Special Education and Early Childhood Studies Faculty Publications and Presentations Copyright (c) 2013 Boise State University All rights reserved. http://scholarworks.boisestate.edu/sped_facpubs Recent documents in Special Education and Early Childhood Studies Faculty Publications and Presentations en-us Fri, 19 Apr 2013 01:42:19 PDT 3600 Assistive Technology User Groups and Early Childhood Educators http://scholarworks.boisestate.edu/sped_facpubs/79 http://scholarworks.boisestate.edu/sped_facpubs/79 Wed, 17 Apr 2013 14:10:55 PDT This article explores the potential of User Groups as a professional development venue for early childhood educators in developing operational and functional competence in using hardware and software components of an Assistive Technology (AT) Toolkit. User Groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these User Groups was examined using self-reports subsequent to User Group participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of User Groups is presented.

]]> Howard P. Parette et al. Why Did They Come Here? The Influences and Expectations of First-Year Students’ College Experience http://scholarworks.boisestate.edu/sped_facpubs/78 http://scholarworks.boisestate.edu/sped_facpubs/78 Tue, 09 Apr 2013 10:36:00 PDT Students’ expectations and experiences with university life are influenced by a number of variables. Many universities develop programs or promote aspects of existing programs to market the university’s image. This research was motivated by our desire to determine the relationships between first-year students’ college expectations and experiences, their awareness of the university’s programming and projected image, the influence of the programming and image on their decision to attend the institution, and the students’ personal characteristics. Our survey of 351 first-year students revealed positive perceptions of their university expectations and experiences, a mixture of influences on their decision to attend the university, and correlations between program awareness and the influence on students’ university attendance. We also uncovered a number of relationships between expectations, experience, and perceptions of influences with the personal characteristics of the students. Implications, directions for future research, and limitations are discussed.

]]> Louis S. Nadelson et al. Introduction to the Special Issue: The Critical Role of a Strong Tier 2 System http://scholarworks.boisestate.edu/sped_facpubs/77 http://scholarworks.boisestate.edu/sped_facpubs/77 Wed, 27 Mar 2013 08:12:40 PDT The purpose of this special issue is to help schools better understand how they might get started with implementing a strong Tier 2 system within the context of a multitiered service delivery model. The promise of multitiered service delivery models is that students who struggle can be identified early and receive interventions before their challenges become intractable. In this issue, a series of articles describe how one school implemented Tier 2 systems to address the needs of struggling students in reading, math, writing, and behavior. In addition, the systems that schools need to facilitate Tier 2 implementation are described.

]]> Evelyn S. Johnson et al. Designing Effective Tier 2 Reading Instruction in Early Elementary Grades With Limited Resources http://scholarworks.boisestate.edu/sped_facpubs/76 http://scholarworks.boisestate.edu/sped_facpubs/76 Wed, 27 Mar 2013 08:12:34 PDT Within a response to intervention framework, Tier 2 is commonly conceptualized as a supplemental, 30-minute intervention that is provided in addition to the core instructional program. Given the resource constraints that many schools face, this type of model might not be feasible. However, in the light of data that suggest a need for a well-designed, targeted intervention system, schools need to do something. This article describes one school’s approach to data evaluation and Tier 2 implementation for struggling first grade readers. Working within resource constraints, the school was able to realize positive outcomes for its struggling readers by adhering to effective instructional principles, responding to data, and challenging the conventional wisdom of core plus supplement.

]]> Evelyn S. Johnson et al. Self-Regulated Strategy Development as a Tier 2 Writing Intervention http://scholarworks.boisestate.edu/sped_facpubs/75 http://scholarworks.boisestate.edu/sped_facpubs/75 Tue, 26 Mar 2013 15:50:52 PDT In a response to intervention framework, the implication of limited writing instruction suggests an immediate need for Tier 2 interventions to support struggling writers while at the same time addressing instructional gaps in Tier 1. Many schools struggle with implementing writing intervention, partly because of the limited number of evidence-based writing instructional approaches. This article documents one school’s journey through the process of identifying, implementing, and evaluating outcomes of a Tier 2 writing intervention using self-regulated strategy development (SRSD).

]]> Evelyn S. Johnson et al. The Use and Effectiveness of a Targeted Math Intervention for Third Graders http://scholarworks.boisestate.edu/sped_facpubs/74 http://scholarworks.boisestate.edu/sped_facpubs/74 Tue, 26 Mar 2013 15:50:51 PDT Students who fail to develop proficiency in math skills in the primary grades are more likely to experience difficulties in the math curriculum later on. These students may be in need of a more targeted intervention, or Tier 2 supports, in mathematic instruction. Although the instructional principles of an effective math intervention are becoming better understood, the practice of designing and implementing an effective Tier 2 math intervention system challenges many schools. This article documents a case study of one school’s experience in designing a Tier 2 math intervention system for 10 third graders to provide a model of effective Tier 2 systems.

]]> Juli L. Pool et al. Systematic Implementation of a Tier 2 Behavior Intervention http://scholarworks.boisestate.edu/sped_facpubs/73 http://scholarworks.boisestate.edu/sped_facpubs/73 Tue, 26 Mar 2013 15:50:50 PDT Schools are increasingly adopting tiered models of prevention to meet the needs of diverse populations of students. This article outlines the steps involved in designing and implementing a systematic Tier 2 behavior intervention within a tiered service delivery model. An elementary school example is provided to outline the identification, implementation, and data-based decision-making process. Recommendations are provided for teachers related to supporting the effective and systematic implementation of Tier 2 behavior supports.

]]> Deborah R. Carter et al. Tier 2 Team Processes and Decision-Making in a Comprehensive Three-Tiered Model http://scholarworks.boisestate.edu/sped_facpubs/72 http://scholarworks.boisestate.edu/sped_facpubs/72 Tue, 26 Mar 2013 15:50:48 PDT Three-tiered models of academic and behavioral support are being increasingly adopted across the nation, and with that adoption has come an increasing message that designing and implementing effective practices alone is not enough. Systems are needed to help staff to collectively implement best practices. These systems, as well as effective processes for collecting and using data for decision-making, are necessary at each tier. This article outlines the systems considerations and decision-making processes for Tier 2 adopted by one elementary school in the implementation of a combined response to intervention (RTI) and school-wide positive behavior support (SWPBS) model.

]]> Juli L. Pool et al. Effects of Risperidone and Parent Training on Adaptive Functioning in Children with Pervasive Developmental Disorders and Serious Behavioral Problems http://scholarworks.boisestate.edu/sped_facpubs/71 http://scholarworks.boisestate.edu/sped_facpubs/71 Fri, 22 Feb 2013 10:53:34 PST

Objective: Children with Pervasive Developmental Disorders (PDDs) have social interaction deficits, delayed communication, and repetitive behaviors as well as impairments in adaptive functioning. Many children actually show a decline in adaptive skills compared with age mates over time.

Method: This 24-week, three-site, controlled clinical trial randomized 124 children (4 through 13 years of age) with PDDs and serious behavioral problems to medication alone (MED; n = 49; risperidone 0.5 to 3.5 mg/day; if ineffective, switch to aripiprazole was permitted) or a combination of medication plus parent training (PT) (COMB; n = 75). Parents of children in COMB received an average of 11.4 PT sessions. Standard scores and Age-Equivalent scores on Vineland Adaptive Behavior Scales were the outcome measures of primary interest.

Results: Seventeen subjects did not have a post-randomization Vineland assessment. Thus, we used a mixed model with outcome conditioned on the baseline Vineland scores. Both groups showed improvement over the 24-week trial on all Vineland domains. Compared with MED, Vineland Socialization and Adaptive Composite Standard scores showed greater improvement in the COMB group (p = .01 and .05, and effect sizes = 0.35 and 0.22, respectively). On Age Equivalent scores, Socialization and Communication domains showed greater improvement in COMB versus MED (p = .03 and 0.05, and effect sizes = 0.33 and 0.14, respectively). Using logistic regression, children in the COMB group were twice as likely to make at least 6 months' gain (equal to the passage of time) in the Vineland Communication Age Equivalent score compared with MED (p = .02). After controlling for IQ, this difference was no longer significant.

Conclusion: Reduction of serious maladaptive behavior promotes improvement in adaptive behavior. Medication plus PT shows modest additional benefit over medication alone. Clinical trial registration information–RUPP PI PDD: Drug and Behavioral Therapy for Children With Pervasive Developmental Disorders; http://www.clinicaltrials.gov; NCT00080145.

]]> Patricia Korzekwa Student-Directed Transition Planning: Increasing Student Knowledge and Self-Efficacy in the Transition Planning Process http://scholarworks.boisestate.edu/sped_facpubs/70 http://scholarworks.boisestate.edu/sped_facpubs/70 Tue, 15 Jan 2013 10:39:48 PST This study examined the effectiveness of a new school to adult life transition planning lesson package titled Student-Directed Transition Planning. The Student-Directed Transition Planning lessons teach transition terms and concepts to provide a means to increase self-determination skills and student participation in transition IEP (Individualized Education Program) meeting discussions. An experimental pre—post design utilizing random assignment of secondary-aged students with IEPs determined differences between intervention and control groups in knowledge of transition terms and concepts, and self-efficacy perceptions of the transition planning process. Study results indicated that students receiving Student-Directed Transition Planning instruction experienced a statistically significant knowledge gain, and an increase in perceived self-efficacy in 7 out of 10 transition planning process indicators.

]]> Lee L. Woods et al. On Death and Disability: Reframing Educators' Perceptions of Parental Response to Disability http://scholarworks.boisestate.edu/sped_facpubs/69 http://scholarworks.boisestate.edu/sped_facpubs/69 Wed, 28 Nov 2012 12:30:22 PST This expository article critically reviews the literature from 1950-2010 regarding educators' perceptions of parental response to disability. Pre-service, practitioner, and professional literature are examined to explore the views presented to teacher candidates during the process of professional induction. As this literature relies upon the stage model of grief associated with Kübler-Ross' (1969) description of the acceptance of death, the effects on parent-professional relations and cultural understandings of disability are critiqued. The paper presents an alternative framing of parental response to disability emerging through positive psychology. Recommendations, based upon a disability studies in education perspective, are made regarding changes in the teacher induction process in the United States and how values-based practices informed by the emancipatory orientation of positive psychology can lead to more effective collaboration between educators and parents.

]]> Keith Allred et al. Appropriate Social Behavior: Teaching Expectations to Young Children http://scholarworks.boisestate.edu/sped_facpubs/68 http://scholarworks.boisestate.edu/sped_facpubs/68 Tue, 18 Sep 2012 10:27:29 PDT Young children's challenging behavior can impact all aspects of the classroom environment, including relationships (peer–peer, student–teacher), learning, and safety. Positive Behavior Interventions and Supports (PBIS) is a program that focuses on supporting pro-social behaviors and preventing challenging behavior. PBIS begins with building a foundation of universal practices and creating a common language that teachers, children, and families can use to talk about behavior. The identification and defining of appropriate behavioral expectations and the systematic teaching of those behavioral expectations is paramount to preventing challenging behavior. This article describes the steps involved in identifying classroom behavioral expectations and the development of developmentally appropriate lesson plans to teach those behaviors to young children.

]]> Deborah Russell Carter et al. Self-Management and Parents as Interventionists: Improving Homework Performance in Middle School Students with Disabilities http://scholarworks.boisestate.edu/sped_facpubs/67 http://scholarworks.boisestate.edu/sped_facpubs/67 Tue, 10 Apr 2012 14:17:46 PDT As research has suggested, success with homework tasks directly relates to overall academic achievement (Coutts, 2004). In addition, homework provides a venue for developing organizational skills that become necessary as students learn to self-manage. Thus, the importance of developing homework strategies that support both student achievement and independence are essential. While literature on homework focuses on homework completion guidelines, home tutoring programs, and specific intervention packages for improving homework accuracy (Cancio, West, & Young, 2004), there is little research related to homework for students with disabilities. Deficits in organization and problem-solving skills may lead to frustration and problem behaviors (Myles, Ferguson, & Hagiwara, 2007). When considering the task of homework, the challenges that directly affect students with autism spectrum disorder (ASD) in the school setting are likely to affect them in the home setting as well. This may be especially important for young adolescents who are increasingly asked to be independent learners. For students like Tom, challenges with homework have not only impacted his academic performance, but his relationships in the home setting as well.

]]> Patricia Hampshire et al. Increasing Faculty Awareness of Students with Disabilities: A Two-Pronged Approach http://scholarworks.boisestate.edu/sped_facpubs/66 http://scholarworks.boisestate.edu/sped_facpubs/66 Wed, 25 Jan 2012 12:48:53 PST Many universities use a center-based model to deliver services to students with disabilities. A hybrid service delivery model utilizing a center-based disability resource and faculty mentors was recently implemented in a large, public university in the Northwestern United States. Noticeable improvements observed to date include increased administrative support, positive collaborations with teaching center staff, and increased faculty awareness of resources for instructing students with disabilities.

]]> Michael Humphrey et al. Exploring Metacognitive Accuracy in Visual Search http://scholarworks.boisestate.edu/sped_facpubs/65 http://scholarworks.boisestate.edu/sped_facpubs/65 Tue, 08 Nov 2011 16:16:56 PST For decades, researchers have examined visual search. Much of this work has focused on the factors (e.g., movement, set size, luminance, distractor features and proximity) that influence search speed. However, no research has explored whether people are aware of the influence of these factors. For instance, increases in set size will typically slow down target detection; yet no research has measured participants’ metacognitive awareness of this phenomenon. The present research explores this area by integrating a visual search task with a metacognitive monitoring paradigm. All of the explored factors influenced search latency. However, all of the factors except target presence influenced ratings. Saliency and suppression are discussed as two possible explanations for the results. Future directions for extending the theory and the practical benefits of this research are also outlined.

]]> Joshua Redford et al. Collaboration and Cooperative Teaching for System-Wide Change http://scholarworks.boisestate.edu/sped_facpubs/64 http://scholarworks.boisestate.edu/sped_facpubs/64 Tue, 08 Nov 2011 16:13:10 PST If a typical educator is asked to describe what a teacher does, the odds are good that he or she will respond with a description of a single adult in a classroom with a number of students seated at desks or tables. While there may be some individual variations in how many students are there, or what the physical surroundings look like, a near-constant component of this concept will be the presence of a sole adult in the room.

]]> Jack J. Hourcade et al. Cooperative Teaching: A Strategy for Successful Inclusion http://scholarworks.boisestate.edu/sped_facpubs/62 http://scholarworks.boisestate.edu/sped_facpubs/62 Mon, 07 Nov 2011 12:30:13 PST Perhaps the single most dramatic development in American education over the past decade is the fast-emerging consensus that the traditional educational structure of the schools - that is, one teacher teaching and responsible for only one group of students - is inadequate for today and will be even more inadequate tomorrow. This traditional approach to instruction, based as it is on the implicit assumption of a homogeneous student population, is ineffective in a school system that is increasingly diverse.

]]> Jeanne Bauwens et al. Hey, Would You Just L.I.S.T.E.N.? http://scholarworks.boisestate.edu/sped_facpubs/61 http://scholarworks.boisestate.edu/sped_facpubs/61 Thu, 03 Nov 2011 15:32:10 PDT Jeanne Bauwens et al. Cooperative Teaching: A Model for General and Special Education Integration http://scholarworks.boisestate.edu/sped_facpubs/60 http://scholarworks.boisestate.edu/sped_facpubs/60 Thu, 03 Nov 2011 15:30:28 PDT

A variety of social and educational forces are resulting in significant changes in the traditionally dichotomous relationship between general and special education. One service delivery model that may be especially useful for reducing the gap between the two delivery systems is cooperative teaching, in which general and special educators work in a systematic and coordinated fashion in educationally integrated settings. This article describes cooperative teaching and outlines various arrangements through which it might be implemented.

]]> Jeanne Bauwens et al. Nursing Attitudes Toward Geriatric Alcoholism http://scholarworks.boisestate.edu/sped_facpubs/59 http://scholarworks.boisestate.edu/sped_facpubs/59 Thu, 03 Nov 2011 15:27:10 PDT Nurses play a critical role in public education regarding the assessment of medical problems related to alcoholism or alcohol abuse. Nurses must assess their personal attitudes toward the disease concept of alcoholism before they can effectively provide services to geriatric patients who are alcoholics or who abuse alcohol. Among the geriatric population, there is a constellation of medical problems related to alcoholism and alcohol abuse. Potentially dysfunctional attitudes exist among nurses and other health-care professionals who are involved in the provision of medical care to geriatric patients who have alcoholism or who abuse alcohol.

]]> Howard P. Parette Jr. et al.