The Journal of Special Education RSS feed -- OnlineFirst Articles

The Effects of Accommodations on Adolescents' Self-Efficacy and Test Performance

Feldman, E., Kim, J.-S., Elliott, S. N. — Mon, 23 Nov 2009 09:11:04 PST

This study examined the effects of testing accommodations on eighth-grade students’ performance on large-scale achievement tests and also on their attitudes and reactions to the tests. Findings revealed significant differences in the ways students with and without disabilities experienced testing and how testing accommodations affected students’ attitudes toward and beliefs about the tests. Results suggested that (a) students with disabilities had significantly lower test-related self-efficacy than students without disabilities, (b) self-efficacy was positively correlated with test performance for all students, and (c) accommodations improved the test performance of all students and exerted a differential boost for students with disabilities on test-related self-efficacy and motivation. These findings suggest that testing accommodations may have a positive effect on students’ test performance by improving test-related self-efficacy and motivation, especially for students with learning disabilities. The implications of these findings for future research and practice concerning psychological aspects of testing are discussed.

Characteristics of and Implications for Students Participating in Alternate Assessments Based on Alternate Academic Achievement Standards

Mon, 23 Nov 2009 09:11:04 PST

Little research has precisely defined the population of students participating in alternate assessments based on alternate academic achievement standards (AA-AAAS). Therefore, the purpose of this article is twofold: (a) explicate the findings of a multistate study examining the characteristics of the population of students participating in AA-AAAS, and (b) discuss the implications of those findings for instruction and assessment that move us closer to understanding what these students know and can do.The article discusses the results of our study within and across these seven states, implications for practitioners, and future research directions that should be considered for both instruction and assessment.

Community-Based Summer Work Experiences of Adolescents With High-Incidence Disabilities

Carter, E. W., Trainor, A. A., Ditchman, N., Swedeen, B., Owens, L. — Fri, 13 Nov 2009 12:26:13 PST

Although summer offers a natural context for adolescents to gain community-based work experience, little is known about the extent to which youth with disabilities are accessing these transition-related opportunities. We examined the summer employment experiences of 220 youth with high-incidence disabilities at two time points. Although more than half of all youth were employed at some point during the summer, youth with emotional/behavioral disorders and intellectual disabilities worked at significantly lower rates than youth with learning disabilities, and all received limited formal support related to finding and maintaining their jobs. Skill-related factors and spring work experience emerged as prominent predictors of summer employment outcomes. We present recommendations for schools, families, and communities to expand summer employment opportunities for youth with disabilities as an avenue for promoting career development.

Detecting Cognitive Change in the Math Skills of Low-Achieving Adolescents

Cho, S.-J., Bottge, B. A., Cohen, A. S., Kim, S.-H. — Wed, 28 Oct 2009 15:24:19 PDT

Current methods for detecting growth of students’ problem-solving skills in math focus mainly on analyzing changes in test scores. Score-level analysis, however, may fail to reflect subtle changes that might be evident at the item level. This article demonstrates a method for studying item-level changes using data from a multiwave experiment with a teaching method called enhanced anchored instruction (EAI). The analysis combines a mixture Rasch model for detecting individual differences within latent groups with a latent transition analysis model for tracking changes in latent group membership over the course of EAI. The analysis clearly indicates the effects of EAI and how they differ for members of each latent class. Comparisons are provided with a standard analysis of changes in test scores. Implications of the new approach are discussed for detecting subtle transformations in the math performance of students across a range of ability levels.

Developing Quick Writing Skills of Middle School Students With Disabilities

Mason, L. H., Kubina, R. M., Taft, R. J. — Wed, 21 Oct 2009 12:48:42 PDT

Two multiple-baseline, across-participants design studies were used to examine persuasive quick write (10-minute writing responses) performance of seventh-grade students with disabilities. In the first study, 6 students were taught by a graduate research assistant; in the second study, 10 students were taught by their special education teacher. In both studies, students’ written responses were evaluated before, during, and after self-regulated strategy development instruction for the POW + TREE planning strategy (POW: pick my idea, organize my notes, write and say more; TREE: topic sentence, reasons—three or more, explain, ending). All study participants improved in the number of persuasive parts included and the quality of the written response immediately after and weeks following instruction.

Harnessing the Power of Education Research Databases With the Pearl-Harvesting Methodological Framework for Information Retrieval

Sandieson, R. W., Kirkpatrick, L. C., Sandieson, R. M., Zimmerman, W. — Wed, 21 Oct 2009 12:48:40 PDT

Digital technologies enable the storage of vast amounts of information, accessible with remarkable ease. However, along with this facility comes the challenge to find pertinent information from the volumes of nonrelevant information. The present article describes the pearl-harvesting methodological framework for information retrieval. Pearl harvesting relies on the sampling of articles from a body of literature to extract the relevant search keywords. The general steps for using this method were applied to finding the essential list of search keywords for the topic of developmental disabilities. The success with the present investigation suggests that pearl harvesting might be used as a framework to develop keyword search lists in other areas, thereby providing a general methodology to help manage comprehensive literature reviews.

A Review of the Effects of Self-Monitoring on Reading Performance of Students With Disabilities

Joseph, L. M., Eveleigh, E. L. — Fri, 16 Oct 2009 14:03:17 PDT

The purpose of this review was to synthesize the effects of self-monitoring methods on reading achievement for students with disabilities. Studies examining the self-monitoring of reading behaviors that were published in peer-reviewed journals from 1987 to 2008 were synthesized with regard to types of participants, settings, research designs, independent variables, dependent variables, and intervention effects. Effect sizes and percentages of nonoverlapping data were calculated to provide overall estimates of the magnitude of using self-monitoring methods to improve reading performance. Findings suggested that reading performance improved when self-monitoring methods were used. Among the many findings derived from this review, more studies explored the use of self-monitoring on comprehension skills than on other reading skills, and more studies included participants with learning disabilities (followed by students with emotional and behavioral disorders) than students with other types of disabilities. Limitations, directions for future research, and implications for practice are discussed.

Assessment of Computer-Based Preferences of Students With Profound Multiple Disabilities

Mechling, L. C., Bishop, V. A. — Fri, 16 Oct 2009 14:03:17 PDT

This article reports on two studies investigating the use of computer-based stimuli that may then be used to develop activities and programming for students with profound multiple disabilities (PMD). Both studies used an alternating treatments design and systematic assessment strategy to present stimuli sequentially and to measure student responses to the varying computer-based stimuli. Study 1 compared student preferences for computer-based stimuli (individualized video programs and commercially available cause-and-effect software), which were then used in Study 2 to compare student preferences for stimuli presented on a traditional computer-based system and a large interactive whiteboard. Results support use of computer-based stimuli and video-based stimuli that may be used in the development and implementation of educational programs for students with PMD.

Accommodations and Item-Level Analyses Using Mixture Differential Item Functioning Models

Scarpati, S. E., Wells, C. S., Lewis, C., Jirka, S. — Mon, 12 Oct 2009 12:33:27 PDT

The purpose of this study was to use differential item functioning (DIF) and latent mixture model analyses to explore factors that explain performance differences on a large-scale mathematics assessment between examinees allowed to use a calculator or who were afforded item presentation accommodations versus those who did not receive the same accommodations. Data from a state accountability assessment of mathematics for students in Grade 8 were analyzed. More than 73,000 students participated, of which 12,268 were students with disabilities (SWD) receiving test accommodations. DIF analyses detected performance differences between examinees without accommodations and those who used a calculator or those where the item presentation was altered. Latent performance class analyses revealed that performance differences were associated with item difficulty and abilty in addition to accommodation status. Results support validity studies that use mixture models that can consider context variables related to item type, academic skills, and accommodations.

Alignment of the Intended, Planned, and Enacted Curriculum in General and Special Education and Its Relation to Student Achievement

Kurz, A., Elliott, S. N., Wehby, J. H., Smithson, J. L. — Mon, 21 Sep 2009 09:20:18 PDT

In this initial study, the authors examined the content of the planned and enacted eighth-grade mathematics curriculum for 18 general and special education teachers and the curricula’s alignment to state standards via the Surveys of the Enacted Curriculum. The relation between alignment and student achievement was analyzed for three formative assessments and the corresponding state test within a school year. Results indicated that alignment for the planned and enacted curriculum to state standards was low with no significant differences between general and special education teachers. Significant correlations between student achievement averages for 238 students and teacher alignment indices were equal to or greater than .48. When teacher groups were examined separately, the relation between alignment and achievement remained significant only for special education, with correlations equal to or greater than .75. The study’s conceptual and methodological framework provides a model for subsequent research on alignment and opportunity to learn in general and special education.

Using In-Service and Coaching to Increase Kindergarten Teachers' Accurate Delivery of Group Instructional Units

Kretlow, A. G., Wood, C. L., Cooke, N. L. — Wed, 02 Sep 2009 09:55:41 PDT

Early intervention is key to preventing academic failure and referral to special education. General educators are responsible for providing primary instruction for students at risk for failure; however, the training they receive related to specific instructional strategies for these students is often insufficient (e.g., 1-day workshops). Alternative forms of professional development that include a combination of in-service and follow-up support have shown more promise in promoting changes in teaching behaviors. This study examined the effects of in-service support plus coaching on kindergarten teachers’ accurate delivery of group instructional units in math.Teachers were trained to use a combination of whole-class instruction strategies, including model-leadtest for introducing new concepts and correcting errors,choral responding,and response cards.Results indicated that all teachers improved their delivery of instruction after the in-service training, with a second level of growth achieved after coaching.Teachers also reported high levels of satisfaction using the strategies.

Inclusion of Religion and Spirituality in the Special Education Literature

Ault, M. J. — Thu, 28 May 2009 13:18:27 PDT

Although traditionally not an area of service delivered by special educators, the area of religion and spirituality for persons with disabilities is receiving more attention as a quality-of-life outcome. This literature review examined the special education literature to determine the extent to which special educators are exposed to literature concerned with these issues. The results indicated that information is found in the literature but occurs most often as embedded references in articles on other topics. Information was most often included in articles focusing on diversity, and the majority of references to religion and spirituality were descriptions of religions. Religion and spirituality are linked to the overarching goals of the Individuals with Disabilities Education Improvement Act of 2004 and quality-of-life outcomes. Future research and roles for professionals are discussed.

An Investigation of Alternative Schools in One State: Implications for Students With Disabilities

Wasburn-Moses, L. — Thu, 28 May 2009 13:18:27 PDT

Despite the continued growth of inclusive practices, an increasing number of students with disabilities are being served in alternative school settings. However, the number of students served in these settings, and the services they are receiving, remains virtually unexplored. This study reports the results of a survey of alternative schools in one Midwestern state. Particular attention was paid to the participation of students with disabilities in these settings and the services they are receiving. Results indicated that, despite access to valuable supports and services, some students with disabilities placed in alternative settings may be experiencing significant service gaps. Of serious concern is the placement of students who have committed criminal offenses. Implications include a pressing need for data collection and increased advocacy.

The Predictive Validity of CBM Writing Indices for Eighth-Grade Students

Amato, J. M., Watkins, M. W. — Fri, 27 Mar 2009 09:31:42 PDT

Curriculum-based measurement (CBM) is an alternative to traditional assessment techniques. Technical work has begun to identify CBM writing indices that are psychometrically sound for monitoring older students’ writing proficiency. This study examined the predictive validity of CBM writing indices in a sample of 447 eighth-grade students. Regression analyses revealed that simple fluency measures were not adequate for assessing secondary students’ writing. A more complex fluency measure, the number of correct punctuation marks, and an accuracy-based measure, the percentage of correct word sequences, were the best predictors of a written expression test for eighth-grade students. However, overall results of the current study provided only limited support for the use of CBM to assess writing skill at the secondary level.

An Analysis of State Alternate Assessment Participation Guidelines

Musson, J. E., Thomas, M. K., Towles-Reeves, E., Kearns, J. F. — Thu, 26 Mar 2009 09:09:36 PDT

The purpose of this study was to examine all states’ participation guidelines for alternate assessments based on alternate achievement standards (AA-AAS) and to analyze these guidelines for common and contrasting themes. State alternate assessment participation guidelines were found for all 50 states. Participation guidelines were coded, and 12 categories emerged. These categories fell into four major patterns: not included in almost all states’ participation guidelines, evenly distributed between being included and not included, included in the majority of states’ participation guidelines, and included in almost all states’ participation guidelines. This research can help state-level personnel revise and improve their own participation guidelines by providing information about current language used in participation guidelines and can inform the field of the level of consistency in the language used to describe the population who participate in AA-AAS.

Story Writing: The Effects of Self-Regulated Strategy Development for Second-Grade Students With Writing and Behavioral Difficulties

Lane, K. L., Graham, S., Harris, K. R., Little, M. A., Sandmel, K., Brindle, M. — Mon, 02 Mar 2009 12:05:35 PST

The effects of a secondary academic intervention implemented within the context of a three-tiered, positive behavior support model were examined in this study. Second-grade students with limited writing skills who also had either externalizing or internalizing behavior patterns were identified for participation using schoolwide data. Students learned how to plan and write stories using the self-regulated strategy development model. Results of two multiple-probe designs, one for students with externalizing behaviors (three females, four males) and a second for students with internalizing behaviors (two females, four males), revealed lasting increases in story elements as well as improvements in story quality and length. Teachers and students rated the intervention favorably, with most reporting that the intervention exceeded their initial expectations. Limitations and directions for future research are presented.

Performance of Students With and Without Disabilities Under Modified Conditions: Using Resource Guides and Read-Aloud Test Modifications on a High-Stakes Reading Test

Randall, J., Engelhard, G. — Thu, 12 Feb 2009 11:15:19 PST

This study examines the effects of two test modifications—resource guide and read-aloud—on the reading performance of students within the context of a large-scale statewide assessment in Georgia. Schools were both randomly selected and assigned to one of three possible test conditions: resource guide, read-aloud, or standard test condition. Students in the participating schools took the standardized operational version of the assessment in Grades 3 (n = 945) and 6 (n = 995), and then they were retested the following spring in Grades 4 and 7 under one of the three test conditions. Results suggest that the use of resource guides was not effectiveand that they may have been distracting for the students. The findings also indicate that the use of the read-aloud test modification provided a differential boost in reading performance for students with disabilities in the fourth grade but not for seventh-grade students.

Individual Education Plan Goals and Services for Adolescents With Autism: Impact of Age and Educational Setting

Kurth, J., Mastergeorge, A. M. — Tue, 03 Feb 2009 09:45:19 PST

The purpose of this study is to describe the educational programs for adolescents with autism (age 12–16 years) in inclusion and noninclusion settings as reflected in their Individual Education Plan (IEP) goals, services, and curricular adaptations. Students who were included in general education math and language arts instruction had fewer overall IEP goals, but goals focused more on applied skill development, whereas students in noninclusion had goals addressing primarily rote and procedural skills. For students in both groups, all IEP goals were derived from kindergarten through fourth-grade standards. Likewise, for students in both groups, most IEP goals addressed core symptoms of autism (e.g., communication skills) as opposed to academic skill development, along with fewer overall goals and more curricular adaptations as students entered adolescence. Implications for practitioners are discussed.

Measuring Time: The Stability of Special Education Teacher Time Use

Vannest, K. J., Parker, R. I. — Thu, 22 Jan 2009 09:41:09 PST

Instructional time use is an intervention without equal. The measure of such has clear and important implications for special education practice and research. Although exhortations to maximize instruction and thereby student engagement exist throughout the literature, few studies discuss how special education teachers use their time, and none address the sampling or measurement issues related to differences of time across the academic calendar, by day or by teacher. This empirical investigation reports the requirements for adequate sampling, discussing variance by teacher and across the calendar year with attention to the standard error of measurement and denoting when stability is achieved. Highquality measurement provides opportunity for a more scientific approach to maximizing time use and thus student achievement. Results suggest that approximately 10 days appear to be sufficient to obtain a reasonably stable measure of teacher time use with a multiple code instrument designed to capture a variety of teacher behaviors.

The Miner's Canary: A Review of Overrepresentation Research and Explanations

Waitoller, F. R., Artiles, A. J., Cheney, D. A. — Mon, 05 Jan 2009 09:29:10 PST

The authors reviewed the overrepresentation research published between 1968 and 2006 to answer two questions: (a) What are the characteristics of overrepresentation studies? (b) How do studies frame the problem? Systematic procedures were used to search four international databases, and criteria were applied to identify relevant studies. Findings suggest that overrepresentation research has been mostly published in special education journals, the number of studies has increased over time (particularly since 2000), most overrepresentation research focused on the learning disabilities category and on African Americans, and most studies used quantitative designs. Overrepresentation research has been framed in three ways: a sociodemographic model in which characteristics of individuals and contexts are examined, a critical perspective in which power issues related to race are addressed, and a framework that examines the role of various professional practices in the creation and maintenance of overrepresentation. Implications for research, practice, and policy are discussed.

Comparison of Overlap Methods for Quantitatively Synthesizing Single-Subject Data

Wolery, M., Busick, M., Reichow, B., Barton, E. E. — Wed, 31 Dec 2008 10:27:37 PST

Four overlap methods for quantitatively synthesizing single-subject data were compared to visual analysts’ judgments. The overlap methods were percentage of nonoverlapping data, pairwise data overlap squared, percentage of data exceeding the median, and percentage of data exceeding a median trend. Visual analysts made judgments about 160 A-B data sets selected randomly from the Journal of Applied Behavior Analysis. The four overlap methods were compared for data sets in which all visual analysts agreed a change in data occurred or a change did not occur across conditions. Each overlap method had unacceptably high levels of errors. Given the findings and weaknesses of the overlap methods, their use should be abandoned. The desirable characteristics of a quantitative synthesis method are described.

Small Group Instruction for Students With Autism: General Case Training and Observational Learning

Tekin-Iftar, E., Birkan, B. — Tue, 21 Oct 2008 09:27:58 PDT

A multiple-probe design across response chains and students was used to evaluate the combined instructional effects of progressive time delay, general case training, and observational learning, on the food and drink preparation skills of three children with autism. All instruction was delivered in a group learning arrangement. The data suggested that these students acquired and maintained the targeted skills through the use of these instructional techniques. In addition, students were able to acquire response chains by observing the other student in the group and appeared to generalize the acquired skills to similar response chains. The implications for future research are discussed.

A Propensity Score Matching Analysis of the Effects of Special Education Services

Morgan, P. L., Frisco, M. L., Farkas, G., Hibel, J. — Wed, 17 Sep 2008 14:21:19 PDT

We sought to quantify the effectiveness of special education services as naturally delivered in U.S. schools. Specifically, we examined whether children receiving special education services displayed (a) greater reading or mathematics skills, (b) more frequent learning-related behaviors, or (c) less frequent externalizing or internalizing problem behaviors than closely matched peers not receiving such services. To do so, we used propensity score matching techniques to analyze data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99, a largescale, nationally representative sample of U.S. schoolchildren. Collectively, results indicate that receipt of special education services has either a negative or a statistically nonsignificant impact on children’s learning and behavior. However, special education services do yield a small, positive effect on children’s learning-related behaviors.

Generalizability Theory Applied to Reading Assessments for Students With Significant Cognitive Disabilities

Tindal, G., Yovanoff, P., Geller, J. P. — Tue, 26 Aug 2008 09:40:30 PDT

Students with significant disabilities must participate in large-scale assessments, often using an alternate assessment judged against alternate achievement standards. The development and administration of this type of assessment must necessarily balance meaningful participation with accurate measurement. In this study, generalizability theory is used to estimate the dependability of reading items and tasks that have been administered using two formats of communication (receptive and expressive). The results reflect a trade-off between meaningful participation and accurate measurement of students with significant cognitive disabilities, particularly when considering the two formats. Significant variance is obtained for persons interacting with tasks, whereas the effect of raters is negligible. Furthermore, these results appear to vary across administrative format.

State-Level Curricular, Assessment, and Accountability Policies, Practices, and Philosophies for Exclusionary School Settings

Gagnon, J. C. — Tue, 12 Aug 2008 08:52:57 PDT

The purpose of the current study was to obtain a more comprehensive understanding of state-level policies and practices concerning youth with disabilities in secondary day treatment and residential (DTR) schools, as well as juvenile correctional (JC) schools for committed youth. A survey of state directors of special education or their designees focused on curricula, assessment, and accountability in these school settings. State-level administrators from 49 states and the District of Columbia responded to mail and online surveys. They reported that approximately one third of DTR schools and half of JC schools used state or district curricula. Moreover, although most respondents noted that students should participate in state assessments, only one third noted that DTR or JC schools were supervised to a great extent to ensure the alignment of curricula and assessments. Implications for policy and practice and suggestions for future research are discussed.

Responsiveness of Students With Language Difficulties to Early Intervention in Reading

O'Connor, R. E., Bocian, K., Beebe-Frankenberger, M., Linklater, D. L. — Wed, 16 Jul 2008 08:45:49 PDT

For children with language challenges, little is known about effective early reading interventions, because most studies have used language scores as exclusionary criteria. We randomly assigned 78 kindergartners with poor language skills to small group reading interventions that included phonemic awareness, alphabetic understanding, and oral language. The groups began in September or mid-February. Nearly half the students were English learners. MANOVA between these groups found that earlier intervention led to significantly better outcomes than the same interventions begun later in kindergarten. We found similar rates of growth between students who were English only or English learners. Twice as many students in the immediate as in the delayed treatment scored in the average range at the end of the year. Pretests did not predict who would be a good or poor responder to the treatments; however, January scores in letter knowledge and phonemic awareness were reliably different for good and poor responders.

Contexts, Funding History, and Implications for Evaluating the Office of Special Education Program's Investment in Personnel Preparation

Kleinhammer-Tramill, J., Tramill, J., Brace, H. — Wed, 07 May 2008 09:08:41 PDT

In this article, the authors explore contexts that have shaped the federal program for personnel preparation in special education. A brief review is provided of the historical, political, and policy considerations that influenced the directions, implementation, and impacts of the federal personnel preparation program funding at particular points in time. Issues and questions are posed for those who seek to understand the impact of the program, and recommendations are provided for how answers to those questions might be used to improve the program and enhance its impact.