The Meta-Analysis Review: A Valuable Resource for Special Educators

2019 ◽  
Vol 55 (3) ◽  
pp. 139-144
Author(s):  
Conrad Oh-Young ◽  
John Filler ◽  
Jennifer Buchter
Keyword(s):  
Students With Disabilities ◽  
Special Educators ◽  
Meta Analysis ◽  
Evidence Based ◽  
Valuable Resource ◽  
Related Services ◽  
Evidence Based Practices ◽  
Disabilities Education Act ◽  
Education Act ◽  
Every Student Succeeds Act

The Individuals with Disabilities Education Act (2004) and the Every Student Succeeds Act (2015) both require that educators utilize instructional practices based on evidence in the literature when providing special education and related services to students with disabilities. This article provides a description of a special type of literature review, the meta-analysis, that may be of substantial assistance to educators. The essential characteristics of a meta-analysis are described as well as how they are performed, where to find them, and how to interpret their findings. A concluding comment on the relevance of meta-analysis to the implementation of evidence-based practices is presented.

Conceptualizing and Utilizing Board Certified Behavior Analysts as Related Services Providers in Inclusion-Oriented Schools

2021 ◽  
pp. 074193252110636
Author(s):  
Michael F. Giangreco ◽  
Robert C. Pennington ◽  
Virginia L. Walker
Keyword(s):  
Students With Disabilities ◽  
Behavior Analyst ◽  
Future Research ◽  
Related Services ◽  
Disabilities Education Act ◽  
Behavior Analysts ◽  
Related Service ◽  
Education Act ◽  
Support Students

Although behavior analytic practices have been widely applied in schools to support students with disabilities, there remains limited guidance concerning utilization of these practices in inclusion-oriented schools and, more specifically, the role of the Board Certified Behavior Analyst in the provision of related services. The goal of this article is to encourage discussions among stakeholders hopefully leading to a clearer conceptualization and more effective utilization of behavior analytic practices in inclusion-oriented schools. In addition to discussing the conceptualization of behavior analytic services as a related service and the role of both Board Certified Assistant Behavior Analysts and Registered Behavior Technicians as paraprofessionals under the Individuals with Disabilities Education Act, we provide a set of guidelines for related services decision-making practices useful within a collaborative teamwork framework, including behavior analysts, and offer areas for future research.

Transition From School to Community Life: Implications for Rehabilitation Counselors

1995 ◽  
Vol 26 (4) ◽  
pp. 34-37
Author(s):  
Maura E. Cain
Keyword(s):  
Vocational Rehabilitation ◽  
Students With Disabilities ◽  
School Counselors ◽  
Special Educators ◽  
Transition Process ◽  
Rehabilitation Counselors ◽  
Community Life ◽  
Vocational Rehabilitation Counselors ◽  
Disabilities Education Act ◽  
Education Act

This article reviews the current literature in transition counseling for students with disabilities. The Individuals with Disabilities Education Act is explained as it relates to the transition process. A parallel is drawn between those who serve students with disabilities - rehabilitation counselors, special educators, and school counselors - and their responsibilities infacilitating their transition from school to community life. Recommendations are made for vocational rehabilitation counselors to be active and creative in transition counseling for students with disabilities.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

scholarly journals Team functioning and implementation of innovations in healthcare and human service settings: a systematic review protocol

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Elizabeth A. McGuier ◽  
David J. Kolko ◽  
Mary Lou Klem ◽  
Jamie Feldman ◽  
Grace Kinkler ◽  
...  
Keyword(s):  
Systematic Review ◽  
Mixed Methods ◽  
Human Service ◽  
Meta Analysis ◽  
Bibliographic Databases ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Implementation Outcomes ◽  
Services Implementation ◽  
Team Functioning

Abstract Background Healthcare and human services increasingly rely on teams of individuals to deliver services. Implementation of evidence-based practices and other innovations in these settings requires teams to work together to change processes and behaviors. Accordingly, team functioning may be a key determinant of implementation outcomes. This systematic review will identify and summarize empirical research examining associations between team functioning and implementation outcomes in healthcare and human service settings. Methods We will conduct a comprehensive search of bibliographic databases (e.g., MEDLINE, PsycINFO, CINAHL, ERIC) for articles published from January 2000 or later. We will include peer-reviewed empirical articles and conference abstracts using quantitative, qualitative, or mixed methods. We will include experimental or observational studies that report on the implementation of an innovation in a healthcare or human service setting and examine associations between team functioning and implementation outcomes. Implementation outcomes of interest are acceptability, adoption, appropriateness, cost, feasibility, fidelity, penetration, and sustainability. Two reviewers will independently screen all titles/abstracts, review full-text articles, and extract data from included articles. We will use the Mixed Methods Appraisal Tool to assess methodological quality/bias and conduct a narrative synthesis without meta-analysis. Discussion Understanding how team functioning influences implementation outcomes will contribute to our understanding of team-level barriers and facilitators of change. The results of this systematic review will inform efforts to implement evidence-based practices in team-based service settings. Systematic review registration PROSPERO CRD42020220168

Three-Level Meta-Analysis of Single-Case Data Regarding the Effects of Peer Tutoring on Academic and Social-Behavioral Outcomes for At-Risk Students and Students With Disabilities

2019 ◽  
pp. 074193251985507 ◽  
Author(s):  
Mariola Moeyaert ◽  
David A. Klingbeil ◽  
Emily Rodabaugh ◽  
Merve Turan
Keyword(s):  
Social Behavior ◽  
Students With Disabilities ◽  
Peer Tutoring ◽  
Academic Outcomes ◽  
Single Case ◽  
Meta Analysis ◽  
Treatment Phase ◽  
Evidence Based ◽  
Behavior Outcomes ◽  
Study Heterogeneity

Meta-analysis of single-case experimental designs may further knowledge about evidence-based practices for students needing remedial or special education. To contribute to evidence-based practice, a multivariate multilevel meta-analysis was used to synthesize the effectiveness of peer tutoring interventions on both academic and social-behavior outcomes. In total, 46 single-case studies met all inclusion criteria. Peer tutoring had a statistically significant effect on both academic and social-behavior outcomes, with a slightly larger effect on academic outcomes. Peer tutoring also had a significant effect on the trend in academic outcomes during the treatment phase (indicating that the intervention becomes more effective over time), but the effect on trends was slightly less than for social outcomes. Including moderators such as gender, age, disability type, and study quality reduced the amount of between-case and between-study heterogeneity. Limitations and implications of these findings are discussed.

scholarly journals Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

Inclusion ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 83-93 ◽  
Author(s):  
Mary E. Morningstar ◽  
Jennifer A. Kurth
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Past Research ◽  
Support Needs ◽  
Educational Placement ◽  
General Education Curriculum ◽  
Disabilities Education Act ◽  
Policies And Procedures ◽  
Education Act ◽  
Restrictive Environment

Abstract Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

The Foundation of Inclusion in Federal Legislation and Litigation

2017 ◽  
pp. 27-52 ◽  
Author(s):  
Mitchell L. Yell ◽  
Christine A. Christle
Keyword(s):  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Team Members ◽  
Student Placement ◽  
Placement Decisions ◽  
Disabilities Education Act ◽  
Federal Mandate ◽  
Education Act ◽  
Restrictive Environment ◽  
Historical Antecedents

The foundation of inclusion in special education law is the least restrictive environment (LRE) mandate of the Individuals with Disabilities Education Act. This federal mandate requires that all students with disabilities receive their education with students without disabilities to the maximum extent appropriate. Our purpose in this chapter is to examine the legal basis of inclusion. We first review the historical antecedents of inclusion. Second, we examine the LRE mandate and the student placement requirements of the IDEA. Third, we survey the most important case law rulings regarding LRE and the placement of students with disabilities. Fourth, we consider strategies that have been used to promote inclusive placements and briefly review the literature on these strategies. We end this chapter by offering principles to guide IEP team members in making educationally beneficial and legally correct placement decisions for students with disabilities.

Meaningful Connections: Making Inclusion Work

2018 ◽  
Vol 32 (2) ◽  
pp. 31-33 ◽  
Author(s):  
Ellary A. Draper
Keyword(s):  
Students With Disabilities ◽  
Neighborhood Schools ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
Inclusive Schools ◽  
Restricted Environment ◽  
Least Restricted Environment ◽  
Education Act ◽  
Meaningful Connections

For many years, students with disabilities were educated in separate facilities on separate campuses from their same aged peers. With the original passing of what we now call the Individuals with Disabilities Education Act, these students were, and still are, required to be educated in the least restricted environment. Students with disabilities who had previously been separated were brought into their neighborhood schools. As we continue to see more and more students with disabilities in inclusive schools and classrooms, it is important that we work together and collaborate with other teachers and therapists in our schools to provide the best education to these students.

Bullying and Harassment of Students With Disabilities in Schools

2016 ◽  
Vol 37 (5) ◽  
pp. 274-284 ◽  
Author(s):  
Mitchell L. Yell ◽  
Antonis Katsiyannis ◽  
Chad A. Rose ◽  
David E. Houchins
Keyword(s):  
School District ◽  
Civil Rights ◽  
Students With Disabilities ◽  
School Personnel ◽  
Efficient Manner ◽  
Disabilities Education Act ◽  
Legal Risks ◽  
Peer Bullying ◽  
Education Act ◽  
State Educational

Bullying is a common occurrence in U.S.’s schools and is currently at the forefront of national attention. Unfortunately, students with disabilities are frequently the targets of peer-on-peer bullying. The purpose of this article is to examine the legal ramifications when students with disabilities are bullied in school settings. We address court cases, state educational agency decisions, Office of Special Education Programs (OSEP) guidance, and Office of Civil Rights (OCR) rulings that have held that bullying may violate Section 504 of the Rehabilitation Act of 1973 and the Individuals With Disabilities Education Act. School personnel must address the bullying of students with disabilities in a quick and efficient manner. In fact, these decisions show that when bullying is not stopped, school district officials and personnel may be subjecting their school districts to legal risks. We end by proposing how school district officials can develop legally sound policies for identifying, investigating, and responding to incidences of bullying of students with disabilities.

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