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

Behavior Analyst ◽

Future Research ◽

Related Services ◽

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.

Who Are the Classmates of Students With Disabilities in Elementary Mathematics Classrooms?

Remedial and Special Education ◽

10.1177/0741932518789493 ◽

2018 ◽

Vol 41 (1) ◽

pp. 18-27 ◽

Cited By ~ 1

Author(s):

Allison F. Gilmour ◽

Gary T. Henry

Keyword(s):

General Education ◽

Least Restrictive Environment ◽

Fifth Grade ◽

Future Research ◽

Students With Learning Disabilities ◽

Mathematics Classrooms ◽

Education Act ◽

Restrictive Environment

The Individuals with Disabilities Education Act stresses the importance of educating students with disabilities (SWDs) in the least restrictive environment, often with peers who do not have disabilities. Prior research has examined the extent to which SWDs are included in general education classrooms, but not the characteristics of the peers with whom SWDs are educated. We examined the math classmates of fourth- and fifth-grade SWDs from one state. On average, SWDs were grouped with twice as many other SWDs, about four per class, than students without disabilities. Students with learning disabilities had fewer peers with disabilities in their classrooms than students with other disabilities. Students with intellectual disabilities, autism, or emotional/behavioral disorders more often had peers with disabilities, often their same disability. Our results provide directions for future research regarding peer effects and understanding how schools group SWDs.

Policy, Preparation, and Practice . . . Oh My! Current Policy Regarding the Paraprofessional Role and Preparation for Working With Students With Disabilities

Journal of Disability Policy Studies ◽

10.1177/1044207320920004 ◽

2020 ◽

Vol 31 (3) ◽

pp. 164-172

Author(s):

Aimee Massafra ◽

Tracy Gershwin ◽

Katrine Gosselin

Keyword(s):

Special Education ◽

Future Research ◽

Current Policy ◽

Individuals With Disabilities ◽

Policy Practice ◽

The Past ◽

Training And Supervision ◽

Over the past two decades, the paraprofessional role has expanded to include a variety of support roles in both general and special education. Although the most recent 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) addressed the necessity of paraprofessional preparation, training, and supervision, the field of education continues to struggle with incorporating these necessary components. In this article, we summarize current policies and standards, both state and federal, for training paraprofessionals in special education. Next, we provide possible recommendations for policy, practice, and future research to ensure the preparation of paraprofessionals and ultimately, the success of students who have disabilities.

Endrew and FAPE: Concepts and Implications for All Students With Disabilities

Behavior Modification ◽

10.1177/0145445519832990 ◽

2019 ◽

Vol 45 (1) ◽

pp. 177-198 ◽

Cited By ~ 3

Author(s):

James M. Kauffman ◽

Andrew L. Wiley ◽

Jason C. Travers ◽

Jeanmarie Badar ◽

Dimitris Anastasiou

Keyword(s):

General Education ◽

The United States ◽

Autism Spectrum ◽

Persons With Disabilities ◽

The Supreme Court ◽

School Day ◽

The opinion of the Supreme Court of the United States in the Endrew case has implications for the education of all students with disabilities. Implications for several categories of disability are discussed: those with autism spectrum disorder and those with disabilities often considered high incidence, particularly those placed for a significant portion of their school day in general education. The aspects of the Individuals with Disabilities Education Act most relevant to the Endrew case are also compared with Article 24 of the United Nations’s Convention on the Rights of Persons with Disabilities. The opinion in Endrew may affect the course of special education and the role of behavior modification in meeting the needs of all students with disabilities.

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

Intervention in School and Clinic ◽

10.1177/1053451219842222 ◽

2019 ◽

Vol 55 (3) ◽

pp. 139-144

Author(s):

Conrad Oh-Young ◽

John Filler ◽

Jennifer Buchter

Keyword(s):

Special Educators ◽

Meta Analysis ◽

Evidence Based ◽

Valuable Resource ◽

Related Services ◽

Evidence Based Practices ◽

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.

Where Have All the Lawsuits Gone? The Shockingly Small Role of the Courts in Implementing the Individuals with Disabilities Education Act

SSRN Electronic Journal ◽

10.2139/ssrn.1302085 ◽

2008 ◽

Author(s):

Samuel R. Bagenstos

Keyword(s):

Individuals With Disabilities ◽

Teacher Knowledge in Transition Planning: Does Locale Matter?

Rural Special Education Quarterly ◽

10.1177/87568705211027982 ◽

2021 ◽

pp. 875687052110279

Author(s):

Malarie E. Deardorff ◽

Corey Peltier ◽

Belkis Choiseul-Praslin ◽

Kendra Williams-Diehm ◽

Melissa Wicker

Keyword(s):

Professional Development ◽

Teacher Knowledge ◽

Planning Process ◽

Transition Planning ◽

Individualized Education Program ◽

Future Research ◽

Knowledge Based ◽

Transition Plans ◽

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

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

Inclusion ◽

10.1352/2326-6988.5.2.83 ◽

2017 ◽

Vol 5 (2) ◽

pp. 83-93 ◽

Cited By ~ 5

Author(s):

Mary E. Morningstar ◽

Jennifer A. Kurth

Keyword(s):

General Education ◽

Past Research ◽

Support Needs ◽

Educational Placement ◽

General Education Curriculum ◽

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.

Falling through the Cracks: Deaf New Americans and Their Unsupported Educational Needs

Education Sciences ◽

10.3390/educsci12010035 ◽

2022 ◽

Vol 12 (1) ◽

pp. 35

Author(s):

Michael A. Schwartz ◽

Brent C. Elder ◽

Monu Chhetri ◽

Zenna Preli

Keyword(s):

Education Policy ◽

Formal Education ◽

The United States ◽

Gainful Employment ◽

Unique Nature ◽

New Americans ◽

Education Act ◽

Rich Data

Members of the Deaf New American community reported they arrived in the United States with no formal education, unable to read or write in their native language, and had zero fluency in English. Efforts to educate them have floundered, and the study aims to find out why and how to fix the problem. Interviews of eight Deaf New Americans yielded rich data that demonstrates how education policy in the form of the Individuals with Disabilities Education Act (IDEA) and other laws fail to address their needs, because these laws do not include them in their coverage. The study’s main findings are the deleterious effect of the home country’s failure to educate their Deaf citizens, America’s failure to provide accessible and effective instruction, and the combined effect of these institutional failures on the ability of Deaf New Americans to master English and find gainful employment. This article is an argument for a change in education policy that recognizes the unique nature of this community and provides for a role of Deaf educators in teaching Deaf New Americans.

Using curriculum-based measurement data to monitor the effectiveness of the Wilson Reading System for students with disabilities: an exploratory study

International Journal on Disability and Human Development ◽

10.1515/ijdhd-2015-0007 ◽

2016 ◽

Vol 15 (1) ◽

Author(s):

David Duff ◽

Molly Susanne Stebbins ◽

Melissa Stormont ◽

Erica Susanne Lembke ◽

David J. Wilson

Keyword(s):

Language Impairment ◽

Measurement Data ◽

Future Research ◽

Curriculum Based Measurement ◽

Related Services ◽

Wilson Reading System ◽

Reading System ◽

Practical Implications ◽

Over Time

AbstractThe purpose of this study was to contribute to the literature on the promise of the Wilson Reading System (WRS) for students with disabilities. School professionals monitored the growth of students over time using curriculum-based measurements. Participants included 51 students (53% male, 47% female) from six schools (five elementary, one middle school); the vast majority (80%) qualified for free or reduced lunches. All students were receiving special education and related services, and most had either a learning disability or a language impairment (62%). Certified teachers implemented the WRS. Results demonstrated students had significant growth in their reading over time. Directions for future research and practical implications are discussed.

Handbook of Research on Classroom Diversity and Inclusive Education Practice - Advances in Educational Technologies and Instructional Design ◽

The Foundation of Inclusion in Federal Legislation and Litigation

10.4018/978-1-5225-2520-2.ch002 ◽

2017 ◽

pp. 27-52 ◽

Cited By ~ 2

Author(s):

Mitchell L. Yell ◽

Christine A. Christle

Keyword(s):

Least Restrictive Environment ◽

Team Members ◽

Student Placement ◽

Placement Decisions ◽

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.