The Journal of Special Education recent issues

Teaching Students With Severe Speech and Physical Impairments a Decoding Strategy Using Internal Speech and Motoric Indicators

Swinehart-Jones, D., Heller, K. W. — Fri, 16 Oct 2009 13:05:04 PDT

Children who have severe speech and physical impairments often have difficulty acquiring literacy skills. One critical area of literacy instruction involves promoting word identification though the development of decoding strategies that can be implemented by students independently. This study investigated teaching four students who have cerebral palsy and dysarthric speech to internalize the three-step decoding strategy found in the Nonverbal Reading Approach, as demonstrated by motoric indicators (individualized motor movements that parallel the decoding steps). The results of this study indicate that students are able to learn the three-step decoding strategy with the addition of a motoric indicator to identify words in isolation, as well as to apply the strategy independently upon encountering unknown words in connected text.

Effects of Time Management Instruction on Adolescents' Ability to Self-Manage Time in a Vocational Setting

DiPipi-Hoy, C., Jitendra, A. K., Kern, L. — Fri, 16 Oct 2009 13:05:05 PDT

This study investigated the effectiveness of a time self-management intervention in the work setting of four adolescents with developmental disabilities. A multiple baseline across participants design was used to examine the adolescents’ ability to independently identify time and initiate work-related activities. Intervention was delivered by instructors at each participant’s work site and involved the use of an alarm watch that sounded at specific intervals to prompt students to check the time. Results indicated that all four participants increased their performance in managing time at work from baseline to intervention. Additionally, although there were variations across participants, overall generalization of the time management skill to a novel environment (i.e., a community site) occurred following intervention.

A Comparison of Special Education Administrators' and Teachers' Knowledge and Application of Ethics and Professional Standards

Fiedler, C. R., Van Haren, B. — Fri, 16 Oct 2009 13:05:05 PDT

The field of special education is wrought with ethical dilemmas. The Council for Exceptional Children has outlined its code of ethics and standards for professional practice for individuals working in the field of special education. The purpose of this study was to determine the extent to which special education administrators and teachers possess similar or different levels of knowledge and application of the council’s code and the professional advocacy responsibilities enunciated in the standards. A survey was administered to 624 professionals in the state of Wisconsin who worked with students with disabilities: 99 special education administrators and 525 special education teachers. Special education administrators and teachers were asked to rate their knowledge level of the council’s code and standards and how they used the standards when faced with ethical dilemmas.

Evidence of Ethnic Disproportionality in Special Education in an English Population

Strand, S., Lindsay, G. — Fri, 16 Oct 2009 13:05:05 PDT

Differences in the proportions of students identified as having special educational needs (SENs) across ethnic groups have historically been of concern in the United Kingdom and the United States. However, the absence of student-level data has hindered investigation of the reasons for such disproportionality. The authors present an analysis of the 2005 Pupil Level Annual School Census for 6.5 million students aged 5 to 16 years in England. Logistic regression analyses were completed to calculate the odds ratios of having identified SENs both before and after adjusting for the influence of age, gender, and socioeconomic disadvantage (poverty). Poverty and gender had stronger associations than ethnicity with the overall prevalence of SENs. However, after controlling for these effects, significant over- and underrepresentation of some minority ethnic groups relative to White British students remained. The nature and degree of these disproportionalities varied across categories of SENs and minority ethnic groups and were not restricted to judgmental categories of SENs.

A Longitudinal Analysis of State Accommodations Policies: Twelve Years of Change, 1993--2005

Lazarus, S. S., Thurlow, M. L., Lail, K. E., Christensen, L. — Fri, 10 Jul 2009 14:36:40 PDT

State accommodations policies affect the way that students with disabilities are included in large-scale assessments. This articles uses information collected by the National Center on Educational Outcomes to analyze how accommodations policies changed between 1993 and 2005. Throughout the 1990s, state accommodations policies often sought to level the playing field for students with disabilities. In recent years, more emphasis has been placed on seeking to ensure that the accommodations permit valid measurement of test constructs. Accommodations that involve the use of technology and the extended time accommodation are generally better accepted now than in the past. There continues to be no consensus across states about how several accommodations, including calculator, read aloud questions, sign interpret questions, and spell-checker, should be included in the policies, and states may want to consider focusing on the creation of high-quality, universally designed assessments that minimize the need for accommodations.

Numbers That Count: Exploring Special Education and Paraprofessional Service Delivery in Inclusion-Oriented Schools

Suter, J. C., Giangreco, M. F. — Fri, 10 Jul 2009 14:36:40 PDT

This study explores key indicators of special education service delivery based on responses from 92 special educators and 36 administrators in 19 Vermont schools. Special educators reported on their work, the work of paraprofessionals they supervised, and 103 students with disabilities who were receiving one-to-one paraprofessional supports within general education classes. Findings indicate that (a) many special educators have large caseloads, (b) there are substantially more paraprofessionals than special educators, and (c) more than half of all special education paraprofessionals are assigned to students with disabilities one-to-one. Combined, these factors indicate that schools employed models of service delivery for students with disabilities that are substantially supported by paraprofessionals, thus raising concerns about students' access to a free, appropriate public education.

Perspectives of General and Special Educators on Fostering Self-Determination in Elementary and Middle Schools

Stang, K. K., Carter, E. W., Lane, K. L., Pierson, M. R. — Fri, 10 Jul 2009 14:36:40 PDT

Recognizing that many youth with disabilities lack critical self-determination skills and that such deficits may be a contributing factor to disappointing postschool outcomes, educators and researchers have called for increased attention to promoting student self-determination in the early grades. The authors queried 891 elementary and middle school teachers regarding the extent to which they valued and provided instruction in seven self-determination skill domains. Educators generally perceived self-determination to be an important curricular priority, and the majority reported teaching self-determination skills at least sometimes in their classrooms. Special educators' ratings of overall importance were significantly higher than those of general educators. Middle school teachers reported providing self-determination instruction more frequently than elementary school teachers. These findings lend additional support to calls for promoting self-determination within the general curriculum in the earlier grades.

Effectiveness of Early Phonological Awareness Interventions for Students With Speech or Language Impairments

Al Otaiba, S., Puranik, C. S., Ziolkowski, R. A., Montgomery, T. M. — Fri, 10 Jul 2009 14:36:40 PDT

This article reviews research examining the efficacy of early phonological interventions for young students identified with speech and language impairments. Eighteen studies are included, providing results for nearly 500 students in preschool through third grade. Although findings are generally positive, there are large individual differences in response to intervention. Furthermore, there is little evidence that interventions enabled students to catch up to typically developing peers in phonological and reading skills. Methodological issues are described, and implications for practice and future research are discussed.

Reported Prevalence of Evidence-Based Instructional Practices in Special Education

Burns, M. K., Ysseldyke, J. E. — Fri, 10 Apr 2009 13:40:29 PDT

The federal mandate for use of evidence-based practice in schools focuses attention on the frequently discussed research-to-practice gap in education. The current study examined the frequency with which evidence-based practices are engaged in the education of pupils with disabilities. In sum, 174 special education teachers and 333 school psychologists completed a 12-item survey in which they rated the frequency of various practices used in special education. Respondents reported that direct instruction is the most frequently used instructional methodology and that perceptual-motor training is the least frequent. However, some practices with little empirical support (e.g., modality instruction) are reportedly used with some frequency, and special education teachers reported using ineffective approaches (social skills training) as frequently as they did those approaches with a strong research base (applied behavior analysis). Thus, these data present some reason for optimism, although special education does not appear to be immune to a research-to-practice gap.

Examining the Impacts of Early Reading Intervention on the Growth Rates in Basic Literacy Skills of At-Risk Urban Kindergarteners

Lo, Y.-y., Chuang Wang, , Haskell, S. — Fri, 10 Apr 2009 13:40:29 PDT

This study investigated the effects of the Scott Foresman Early Reading Intervention (ERI) on growth rates in the early literacy skills of urban at-risk kindergarten students. Students participated in one of three groups: treatment-intensive/ strategic, treatment-benchmark, and nontreatment-benchmark. Treatment group students received a 30-minute ERI program from classroom teachers 3 days a week for 5 to 14 weeks. Using multivariate analysis of variance and the hierarchical linear model, the authors compared students' benchmark and progress monitoring scores on the Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF) subtests of the Dynamic Indicators of Basic Literacy Skills^TM. Results indicated that PSF and NWF benchmark performance gaps decreased between the treatment-intensive/ strategic and nontreatment-benchmark groups, indicating beneficial effects for the ERI. Additionally, the PSF and NWF progress monitoring growth rates of treatment group students during the ERI program were significantly higher than rates before treatment. Implications of early reading interventions for urban at-risk students are discussed.

Student and Teacher Variables Contributing to Access to the General Education Curriculum for Students With Intellectual and Developmental Disabilities

Lee, S.-H., Soukup, J. H., Little, T. D., Wehmeyer, M. L. — Fri, 10 Apr 2009 13:40:30 PDT

The predictors of student and teacher variables on the access to the general education curriculum of 19 students with intellectual and developmental disabilities were examined based on the observation data collected for a total of 1,140 minutes. Multilevel regression analyses were employed to analyze the data. The findings indicated that both student and teacher variables are strong predictors of access to the general education curriculum. A complicated pattern of the relationship between student and teacher variables (e.g., suppression, correction of distortion) was found along with interaction between these variables and environmental factors. These findings also suggest future practices and research that can be considered to enhance access to the general education curriculum for students with disabilities.

Neurodevelopmental Status and Adaptive Behaviors in Preschool Children with Chronic Kidney Disease

Fri, 10 Apr 2009 13:40:30 PDT

This study examines the early neurodevelopmental function of infants and preschool children who have chronic kidney disease (CKD). Fifteen patients with CKD are compared to a healthy control group using the Mullen Scales of Early Learning (MSEL) and the Vineland Adaptive Behavior Scale (VABS). Multivariate analysis reveals significant differences between the CKD and control groups on both MSEL (p < .01) and VABS (p < .001) composite scales, with the group with CKD obtaining lower scores on both composites. A higher proportion of children with CKD meet federal eligibility criteria for early cognitive delay, but similar proportions are found across adaptive behaviors. Disease severity is positively correlated to cognitive and adaptive functioning such that lower scores are associated with less renal function (MSEL r = .62, p < .001; VABS r = .70, p < .001). Suggestions are made in regard to special education assessment and service provision.

Deaf and Hard-of-Hearing Students' Memory of Lectures with Speech-to-Text and Interpreting/Note Taking Services

Stinson, M. S., Elliot, L. B., Kelly, R. R., Yufang Liu, — Fri, 10 Apr 2009 13:40:30 PDT

In one investigation with 48 deaf and hard-of-hearing (hh) high school students and a second investigation with 48 deaf/hh college students, all viewed one lecture with an interpreter and one with the C-Print^® speech-to-text support service. High school students retained more lecture information when they viewed speech-to-text support, compared to interpreter support, and when they studied note taker notes or a hard copy of the text after viewing the lecture, compared to no opportunity to study. For college students, however, there was no difference between retention with these two kinds of support or with study of notes, compared to no study. For the college investigation, there was a three-way interaction due to markedly better performance on a multiple-choice than on a sentence-completion test when students viewed an interpreter and did not study notes. This result may have reflected difficulty in comprehending unfamiliar terms. Reading proficiency was also related to retention.

Evaluating Inclusive Educational Practices for Students With Severe Disabilities Using the Program Quality Measurement Tool

Cushing, L. S., Carter, E. W., Clark, N., Wallis, T., Kennedy, C. H. — Mon, 05 Jan 2009 12:51:29 PST

Recent legislative and school reform efforts require schools to evaluate and improve educational practices for students with severe disabilities. The authors developed the Program Quality Measurement Tool (PQMT) to enable administrators and educators to evaluate the educational programming provided to students with severe disabilities against best practice indicators, identify programmatic strengths and needs, and assess improvements in educational service delivery over time. The PQMT incorporates a multimethod approach to assessing inclusive practices for students with severe disabilities at the levels of the local education agency, school building, and student. The results indicate acceptable levels of interobserver agreement, test-retest reliability, internal consistency, congruent validity, and discriminative validity for the PQMT.

Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade

Burke, M. D., Hagan-Burke, S., Kwok, O., Parker, R. — Mon, 05 Jan 2009 12:51:29 PST

Research has emphasized the importance of phonological awareness, phonemic decoding, and automaticity in reading development. Special and general education teachers need valid, efficient, and effective early literacy indicators for schoolwide screening and monitoring that adequately predict reading outcomes. The purpose of this study was to examine the interrelationships and predictiveness of kindergarten early literacy indicators from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) within the context of a path analysis. The results support the validity of kindergarten DIBELS in predicting ever more complex reading skills in a developmental progression from the middle of kindergarten to second grade.

Using a Function-Based Approach to Decrease Problem Behaviors and Increase Academic Engagement for Latino English Language Learners

Preciado, J. A., Horner, R. H., Baker, S. K. — Mon, 05 Jan 2009 12:51:29 PST

This study evaluates the effectiveness of a function-based intervention to improve behavior and reading outcomes for Latino English language learners (ELLs). The participants, four Latino ELLs in an elementary school general education setting, were directly observed over a 14-week period. Functional behavioral assessment via teacher interviews and archival reviews were conducted to establish a hypothesis regarding the maintaining function of students' problem behavior. A functional analysis was conducted to verify the function of students' problem behavior, and a single-subject, multiple-baseline, across-subjects design was used to document the relationship between reduction in problem behavior and implementation of language-matched instructional priming. Results documented a functional relationship between intervention and reduction of problem behavior.

An Analysis of the Learning Characteristics of Students Taking Alternate Assessments Based on Alternate Achievement Standards

Towles-Reeves, E., Kearns, J., Kleinert, H., Kleinert, J. — Mon, 05 Jan 2009 12:51:29 PST

This study examined the learner characteristics of students in alternate assessments based on alternate achievement standards in three geographically and demographically different states. On the basis of the results, it can be argued that students in alternate assessments fall into at least two distinct subgroups. The first set of learners have either symbolic or emerging symbolic levels of communication, evidence social engagement, and possess at least some level of functional reading and math skills. The second set of students have not yet acquired formal, symbolic communication systems; may not initiate, maintain, or respond to social interactions consistently; and have no awareness of print, Braille, or numbers. The authors provide implications and considerations of the findings of the Learner Characteristics Inventory for states and practitioners in developing alternate assessments based on alternate achievement standards.

Erratum

Mon, 05 Jan 2009 12:51:29 PST