Examining the Effectiveness of a Multimedia Video on Pedestrian Safety With Postsecondary Individuals With Intellectual Disabilities

Prior research suggests that the use of multimedia instruction along with video modeling increases the ability of individuals with intellectual disability (ID) to independently complete tasks. However, the previous research has not always included instruction of the underlying vocabulary, nor has it always resulted in skill maintenance. The purpose of the current study was to compare the effectiveness of multimedia instruction using video modeling to teach pedestrian safety signs to participants with ID to support skills needed for community. The effectiveness of the multimedia intervention was measured using a randomized control trial utilizing a pre-/posttest design. Participants’ knowledge grew significantly from pre-to posttest, and there were no significant differences between the groups. Current results are similar to prior research findings indicating multimedia instruction is effective in teaching skill acquisition. We discuss practical implications of these findings as well as future research on teaching pedestrian safety to postsecondary individuals with ID

Developing and Implementing FBA-BIPs in Elementary Classrooms: A Conceptual Replication

The majority of students with disabilities and behavioral challenges are taught in general education classrooms. Although these students may receive interventions resulting in positive behavioral changes, little is known about the collateral effects of implementing behavior intervention plans (BIP) on classroom peers with similar behavioral problems who are not receiving an intervention. The purpose of this study was to investigate the effects of functional behavioral assessments (FBAs) and BIPs for students with challenging behavior as well as their peers. We measured target student and peer academic engagement, as well as treatment integrity and social validity. As a result of the intervention, target students demonstrated increased academic engagement. In addition, results suggest that the FBA-BIPs had small effects on engagement for some peers

Major Systems for Facilitating Safety and Pro-Social Behavior- Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies

Although there is increasing awareness of policy decisions contributing to disproportionality in exclusionary practices, few studies have empirically examined common elements of discipline policies across the nation. We utilized a methodological review and the Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE) to examine the extent to which current policies reflect recommendations from research regarding best practices for encouraging appropriate behaviors and preventing undesired behaviors, as well as correlations between those policies and exclusionary disciplinary outcomes for all students of color and students of color with disabilities. Data came from 147 district discipline policies and disciplinary outcomes (i.e., suspension and expulsion) from all 50 U.S. states and the District of Columbia. The analyses indicated the majority of policies do not include most of the research-based recommendations for preventing the overuse of exclusionary practices. Furthermore, there was no correlation found between CADPPE ratings and the risk ratios for exclusionary discipline for students of color and students of color with disabilities. Implications for policy development and implementation and limitations are provided.Institute of Education Sciences, U.S. Department of Education, Grant R305A18000

Video Modeling to Teach Post-Secondary Students with Intellectual Disabilities Community Mobility: A Pilot Study

Employment and independent living are important factors that are critical to increasing the quality of life of individuals with intellectual disabilities (ID; Nota, Ginevra, & Carrieri, 2010; Wehmeyer & Bolding, 2001). Unfortunately, individuals with ID often experience a combination of both intellectual and adaptive functioning deficits that impact academic, conceptual, social, and practical areas (American Association on Intellectual and Developmental Disabilities, 2013). These deficits can negatively impact an individual’s ability to achieve academic skills, independence, and sustained employment due to limited cognitive abilities which inhibits their working memory and conceptual understanding (Davies, Stock, & Wehmeyer, 2002). Multimedia instruction shows potential for helping decrease these deficits. This study was a randomized control trial (utiziling pre and post measures) involving 24 students who attend a post-secondary university program. Students were randomly assigned to the treatment or the control group. Control group received business as usual for instruction on 5 pedestrian safety signs (e.g., crosswalk signal), while the treatment group watched a mutlimedia video focused on the same 5 pedestrian safety signs. Dependent measures included a researcher-created assessment of knowledge of the pedestrian signs, and social validity data was collected from the students and the teachers

Analyzing a teacher and researcher co-design partnership through the lens of communities of practice

Research-Practice Partnerships (RPP) bridge the gap between schools and universities. However, few have embraced the co-design process through a communities of practice lens and investigated how knowledge is co-constructed and negotiated. This mixed-method study explored how elementary school teachers co-construct knowledge with researchers to understand better how a community of practice can be cultivated during a co-design RPP. Findings from a survey, journal entries, observational field notes, and focus groups suggest teachers co-constructed knowledge while acknowledging and mitigating conflicts. Based on these findings, we offer ways to seed and cultivate communities of practice among teachers and researchers for co-designing educational innovations

A Survey of Educators Serving Students With Emotional and Behavioral Disorders During the Covid-19 Pandemic

In this descriptive study, we analyzed survey data regarding communication, instruction, and assessment strategies school personnel in K-12 settings reported using during the COVID-19 pandemic for students with emotional and behavioral disorders (EBD). Results indicate, whether instructional continuity was mandated or not, support personnel serving students with EBD reported using a variety of communication, instruction, and assessment strategies. Several strategies special educators reported using were significantly different than those provided by related service providers (e.g., school psychologist, counselor) during school site closures. Implications for future planning, policy, and research are discussed

Using Content Acquisition Podcasts to Increase Student Knowledge and to Reduce Perceived Cognitive Lead

The use of multimedia-driven instruction in college courses is an emerging practice designed to increase students’ knowledge. However, limited research has validated the effectiveness of using multimedia to teach students about functional behavioral assessments (FBAs). To test the effectiveness of a multimedia tool called Content Acquisition Podcasts (CAPs), this study utilized a pretest–posttest design across two groups of students. One group received instruction on FBAs in the form of a CAP, whereas the other group received a typical lecture (control comparison). Results revealed that members of the CAP group performed better on the posttest compared to the students who received the lecture when the pretest scores were controlled for previous knowledge. In addition, students in the CAP group had lower self-reported levels of cognitive load. Implications for the use of CAPs and future research are discussed

Together We Go Far: Helping Doctoral Scholars Develop Collaborations in Special Education Research

Collaboration is an undeniably important part of academic work, making challenging, ambitious research possible and more efficient. Collaboration also serves as a foundation for scholarly networks of individuals with shared interests, values, and goals that support one another in many ways. In addition, collaboration is described as a critical component in recent doctoral funding calls (i.e., U.S. Department of Education, Personnel Development to Improve Services and Results for Children with Disabilities). Despite its importance, few special education scholars receive any formal guidance or training on practical, sustainable collaboration in academia. The need for a framework to support collaborations within special education doctoral training is ever-present. In this article, we discuss key topics that impact collaborative work within and across institutions. We adapted the Community Engagement Continuum framework (McCloskey et al., 2011) to increase collaboration for special education graduate scholars. In addition, we provide advice for faculty members to consider as they guide graduate scholars in creating productive, meaningful professional collaborations