Evidence-Based Practices for Teaching Learners With Mild to Moderate Disabilities

2020 ◽  
Author(s):  
Rebekka J. Jez
Keyword(s):  
Universal Design For Learning ◽  
Evidence Based ◽  
Behavior Interventions ◽  
Evidence Based Practices ◽  
Safe Environment ◽  
Government Organizations ◽  
Positive Behavior Interventions ◽  
Intensive Intervention ◽  
Design For Learning ◽  
Behavioral Supports

With the rise in inclusive practices, information on evidence-based practices for teaching learners with mild to moderate disabilities is an important topic. Many professional and government organizations are working to disseminate this information to educators; however, the process can be thwarted by time, resources, training, and implementation of practices. By using multi-tiered systems of support (MTSS) such as response to intervention (RtI) or positive behavior interventions and support (PBIS), schools can assess for, identify, and implement supports for all learners. If a learner continues to encounter challenges, even with high-quality teaching and strategies, then a more intensive intervention may be needed. One schoolwide change would be to use universal design for learning (UDL) to ensure strategies and supports are provided to all learners. Additionally, students may benefit from assistive technology. Teachers can learn about free and commercial evidence-based educational practices to create a safe environment, implement positive behavioral supports, and provide systematic, explicit instruction in academic areas of reading, writing, mathematics, science, and social sciences.

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).

Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism

2014 ◽  
pp. 35-52 ◽  
Author(s):  
Iva Strnadová ◽  
Therese M. Cumming ◽  
Cathi Draper Rodríguez
Keyword(s):  
Transition To Adulthood ◽  
Mobile Technology ◽  
Universal Design For Learning ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Educational Practices ◽  
Evidence Based ◽  
Design For Learning ◽  
Students With Autism ◽  
Support Students

This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood. Mobile technology has the potential to support students not just at school, but also across all environments in and throughout their lives. There are a number of educational practices and strategies that have been identified as having a strong evidence base to effectively support students with autism. The theoretical framework underpinning this chapter is the Universal Design for Learning (UDL), which prescribes that these practices be integrated into instruction from the outset to ensure equal access and participation of all students in the classroom. Case studies of students on the autism spectrum with diverse needs and during different stages of their lives (from the school years to the transition to adulthood) are used to demonstrate the benefits of incorporating mobile technology into evidence-based educational practices for people with autism.

Promoting the Accessibility of SWPBIS for Students With Severe Disabilities

2017 ◽  
Vol 20 (2) ◽  
pp. 113-123 ◽  
Author(s):  
Sheldon L. Loman ◽  
M. Kathleen Strickland-Cohen ◽  
Virginia L. Walker
Keyword(s):  
Special Education Teachers ◽  
Behavioral Interventions ◽  
Universal Design For Learning ◽  
Severe Disabilities ◽  
Evidence Based Practices ◽  
Call To Action ◽  
Positive Behavioral Interventions ◽  
Tier 1 ◽  
Design For Learning ◽  
Students With Severe Disabilities

This study heeds a decade-long call to action to examine the accessibility of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) for students with severe disabilities. To improve the accessibility of SWPBIS, Universal Design for Learning (UDL) and evidence-based practices were used to teach three students with severe disabilities schoolwide behavior expectations in inclusive schoolwide settings. Special education teachers from three different elementary schools adapted their campus SWPBIS Tier 1 lesson plans with additional visual supports, social narratives, and systematic instructional procedures. All participants showed improvement as evidenced by a reduction in the duration of their problem behavior in schoolwide settings. Implementing teachers found the intervention and corresponding materials to be socially valid.

Self-Monitoring Interventions for Students With EBD: Applying UDL to a Research-Based Practice

2017 ◽  
Vol 26 (1) ◽  
pp. 19-27 ◽  
Author(s):  
Sara Cothren Cook ◽  
Kavita Rao ◽  
Lauren Collins
Keyword(s):  
Universal Design For Learning ◽  
Self Monitoring ◽  
Evidence Based Practices ◽  
Learning Framework ◽  
Behavioral Needs ◽  
Design For Learning ◽  
Core Components ◽  
High Level ◽  
Support Students ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) have unique academic and behavioral needs that require the use of evidence-based practices. One way that teachers can support students with EBD is by individualizing interventions, such as self-monitoring, while maintaining a high level of fidelity. In this article, the authors describe how the Universal Design for Learning framework can be used to design individualized self-monitoring interventions for students with EBD while still maintaining core components of the intervention.

PBIS in Schools

2022 ◽  
pp. 166-191
Author(s):  
Donna L. Ervin
Keyword(s):  
Students Of Color ◽  
Educational Leaders ◽  
Behavior Interventions ◽  
Emotional Needs ◽  
Social Emotional ◽  
Evidence Based Practices ◽  
Positive Behavior Interventions ◽  
Behavioral Expectations ◽  
Trauma Informed ◽  
Support Students

Educational leaders have implemented positive behavior interventions and supports (PBIS) in schools across the nation to address behavior competence. Most educators have witnessed the evidence of its success in both managing behavior and improving academic outcomes. PBIS is a framework that incorporates evidence-based practices to support students by addressing their mental health and social/emotional needs. Using a culturally relevant and trauma-informed approach, PBIS can help support Students of Color, disciplinary sanctions, and the penal system. The proactive framework has been around for more than 20 years, teaching students behavioral expectations and reinforcing their positive actions. Despite this empirical approach, some teachers remain in favor of the punitive way of disciplining students. In contrast, others have adapted their mindsets to embrace rethinking discipline as a teaching opportunity like learning to read and write. These teachers agree with many scholars that social behavior is learned.

Incorporating Mobile Technology into Evidence-Based Practices for Students with Autism

2016 ◽  
pp. 1069-1087
Author(s):  
Iva Strnadová ◽  
Therese M. Cumming ◽  
Cathi Draper Rodríguez
Keyword(s):  
Transition To Adulthood ◽  
Mobile Technology ◽  
Universal Design For Learning ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Educational Practices ◽  
Evidence Based ◽  
Design For Learning ◽  
Students With Autism ◽  
Support Students

This chapter discusses how mobile technology can contribute to the quality of life of children with autism across their school years and through the transition to adulthood. Mobile technology has the potential to support students not just at school, but also across all environments in and throughout their lives. There are a number of educational practices and strategies that have been identified as having a strong evidence base to effectively support students with autism. The theoretical framework underpinning this chapter is the Universal Design for Learning (UDL), which prescribes that these practices be integrated into instruction from the outset to ensure equal access and participation of all students in the classroom. Case studies of students on the autism spectrum with diverse needs and during different stages of their lives (from the school years to the transition to adulthood) are used to demonstrate the benefits of incorporating mobile technology into evidence-based educational practices for people with autism.

A Collaborative Process for Incorporating Universal Design for Learning and Evidence-Based Practice into Inclusive Teacher Education Programs

2018 ◽  
Author(s):  
Spencer Salend ◽  
Catharine Whittaker
Keyword(s):  
Teacher Education ◽  
Assistive Technology ◽  
Universal Design ◽  
Evidence Based Practice ◽  
Universal Design For Learning ◽  
Inclusive Classrooms ◽  
Evidence Based ◽  
Collaborative Process ◽  
Design For Learning ◽  
Lesson Observation

In light of the need to prepare reflective and effective teachers who can differentiate their instruction to support the learning of all students in inclusive classrooms, this article describes the collaborative process faculty have used to incorporate universal design for learning (UDL) and evidence-based practice (EBP) into an inclusive teacher education program’s curriculum and practicum experiences. Initially, faculty mapped the curriculum by agreeing upon a common definition of UDL and EBP, reviewing the research to create EBP documentation charts, which were used to constructing self-assessment tools known as innovation configurations (IC). Faculty used the IC to identify and address the strengths and gaps within the program’s courses and clinical experiences and align courses with online interactive instructional resources related to UDL and EBP. To bridge the gap between research and practice and guide educators in making evidence-informed decisions, faculty developed a 10-step practice-based evidence assessment and instructional model to collect and analyze classroom-based data about the efficacy, acceptability, and fidelity of one’s instructional practices and use of UDL and EBP. Faculty revised and field-tested a lesson plan template that prompted educators to personalize their instruction and make it more explicit by addressing such factors as student diversity and collaboration, and employing UDL, EBP, instructional and assistive technology and formative and summative assessment. Faculty also redesigned the program’s lesson observation form used to better evaluate preservice teachers working in inclusive classrooms and provide them with feedback related to their effective use of EBP, UDL, instructional and assistive technology, and assessment and classroom management strategies. The lesson observation form also was revised to make it more reflective of the program’s curriculum reform efforts related to the use of UDL and EBP, and to align it with the national teacher education accreditation standards, national and statewide teacher evaluation, curriculum and teacher education certification standards.

Using Data-Based Individualization to Intensify Behavioral Interventions

2019 ◽  
Vol 54 (5) ◽  
pp. 280-285 ◽  
Author(s):  
Therese M. Cumming ◽  
Sue C. O’Neill
Keyword(s):  
Behavioral Interventions ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
The Third ◽  
Positive Behavioral Interventions ◽  
Behavior Disabilities ◽  
Behavioral Supports ◽  
Using Data ◽  
Tier 3 ◽  
And Behavior

Students receiving behavioral supports in the third tier of the schoolwide positive behavioral interventions and supports (SWPBIS) framework are often identified as having emotional and behavior disabilities. Although educators implement evidence-based practices with fidelity, these practices are not always effective in supporting students with emotional and behavior disabilities to improve their behavior. This article provides an overview of the process of data-based individualization (DBI) to intensify behavioral interventions for students identified as having emotional and behavior disabilities receiving Tier 3 supports. The steps of the DBI process are explained, with a focus on using data to intensify interventions. These practices are examined as components of the broader SWPBIS Tier 3 framework.

An Exploration of Multimedia Supports for Diverse Learners During Core Math Instruction

2018 ◽  
Vol 34 (1) ◽  
pp. 41-54
Author(s):  
Tara L. Kaczorowski ◽  
Andrew I. Hashey ◽  
Dane Marco Di Cesare
Keyword(s):  
Mathematical Knowledge ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Evidence Based ◽  
Math Instruction ◽  
Learning Framework ◽  
Whole Number ◽  
Design For Learning

In the present study, mobile technology was leveraged as a learning tool for core math instruction during a whole number multiplication and division unit. The researchers redesigned paper–pencil worksheets from the math curriculum into multimedia-enhanced, interactive math practice (the eWorkbook) accessed by students on an iPad. With this eWorkbook, which was conceptualized within a Universal Design for Learning framework, we aimed to reduce barriers and capitalize on strengths by embedding flexible scaffolds/supports, allowing for student choice, and incorporating evidence-based teaching practices. Results of this case study suggest students with and without learning disabilities can leverage multimedia to foster unique opportunities for the understanding and expression of mathematical knowledge. Additional affordances of the eWorkbook include extending the reach of teacher support while encouraging self-support. Implications for teachers and researchers are discussed.

A Systematic Review of Function-Modified Check-In/Check-Out

2018 ◽  
Vol 21 (2) ◽  
pp. 77-92 ◽  
Author(s):  
David A. Klingbeil ◽  
Evan H. Dart ◽  
Amber L. Schramm
Keyword(s):  
Evidence Base ◽  
Future Research ◽  
Evidence Based ◽  
Tier 2 ◽  
Behavior Interventions ◽  
Positive Behavior Interventions ◽  
Direct Observations ◽  
Behavior Screening ◽  
Tier 2 Intervention ◽  
Behavior Function

Check-in/check-out (CICO) is widely used as a Tier 2 intervention within school-wide positive behavior interventions and supports. Evidence suggests that traditional CICO is primarily effective for students demonstrating problem behavior maintained by adult attention. A growing body of research has investigated function-modified CICO to address behaviors maintained by other consequences. The purpose of this review was to examine the evidence-base for function-modified versions of CICO to identify (a) the procedures used to assess students’ behavior function and (b) the types of modifications and additions to CICO that have been empirically evaluated. We systematically reviewed 11 studies that examined the effects of function-based CICO. Researchers determined behavior function using a combination of direct observations and indirect assessments. These methods were more involved than a brief behavior screening. The modifications and additions to traditional CICO included changes that were functionally relevant and functionally independent. Based on the results of this review, more research is needed before function-based CICO can be considered an evidence-based practice. Moreover, the extent to which educators can implement function-based CICO without researcher support is also unknown. The implications of this review are discussed in terms of future research and practice.

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