Intervention-Based Assessment: Evaluation Rates and Eligibility Findings

2003 ◽  
Vol 69 (2) ◽  
pp. 181-193 ◽  
Author(s):  
Kathy Mc Namara ◽  
Constance Hollinger
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
General Education ◽  
Prereferral Intervention ◽  
Special Education Eligibility ◽  
School Based ◽  
General Education Classroom ◽  
Intervention Assistance Teams ◽  
Ohio Schools

A statewide sample of Ohio schools employing Intervention-Based Assessment (IBA) reported rates of multifactored evaluation for special education, eligibility findings, and the proportion of children receiving interventions outside of general education classroom settings. Results were compared with data reported for an earlier version of prereferral intervention, Intervention Assistance Teams (IATs). Unlike IAT, IBA required documentation and analysis of interventions in the process of determining special education eligibility. Results favored IBA over IAT in proportions of children on team caseloads who underwent multifactored evaluation and were found eligible for special education, but not for proportion of children receiving interventions in general education settings. Implications of these findings for school-based problem-solving efforts are discussed.

Implementing Effective Student Support Teams

2016 ◽  
pp. 248-262
Author(s):  
Tricia Crosby-Cooper ◽  
Dina Pacis
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
General Education ◽  
Teacher Perceptions ◽  
Student Support ◽  
Special Education Eligibility ◽  
Support Teams ◽  
Student Support Teams ◽  
Problem Solving Process ◽  
K 12

Pre-service teachers in a K-12 setting, encounter students in need of academic and behavioral supports. One method of providing supports to struggling students in the general education and special education setting is through the problem-solving process of pre-referral intervention, hence forth referred to as Student Support Teams (SST) within Response-to-Intervention. During the SST process, student's academic and/or behavioral difficulties are considered through a multidisciplinary approach. Research demonstrates the use of a multi-tiered problem solving approach as a means to provide supports for students prior to special education eligibility and placement. Additionally, there are concerns regarding implementation and teacher perceptions (Powers, 2001) on the effectiveness of the intervention and collaboration between general education and special education teachers (Graden, 1989). This chapter discusses historical aspects, purpose and process, best practices, and challenges of SSTs, while presenting strategies for teachers and educators to effectively implement the SST process.

Implementing Effective Student Support Teams

2020 ◽  
pp. 163-178
Author(s):  
Tricia Crosby-Cooper ◽  
Dina Pacis
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
General Education ◽  
Teacher Perceptions ◽  
Student Support ◽  
Special Education Eligibility ◽  
Support Teams ◽  
Student Support Teams ◽  
Problem Solving Process ◽  
K 12

Pre-service teachers in a K-12 setting, encounter students in need of academic and behavioral supports. One method of providing supports to struggling students in the general education and special education setting is through the problem-solving process of pre-referral intervention, hence forth referred to as Student Support Teams (SST) within Response-to-Intervention. During the SST process, student's academic and/or behavioral difficulties are considered through a multidisciplinary approach. Research demonstrates the use of a multi-tiered problem solving approach as a means to provide supports for students prior to special education eligibility and placement. Additionally, there are concerns regarding implementation and teacher perceptions (Powers, 2001) on the effectiveness of the intervention and collaboration between general education and special education teachers (Graden, 1989). This chapter discusses historical aspects, purpose and process, best practices, and challenges of SSTs, while presenting strategies for teachers and educators to effectively implement the SST process.

State Practices on Inclusion

1995 ◽  
Vol 16 (5) ◽  
pp. 279-287 ◽  
Author(s):  
ANTONIS KATSIYANNIS ◽  
GREG CONDERMAN ◽  
DAVID J. FRANKS
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Empirical Research ◽  
State Policy ◽  
Technical Assistance ◽  
Classroom Setting ◽  
General Education Classroom ◽  
Research Findings ◽  
Intense Debate

Inclusion, which promotes educating all students with disabilities in the general education classroom setting, has triggered an intense debate in the field of special education. the purposes of this study were to highlight issues regarding inclusion, present findings on state practices on inclusion, and explore implications for practice and further research. findings from state surveys indicated great variety in state policy, acceleration in inclusion activity, a commitment to providing inservice and technical assistance, emerging teacher certification guidelines specific to inclusion, and minimal empirical research regarding the benefits of inclusion.

High-Leverage Practices for All Students

2021 ◽  
pp. 190-214
Author(s):  
Pam Epler
Keyword(s):  
Special Education ◽  
General Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
General Education Classroom ◽  
Educational Situation ◽  
Similarities And Differences

This chapter is designed to inform and educate the reader about high-leverage practices used in the general education classroom and with students with identified special educational needs. The chapter starts by explaining how high-leverage practices originated and continues with a discussion about the similarities and differences between the general and special education high-leverage practices. The chapter then finishes with a discussion about how both types of practices can be applied to any educational situation.

scholarly journals Are Leaders Influenced by Advocates in the Special Education Eligibility Decision?

2016 ◽  
Vol 11 (2) ◽  
Author(s):  
Erin B Kirkland ◽  
Scott C Bauer
Keyword(s):  
Special Education ◽  
Instructional Leaders ◽  
Thought Processes ◽  
Structured Interviews ◽  
Special Education Eligibility ◽  
Special Education Administrator ◽  
Private Practitioners ◽  
School Based ◽  
Education Administrator ◽  
Using Data

The purpose of this study was to investigate the influence of private practitioner and educational advocate opinions on instructional leaders’ decision-making thought processes when making a recommendation for special education eligibility. School-based administrators (N = 56) with varying years of experience as a special education administrator participated in this study. Using data from a series of vignettes and from structured interviews, results indicated that private practitioners and educational advocates significantly influence administrators’ recommendations for special education eligibility.

Effective Practices for Teaching Writing to Students with Disabilities in the United States

2019 ◽  
Author(s):  
April Camping ◽  
Steve Graham
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
The United States ◽  
Individual Student ◽  
Students With Special Needs ◽  
Writing Practices ◽  
General Education Classroom ◽  
Critical Skills

Writing is especially challenging for students with disabilities, as 19 out of every 20 of these students experience difficulty learning to write. In order to maximize writing growth, effective instructional practices need to be applied in the general education classroom where many students with special needs are educated. This should minimize special education referrals and maximize the progress of these students as writers. Evidence-based writing practices for the general education classroom include ensuring that students write frequently for varying purposes; creating a pleasant and motivating writing environment; supporting students as they compose; teaching critical skills, processes, and knowledge; and using 21st-century writing tools. It is also important to be sure that practices specifically effective for enhancing the writing growth of students with special needs are applied in both general and special education settings (where some students with disabilities may receive part or all of their writing instruction). This includes methods for preventing writing disabilities, tailoring instruction to meet individual student needs, addressing roadblocks that can impede writing growth, and using specialized writing technology that allows these students to circumvent one or more of their writing challenges.

Prereferral Intervention: Problem-Solving Method and Curriculum-Based Measurement

2002 ◽  
Vol 21 (3) ◽  
pp. 3-9 ◽  
Author(s):  
Mary Konya Weishaar ◽  
Phillip M. Weishaar ◽  
Christy Budt
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
Prereferral Intervention ◽  
Curriculum Based Measurement ◽  
Southern Illinois ◽  
Problem Solving Model ◽  
Primary Assessment

Reform changes were piloted by a rural special education cooperative in southern Illinois. This article describes the process used in one component of the reform, use of a problem-solving model at the prereferral level where curriculum-based measurement was a primary assessment. One observation was that fewer referrals were made for special education evaluations after the problem-solving model was put in place. Suggestions for improvement to the prereferral process are made.

The Effects of Two Elementary School-Based Universal Preventive Interventions on Special Education Students’ Socioemotional Outcomes

2020 ◽  
pp. 074193252094160
Author(s):  
Shelley R. Hart ◽  
Celene Domitrovich ◽  
Dennis D. Embry ◽  
Kimberly Becker ◽  
April Lawson ◽  
...  
Keyword(s):  
Special Education ◽  
General Education ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Random Effect ◽  
Effect Sizes ◽  
Preventive Interventions ◽  
Substantial Impact ◽  
Mixed Model Analysis ◽  
School Based

A group, randomized, comparative effectiveness trial of two elementary universal preventive interventions (PAX Good Behavior Game [PAX GBG] and the integration of PAX GBG with Promoting Alternative THinking Strategies [PATHS to PAX]) was carried out in general education classrooms in 27 urban elementary schools. Ialongo et al. report on results of the trial for all students. Here, we examine the outcomes of students receiving special education services ( N = 650). A linear mixed model analysis of variance (ANCOVA) was conducted with school included as a random effect to examine planned comparisons between conditions. Significant interactions were probed using the Johnson–Neyman technique. For significant and trending results, effect sizes were calculated. Results demonstrated improvement for a number of socioemotional and behavioral variables for students in either intervention, however, the integration of PATHS to PAX appeared to have the most substantial impact for students in special education. Effect sizes ranged from 0.07 to 0.50.

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