Evidence-Based Intervention for Students At-Risk or With Emotional and Behavioral Disabilities

2011 ◽  
Author(s):  
Kimberly J. Vannest
Keyword(s):  
At Risk ◽  
Behavioral Disabilities ◽  
Evidence Based ◽  
Emotional And Behavioral Disabilities ◽  
Students At Risk

scholarly journals Applied Examples of Screening Students At Risk of Emotional and Behavioral Disabilities

2016 ◽  
Vol 52 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Corey D. Pierce ◽  
Philip D. Nordness ◽  
Michael H. Epstein ◽  
Douglas Cullinan
Keyword(s):  
At Risk ◽  
Behavioral Disabilities ◽  
Emotional And Behavioral Disabilities ◽  
Students At Risk

A Meta-Analysis of Single-Case Research Using Mathematics Manipulatives With Students At Risk or Identified With a Disability

2019 ◽  
Vol 54 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Corey Peltier ◽  
Kristi L. Morin ◽  
Emily C. Bouck ◽  
Mindy E. Lingo ◽  
Joshua M. Pulos ◽  
...  
Keyword(s):  
At Risk ◽  
Single Case ◽  
Meta Analysis ◽  
Evidence Based ◽  
Study Quality ◽  
Students At Risk ◽  
Mathematics Intervention ◽  
Case Research ◽  
Quality Design ◽  
Single Case Research

Manipulatives are widely considered an effective practice and have been recommended as an evidence-based practice for students identified with a learning disability when used within the concrete–representational–abstract instructional framework. The aim of the current study was to evaluate single-case experimental designs that implemented a mathematics intervention using manipulatives on the mathematical outcomes of students at risk or identified with a disability. A total of 53 studies were included in the review. The Tau- U effect size (ES) across studies ranged from 0.34 to 1.00, with an omnibus ES of 0.91 (CI95 = [0.87, 0.95]). The between-case standardized mean difference for individual studies ranged from 0.03 to 18.58. Moderator analyses revealed that out of nine variables analyzed (i.e., study quality, design, age, interventionist, manipulative type, perceptual richness, math concept, dependent variable, and disability category), only disability category served as a moderator. Implications for research and practice are discussed.

Applying an Evidence-Based Assessment Model to Identify Students at Risk for Perceived Academic Problems following Concussion

2016 ◽  
Vol 22 (10) ◽  
pp. 1038-1049 ◽  
Author(s):  
Danielle M. Ransom ◽  
Alison R. Burns ◽  
Eric A. Youngstrom ◽  
Christopher G. Vaughan ◽  
Maegan D. Sady ◽  
...  
Keyword(s):  
At Risk ◽  
Receiver Operating Characteristic ◽  
Symptom Severity ◽  
Operating Characteristic ◽  
Executive Dysfunction ◽  
Evidence Based ◽  
Academic Problems ◽  
Post Injury ◽  
Students At Risk ◽  
Receiver Operating

AbstractObjectives: The aim of this study was to demonstrate the utility of an evidence-based assessment (EBA) model to establish a multimodal set of tools for identifying students at risk for perceived post-injury academic problems. Methods: Participants included 142 students diagnosed with concussion (age: M=14.95; SD=1.80; 59% male), evaluated within 4 weeks of injury (median=16 days). Demographics, pre-injury history, self- and parent-report measures assessing symptom severity and executive functions, and cognitive test performance were examined as predictors of self-reported post-injury academic problems. Results: Latent class analysis categorized participants into “high” (44%) and “low” (56%) levels of self-reported academic problems. Receiver operating characteristic analyses revealed significant discriminative validity for self- and parent-reported symptom severity and executive dysfunction and self-reported exertional response for identifying students reporting low versus high academic problems. Parent-reported symptom ratings [area under the receiver operating characteristic curve (AUC)=.79] and executive dysfunction (AUC=.74), and self-reported ratings of executive dysfunction (AUC=.84), symptoms (AUC=.80), and exertional response (AUC=.70) each classified students significantly better than chance (ps<.001). Hierarchical logistic regression indicated that, of the above, self-reported symptoms and executive dysfunction accounted for the most variance in the prediction of self-reported academic problems. Conclusions: Post-concussion symptom severity and executive dysfunction significantly predict perceived post-injury academic problems. EBA modeling identified the strongest set of predictors of academic challenges, offering an important perspective in the management of concussion by applying traditional strengths of neuropsychological assessment to clinical decision making. (JINS, 2016, 22, 1038–1049)

Explicit Instruction in Mathematics: Considerations for Virtual Learning

2021 ◽  
pp. 016264342199409
Author(s):  
Holly M. Long ◽  
Emily C. Bouck ◽  
Larissa N. Jakubow
Keyword(s):  
At Risk ◽  
Students With Disabilities ◽  
Explicit Instruction ◽  
Virtual Learning ◽  
Evidence Based ◽  
Online Environment ◽  
Students At Risk ◽  
Evidence Based Practices ◽  
Asynchronous Instruction ◽  
Research Based Practices

A large number of students with and without disabilities—including students at-risk—are currently learning online through synchronous and/or asynchronous instruction. As such, it is important for educators to be equipped with evidence-based practices—or at the minimum research-based practices—that can be adapted or modified to teach students online, including the area of mathematics. This article discusses how educators can adapt and implement explicit instruction—an evidence-based practice for teaching students with disabilities in mathematics—to educate students with disabilities and those struggling or at-risk in mathematics within an online environment. In addition, this article presents resources for free and paid technology as well as additional considerations when implementing explicit instruction in an online environment.

Social Capital Considerations in Transition for Students With Emotional and Behavioral Disabilities

2018 ◽  
Vol 54 (2) ◽  
pp. 83-88 ◽  
Author(s):  
Kristopher Hawk Yeager
Keyword(s):  
Social Capital ◽  
Independent Living ◽  
Transition Planning ◽  
Behavioral Disabilities ◽  
Evidence Based ◽  
Emotional And Behavioral Disabilities ◽  
Transition Outcomes ◽  
Academic Employment ◽  
Over Time ◽  
Students With Ebd

Students with emotional and behavioral disabilities (EBD) continue to have poor transition outcomes despite the continued advancement of evidence-based transition planning practices. Strategies tailored to the specific needs of students with EBD must be researched and disseminated to practitioners. A social capital approach to transition planning for students with EBD is one way to target this population. Social capital, or the power of relationships and networks to provide resources and support, has been linked to improved academic, employment, and independent living outcomes. This article (a) defines social capital as it relates to relationships, networks, and social skills, (b) presents steps for a social capital approach to transition, and (c) discusses a graphic organizer to assist students and transition teams to track social capital over time.

Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

2000 ◽  
Vol 16 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Padeliadu Susana ◽  
Georgios D. Sideridis
Keyword(s):  
At Risk ◽  
Elementary School Students ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Low Achievers ◽  
Children At Risk ◽  
School Students ◽  
Students At Risk ◽  
Group A ◽  
The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

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