Bullying and Students with Disabilities: Legal and Practice Considerations

2012 ◽  
Vol 37 (2) ◽  
pp. 78-86 ◽  
Author(s):  
John W. Maag ◽  
Antonis Katsiyannis
Keyword(s):  
Students With Disabilities ◽  
Large Body ◽  
Federal Legislation ◽  
Evidence Based ◽  
Cognitive Disability ◽  
Evidence Based Practices ◽  
The Past ◽  
Bully Victims ◽  
Being Bullied ◽  
Scholarly Attention

Bullying in schools has received both media and scholarly attention for the past 20 years. A large body of research has identified variables associated with bullies, victims, and bully-victims in terms of predictive and preventative factors. However, less attention has been given to the role federal legislation and litigation has played in schools being held more accountable for bullying that may involve discriminatory practices based on disability. Students who have some obvious physical or cognitive disability are at greater risk for being bullied. When they retaliate, they are often considered bully-victims when, in reality, they are only trying to protect themselves in a manner consistent with their oftentimes limited skills. Students with emotional or behavioral disorders (EBD) are at particular risk for displaying bully-victim characteristics. The first purpose of this article is to describe legislative mandates and relevant litigation on bullying and harassment so that schools are better positioned to react appropriately and swiftly when bullying involving students with disabilities occurs. The second purpose is to describe evidence-based practices schools can implement for preventing bullying and responding to it appropriately.

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).

A Model for Sustaining Evidence-Based Practices in a Statewide System

2017 ◽  
Vol 98 (1) ◽  
pp. 18-26 ◽  
Author(s):  
Jason M. Lang ◽  
Kellie G. Randall ◽  
Michelle Delaney ◽  
Jeffrey J. Vanderploeg
Keyword(s):  
Public Health ◽  
Cognitive Behavioral Therapy ◽  
Quality Indicators ◽  
Behavioral Therapy ◽  
Health Impact ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
The Public ◽  
The Past ◽  
Large Systems

Over the past 20 years, efforts have been made to broadly disseminate evidence-based practices (EBPs). However, the public health impact of EBPs has yet to be realized and most EBPs are not sustained. Few structured models exist for disseminating and sustaining EBPs across large systems. This article describes the EBP Dissemination and Support Center (DSC) model and how it was used to sustain trauma-focused cognitive behavioral therapy (TF-CBT) across Connecticut. More than 600 clinicians at 35 agencies have been trained and nearly all agencies have sustained TF-CBT for up to 9 years. More than 6,200 children have received TF-CBT and have shown improvements in outcomes and quality indicators. Recommendations are made for using or adapting the DSC model.

scholarly journals Advancing understanding and identifying strategies for sustaining evidence-based practices: a review of reviews

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Sarah A. Birken ◽  
Emily R. Haines ◽  
Soohyun Hwang ◽  
David A. Chambers ◽  
Alicia C. Bunger ◽  
...  
Keyword(s):  
Theory Model ◽  
Future Research ◽  
Evidence Based ◽  
Potential Contribution ◽  
Evidence Based Practices ◽  
The Past ◽  
Review Of Reviews ◽  
Conceptual Relationships ◽  
Continuous Use ◽  
Cast Analysis

Abstract Background Implementation science has focused mainly on the initial uptake and use of evidence-based practices (EBPs), with less attention to sustainment—i.e., continuous use of these practices, as intended, over time in ongoing operations, often involving adaptation to dynamic contexts. Declining EBP use following implementation is well-documented yet poorly understood. Using theories, models, and frameworks (TMFs) to conceptualize sustainment could advance understanding. We consolidated knowledge from published reviews of sustainment studies to identify TMFs with the potential to conceptualize sustainment, evaluate past uses of TMFs in sustainment studies, and assess the TMFs’ potential contribution to developing sustainment strategies. Methods We drew upon reviews of sustainment studies published within the past 10 years, evaluated the frequency with which included articles used a TMF for conceptualizing sustainment, and evaluated the relevance of TMFs to sustainment research using the Theory, Model, and Framework Comparison and Selection Tool (T-CaST). Specifically, we examined whether the TMFs were familiar to researchers, hypothesized relationships among constructs, provided a face-valid explanation of relationships, and included sustainment as an outcome. Findings Nine sustainment reviews referenced 648 studies; these studies cited 76 unique TMFs. Only 28 TMFs were used in more than one study. Of the 19 TMFs that met the criteria for T-CaST analysis, six TMFs explicitly included sustainment as the outcome of interest, 12 offered face-valid explanations of proposed conceptual relationships, and six identified mechanisms underlying relationships between included constructs and sustainment. Only 11 TMFs performed adequately with respect to all these criteria. Conclusions We identified 76 TMFs that have been used in sustainment studies. Of these, most were only used once, contributing to a fractured understanding of sustainment. Improved reporting and use of TMFs may improve understanding of this critical topic. Of the more consistently used TMFs, few proposed face-valid relationships between included constructs and sustainment, limiting their ability to advance our understanding and identify potential sustainment strategies. Future research is needed to explore the TMFs that we identified as potentially relevant, as well as TMFs not identified in our study that nonetheless have the potential to advance our understanding of sustainment and identification of strategies for sustaining EBP use.

Using Pinterest to Find and Share Evidence-Based Practices

2018 ◽  
Vol 54 (2) ◽  
pp. 111-117 ◽  
Author(s):  
Samantha L. Cleaver ◽  
Charles L. Wood
Keyword(s):  
Social Media ◽  
Students With Disabilities ◽  
The Internet ◽  
Evidence Based ◽  
Research To Practice ◽  
Evidence Based Practices ◽  
Social Media Platform ◽  
Media Platform ◽  
Practice Gap ◽  
Research To Practice Gap

Pinterest is a social media platform that allows users to “pin” resources from the Internet and includes hundreds of connections to education sites. Pinterest is a popular and trusted resource for many teachers, making it a potential way to share evidence-based practices. This column describes how teachers can use Pinterest to share evidence-based practices that enhance instruction for students with disabilities and work toward eliminating the research-to-practice gap.

scholarly journals Selecting and Designing Measurements to Track the Reading Progress of Students With Disabilities

2020 ◽  
Vol 56 (1) ◽  
pp. 13-21
Author(s):  
Christy R. Austin ◽  
Marissa J. Filderman
Keyword(s):  
Students With Disabilities ◽  
Reading Intervention ◽  
Special Education Teachers ◽  
Progress Monitoring ◽  
Data Use ◽  
Evidence Based ◽  
Student Needs ◽  
Evidence Based Practices ◽  
Knowledge And Skills ◽  
Support Students

To support students with disabilities who do not respond to typically effective reading intervention, special education teachers are expected to implement evidence-based practices for intensifying intervention. Data-based individualization is an effective, evidence-based practice recommended in research to intensify intervention, but requires knowledge and skills in data use that many teachers are not trained for. This article provides guidance for teachers to select appropriate tools for measuring progress during the data-based individualization process. In addition, guidelines for how to design appropriate mastery measures based on a student’s individual weaknesses and information gathered from progress monitoring are provided. Together, these data provide a foundation for making sound decisions on when and how to adjust reading intervention to meet student needs.

Evidence-Based Practices and Implementation Science in Special Education

2013 ◽  
Vol 79 (2) ◽  
pp. 135-144 ◽  
Author(s):  
Bryan G. Cook ◽  
Samuel L. Odom
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Implementation Science ◽  
State Level ◽  
Significant Advance ◽  
Evidence Based ◽  
Positive Outcomes ◽  
Evidence Based Practices ◽  
Disciplinary Field ◽  
Outcomes For Children

Establishing a process for identifying evidence-based practices (EBPs) in special education has been a significant advance for the field because it has the potential for generating more effective educational programs and producing more positive outcomes for students with disabilities. However, the potential benefit of EBPs is bounded by the quality, reach, and maintenance of implementation. The cross-disciplinary field of implementation science has great relevance for translating the promise of EBPs into positive outcomes for children and youth with disabilities. This article examines the history, extent, and limitations of EBPs and describes the emergence and current state of implementation science as applied in special education. Subsequent articles in this special issue of Exceptional Children address a range of issues related to implementation science in special education: the research-to-practice gap, dissemination and diffusion, adherence and sustainability, scaling up, a model for state-level implementation, and fostering implementation through professional development.

iJobs Summer Work Experience: A Pilot Transition Program to Enhance Job-Readiness Skills Using Evidence-Based Practices

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 208-223 ◽  
Author(s):  
Amber E. McConnell ◽  
Kimberly J. Osmani ◽  
Kendra L. Williams-Diehm ◽  
Joshua M. Pulos
Keyword(s):  
Students With Disabilities ◽  
Work Experience ◽  
Service Providers ◽  
Local Level ◽  
Future Research ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Job Readiness ◽  
Readiness Skills ◽  
State And Local

Abstract Secondary transition planning and service coordination using evidence-based practices (EBPs) are a focus at the national, state, and local level to facilitate positive postschool outcomes and higher rates of inclusion for individuals with disabilities. However, research indicates schools and service providers are not effectively implementing EBPs. This study investigated a summer job experience program for students with disabilities as a means to incorporate EBPs and increase student job-readiness skills. Results indicated the vast majority of students gained critical skills and experiences across eight EBP categories. Parents felt student employability skills increased, and host business partners expressed willingness to repeat the summer iJobs experience. Future research, implications for practice, and limitations are discussed.

Educating Learners With Disabilities in Palestine

2016 ◽  
Vol 52 (3) ◽  
pp. 182-187 ◽  
Author(s):  
Mona Nasir-Tucktuck ◽  
Joshua N. Baker ◽  
Matthew L. Love
Keyword(s):  
Students With Disabilities ◽  
Instructional Practices ◽  
Historical Background ◽  
Education For All ◽  
Evidence Based ◽  
Ministry Of Education ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Palestinian Territories ◽  
The Right

With the adoption of the Right of Education for All (1994), the Palestinian Ministry of Education has indicated the necessity to address the needs of students with disabilities. Although the growth of services has increased to meet the needs of this population, there are still concerns with providing best instructional practices to these students in this novel educational system. This column presents a brief historical background on services provided to students with disabilities, as well as discussing current identification, diagnostic, and placement practices in the Palestinian territories. Future directions are suggested and discussed in regard to the use and availability of evidence-based practices.

Evaluating Claims to Avoid Pseudoscientific and Unproven Practices in Special Education

2016 ◽  
Vol 52 (4) ◽  
pp. 195-203 ◽  
Author(s):  
Jason C. Travers
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Empirical Evidence ◽  
Evidence Based ◽  
Conservative Approach ◽  
Intervention Effectiveness ◽  
Evidence Based Practices ◽  
Education Professionals ◽  
Special Education Professionals ◽  
Made In

Special education professionals are charged with using evidence-based practices, but various unproven, disproven, and pseudoscientific interventions continue to proliferate. Unproven and ineffective interventions emerge and are adopted for various reasons. Ineffective interventions are inevitably harmful and require professionals to adopt a conservative approach that both minimizes potential for harm and maximizes potential for educational benefit. This is fundamental to the evidence-based movement, but special education professionals may not recognize and avoid ineffective interventions. This article aims to improve recognition of potentially ineffective interventions by shedding light on aspects of science, pseudoscience, and some mistakes frequently made in evaluating claims of intervention effectiveness. By becoming familiar with the distinctions between science and pseudoscience, and by developing an understanding of how errors in thinking are used to promote and defend interventions unsupported by empirical evidence, special education professionals can better protect their students with disabilities from potential harms associated with ineffective practices.

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