to BBeware the snake oil salesmen![ (p. 9). The authors Robert and Lynn Koegel point out the detriment of using procedures that have not been properly tested. This is a guide primarily directed at parents and teachers, not researchers, and thus presents the research and evidence in layman terms. Every chapter includes a section on the evidence with headings such as BThe Scientific Evidence for Motivation as a Pivotal Area[ (p. 51), BThe Science Behind Dealing With Disruptive Behaviors[ (p. 69), and BThe Research to Back It: Parent Education[ (p. 109). In the research section, the authors provide an easy to follow description of at least one study that addresses that particular point. The emphasis on research enhances the appeal and utility of this guide. Parents and practitioners need to be informed and educated about effective methods for treatment. We cannot base our treatments upon anecdotal reports and celebrity endorsements, using procedures because Bit worked for my child.[ The Koegel’s are uniquely qualified as authors of this guide as they are the developers of Pivotal Response Treatment and have vast experience as researchers in naturalistic teaching methods, autism treatment, and positive behavioral interventions. The guide follows a consistent format for each of the chapters and topics introduced. Each chapter starts with an introduction to the concept addressed (e.g., motivation, disruptive behaviors). The Koegel’s provide a background on the topic with examples from their clinic and consultation experience. A section on the empirical evidence for the method follows the background and examples. Next, they provide information about BMyth[ and BReality[ for that particular topic. These are very helpful in contradicting the inaccurate perceptions and information circulated about individuals with autism. In the chapter titled, BHow to teach the pivotal area of self-initiation,[ the authors present multiple myths and realities about autism including the myth BIndividuals on the spectrum prefer to be alone,[ and the reality to counter that myth, BMost individuals on the spectrum report that they desire friendships and intimate relationships, yet they do not initiate social interactions without intervention.[ (p. 96). Following the important mythbusting section, they have a section headed BMaking it work in everyday settings.[ Here they provide the most Research & Practice for Persons with Severe Disabilities 2013, Vol. 38, No. 1, 63–64 copyright 2013 by TASH
TL;DR: Storey and Post as discussed by the authors provide a broad overview of how applied behavior analysis and positive behavior supports are related, connecting the logical nature and importance of these two contexts for readers, exposing the reader to common misconceptions about the use of behavioral approaches in our schools.
Abstract: BToday’s educator must be able to accommodate students with significant learning and behavioral problems, teach in communities that are unable to support the school, and to work under conditions that are often counterproductive to teaching and learning[ (Lewis & Sugai, 1999, p. 1). To tackle these challenges in our field, it is important that educators are well equipped with a variety of tools in their tool belt, especially with being able to effectively teach academic content (e.g., state standards or common core standards) in a well-organized and positive classroom environment. We need to ensure that tomorrow’s teachers possess the knowledge and ability to deliver instruction to students with varying needs utilizing evidence-based practices. Most importantly, educators need to be prepared to know how to effectively manage, monitor, and mold student behavior to create a productive and safe learning environment for their students. Researchers have posited that a connection exists between social behavior and academic achievement and that teaching both academics and behavior may in fact have a greater impact on students rather than solely focusing on one or the other (Algozzine, Wang, & Violette, 2011). Positive Behavior Supports in Classrooms and Schools: Effective and Practical Strategies for Teachers and Other Service Providers is written with the intention of providing teachers and other service providers across any grade level with an informative overview of positive behavior supports and a number of practical strategies they can use as well. Storey and Post utilize practitionerfriendly language presented in a consistent, concise, and easy-to-read format ideal for both preservice educators and professionals already in the field. Positive Behavior Supports in Classrooms and Schools: Effective and Practical Strategies for Teachers and Other Service Providers guides readers through a logical and comprehensive sequence of topics surrounding positive behavior supports and applied behavior analysis. Each of the 12 chapters in the book is organized in a consistent and straightforward manner, including the following sections: Window to the World Case Studies, Key Point Questions, Best Practice Recommendations, Discussion Questions, and School-Based Activity Suggestions. The Window to the World Case Studies provide readers with interesting, real-life teaching scenarios capitalizing on the key points and best teaching practices covered throughout that particular chapter. The Key Points help to organize the sequence of topics presented throughout the chapter, essentially providing somewhat of a table of contents to the reader for that chapter. These key points thoroughly cover the range of questions one might have regarding the big ideas surrounding the strategies covered throughout the book. Key point questions are presented individually in sequential order and answered through a summary of information and practical examples that are supported by research and best teaching practices. Best Practice Recommendations are typically listed next in the chapter sequence and provide a concise list of important teaching tips to consider when applying the content in an actual classroom. Lastly, the Discussion Questions and School-Based Activity Suggestions provide a means for reflecting upon the big ideas covered in the chapter and some application activities where the reader uses the knowledge gained in their own school setting. In Chapter 1, Storey and Post provide a broad overview of how applied behavior analysis and positive behavior supports are related, connecting the logical nature and importance of these two contexts for readers. Not only are the advantages of utilizing positive behavior supports highlighted but several barriers to the implementation of such supports are addressed, exposing the reader to common misconceptions about the use of behavioral approaches in our schools. Responses to misconceptions are clearly and objectively explained with reference to research supporting the use of behavioral approaches to help maximize student learning. After the groundwork is laid in the first chapter, a variety of fundamental principles in applied behavior analysis are presented in a nontechnical yet accurate and relevant manner. Chapters 2 and 3 focus on the fundamentals of measuring behavior through functional assessment and analysis. Chapter 2 builds up knowledge of how to operationally and accurately define a behavior, which is pertinent to effectively being able to measure and change student behavior. These basic considerations then lead the reader to how data should be collected and analyzed to guide instructional decision-making. Examples of various data collection charts are also included, which help to understand how different dimensions of behavior are measured in a classroom setting by a variety of professionals. Chapter 3 then breaks down the process of functional behavior assessment by introducing both informal and formal methods of assessment. The following two chapters discuss reinforcement and punishment Research & Practice for Persons with Severe Disabilities 2013, Vol. 38, No. 3, 206–207 copyright 2013 by TASH