scholarly journals The Role of Performance Feedback and Implementation of Evidence-Based Practices for Preservice Special Education Teachers and Student Outcomes: A Review of the Literature

2017 ◽  
Vol 42 (1) ◽  
pp. 36-48 ◽  
Author(s):  
Rachel Anne Schles ◽  
Rachel E. Robertson
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Students With Disabilities ◽  
Performance Feedback ◽  
Special Education Teachers ◽  
Student Outcomes ◽  
Teacher Preparation Program ◽  
Evidence Based ◽  
Review Of The Literature ◽  
Evidence Based Practices

Given the importance of evidence-based practices (EBPs) for improving outcomes for students with disabilities, it is key that preservice special education teachers have the opportunity to implement EBPs with high levels of fidelity during their teacher preparation program. For this reason, the authors conducted a systematic review of the literature to answer the question: Does providing performance feedback improve preservice special education teachers’ fidelity of implementation of EBPs and outcomes for students with disabilities? Five studies were found which met inclusion criteria. These studies demonstrated a clear functional relationship between performance feedback and preservice teachers’ increased fidelity to the EBP(s). Across studies, there were mixed effects in student outcomes when preservice teachers increased their fidelity to EBPs. Limitations of the current analysis and the included studies are discussed along with future implications for researchers and practitioners.

Experiences of Special Education Teachers in Using Evidence-Based Practices

2015 ◽  
Vol 3 (5) ◽  
pp. 105-108
Author(s):  
Omar Alhowikan
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Student Outcomes ◽  
Structured Interview ◽  
Evidence Based ◽  
Design Data ◽  
Evidence Based Practices ◽  
Qualitative Research Design ◽  
Practice Gap ◽  
Qualitative Data Analysis Software

Evidence-based practices (EBPs) are popular in education, particularly special education, and consist of instructional techniques that help close the research-to-practice gap to improve student outcomes. Implementation of EBPs in special education is an ongoing problem. This study aims to evaluate the level of EBP experience among special education teachers. The proposed study will use a qualitative research design. Data will be collected using a semi-structured interview. It will be analyzed, during and after collection, using Ethnograph qualitative data analysis software. The data will be coded, sorted by theme, and interpreted. The study will clarify where and how to improve EBP acquisition in all teachers, but particularly special education teachers.

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).

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 ◽  
pp. 088840642199237
Author(s):  
Emily C. Bouck ◽  
Phil Sands ◽  
Holly Long ◽  
Aman Yadav
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Computer Science ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Computational Thinking ◽  
Lesson Plans ◽  
Methods Course ◽  
Mathematics Methods ◽  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices

2021 ◽  
pp. 074193252110634
Author(s):  
Gena Nelson ◽  
Sara Cothren Cook ◽  
Kary Zarate ◽  
Sarah R. Powell ◽  
Daniel M. Maggin ◽  
...  
Keyword(s):  
Systematic Review ◽  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Evidence Base ◽  
Future Research ◽  
Evidence Based Practices ◽  
Intensive Instruction ◽  
Disability Categories ◽  
Meta Analyses

It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers provide instruction based on the best available research. To better prepare special education teachers, McLeskey et al. proposed 22 high-leverage practices (HLPs). We conducted this systematic review of meta-analyses to provide an initial investigation of the experimental evidence reporting on the effectiveness of the HLPs for students with, or at risk for, a disability. Results indicated the largest amount of evidence from meta-analyses related to intensive instruction, explicit instruction, and social skills, with few meta-analyses reporting on collaboration and assessment. The results highlighted disproportional evidence according to disability categories. Implications for future research, practice, and teacher education are discussed.

Working Conditions in Self-Contained Settings for Students With Emotional Disturbance

2016 ◽  
Vol 51 (2) ◽  
pp. 83-94 ◽  
Author(s):  
Elizabeth A. Bettini ◽  
Michelle M. Cumming ◽  
Kristen L. Merrill ◽  
Nelson C. Brunsting ◽  
Carl J. Liaupsin
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Working Conditions ◽  
Special Education Teachers ◽  
School Leaders ◽  
Well Being ◽  
Narrative Review ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Emotional Disturbance

Students with emotional disturbance (ED) depend upon special education teachers (SETs) to use evidence-based practices (EBPs) to promote their well-being. SETs, in turn, depend upon school leaders to provide working conditions that support learning and implementation of academic and social EBPs. We conducted an integrative narrative review of research examining working conditions SETs experience serving students with ED in self-contained schools and classes, to better understand whether SETs in these settings experience conditions necessary to effectively implement academic and social EBPs. Our findings suggest that conditions necessary for learning and implementing EBPs are seldom present in these settings. In addition, the extant research on SETs’ working conditions in these settings is largely disconnected from research investigating teachers’ use of EBPs.

scholarly journals Using Video Modeling and Video Prompting to Teach Conversational Skills to Students with Autism: A Consideration of Effectiveness, Practicality, and Acceptability

2020 ◽  
Vol 12 (2) ◽  
pp. 103-114
Author(s):  
Saeed Almalki
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Special Education Teachers ◽  
Video Modeling ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Conversational Skills ◽  
Students With Autism ◽  
Training And Support

Many studies have been focused on video modeling and prompting as effective evidence-based practices to teach conversational skills to students with autism spectrum disorder (ASD). However, few studies have focused on teachers who implement video modeling and prompting in their classrooms. This article aims to describe the experiences and perceptions of four special education teachers who have used video modeling and prompting with four autistic students for a semester in their classrooms. The participants were asked questions related to three main areas: effectiveness, practicality, and acceptability. Most of the teachers did not regard this intervention as an effective and acceptable way to teach conversational skills to students with ASD. Training and support was requested by all teachers to enhance the practicality of this intervention. Other important implications for researchers and teachers were identified.

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.

Evidence-Based Practices Provided in Teacher Education and In-Service Training Programs for Special Education Teachers of Students With Autism Spectrum Disorders

2018 ◽  
Vol 42 (3) ◽  
pp. 193-208 ◽  
Author(s):  
Yun-Ju Hsiao ◽  
Sara Sorensen Petersen
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Direct Instruction ◽  
Special Education Teachers ◽  
Training Programs ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Service Training ◽  
Students With Autism

The purpose of this study was to investigate to what extent the identified 25 evidence-based practices were provided in teacher education and in-service training programs for special education teachers of students with autism spectrum disorder. A total of 63 participants completed the online questionnaire. The number and percentage of responses in the type of training on each evidence-based practice and all 25 evidence-based practices (total) were reported. Overall, about 60% of the participants reported that the identified evidence-based practices were either taught through direct instruction or discussed in their teacher education programs and in-service professional development. Twenty percent of the identified evidence-based practices that were addressed (i.e., “mentioned and discussed” or “mentioned and taught through direct instruction”) or not addressed (i.e., “never mentioned and never taught” or “mentioned incidentally”) for participating teachers were the same in these two training programs. In total, these two training programs addressed only 40% of the identified practices.

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