A function-based intervention to decrease disruptive behavior and increase academic engagement

This is the publisher's version, also found here: http://www.eric.ed.gov/PDFS/EJ805537.pdfA range of interventions exist to prevent and respond to disruptive classroom behavior. This study documents the efficacy of a function-based intervention conducted using a multiple baseline across settings design. Despite moderately variable levels of treatment fidelity, results suggest a functional relation between the introduction of a package intervention and corresponding increases in academic engagement and decreases in disruption. Limitations and implications for future research are presented. Keywords: function based intervention; treatment integrity

Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities

This is the publisher's version, also found here: http://cec.metapress.com/content/lq6v516h2rn178ut/?p=f618223ce7404c508a820fb0873297e2&pi=5Although enhancing students' self-determination is advocated as a central element of high-quality special education and transition services, little is known about the ways in which paraprofessional are involved in promoting self-determination or the extent to which they share teachers' views regarding its importance. The authors surveyed 223 paraprofessional from 115 randomly selected public school to examine their perspectives on promoting self-determination among students with high-incidence disabilities. Overall, paraprofessional attributed high ievel of importance to each of the 7 component elements of self-determination (i.e., choice making, decision making, problem solving, goal setting and attainment, self-advocacy and leadership, self-management and self-regulation, and self-awareness and self-knowledge). The extent to which paraprofessional reported providing instruction addressing each of the 7 components of self determination was moderate, with average ratings all slightly above the midpoint of the scale. This article presents implications for the involvement of paraprofessional in supporting the development of self-determination among students with high-incidence disabilities, along with recommendations for future research

Teacher expectations of student's classroom behavior across the grade span: Which social skills are necessary for success?

This is the publisher's version, also found here: http://cec.metapress.com/content/63820428261730n7/?p=82097d4b932443728efac908538b9810&pi=1This study explored teachers' (N = 717) expectations of student behavior along school level (elementary vs. middle vs. high), pro-am type (general vs. special education), and school type (high risk vs. low risk). Results indicated that all elementary and middle school teachers shared similar views regarding the importance of self-control skills, whereas high school special education teachers viewed self-control skills as significantly more important than did high school general education teachers. High school teachers rated assertion skills as significantly less important relative to elementary or middle school teachers. Results also indicated that teachers at high-risk schools viewed self-control and assertion skills as more critical for success than did teachers at low-risk schools

An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/or Behavioral Disorders Attending Middle and High Schools

This is the publisher's version, also found here: http://cec.metapress.com/content/1148w42712524u44/?p=f5b6879fc6f54654a233e1f54366335f&pi=3The authors field-tested the core quality indicators and standards for evidence-based practices for single-case design studies developed by Homer and colleagues (2005) by applying them to the literature exploring functional assessment-based interventions conducted with secondary-age students with emotional and/or behavioral disorders (EBD). First, we evaluated this knowledge base by applying the indicators to determine if the studies identified (n = 12) were of acceptable methodological quality. Second, we analyzed studies meeting the recommended quality indicators to determine whether function-based interventions with students with EBD might be considered an evidence-based practice. Results reveal that only 1 study addressed all proposed quality indicators, suggesting that function-based interventions are not yet an evidence-based practice for this population per these indicators and standards. Limitations and recommendations are posed

Gloria Patri, Gender, and the Gulf War: A Conversation with Mary Kelly

Mary Kelly\u27s gallery size installation, entitled Gloria Patri, was first shown at the Herbert F. Johnson Museum, Cornell University in 1992. Gloria Patri focuses on the issues of heroism, mastery, and war within the context of a pathologized masculinity; that is, on the identification by both men and women with masculine ideals of mastery, domination, and control, and their simultaneous physical and psychological collapse. This crisis of masculine mastery is set against the backdrop of the Persian Gulf War

Self-Determination Skills and Opportunities of Transition-Age Youth With Emotional Disturbance and Learning Disabilities

This is the publisher's version, also found here: http://cec.metapress.com/content/l5vq400577228810/?p=7708b4ddb79e4484ae1a1fc3d5bafcb6&pi=4This study examined the self-determination of adolescents with emotional disturbance (ED) and learning disabilities (LD)from the perspectives of special educators, parents, and the students themselves. Differences in self-determination ratings were associated with both disability group and respondent Specifically, adolescents with ED were found to have lower ratings of selfdetermination than students with LD, with the most pronounced differences evident from the teacher perspective. Eurthermore, students with ED identified infrequent opportunities at school and home for engaging in self-determined behavior, whereas educators and parents differed in their assessments of opportunities in each setting. Implications regarding increasing the self-determination skills and opportunities of adolescents with disabilities are discussed

Teaching writing strategies to young students struggling with writing and at-risk for behavioral disorders: Self-regulated strategy development

This is the publisher's version, also found here: http://cec.metapress.com/content/178520r317650740/?p=03aae0a2540a4a3189d1a9319f390d15&pi=8The article focuses on the use of the self-regulated strategy development (SRSD) educational model, which teaches students the planning, goal setting, and self evaluation skill necessary to writing success. The article outlines the six stages of the SRSD model, including the development of background knowledge, discussion, modeling, memorization, support and independent performance. A case example is presented of students with behavioral or emotional problems working through the method to improve their writing

Promoting self-determination for transition-age youth: Views of high school general and special educators

This is the published version, also found here: http://cec.metapress.com/content/m5781621105k3332/?p=a26d6505487b4343b14b0042308735be&pi=2Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research

Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting

This study describes the academic, social, and behavioral performance of elementary and secondary students with emotional and behavioral disorders (EBD) receiving services in a self-contained school for students with serious behavior problems, with an emphasis on how school adjustment and problem behavior patterns predict academic performance. Results revealed that elementary and secondary group scores were well below the 25th percentile on reading, math, and written expression measures. Further, a seven variable model representing academic, social, and behavioral domains was able to differentiate between age groups explaining 54% of the variance and correctly classifying 78.26% (n = 18) of the elementary students and 84.21% (n = 16) of the secondary students. Findings also suggested that behavioral variables (e.g., school adjustment, externalizing, and internalizing) were predictive of broad reading and broad written expression scores, with school adjustment (a protective factor) accounting for the most variance in the three-variable model. Limitations and recommendations for future research are addressed

Systematic Screening for Behavior in K–12 Settings as Regular School Practice: Practical Considerations and Recommendations

There is a priority for schools to address students’ social and emotional needs as we do academic learning. Tiered models of prevention provide a framework for teaching social skills and behavioral expectations, as well as academics, with positive, proactive, evidence-based practices. Central to responding to students’ needs is accurate measurement of their performance. Systematic screening for behavior addresses this need. Practical considerations and recommendations are offered for school leadership teams as they plan for using systematic behavior screening as a regular school practice. The paper was framed within tiered models of prevention, however, screening practices may be used outside of tiered models provided structures are in place for responding to student needs when detected. Content is offered to guide school leadership teams as they undertake systematic behavior screening efforts. Key words: systematic behavior screening, K-12, tiered prevention modelsOffice of Special Education Programs U.S. Department of Education (H326S980003)Institute of Education Sciences Partnership Grant (R305H150018