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Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2024-03-13 Kirsten R. Lansey, Stephanie Z. C. MacFarland, Shirin D. Antia
Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in
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Using System of Least Prompts to Teach Self-Help Skills to Students Who Are Deafblind Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2024-02-29 Jill Grattan, MaryAnn Demchak
To date, no evidence-based practices are identified for working with students who are deafblind (DB). No evidence-based practices have been identified for teaching basic self-help skills such as dressing. The present study examined the efficacy of an intervention package including the system of least prompts (SLP; i.e., SLP and least-to-most prompting), visual cues, and reinforcement to teach three
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Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2024-02-07 Kathy Gee, Diane L. Ryndak, Mary Fisher, Virginia L. Walker
Despite the repeated documentation of the positive outcomes for students with extensive support needs (ESN) when they are included in general education settings and receive access to state-adopted general education standards, there has been little systemic progress on the inclusion of students with ESN across most states. The purpose of this exploratory survey was to find out how experts in the field
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Reframing Teacher Candidates’ Views on Disability Through the Writings of Disabled Authors Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2024-01-22 Sudha Krishnan
This study examines the understandings and beliefs about disability of teacher candidates in a credential program to teach students with extensive support needs and shows how reading first-person narratives by disabled authors in a course influenced these understandings and beliefs. The study used deductive thematic coding to analyze reflective assignments from 21 teacher candidates and semi-structured
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Professional Development with Emailed Practice-Based Feedback to Support Teacher-Led Inclusive Small Group Literacy Instruction Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2024-01-20 Samantha Gross Toews, Jennifer A. Kurth, Kathleen N. Zimmerman, Mary K. Mansouri, Elissa Lockman Turner, Nicole Crump
This study investigates the impact of in-person professional development (PD) with ongoing emailed practice-based feedback (EPF) on teacher correct implementation of a multicomponent shared reading intervention for students with extensive support needs (ESN) embedded within general education (GE) instruction within three multiple baseline across skills designs. Skills within the shared reading intervention
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A Systematic Review of Interventions to Promote Self-Determination for Students With Extensive Support Needs Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2023-02-13 Abdulaziz Alsaeed, Mary Curran Mansouri, Karrie A. Shogren, Sheida K. Raley, Jennifer A. Kurth, Elizabeth M. Leatherman, Elissa Lockman Turner
Intervening to enhance self-determination has been linked to enhanced in-school outcomes (e.g., academic and transition goal attainment and access to general education) and post-school outcomes (e....
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Holding and Professional Care: On Self-Determination for Persons With Profound Intellectual and Multiple Disabilities Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2023-02-03 Synne Nese Skarsaune, Halvor Melbye Hanisch
Persons with profound intellectual and multiple disabilities (PMID) are in danger of not being granted the human right to experience self-determination. Attitudes questioning the relevance of the r...
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Parent Perceptions of Remote Instruction for Students with Extensive Support Needs Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2023-02-03 Zach Rossetti, Donna Lehr, Tashnuva Shaheen, Katie Baulier, Kristin Burnette, Deborah Taub
In the wake of the COVID-19 pandemic, schools shifted to nontraditional education overnight, disrupting learning for millions of children in the United States. Despite the broad impact of these shi...
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Introduction to the Special Issue on the Impact of Placement on Outcomes for Students with Complex Support Needs Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-11-04 Jennifer A. Kurth, Lewis Jackson
The papers for the December 2022 special issue focused on outcomes of placement for students with complex support needs. We also describe the purpose of the overall study, student participants, res...
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Examination of Contextual Variables Across and Within Different Types of Placement for Elementary Students With Complex Support Needs Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-11-04 Lewis Jackson, Martin Agran, Kirsten Rebecca Lansey, Dale Baker, Somer Matthews, Heather Fitzpatrick, Matt Jameson, Diane Ryndak, Kristin Burnette, Debbie Taub
Research has begun to identify the breadth and complexity of contextual variables that impact the opportunities, services, and supports students with complex support needs receive across different ...
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An Investigation of IEP Quality Associated With Special Education Placement for Students With Complex Support Needs Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-11-01 Jennifer A. Kurth, Elissa Lockman Turner, Daria Gerasimova, Tyler A. Hicks, Alison Zagona, Kirsten Lansey, Mary Curran Mansouri, Kristin J. Lyon, Matt Jameson, Roxanne Loyless, Jesse R. Pace
Students with complex support needs require individualized education programs (IEPs) to describe their present levels of academic achievement and functional performance (PLAAFP), and the annual goa...
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Predicting the Frequency and Significance of Social Contacts Across Placements: A Bayesian Multilevel Model Analysis Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-11-01 J. Matt Jameson, Tyler Hicks, Kirsten Lansey, Jennifer A. Kurth, Lewis Jackson, Alison L. Zagona, Kristin Burnette, Marty Agran, Karrie Shogren, Jesse Pace
Parents and teachers have identified the social inclusion of students with complex support needs as one of the most important components of school participation. Previous research has found that th...
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Ecobehavioral Analysis of the Experiences of Students With Complex Support Needs in Different Classroom Types Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-09-29 Alison L. Zagona, Jennifer A. Kurth, Elissa Lockman Turner, Jesse Pace, Karrie Shogren, Kirsten Lansey, Matt Jameson, Kristin Burnette, Mary Mansouri, Tyler Hicks, Daria Gerasimova
Students with complex support needs frequently experience restrictive educational placements such as self-contained and separate school classrooms. Given the need to support students with complex s...
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Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-08-23 Amanda L. Miller
The experiences of girls of color labeled with significant cognitive disabilities in middle school and high school have historically been excluded from educational research. This study sought to be...
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A Message from the TASH Executive Director to the RPSD Readership Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-08-21 Michael J. Brogioli
Since 1975, TASH has been a progressive voice to advance the body of knowledge about policies and practices that benefit people with disabilities, especially those with the most significant support needs. TASH strongly supports evidence-based practice: The idea that the programs, practices and policies that aim to benefit people with disabilities are rooted in scientific evidence. We need to engage
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Reimagining Language Proficiency Assessment for English Learners with Significant Cognitive Disabilities Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-08-21 Sunaina Shenoy, J. S. de Valenzuela, Rosalía Pacheco
Language proficiency assessment (LPA) serves as a gatekeeper to accessing language services for English learners (ELs) with and without disabilities. Moreover, research suggests that EL services ar...
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Examining the Intersection of Race, Ethnicity, Culture, Language, and Severe Disability: In Search of Equitable Schooling Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-08-21 Charles Dukes, Sharon M. Darling, Christopher J. Rivera
In this special section of Research and Practice for Persons with Severe Disabilities (RPSD), the intersection of race, ethnicity, culture, and language influences schooling (i.e., what is taught, ...
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Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-07-28 Adriana Frates, Fred Spooner, Belva C. Collins, Candi Running Bear
The current study examined the effects of a shared reading instructional package on the receptive identification of English sight vocabulary in multilingual learner students with extensive support ...
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Editorial Welcome Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-05-23 Craig H. Kennedy
Research and Practice for Persons with Severe Disabilities (RPSD) occupies a unique niche among research journals focusing on individuals with extensive support needs. It was created in the mid-1970s when few, if any, journals specifically focused on the education of people with significant intellectual/developmental disabilities. The journal and the newly founded association that spawned it – the
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Comparison of Academic and Social Outcomes of Students with Extensive Support Needs Across Placements Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-05-21 Mary Curran Mansouri, Jennifer A. Kurth, Elissa Lockman Turner, Kathleen N. Zimmerman, Teran A. Frick
Extending Freeman and Alkin’s review of the literature, this systematic literature review examines the social and academic outcomes of students with extensive support needs (ESN) taught in general ...
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Participation of Students With Intellectual Disability in Community-Based Work Experiences: A Scoping Review Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-05-02 Magen Rooney-Kron, Stacy K. Dymond
The purpose of this scoping review was to examine the literature about the participation of students with intellectual disability in community-based work experiences (CBWEs). We analyzed 54 origina...
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How Do Peers Benefit From Peer-Mediated Interventions? Examining Impact Within Secondary and Postsecondary Programs Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-05-02 Hilary E. Travers, Erik W. Carter
Peer-mediated interventions (PMIs) are evidence-based practices that improve outcomes for students with intellectual and developmental disabilities (IDD). Determining whether peers also benefit sub...
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Reflections From an Outgoing Editor Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-02-24 Stacy K. Dymond
It has been a distinct honor and privilege to serve as Editor-in-Chief of Research and Practice for Persons with Severe Disabilities (RPSD) for the last 6½ years (September 2015–March 2022). As I prepare to leave this role, I wish to acknowledge the many people who have supported me during my appointment. I was fortunate to have an amazing group of Associate Editors, including Erik Carter, Susan Copeland
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Pursuing Paid Employment for Youth with Severe Disabilities: Multiple Perspectives on Pressing Challenges Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-02-08 Jessica Awsumb, Michele Schutz, Erik Carter, Ben Schwartzman, Leah Burgess, Julie Lounds Taylor
The road to employment begins in high school. However, few youth with severe disabilities currently participate in paid employment before graduation. The purpose of this study was to map the breadth of barriers that can hinder youth from accessing this influential transition experience. We held individual (n = 8) and focus group (n = 16) interviews with 74 transition stakeholders, including parents
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Current Practices and Challenges in Language Proficiency Assessment for English Learners with Complex Support Needs Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-02-08 J. S. de Valenzuela, Rosalía Pacheco, Sunaina Shenoy
The use of alternate English language proficiency (Alt-ELP) assessments is an emerging phenomenon with real-life consequences for students with complex support needs from language minority homes. Our examination of U.S. state practices during the 2017–2018 academic year for the identification of English learners (ELs) with complex support needs revealed that only 36 states and the District of Columbia
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Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-02-08 Jenny R. Root, Sarah K. Cox, M. Addie McConomy
A growing body of literature supports the effectiveness of Modified Schema-Based Instruction (MSBI) to improve mathematical problem-solving for students with autism spectrum disorder (ASD) and intellectual disability (ID). MSBI is an intervention package that teaches students to identify the problem structure and use a problem-solving heuristic to solve mathematical word problems. Previous research
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Preservice Teachers’ Preparation in Communication Instruction for Students with Extensive Support Needs Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2022-01-27 Virginia L. Walker, Robert C. Pennington, Natalie R. Andzik, Melissa C. Tapp, Andy Masud-Werner
Many students with extensive support needs (ESN) benefit from specific instruction as well as a range of communication supports to develop effective communication repertoires and fully participate in their educational experience. Although evidence-based practices and supports addressing the communication needs of students with ESN have been identified, there remain concerns about whether preservice
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Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-10-28 Virginia L. Walker, Jennifer Kurth, Megan E. Carpenter, Melissa C. Tapp, Amy Clausen, Elissa Lockman Turner
Schools have continued to rely on paraeducators to assist special education teachers and other professionals in the provision of special education and related services. Although paraeducators often support students with extensive support needs (ESN) in a range of school environments, the subset of intervention studies focused on paraeducators who support students with ESN in inclusive settings has
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A Heartfelt Tribute to Dr. Lou Brown: A Well-Intentioned Manipulator Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-10-29 Kurt A. Schneider
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Lou Brown: The Man Behind the Legend Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-10-27 Patrick Schwarz
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In Memory of Dr. Lou Brown Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-10-26 Mary A. Falvey
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Ecological Systems for Students Who Use AAC: Stakeholders’ Views on Factors Impacting Intervention and Outcomes Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-10-25 Elizabeth E. Biggs, Rebecca E. Hacker
Although substantial evidence demonstrates the effectiveness of augmentative and alternative communication (AAC) intervention for students with severe disabilities who have complex communication needs, increasing importance is being placed on understanding how to move research into practice. This descriptive qualitative study focused on understanding the views of 19 parents and professionals (i.e.
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Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-10-25 Amber McConnell, Christopher Sanford, James Martin, Renee Cameto, Lori Hodge
An in-depth literature review was conducted to identify the skills, behaviors, expectations, and experiences (SBEEs) associated with employment, further education, and independent living for students with significant cognitive disabilities following high school. Analysis of 53 quantitative and qualitative studies identified 103 specific SBEEs associated with post high school outcomes. We then clustered
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Approaches to Identification and Instruction for Students with Significant Cognitive Disabilities Who Are English Learners Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-09-13 Meagan Karvonen, Amy K. Clark, Chelsea Carlson, Sheila Wells Moreaux, Jennifer Burnes
Research is needed to better understand the academic instruction needs of students with significant cognitive disabilities who are English learners and the classroom practices of their teachers. In this qualitative study, we interviewed 10 teachers to learn how they identify and meet the unique needs of this student subpopulation. Our findings suggest that teachers generally do not view disability-
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Parent Advocacy for Lives That Matter Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-08-12 Beth Harry, Lydia Ocasio-Stoutenburg
This article draws parallels between the concept of “Black lives matter” and the efforts of caregivers to advocate for the value of the lives of their children who have disabilities. The authors identify three key concepts that undergird their argument: first, the concept of systemic bias as built in to the hierarchical valuing of different disabilities and the role of this bias in the valuing of parents’
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On Expanding the Definition and Use of Procedural Fidelity Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-08-08 Phil Strain, Lise Fox, Erin E. Barton
Although our field has made significant progress in the measurement of procedural fidelity in research studies, we argue for a more nuanced and expansive perspective on procedural fidelity. Specifically, we review the status quo of procedural fidelity measurement in intervention research along with specific suggestions for increasing both precision and focused research on the levels of procedural fidelity
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Treatment Intensity: Considering Persons with Autism Spectrum Disorder and Intellectual Disability Who Have Complex Communication Needs Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-08-07 Joe Reichle, J. B. Ganz, Lauren Pierson, Daira Rodriguez
Treatment intensity is an aspect of communication intervention that has received limited empirical attention. In this article, we discuss key parameters of treatment intensity related to individuals with complex communication needs who use augmentative and alternative communication. We advocate for an examination of treatment intensity along with learner and intervention characteristics that may moderate
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Education of Students with Disabilities, Science, and Randomized Controlled Trials Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-07-26 Samuel L. Odom
The purpose of this article is to examine the application of randomized controlled trial (RCT) methodology for determining the efficacy of school-based interventions in general and special education. In education science, RCTs are widely acknowledged as the gold standard of efficacy research, with other methodologies relegated to a lower level of credibility. However, scholars from different disciplines
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Quality of Life for People with Disabilities: Why Applied Behavior Analysts Should Consider This a Primary Dependent Variable Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-07-26 Ilene S. Schwartz, Elizabeth M. Kelly
Applied behavior analysis (ABA) is a natural science dedicated to using behavioral principles to address socially important problems. One area in which behavior analysts have made compelling gains in the last 50 years is in developing, evaluating, and disseminating effective interventions for people with significant intellectual and developmental disabilities. As the science of ABA has matured, many
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Introduction to an Agenda for Advancing the Field of Severe Disabilities Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-07-14 James W. Halle,Robert H. Horner
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Book Review: Those They Called Idiots: The Idea of the Disabled Mind From 1700 to the Present Day by Jarrett, S Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-06-02 Philip Ferguson
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Supporting Families with Children Who Display Severe Challenging Behavior Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-05-29 V. Mark Durand
Over the past several decades, we have developed quality behavioral assessments and interventions for challenging behaviors among individuals with a variety of severe developmental and cognitive disorders. These assessments and interventions have been used to educate family members on how to understand and intervene with these behaviors at home and in community settings. However, it has become clear
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The Role of Multiliteracies in Changing Learning Spaces and Promoting Self-Advocacy for Students with Complex Support Needs Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-04-26 Sudha Krishnan
Traditional literacy practices using print-based texts exclude students with complex support needs from the full range of literacy activities provided to peers without disabilities, which may limit them to low-level literacy skills or functional skills. By contrast, by including various forms of representation and text, multiliteracies are uniquely positioned to address the literacy development of
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Evaluation of the Evidence Base for Shared Reading to Support Literacy Skill Development for Students with Extensive Support Needs Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-04-22 Samantha Gross Toews, Jessica McQueston, Jennifer A. Kurth
This systematic literature review updates and extends the findings of Hudson and Test’s 2011 review of literature on shared reading, an interactive read-aloud practice, to promote literacy skills for students with extensive support needs (ESN). Thirty-two shared reading studies are assessed and described in terms of literacy skills investigated, intervention methods, materials used, interventionists
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A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-04-21 Amy M. Clausen, Melissa C. Tapp, Robert C. Pennington, Fred Spooner, Annette Teasdell
Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of which 11 met quality standards. Thirty-nine participants
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Motor Competence in Children with CHARGE Syndrome Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-03-07 Melanie Perreault, Pamela Haibach-Beach, Lauren Lieberman, Elizabeth Foster
Children with Coloboma, Heart defects, Atresia choanae, Restricted growth, Genital hypoplasia, and Ear abnormalities (CHARGE) syndrome have many sensory impairments that can cause delays in motor development impacting physical activity, health, and quality of life. However, only one limited study has investigated motor competence in children with CHARGE syndrome. The purpose of this study was to examine
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How Does Health Impact Challenging Behavior? Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-03-03 Craig H. Kennedy
People with severe disabilities have a higher prevalence of many health conditions when compared with the general population. Examples include gastrointestinal conditions, chronic allergies, epilepsy, and sleep dysregulation, among many other health concerns. Of particular interest in the treatment of challenging behavior is the comorbidity of health conditions and behavioral challenges. Evidence suggests
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Effects of a Literacy Feature in an Augmentative and Alternative Communication App on Single-Word Reading of Individuals with Severe Autism Spectrum Disorders Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-02-18 Jessica Caron, Janice Light, David McNaughton
The purpose of this study was to investigate the effects of an augmentative and alternative communication (AAC) app with transition to literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol within the grid display) on the acquisition of 12 personally relevant single words for individuals with severe autism spectrum disorder (ASD) who had minimal or
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Effects of a Collaborative Planning and Consultation Framework to Increase Participation of Students with Severe Disabilities in General Education Classes Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2021-02-18 Emily M. Kuntz, Erik W. Carter
Although many students with severe disabilities are enrolled in general education classrooms, general educators rarely receive strong training and guidance on supporting the academic and social participation of these students. A multiple probe across participants design was used to evaluate the effectiveness of a collaborative planning and consultation framework on the academic engagement of four middle
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Delivering Interventions Via Telehealth: Functional Communication Training with a Child with Autism as a Case Example Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2020-12-24 Matthew J. O’Brien, Kelly M. Schieltz, Wendy K. Berg, Jennifer J. McComas, David P. Wacker
In this article, we provide a case example of how telehealth can be used by care providers in their homes to access empirically validated procedures such as functional communication training. As shown in the case example, complex assessment and intervention procedures were implemented successfully by care providers in their homes while receiving real-time coaching by behavior analysts who were located
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Cultural Brokers in Special Education Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2020-12-07 Kathleen Mortier, Isabella C. Brown, Corrine M. Aramburo
Culturally and linguistically diverse families face substantial barriers in the special education system and seek support from cultural brokers to help them navigate it. We used a qualitative design to study cultural brokering experiences among Latinx families of children with extensive support needs and cultural brokers. Through individual interviews with 10 Latinx families of children with extensive
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Parents’ Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings From NLTS 2012 Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2020-10-19 Xueqin Qian, David R. Johnson, Yi Chen Wu, John LaVelle, Martha L. Thurlow, Ernest Davenport
This study uses data from the National Longitudinal Transition Study 2012 to examine predictors at the individual, family, and school levels associated with parental expectations toward postsecondary education among students with significant support needs, including those with autism spectrum disorder, intellectual disability, and multiple disabilities. Consistent with previous studies, chi-square
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Book Review: Affirming Disability: Strengths-Based Portraits of Culturally Diverse Families by Sauer, J. S., & Rossetti, Z. Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2020-09-26 Christopher Rivera
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The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2020-09-10 Lindsay S. Athamanah, Marisa H. Fisher, Connie Sung, Jinny E. Han
Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer
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Contextualizing Mathematical Problem-Solving Instruction for Secondary Students with Extensive Support Needs: A Systematic Replication Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2020-09-02 Jenny R. Root, Sarah K. Cox, Kat Davis, Nanette Hammons
Replication research provides evidence to establish, refute, or support evidence-based practices. Systematic replications are also necessary to determine “what works for whom when.” The purpose of this study was to conduct a conceptual systematic replication to evaluate the effectiveness of a multicomponent treatment package on multiplicative problem solving for middle school students with extensive
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Outcomes of Inclusive Versus Separate Placements: A Matched Pairs Comparison Study Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2020-08-06 Kathleen Gee, Mara Gonzalez, Carrie Cooper
This quasi-experimental study focused on 15 pairs of children with extensive support needs, matched across 12 characteristics based on their first complete Individual Education Program (IEP) in the school district. One child in each pair was included in general education for 80% or more of their day from their first IEP to the most current IEP at the time of the study. The other child in the pair was
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Parents’ Perceptions of Constraints Impacting the Development of Walking in Children with CHARGE Syndrome Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2020-06-11 Elizabeth Ann Foster, Lisa Silliman-French, Michelle Grenier
This study examined parents’ perceptions of constraints that impact the attainment of independent walking in children with CHARGE syndrome. This syndrome is a multifaceted syndrome including a degree of vision and hearing loss at birth. The Dynamic Systems Theory (DST) was used as an ecological lens to provide insight into the complexity of issues impacting independent walking from the parents’ perceptions
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Remembering and Honoring Christopher Kliewer Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2020-05-13 Douglas Biklen
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Effects of an AAC App with Transition to Literacy Features on Single-Word Reading of Individuals with Complex Communication Needs Research and Practice for Persons with Severe Disabilities (IF 1.628) Pub Date : 2020-04-27 Jessica Caron, Janice Light, David McNaughton
The purpose of this study was to investigate the effects of Transition to Literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol) within a grid display in an augmentative and alternative communication (AAC) app on the single-word reading skills of five individuals with severe disabilities and complex communication needs. The study implemented a single-case