Evaluation of Utah\u27s Prereferral Intervention Mandate

The primary purpose of the present study was to evaluate the impact of Utah\u27s prereferral intervention policy on the numbers of mildly handicapped students receiving special education services. Associated with this purpose, the study was also designed to identify the (a) types of prereferral intervention procedures available in school districts, (b) extent to which the procedures were implemented by schools, (c) effectiveness of the prereferral intervention procedures for maintaining students with handicaps in regular education, and (d) degree of prereferral intervention inservice training. In addition, LEA officials\u27 perceptions regarding the prereferral intervention process were also examined. It was expected, in light of previous research, that the prereferral intervention mandate would decrease the numbers of students classified (a) mildly handicapped, (b) learning disabled, (c) behavior disordered, and (d) intellectually handicapped. Because there was no information to suggest otherwise, it was also expected that the mandate would fail to have a differential effect on rural and urban school districts and on the numbers of students classified as severely intellectually handicapped (control variable), whereas the degree of prereferral intervention inservice training provided teachers was expected to exert a systematic influence on the outcomes. Results of the evaluation showed that the prereferral intervention mandate failed to impact the numbers of students classified (a) mildly handicapped, (b) learning disabled, (c) behavior disordered, and (d) intellectually handicapped, and (e) severely intellectually handicapped (control variable). The mandate also failed to have a differential effect on rural and urban school districts. In addition, the results of the survey indicated that LEAs have implemented a variety of prereferral intervention procedures. However, within school districts, the number of schools implementing the procedures varied. LEA officials were uncertain whether the prereferral intervention procedures were effective or whether they should be maintained. LEA officials also indicated that teachers fail to benefit from their participation in the prereferral intervention process. Furthermore, they were uncertain whether the process is a bureaucratic hurdle and whether it should be maintained. (116 pages

Designing Supportive School Environments

There is no question that all students, especially those with serious emotional disturbance, benefit from a predictable, consistent, well-organized, and safe school environment. The purpose of this paper is to describe and illustrate an effective approach that has had positive results in achieving such a school environment. Specifically, the paper describes how to achieve effective ecological arrangements and common area routines across the school environment. In addition, we present a case study with preliminary results

A Study of Home Emergent Literacy Experiences of Young Latino English Learners

This empirical study explored the home environment literacy practices of young Latino English learners and their families. The participants were 217 incoming Kindergarten Latino EL students and parents. The data collection included a completed HLEQ by the parents. In addition, children were administered the PPVT, the pre- LAS, the PALS-K screening, the Woodcock Reading Mastery assessment, and the Wide Range Achievement test. All of the literacy assessments given to the children provided the researchers with comprehensive look at their literacy knowledge base. The results of this study indicate that there were two significant paths for students’ achievement: availability of books and child initiated literacy factors that were directly related to the phonological processing efforts of students

Interrelationships among Language Skills, Externalizing Behavior, and Academic Fluency and Their Impact on the Academic Skills of Students with ED

There is growing interest in understanding the factors that influence the academic achievement of students with emotional disturbance (ED). Structural equation modeling was used to test the interrelationships among language skills, externalizing behavior, and academic fluency and their impact on the academic skills of students with ED. Results showed that language skills exerted a significant proximal effect and distal effect on academic skills. The effect of language skills was mediated through academic fluency (path coefficient = .389) but also had a proximal effect on academic skills (path coefficient = .359). However, externalizing behavior failed to have a statistically significant effect on language skills, academic fluency, or academic skills. Overall, fit indices suggested a marginally acceptable fit of the data. Results and implications are discussed

Academic Achievement of K-12 Students With Emotional and Behavioral Disorders

This is the publisher's version, also found here: http://ehis.ebscohost.com/ehost/detail?sid=1c127db2-6bcd-4b12-8e4c-67a20d604dd4%40sessionmgr15&vid=1&hid=5&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=tfh&AN=14908050This cross-sectional study was conducted with a random sample of 155 K'12 students served in public school settings and established the extent to which students with emotional/behavioral disorders (E/BD) experience academic achievement deficits with attention to age and gender differences. In addition, this study examined particular types of problem behaviors related to academic achievement. Results indicate that stuAents with E/BD showed large academic achievement deficits across all of the content areas, and the deficits appeared to be stable or worsen in the case of mathematics across age. There appeared to be no gender differences. Additionally, externalizing behaviors were related to reading, mathematics, and written language achievement; whereas, internalizing ones were not

Methodological Status and Trends in Expository Text Structure Instruction Efficacy Research

This systematic descriptive historical review was conducted to examine the status and trends in expository text structure instruction efficacy research for first through twelfth grade students. The analysis included sixty studies, which spanned the years 1978 to 2014. Descriptive dimensions of the research included study type, research design, treatment fidelity, school level, number of participants, service delivery settings, and comprehensiveness of demographic reporting, text structure instruction, and measurement. Researchers primarily used randomized and quasi-experimental research designs. Analysis of results revealed that (a) a relatively large number of text structure efficacy research studies have been conducted, (b) complete demographic information was difficult to ascertain for many of the participants, (c) researchers of few studies instructed students in all five expository text structures, (d) treatment fidelity data were often missing, and (e) researchers rarely used both direct and indirect measures of effects. Limitations of the analysis and future research directions are discussed

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

The Child Outcomes of a Behavior Model

Within 3-tier behavioral models, universal interventions are expected to prevent the onset of problem behavior in a majority of children altogether and to sustain improvements in child outcomes by the selected and indicated interventions. A cohort longitudinal design was used to assess the extent to which a 3-tier model achieves these expected outcomes. The respective universal, selected, and indicated interventions included Behavior and Academic Support and Enhancement. First Step to Success, and MultiSystemic Therapy. A total of 407 children in Grades K-3 from 1 of 4 longitudinal cohorts participated. The results of 2-level linear growth analyses indicate that the 3-tier behavior model achieved the anticipated outcomes with respect to social behavior. The results, limitations, and implications are discussed

A brief introduction to nomography: graphical representation of mathematical relationships

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. Nomographs (or nomograms, or alignment charts) are graphical representations of mathematical relationships (extending to empirical relationships of data) which are used by simply applying a straightedge across the plot through points on scales representing independent variables, which then crosses the corresponding datum point for the dependent variable; the choice among independent and dependent variable is arbitrary so that each variable may be determined in terms of the others. Examples of nomographs in common current use compute the lift available for a hot-air balloon, the boiling points of solvents under reduced pressure in the chemistry laboratory, and the relative forces in a centrifuge in a biochemical laboratory. Sundials represent another ancient yet widely familiar example. With the advent and ready accessibility of the computer, printed mathematical tables, slide rules and nomographs became generally redundant. However, nomographs provide insight into mathematical relationships, are useful for rapid and repeated application, even in the absence of calculational facilities, and can reliably be used in the field. Many nomographs for various purposes may be found online. This paper describes the origins and development of nomographs, illustrating their use with some relevant examples. A supplementary interactive Excel file demonstrates their application for some simple mathematical operations

In vivo Observation of Tree Drought Response with Low-Field NMR and Neutron Imaging

Using a simple low-field NMR system, we monitored water content in a livingtree in a greenhouse over two months. By continuously running thesystem, we observed changes in tree water content on a scale of halfan hour. The data showed a diurnal change in water content consistentboth with previous NMR and biological observations. Neutron imaging experiments showthat our NMR signal is primarily due to water being rapidly transported through the plant, and not to other sources of hydrogen, such as water in cytoplasm, or water in cell walls. After accountingfor the role of temperature in the observed NMR signal, we demonstratea change in the diurnal signal behavior due to simulated drought conditionsfor the tree. These results illustrate the utility of our system toperform noninvasive measurements of tree water content outside of a temperature controlled environment