bluuebunny/crossref_metadata_2025 huggingface dataset:
A Parent-Delivered Intervention to Teach Purchasing Skills to Young Adults with Disabilities
Authors: DiPipi-Hoy Caroline , Jitendra Asha
Published: June 2008

The present study investigated the effects of training parents of young adults with disabilities to use constant time delay to teach their children purchasing skills in the community. The parent intervention involved target skill selection and instructional planning (e.g., identifying prompts and reinforcers), parent training on constant time delay, and child training in the community using feedback. The student intervention included a parent-delivered constant time delay procedure. A multiple-probe design across three parent—child dyads was used to measure the effects of the intervention on the parent's ability to teach his or her child with disabilities and on the child's acquisition of purchasing skills in the community. Findings indicated that parents were able to apply the constant time delay procedure and that students successfully acquired the purchasing skill when taught by their parents. In addition, both parents and students maintained the effects of the instructional procedure and skill several weeks (i.e., 6—8) after the intervention was terminated. Implications for future research and practice regarding the parent-delivered time delay intervention are discussed.
Correct Interpretation of Latent Versus Observed Abilities
Authors: Oh Hyeon-Joo , Glutting Joseph J. , Watkins Marley W. , Youngstrom Eric A. , McDermott Paul A.
Published: June 2008

In this study, the authors used structural equation modeling to investigate relationships between ability constructs from the Wechsler Intelligence Scale for Children—Third Edition (WISC-III; Wechsler, 1991) in explaining reading and mathematics achievement constructs on the Wechsler Individual Achievement Test (WIAT; Wechsler, 1992). Participants comprised the nationally stratified Linking sample ( N = 1,116) of the WISC-III and WIAT. Relating the latent ability variables to the latent achievement variables showed that psychologists must go beyond g in order to meaningfully understand children's trait performance on the WISC-III. Results for reading indicated psychologists must pay attention to the constructs of g and Verbal Comprehension, and for mathematics, that they are obliged to consider g and Freedom From Distractibility. Results are discussed in terms of their theoretical, applied, and treatment-related implications.
Secondary Teachers' Views on Social Competence
Authors: Lane Kathleen Lynne , Pierson Melinda R. , Givner Christine C.
Published: June 2008

The purpose of this study was to examine secondary teachers' expectations of student behavior, to identify differences and similarities between middle and high school teachers, as well as between general and special education teachers. Teachers ( N = 240) identified which of 30 social skills were essential for classroom success. Results indicated that while middle and high school teachers are relatively similar in their expectations regarding cooperation and self-control skills, they have different opinions about the importance of assertion skills. However, none of the assertion items was rated by the majority of respondents as critical for success by any of the subgroups (program type, secondary level). Findings also indicated that secondary level and program type were associated with the importance placed on assertion skills. These variables, as well as credential status, were also associated with teachers' ratings about cooperation skills. Implications for prereferral interventions, inclusive programming, and transitioning from middle school to high school are discussed.
Qualitative or Quantitative Differences?
Authors: Xiangdong Yang  , Shaftel Julia , Glasnapp Douglas , Poggio John
Published: June 2008

The current article investigates whether the mathematics achievement of students in special education can be used to identify those who share common cognitive skills that may not be in concordance with their disability labels. Latent class analysis of a comprehensive test of mathematics taken by fourth-grade students with various disabilities reveals that a model with 2 latent classes is adequate to characterize the latent structure of the data. A parallel relationship of response profiles across the 2 classes suggests differences in the levels of mathematical ability (quantitative), rather than differences in the type of mathematical ability (qualitative), between the 2 latent classes in terms of generic mathematical proficiency. Cross-validation on a separate data set with careful matching of content areas within the math test verified this conclusion. Although a significant relationship exists between the identified latent classes and various disabilities, the analysis also found common mathematical problem-solving behaviors across disability categories. Implications for intervention and limitations of the current study are discussed.
The Relationship Between Curriculum-Based Measures in Written Expression and Quality and Completeness of Expository Writing for Middle School Students
Authors: Espin Christine A. , De La Paz Susan , Scierka Barbara J. , Roelofs Lisa
Published: June 2008

This study extended the work on curriculum-based measurement to examine the criterion-related validity of curriculum-based measures in written expression for middle school students, the differences in validity coefficients for various lengths of text, and the sensitivity of curriculum-based measures to change in student performance. Curriculum-based measures were the number of correct word sequences (CWS) and correct minus incorrect word sequences (CIWS) written in expository essays. Criterion measures were the number of functional elements in and quality ratings of student essays. Results revealed a strong relationship between curriculum-based and criterion measures.
Alignment of an Alternate Assessment with State Academic Standards
Authors: Roach Andrew T. , Elliott Stephen N. , Webb Norman L.
Published: June 2008

In this article, the authors describe an alignment and content analysis of the Wisconsin Alternate Assessment (WAA) for students with disabilities. The WAA is an assessment of the academic performance of students with significant disabilities and is an alternative to the traditional on-demand achievement test. Alternate assessments like the WAA are required by federal law and are expected to be aligned with state content standards. The primary purpose of this investigation was to determine the extent to which the WAA adequately measured the concepts and skill areas represented in Wisconsin's Model Academic Standards. The ratings of an expert panel ( N = 10) that participated in the WAA Alignment Institute provided data regarding the alignment of WAA items to the standards. The expert panel's responses indicated that the WAA generally meets the multifaceted criteria developed by Webb (1997) and advocated by Title I reviewers for acceptable alignment between assessments and curriculum expectations as articulated in academic content standards.
State Policies on Assessment Participation and Accommodations for Students with Disabilities
Authors: Thurlow Martha L. , Lazarus Sheryl S. , Thompson Sandra J. , Morse Amanda Blount
Published: June 2008

State assessment systems continue to evolve as federal requirements change and more students are included in the assessment systems. An examination of states' participation and accommodations policies in place at the beginning of the accountability requirements set by the No Child Left Behind Act of 2001 revealed that policies for both participation and accommodations were becoming more specific in comparison to previous years. Additional participation options beyond the usual three (participation without accommodations, participation with accommodations, alternate assessment) were more evident in state policies, and states continued to increase the number of accommodations included in their policies. Some states allowed accommodations for all students regardless of whether they received special education services. The most controversial accommodations continued to be read aloud, calculator, and scribe. Changes in state policies, differences among current policies, and implications of these policies are discussed.
Critical Features of Special Education Teacher Preparation
Authors: Brownell Mary T. , Ross Dorene D. , Colón Elayne P. , McCallum Cynthia L.
Published: June 2008

Policy and program decisions involve choices among different ways of preparing teachers. These choices are shrouded in increasingly contentious debates as teacher shortages reach crisis proportions. Yet, research on special education teacher education is almost nonexistent. Findings from comparative research documenting the characteristics of effective teacher education programs can inform these choices, but these findings should be grounded in what we know from previous research in general teacher education. To assist educators, we have analyzed literature in general and special teacher education toward two ends. First, we present a framework, derived from work in general education, for analyzing teacher education programs. Second, we use this framework to analyze practice in teacher education in special education. Specifically, we conducted an exhaustive review of special education program descriptions and evaluations. We conclude by describing steps necessary to improve the special education teacher education research base.
Accelerating Student Learning in Kindergarten Through Grade 3
Authors: Oxaal Ingrid
Published: June 2008

In this article the author provides the context for the 5 years of research conducted by the National Center on Accelerating Student Learning (CASL) and an introduction to key aspects of the work of the researchers. The following topics are discussed: methodology, student responsiveness to interventions, explicit and pragmatic instruction, implementation and adoption of interventions, and disseminating information about effective practices.
Instruction in Reading Comprehension for Primary-Grade Students
Authors: Williams Joanna P.
Published: June 2008

The studies described here are designed to teach reading comprehension to at-risk students in the second and third grades. The focus is on text structure. First, there is an evaluation of a program that teaches students to identify themes of stories and apply those themes to real life; this instruction goes beyond the plot-level focus of typical primary-grade instruction. Second, an instructional program that teaches a common expository text structure, compare/contrast, is evaluated in a series of studies; content similar to science content typically taught at the primary level is used. The results of these studies suggest that at-risk children in the primary grades can achieve gains in comprehension, including the ability to transfer what they have learned to novel texts, when they are given highly structured and explicit instruction that focuses on text structure.
Improving the Writing Performance of Young Struggling Writers
Authors: Graham Steve , Harris Karen R.
Published: June 2008

This article describes the outcome and significance of studies in the area of writing conducted from 1999 to 2003 by the Center on Accelerating Student Learning (a multisite research center involving Vanderbilt University, Columbia University, and the University of Maryland). The basic purpose of the Center was to identify effective instructional practices for primary-grade students with special needs and children at risk for academic difficulties. As part of this effort, researchers at the University of Maryland surveyed primary-grade teachers nationwide to determine how they teach writing (providing a description of the context in which struggling writers learn to compose), examined the impact of extra handwriting and spelling instruction as a means for preventing writing difficulties, and assessed the effects of explicitly teaching young struggling writers strategies for planning and writing text.
Peer-Assisted Learning Strategies
Authors: Fuchs Douglas , Fuchs Lynn S.
Published: June 2008

In this article, we summarize a good portion of the CASL research program on reading in the early grades. We first describe investigations conducted in kindergarten, where our focus was on the development of decoding and word recognition. Then we discuss studies conducted in first grade, where we continued to emphasize decoding and word recognition but expanded our focus to include fluency and comprehension. In explaining the methods of these studies, we provide the greatest detail for the first study, at kindergarten. Our description of subsequent studies is more concise because they share many methodological features with the first kindergarten study. Before closing, we offer several conclusions about practice and future research.
Enhancing Mathematical Problem Solving for Students with Disabilities
Authors: Fuchs Lynn S. , Fuchs Douglas
Published: June 2008

This article focuses on the research program on mathematical problem solving conducted by the Center on Accelerating Student Learning (CASL). First, a subset of CASL themes, illustrated in the mathematical problem-solving studies, is highlighted. Then, the theoretical underpinnings of the mathematical problem-solving intervention methods are described, along with a brief overview of prior research. Next, the problem-solving dependent measures are presented, with explanation of how these measures explore a range of transfer distances that extend to real-life problem-solving situations. Then, to illustrate the research program, 3 intervention studies are described. The article concludes with recommendations for practice and future study.
Collaboration in the Context of Appalachia
Authors: Butera Gretchen
Published: June 2008

A broad perspective on child development is important to understanding collaboration in special education. Bronfenbrenner's ecological model of human development provides a backdrop to this case study of collaboration on behalf of Cassie, a 4-year-old child with disabilities in a small West Virginia community. The story of Cassie and her family is used to examine special education in a socio-cultural context. The implications of the research for special education in general and professional development in particular are discussed.
The Proliferation of Alternative Routes to Certification in Special Education
Authors: Rosenberg Michael S. , Sindelar Paul T.
Published: June 2008

In this article we review research on alternative routes to certification (ARC) in special education. First, ARC is defined, and the confluence of factors that has hastened its growth and popularity, particularly in specialized, high-need areas such as special education, is discussed. Second, available research in the area of ARC in special education is summarized, with particular attention to the efficacy of the various approaches and programs and to the process and outcome variables used to assess program impact. Third, programmatic features associated with successful ARC programs are described, and what remains unknown about ARC programs is discussed. We conclude with a series of recommendations for policymakers and teacher educators.
Fostering the Development of Reading Skill Through Supplemental Instruction
Authors: Gunn Barbara , Smolkowski Keith , Biglan Anthony , Black Carol , Blair Jason
Published: June 2008

This article reports the effects of a 2-year supplemental reading program for students in kindergarten through third grade that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supplemental instruction or to a no-treatment control group. Participants' reading ability was assessed in the fall, before the first year of the intervention, and again in the spring of Years 1, 2, 3, and 4. At the end of the 2-year intervention, students who received the supplemental instruction performed significantly better than their matched controls on measures of entry-level reading skills (i.e., letter—word identification and word attack), oral reading fluency, vocabulary, and comprehension. The benefits of the instruction were still clear 2 years after instruction had ended, with students in the supplemental-instruction condition still showing significantly greater growth on the measure of oral reading fluency. Hispanic students benefited from the supplemental reading instruction in English as much as or more than non-Hispanic students. Results support the value of supplemental instruction focused on the development of word recognition skills for helping students at risk for reading failure.
Accounting for the Performance of Students With Disabilities on Statewide Assessments
Authors: Malmgren Kimber W. , McLaughlin Margaret J. , Nolet Victor
Published: June 2008

The current study investigates school-level factors that affect the performance of students with disabilities on statewide assessments. Data were collected as part of a larger study examining the effects of education policy reform on students with disabilities. Statewide assessment data for students with disabilities from 2 school districts within 1 state were analyzed. Assessment results in reading and math in 3rd, 5th, and 8th grades across 2 school years were analyzed using a series of hierarchical linear regressions. Of the variables considered, only the performance of schools' general education students on the assessments added any predictive value to the regression model after accounting for school demographic indicators.
An Investigation of the Language Skills of Students With Emotional Disturbance Served in Public School Settings
Authors: Ron Nelson J. , Benner Gregory J. , Cheney Douglas
Published: June 2008

The purpose of this cross-sectional study, conducted with a random sample of 166 students with emotional disturbance (ED), was to establish, with attention to age and gender differences, the extent to which students with ED served in public school settings experience language skill deficits. This study also examined particular types of problem behaviors related to language skills. Students with ED showed moderate to large language deficits, which appeared to be more pronounced in the expressive language domain. The language deficits of a majority of the students were clinically significant. These language deficits appeared to be relatively stable across age and gender. Furthermore, externalizing behaviors were related to receptive and expressive language skills, whereas internalizing ones were not.
Unproven Links
Authors: Skiba Russell J. , Poloni-Staudinger Lori , Simmons Ada B. , Renae Feggins-Azziz L. , Chung Choong-Geun
Published: June 2008

The high degree of overlap of race and poverty in our society has led to the presumption in both research and practice that ethnic disproportionality in special education is in large measure an artifact of the effects of poverty. This article explores relationships among race, poverty, and special education identification to arrive at a more precise estimate of the contribution of poverty to racial disparities. District-level data for all 295 school corporations in a midwestern state were analyzed for this study. Records included information on disability category, general and special education enrollment by race, socioeconomic level, local resources, and academic and social outcomes for 1 school year. Simple correlations among the variables demonstrate that correlations between race and poverty of even moderate strength do not guarantee that the 2 variables will function in the same way with respect to outcome variables, such as identification for special education services. Results of regression analyses indicate that poverty makes a weak and inconsistent contribution to the prediction of disproportionality across a number of disability categories. On the other hand, rates of suspension and expulsion consistently predict district rates of special education disproportionality. Inconsistent relationships between special education disproportionality and achievement may indicate a developmental trend in the systemic contribution to racial disparity. Ideal-type analyses examining race— poverty relationships indicate that where poverty makes any contribution above and beyond race in predicting disability identification, its primary effect is to magnify existing racial disparity.
Self-Monitoring of Attention Versus Self-Monitoring of Academic Performance
Authors: Harris Karen R. , Danoff Friedlander Barbara , Saddler Bruce , Frizzelle Remedios , Graham Steve
Published: June 2008

A counterbalanced, multiple-baseline, across-subjects design was used to determine if attention and performance monitoring had differential effects on the on-task and spelling study behavior of 6 elementary students with attention-deficit/hyperactivity disorder (ADHD) in the general education classroom. Both self-monitoring of attention and self-monitoring of performance had positive effects on students' on-task and spelling study behaviors. While improvement in on-task behavior was comparable across the two interventions, self-monitoring of attention produced substantially higher gains in spelling study behavior among 4 of the 6 students. Although this is the first study in which differential effects of these 2 interventions have been investigated among students with ADHD, previous studies with students with learning disabilities (LD) have found that self-monitoring of performance tended to result in higher rates of spelling study than did self-monitoring of attention. Possible reasons for this difference among students with ADHD and those with LD are noted, as are directions for future research and recommendations for teachers regarding the implementation of self-monitoring interventions.
A Few New Children
Authors: Meese Ruth Lyn
Published: June 2008

Research regarding children of intercountry adoption is limited, and most children of intercountry adoption have complex histories that may place them at risk for difficulty or failure in the classroom. Although the performances of some children from orphanage environments approximate those of chronological-age peers 2 to 4 years postadoption, duration of deprivation is consistently related, both historically and currently, to the cognitive delays and behavioral difficulties displayed by many postinstitutionalized children. Research regarding children of intercountry adoption is reviewed, and recommendations for future research are offered.
Special Education Teachers' Views of Research-Based Practices
Authors: Boardman Alison Gould , Argüelles María Elena , Vaughn Sharon , Hughes Marie Tejero , Klingner Janette
Published: June 2008

Focus groups with teachers of students with learning disabilities ( n = 30) and teachers of students with emotional/behavior disorders ( n = 19) were conducted to examine the the teachers' perspectives about educational research and the extent to which they found research findings to be useful. The study further addressed the ways in which new practices were introduced within target teachers' schools and their reaction to the appropriateness of these practices for students with special needs. Findings revealed that most teachers were not pressed to use practices supported by their school or district. Furthermore, the notion of “research-based” was not important as a criterion for selection. Teachers sought instructional practices that were feasible, were appropriate for their students, were accompanied by all necessary materials and professional development support, and could be individualized for multilevel classrooms.
Effects of Mathematical Word Problem—Solving Instruction on Middle School Students with Learning Problems
Authors: Yan Ping Xin  , Jitendra Asha K. , Deatline-Buchman Andria
Published: June 2008

This study investigated the differential effects of two problem-solving instructional approaches— schema-based instruction (SBI) and general strategy instruction (GSI)—on the mathematical word problem—solving performance of 22 middle school students who had learning disabilities or were at risk for mathematics failure. Results indicated that the SBI group significantly outperformed the GSI group on immediate and delayed posttests as well as the transfer test. Implications of the study are discussed within the context of the new IDEA amendment and access to the general education curriculum.
Video Feedforward for Reading
Authors: Dowrick Peter W. , Kim-Rupnow Weol Soon , Power Thomas J.
Published: June 2008

Video feedforward can create images of positive futures, as has been shown by researchers using self− modeling methods to teach new skills with carefully planned and edited videos that show the future capability of the individual. As a supplement to tutoring provided by community members, we extended these practices to young children struggling to read. Ten students with special needs participated in a multiple baseline intervention. Each received tutoring only, followed by tutoring plus video feedforward, another phase of tutoring only, and follow-up. Overall, reading fluency improved significantly for all students; in 9 out of 10 cases, rate of improvement was significantly greatest during feedforward. Other measures (e.g., word identification) confirmed student progress from most at-risk to mid-stream status. We conclude that video images of success with challenging materials may enhance the acquisition of reading skills.
Low Vision Affects the Reading Process Quantitatively But Not Qualitatively
Authors: Bosman Anna M. T. , Gompel Marjolein , Vervloed Mathijs P. J. , van Bon Wim H. J.
Published: June 2008

In this article, the authors compare the reading behavior of students with low vision to that of two groups of students with normal vision (reading-match and age-match students). In Experiment 1, students identified the first letter in words and nonwords and the researchers measured latency and accuracy. No group differences were found for latency, but the reading-match group differed from the other two groups on accuracy. All three groups identified the first letter of words faster than they did for nonwords. In Experiment 2, students named words with typical and atypical letter—sound relationships; the researchers measure latency and accuracy. Both the low-vision and the reading-match groups were slower than the age-match group; only the reading-match group made more errors on typical stimuli than on atypical stimuli. The absence of significant interactions between group and any experimental-word variable justified the conclusion that low vision affects the reading process quantitatively but not qualitatively.
Examining the Importance of Social Relationships and Social Contexts in the Lives of Children With High-Incidence Disabilities
Authors: Murray Christopher , Greenberg Mark T.
Published: June 2008

In this investigation, the authors examined the perceptions children had of their relationships with parents, peers, and teachers; their bonds with schools and neighborhoods; and their social, behavioral, and emotional adjustment. Participants were 96 students in the fifth and sixth grades who were receiving special education services for learning disabilities ( n = 40), emotional and behavioral disorders ( n = 18), mild mental retardation ( n = 18), and other health impairments ( n = 20). Findings indicated that both positive and negative aspects of these children's relationships and bonds were associated with social, behavioral, and emotional adjustment. Furthermore, different aspects of these relationships and bonds were differentially associated with adjustment variables. These findings suggest that it is important to consider how social relationships and social contexts relate to the adjustment and functioning of children with high-incidence disabilities.
Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants
Authors: Mechling Linda C. , Cronin Beth
Published: June 2008

In the study reported on here, the authors used computer-based video instruction (CBVI) to teach 3 high school students with moderate or severe intellectual disabilities how to order in fast-food restaurants by using an augmentative, alternative communication device. The study employed a multiple probe design to institute CBVI as the only intervention tool and measured generalization of skills to community restaurants. For 2 of the 3 students, the ability to order their meals dramatically increased immediately following CBVI; for the third student, the ability to perform this task increased during a second generalization condition. Performance was maintained for each student. The authors discuss their results as support for this approach, which would be one solution for providing instruction in a simulated environment when community-based instruction is limited.
A Baseline Perspective on Disability Subgroup Reporting
Authors: Thurlow Martha L. , Wiley Hilda Ives
Published: June 2008

Federal legislation requires states to publicly report on the participation and performance of students with disabilities on statewide assessments. Publicly reporting this information means that it will be more accessible to educators and laypeople, and it can be used in evaluating educational programs for and assessing the progress of this subgroup. In this study, the authors collected disability subgroup assessment information reported by the 50 states for both the 2000—2001 and 2001—2002 school years, essentially establishing a baseline for No Child Left Behind disability subgroup reporting. They examined the information that was publicly reported for general and alternate assessments. In 2001— 2002, 48 states reported either participation or performance information for students with disabilities on at least one state assessment. However, only 35 states reported both participation and performance for all of their assessments, as required by the Individuals with Disabilities Education Act.
Recent Innovations in the Changing Criterion Design
Authors: McDougall Dennis , Hawkins Jacqueline , Brady Michael , Jenkins Amelia
Published: June 2008

This article illustrates (a) 2 recent innovations in the changing criterion research design, (b) how these innovations apply to research and practice in special education, and (c) how clinical needs influence design features of the changing criterion design. The first innovation, the range-bound changing criterion, is a very simple variation of the classic changing criterion design. The classic version uses a single criterion for each stepwise intervention phase, whereas the range-bound version uses a range criterion—that is, an upper and lower limit for each intervention phase. The second innovation, the distributed criterion, combines elements of the changing criterion, multiple-baseline, and ABAB designs. It is well suited to contexts where students must multitask—that is, allocate, prioritize, and adjust time and effort to complete multiple tasks in response to changing environmental demands. These two innovations expand options available to researchers who use single-case research designs to investigate questions of interest in special education.
Exploring the Validity of the Oregon Extended Writing Assessment
Authors: Crawford Lindy , Tindal Gerald , Carpenter Dick M.
Published: June 2008

Research into the technical adequacy of statewide alternate assessments is limited. In this study, the authors analyzed 2 years of data from one state's alternate assessment in written language in an attempt to validate current test score interpretations. More than 1,000 students were included in each year. Findings support the test's technical adequacy on two major dimensions: (a) strong convergent and discriminant evidence for tasks on the assessment and (b) evidence that a collection of writing subtasks contribute unique information to the assessment of writing among students in special education. Implications include the use of the data (a) on subtasks to inform instruction in written language and (b) for accountability purposes.
Comparison of Referral Rates for Preschool Children at Risk for Disabilities Using Information Obtained From Birth Certificate Records
Authors: Delgado Christine E. F. , Scott Keith G.
Published: June 2008

This study demonstrates the utility of integrating birth certificate record data with an existing disability-tracking database for the purpose of evaluating early identification efforts. The authors examined referral rates of preschool-age children for several known disability risk factors. Low birthweight, low maternal education, and prematurity were associated with increased odds of referral. The authors also examined referral rates for gender, race, and ethnicity. The odds of referral for boys were nearly twice those for girls. Compared to White children, the odds of referral were greater for Native American children and lower for Black and Asian/Pacific Island children. Odds of referral for non-Hispanic/non-Haitian children were greater than those for Hispanic or Haitian children. Identifying factors that are associated with the likelihood of referral will alert clinicians, parents, teachers, and policy makers to the existence of biasing factors and can be used to further improve Child Find procedures.
Cross-Cultural Perspectives on the Classification of Children With Disabilities
Authors: Florian Lani , Hollenweger Judith , Simeonsson Rune J. , Wedell Klaus , Riddell Sheila , Terzi Lorella , Holland Anthony
Published: June 2008

This article is the first of a 2-part synthesis of an international seminar on the classification of children with disabilities. It synthesizes 6 papers that address broad questions relating to disability classification and categorization, cross-national comparisons on disability in education, the World Health Organization's International Classification of Functioning, Disability and Health (ICF), and Amartya Sen's capability approach. The focus of the article is the intentions, purposes, and future directions for disability classification in education. The authors argue that these advances offer researchers and policy-makers the opportunity to examine the relational nature of disability classification in any recalibration of statutory standards or educational policy reforms. Such developments are necessary to move beyond discrete categorical classification systems traditionally used in education that (a) do not recognize the complexity of human differences, (b) unnecessarily stigmatize children, and (c) do not always benefit the individuals who are classified.
Cross-Cultural Perspectives on the Classification of Children With Disabilities
Authors: McLaughlin Margaret J. , Dyson Alan , Nagle Katherine , Thurlow Martha , Rouse Martyn , Hardman Michael , Norwich Brahm , Burke Phillip J. , Perlin Michael
Published: June 2008

This article is the second in a 2-part synthesis of an international comparative seminar on the classification of children with disabilities. In this article, the authors discuss classification frameworks used in identifying children for the purpose of providing special education and related services. The authors summarize 7 papers that addressed aspects of disability classification in educational systems in the United States and the United Kingdom. They discuss current policies for determining which children receive special education services, the origins and evolution of these policies, and current dilemmas and challenges associated with classification schemes and the provision of special education. The authors also describe emerging data and possible models and practices that might be used in educational systems. They conclude with the recognition that both formal and informal educational classification systems will continue to be required within a system that must address the competing priorities of individual needs and the broader social and community goals of education. However, as was argued in the previous article, by understanding the mix of intentions that underpin these policies, as well as periodically reviewing the norms that underlie them, it may be possible to move classification to descriptors that can be used to efficiently and effectively define educational needs and distribute resources.
Distinctions Without a Difference
Authors: Glutting Joseph J. , Watkins Marley W. , Konold Timothy R. , McDermott Paul A.
Published: June 2008

This study employed observed factor index scores as well as latent ability constructs from the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV; Wechsler, 2003) in estimating reading and mathematics achievement on the Wechsler Individual Achievement Test—Second Edition (WIAT-II; Wechsler, 2002). Participants were the nationally stratified linking sample ( N = 498) of the WISC-IV and WIAT-II. Observed scores from the WISC-IV were analyzed using hierarchical multiple regression analysis. Although the factor index scores provided a statistically significant increment over the Full Scale IQ, the size of the improvement was too small to be of clinical utility. Observed WISC-IV subtest scores were also subjected to structural equation modeling (SEM) analyses. Subtest scores from the WISC-IV were fit to a general factor ( g) and four ability constructs corresponding to factor indexes from the WISC-IV (Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed). For both reading and mathematics, only g (.55 and .77, respectively) and Verbal Comprehension (.37 and .17, respectively) were significant influences. Thus, when using observed scores to predict reading and mathematics achievement, it may only be necessary to consider the Full Scale IQ. In contrast, both g and Verbal Comprehension may be required for explanatory research.
Models and Measures of Beginning Teacher Quality
Authors: Blanton Linda P. , Sindelar Paul T. , Correa Vivian I.
Published: June 2008

Teacher quality is widely recognized as influencing student achievement and success in school. In this article, we consider various approaches to the assessment of teacher quality, including process—product observational measures, evaluation checklists, professional standards, large-scale surveys, and commercially available observation systems. We present examples of each from the special education literature, consider teacher education research genres for which each is appropriate, and evaluate each using a set of criteria that incorporates both practical and technical considerations. We advocate for multimethod approaches to teacher quality research and for more research relating what teachers know and do to what students learn, and we note that a stronger link between teachers and learners would allow for more rigorous evaluations of teacher preparation.
Improving the Writing Performance of Struggling Writers in Second Grade
Authors: Ortiz Lienemann Torri , Graham Steve , Leader-Janssen Beth , Reid Robert
Published: June 2008

An important goal in preventing writing disabilities is to provide effective early instruction to at-risk students to maximize their writing development. This study examined whether or not explicitly teaching six at-risk second-grade writers, including children with disabilities, how to plan and draft stories would improve their story writing as well as their recall of narrative reading material. The self-regulated strategy development model was used to teach these strategies; the impact of this instruction was evaluated via a multiple-baseline design. Instruction had a positive impact on students' writing, as their stories were longer, more complete, and, with the exception of one student, qualitatively better. Instructional effects also transferred to the recall of narrative reading material for four of the six students. These findings were generally maintained over time.
A Reading Instruction Intervention Program for English-Language Learners Who Are Struggling Readers
Authors: Kai Yung Tam  , Heward William L. , Heng Mary Anne
Published: June 2008

We used a multiple baseline across students design to evaluate the effects of an intervention program consisting of vocabulary instruction, error correction, and fluency building on oral reading rate and comprehension of five English-language learners who were struggling readers in a primary school. During the first intervention condition (new passage each session), the first author (a) explained the meanings of new vocabulary words from the session's passage, used each vocabulary word in a sentence, and asked the learner to use each word in a sentence; (b) corrected oral reading errors during the learner's initial oral reading of the passage; (c) asked the learner to read the passage as fast as she or he could for three consecutive trials; and (d) asked five literal comprehension questions about the passage. The same procedures were used during the second intervention condition (same passage to criterion), except the same passage was used across sessions until the learner reached a predetermined number of words read correctly per minute. During the new passage each session condition, the oral reading rate of all five learners showed marked improvements over their performance during baseline. During the same passage to criterion condition, four of five learners reached the predetermined fluency criterion of 100 correct words per minute. The mean number of comprehension questions answered correctly per session was notably higher during both intervention conditions than during baseline.
Comparison of the Effects of Three Approaches on the Frequency of Stimulus Activations, via a Single Switch, by Students With Profound Intellectual Disabilities
Authors: Mechling Linda C.
Published: June 2008

The effects of three classes of reinforcing stimuli were compared across three students with profound intellectual disabilities. A multielement design with no baseline and final “best treatments” phase was used to measure the frequency of single-switch activations by each student across treatments. The three interventions were Treatment A, adapted toys and devices; Treatment B, cause-and-effect commercial software; and Treatment C, instructor-created video programs. Stimulus activations using a single switch were consistently greater when using individualized computer-based video programs. Implications for identifying stimuli for students who may not respond to traditional methods for teaching means—end contingencies (cause and effect) are discussed.
Differentiated Curriculum Enhancement in Inclusive Middle School Science
Authors: Mastropieri Margo A. , Scruggs Thomas E. , Norland Jennifer J. , Berkeley Sheri , McDuffie Kimberly , Tornquist Elizabeth Halloran , Connors Nicole
Published: June 2008

This investigation compared quantitative outcomes associated with classwide peer tutoring using differentiated hands-on activities vs. teacher-directed instruction for students with mild disabilities in inclusive 8th-grade science classes. Thirteen classes of 213 students (109 males; 104 females), of whom 44 were classified with disabilities, participated in 12-week sessions in a randomized field trial design. Experimental classes received units of differentiated, peer-mediated, hands-on instruction, while control classes received traditional science instruction. Results indicate that collaborative hands-on activities statistically facilitate learning of middle school science content on posttests and on state high-stakes tests for all students and that students enjoyed using the activities. Implications for practice indicate use of supplemental peer mediated hands-on activities may provide necessary review and practice for students with disabilities. Future research would help uncover additional critical instructional variables.
Long-Term Trends in the National Demand, Supply, and Shortage of Special Education Teachers
Authors: Boe Erling E.
Published: June 2008

With a focus on both teacher quality and quantity at the national level, this research examined long-term trends in the demand, supply, and shortage of special education teachers for 16 school years, from 1987/1988 through 2002/2003. These trends were based on data published in annual reports to Congress on the implementation of the Individuals with Disabilities Education Act by the Office of Special Education Programs, U.S. Department of Education. Rapid growth in teacher demand for students with disabilities aged 3—5 years was found, whereas the growth in teacher demand for students aged 6—21 years was more gradual and paralleled the rate of growth in teacher demand in general education. Although teacher demand was mostly satisfied by growth in the supply of fully certified teachers, the shortage of fully certified teachers for students with disabilities aged 6—21 years has been chronic since 1987/1988 and has increased annually, from 7.4% in 1993/1994 to 13.4% in 2002/2003 (a shortage of approximately 54,000 special education teachers, including estimated vacant positions).
Meeting the Curricular Needs of Academically Low-Achieving Students in Middle Grade Mathematics
Authors: Woodward John , Brown Cyrus
Published: June 2008

An important component of the National Council of Teachers of Mathematics Standards is the equity principle: All students should have access to a coherent, challenging mathematics curriculum. Many in the mathematics reform community have maintained that this principle can be achieved through one well-designed curriculum. However, the extant research on equity—which focuses on either ethnic diversity or academic achievement—suggests that this principle is illusive. The current study compares the effectiveness of two curricula in teaching a range of math concepts to 53 (28 male; 25 female) middle school students at risk for special education services in math. The yearlong, quasi-experimental study involved achievement and attitudinal measures. Results indicated that students in the intervention group who used materials designed according to instructional principles described in the special education literature achieved higher academic outcomes ( p < .05, p < .001) and had more positive attitudes toward math ( p < .001) than did students in the comparison group.
Effects of Behavior Support Team Composition on the Technical Adequacy and Contextual Fit of Behavior Support Plans
Authors: Benazzi Leah , Horner Robert H. , Good Roland H.
Published: June 2008

This study examined how the composition of a behavior support team affected use of assessment information in the design of behavior support plans. Specifically, we examined if typical teams designed behavior support plans that differed in (a) technical adequacy and/or (b) contextual fit when (1) teams did not include behavior specialists, (2) teams included behavior specialists, or (3) behavior specialists worked alone. Fifty-eight school personnel on 12 behavior support teams from typical elementary schools and 6 behavior specialists participated in the study. Vignettes describing hypothetical students with functional behavior assessment outcome information were used to develop 36 behavior support plans (12 by teams alone, 12 by specialists alone, and 12 by teams with specialists). Results were assessed by 3 expert behavior analysts for technical adequacy and by all 64 team members for contextual fit. Technical adequacy tended to be rated high if specialists alone or teams including a specialist designed the plan. Contextual fit tended to be rated high when teams alone or teams including a specialist designed the plan. Team members ranked plans developed by the team alone and plans developed by the team with a specialist as preferred for implementation over plans developed by a specialist alone. Implications for the selection of behavior support team membership are discussed.