bluuebunny/crossref_metadata_2025 huggingface dataset:
Evaluating the Impact of a Prevention-Based Model of Reading on Children Who Are At Risk
Authors: Bursuck William D. , Smith Thomas , Munk Dennis , Damer Mary , Mehlig Lisa , Perry Jocelyn
Published: May 2008

Large numbers of students are not benefiting from current reading curricula and practices. However, despite the presence of a scientifically validated basis for teaching reading, the nuances of exactly how to translate beginning reading research into day-to-day classroom practice remain to be validated. In this article, beginning literacy outcomes for the instructional practices employed in Project PRIDE are presented. Project PRIDE is a model for preventing reading failure that employs a combination of systematic, explicit instruction in phonemic awareness and phonics with a total classroom reading program; a multitiered teaching approach; data-based decision making; and professional development that includes ongoing, on-site coaching. The effects of 2 years of PRIDE implementation in three inner-city schools in a medium-sized midwestern city are presented, and the implications of these findings for current practice and future research are discussed.
Variables Affecting Students' Decisions to Drop Out of School
Authors: Dunn Caroline , Chambers Dalee , Rabren Karen
Published: May 2008

This study examined factors predictive of dropping out of high school for students with learning disabilities (LD) and mental retardation (MR). The sample was composed of 228 students with LD or MR who dropped out of school and 228 students with LD or MR who had not dropped out. Two sets of predictor variables (student demographics and interview responses) were analyzed using hierarchical logistic regression analysis in terms of their relationship to the outcome variable of dropout. The variables retained in the final model were learning disability, helpful person, helpful class, and general preparation. Specifically, the probability of dropping out for a student with LD who did not feel he or she was being prepared for life after high school and did not identify a helpful class and a helpful person was .86, compared to .16 for a student with MR who did find a particular class and person helpful and felt that school was preparing him or her for desired outcomes. Implications of the results are discussed.
Migrant Students with Limited English Proficiency
Authors: Troia Gary A.
Published: May 2008

This study evaluated the efficacy of the computer-assisted intervention program known as Fast ForWord Language™ in a sample of migrant students in Grades 1 through 6 who were native Spanish speakers. Fast ForWord Language™ combines intensive training in multiple receptive English language skills with adaptive acoustic waveform lengthening and amplification to purportedly accelerate the English language learning skills of children who are nonnative English language speakers. Students either were randomly assigned to a treatment or no-contact control condition or were matched on grade, English language proficiency, and nonverbal IQ. All students were assessed in five domains before and immediately after the 4- to 8-week intervention: (a) spoken English language proficiency; (b) oral language competency; (c) phonological awareness; (d) basic reading skills; and (e) classroom behavior. Except for performance on a measure of sight-word recognition, on which children in the treatment group achieved a significantly greater gain than those in the control group, changes in test scores from pretest to posttest were equivalent for the two groups. However, when students who were least fluent in spoken English in each group were compared, the children in the treatment group demonstrated superior gains in expressive language, sight-word recognition, and pseudoword decoding. Thus, Fast ForWord Language™ had a substantial, albeit limited impact on the oral language skills and reading performance of migrant children in this study. However, due to methodological weaknesses and limited treatment fidelity, the study results must be interpreted cautiously.
Diverse Knowledge and Skills Require a Diversity of Instructional Groups
Authors: Kauffman James M. , Landrum Timothy J. , Mock Devery R. , Sayeski Ben , Sayesk Kristin L.
Published: May 2008

Diversity of instructional needs requires diversity in instructional groups. Teaching all children well requires that they be grouped homogeneously for instruction. Instruction must not be secondary to placement in special education. The ideology of full inclusion works against good instruction in some cases. The ultimate test of special education should be whether a particular student is receiving good instruction that matches his or her needs, not the student's placement.
State Variation in Gender Disproportionality in Special Education
Authors: Coutinho Martha J. , Oswald Donald P.
Published: May 2008

Gender disproportionality in special education has been apparent for many years, reflected in male-to-female ratios that range from about 1.5:1 to 3.5:1. The purpose of this study was to investigate the extent of disproportionate representation for the disability conditions of learning disability (LD), serious emotional disturbance (SED), and mental retardation (MR) at the state, regional, and national levels. Using data collected by the U.S. Office for Civil Rights, we examined the hypothesis that current variations across states in gender disproportionality should be small, and similar to rates for the nation as a whole. Substantial variations in state rates for students with LD and SED were observed. We also examined the hypothesis that states serving relatively fewer students for a given disability are likely to have greater male overrepresentation. This hypothesis was generally supported for students with LD but not for students with MR or SED. We examined factors related to state policies for students with MR and SED that might help to account for these findings. We conclude with recommendations for research to better understand the basis for gender disproportionality and with several practical implications for policy review and response related to gender disproportionality at the regional, state, and national levels.
A Conceptual Framework of Self-Advocacy for Students with Disabilities
Authors: Test David W. , Fowler Catherine H. , Wood Wendy M. , Brewer Denise M. , Eddy Steven
Published: May 2008

Based on a review of the literature and input from stakeholders, we developed a conceptual framework of self-advocacy involving four components: knowledge of self, knowledge of rights, communication, and leadership. This article summarizes the definitions and components of self-advocacy found in the literature that were used to develop this conceptual framework. The resulting framework of self-advocacy is designed to serve as a guide for instructional planning, curricular design, and assessment of self-advocacy for students with and without disabilities.
In the Shadow of Brown
Authors: Ferri Beth A. , Connor David J.
Published: May 2008

In this first decade of the 21st century, we mark two milestones in education history: the 50th anniversary of the Brown v. Board of Education decision in 2004, and the 30th anniversary of the Individuals with Disabilities Education Act ( IDEA) in 2005. Both Brown and IDEA asserted the need for increased educational opportunities for once excluded groups of students and asserted that segregation was inherently harmful and unequal. However, although we might wish to celebrate, there is also a need to critically examine the unfulfilled promise of both these efforts toward integrated education. In this article, we focus on one of the most long-standing critiques of special education practice: the disproportionate placement of students of color in special education programs, referred to in the education literature as overrepresentation. We then trace some of the origins of the current problem of overrepresentation by tracing the tangled relationship of special education and resegregation in the first years following the Brown decision.
Elementary Day and Residential Schools for Children With Emotional and Behavioral Disorders
Authors: Gagnon Joseph Calvin , Leone Peter E.
Published: May 2008

Limited information exists about treatment programs for children with emotional and behavioral disorders (EBD) in the elementary grades. This national study provides a description of first-through sixth-grade day treatment and residential schools for students with EBD in two areas: (a) characteristics of schools (e.g., philosophy, accreditation, length of school year) and (b) current school-level entrance and exit policies. A random sample of 480 principals from public and private day treatment and residential schools were mailed a survey. A total of 271 (56.45%) principals responded. The results indicated that schools relied on a behavioral philosophy, maintained a balance between education and therapeutic issues, and were commonly accredited by state departments of education. Furthermore, few schools had specific policies related to follow-up of students after discharge. The implications of these findings are discussed.
A Comparison of Two Direct Instruction Reading Programs for Urban Middle School Students
Authors: Shippen Margaret E. , Houchins David E. , Steventon Candace , Sartor Donya
Published: May 2008

This study investigated the differential effects of two direct instruction (DI) reading programs, one with overt decoding strategies and one with more covert decoding strategies, on the reading achievement of struggling seventh graders in an urban middle school. The students participating in this study (N = 55) were 2 to 4 years behind in reading achievement according to standardized pretests. Results indicate that after a 6-week reading intervention, all students, regardless of overt or covert DI programs, made significant gains in reading, with the only differential effect demonstrated in the area of reading rate. These findings are significant considering that the participants were struggling readers. Implications for increasing the performance of struggling middle school readers are discussed.
Exploring The Role of Teacher Quality in Predicting Reading Outcomes for First-Grade English Learners
Authors: Gersten Russell , Baker Scott K. , Haager Diane , Graves Anne W.
Published: May 2008

The first portion of this article describes the development and validation of a classroom observation measure. The goal of the measure was to assess the quality of reading instruction provided to first-grade English learners. We report the internal consistency reliability, interrater reliability, the development of empirically derived subscales, and the criterion-related validity of the subscales. The latter was moderately high for three of the six subscales (range = .62—.65) and moderate for the three others (range = .49—.57). The second portion of this article includes a contrasted groups analysis of the four classes with the lowest and highest growth in reading. We conclude with a presentation of the major themes and issues that emerged in the qualitative field notes.
How Effective Is Code-Based Reading Tutoring in English for English Learners and Preservice Teacher-Tutors?
Authors: All Otaiba Stephanie
Published: May 2008

The purpose of this case study was to examine the effects of a code-based reading tutorial in English for eight beginning at-risk readers who were English learners (ELs) and for their preservice teacher-tutors. Eight undergraduate preservice special education teachers tutored the ELs twice weekly for a total of 15 hr to fulfill a required service learning project. Tutoring was provided at the children's high-poverty elementary school. On average, ELs' raw scores grew significantly in terms of word attack, passage comprehension, and sound identification. Furthermore, ELs gained an average of .18 standard score points per hour of tutoring on word attack, .38 on word identification, and .30 on passage comprehension. Tutors improved from 57.50% to 99.38% on a reliable test of teacher knowledge of language structure. Practical applications to promote research-based practices and limitations are discussed.
Alternatives to Retention and Social Promotion
Authors: Picklo Dawn M. , Christenson Sandra L.
Published: May 2008

The purpose of this study was to determine whether differences exist in the availability of instructional options for struggling students and students who did not pass state-required tests based on three school characteristics: retention practices, awards or sanctions, and school level. Participants were 242 teachers and school psychologists from 99 elementary and middle or junior high schools across 19 states that have required exit exams. Participants were asked to complete a survey that addressed the availability of instructional options. Descriptive statistics showed that there was overlap in the instructional options that respondents reported using frequently regardless of school characteristics. For general education teachers' responses, there was a significant main effect of school level. For special education teachers and school psychologists, all other main effects and interactions were not significant.
Idea 2004
Authors: Gartin Barbara C. , Murdick Nikki L.
Published: May 2008

The Individualized Education Program (IEP) is an essential component in providing a free, appropriate public education (FAPE) to individuals with disabilities. The 2004 amendments of the Individuals with Disabilities Education Act (IDEA) have attempted to reduce the paperwork requirements of the IEP, while simultaneously ensuring that the goal of FAPE is met. Furthermore, the legislation attempts to bring the requirements of IDEA and NCLB into better alignment. Legislative changes to the IEP are described, and possible implications are discussed.
Learning to Read Words
Authors: Englert Carol Sue , Zhao Yong , Collings Natalia , Romig Nancy
Published: May 2008

Two design experiments were conducted to improve the word recognition performance of students at risk of school failure. In Study 1, an Internet-based software from the TELE-Web project was used to remediate the word recognition performance of 4 students at risk of retention and reading disabilities in first grade. In Study 2, the Internet-based software was used with an entire classroom of first-grade students in an effort to prevent reading difficulties and to accelerate reading performance. The results indicated that TELE-Web was effective in improving sight-word recognition and that these improvements transferred to a standardized measure of reading achievement. These findings suggest the promise of Internet-based software in supporting the reading programs of young readers at risk for retention or referral.
Legal Supports for Problem-Solving Systems
Authors: Prasse David P.
Published: May 2008

Special education services are shaped by legal parameters developed over the past 30 years. Many of those services give priority to process and compliance rather than to focusing on student outcomes. Today, reform initiatives to special education programs are well underway, many of them shaped by fundamental changes occurring in local education agency practice. This article provides an overview of how federal special education law supports many of the reform efforts underway in many school districts throughout the country. It reviews important legislative changes to the Individuals with Disabilities Education Act (IDEA) of 1997 and 2004, including the section of IDEA 2004 that permits the use of response to intervention as a basis for determining special education eligibility.
Bringing Instructional Support Teams to Scale
Authors: Kovaleski Joseph F. , Glew Michael C.
Published: May 2008

The statewide implementation of instructional support teams (ISTs) in Pennsylvania is analyzed in terms of the challenge of bringing team-based problem-solving models to scale. The history of the phase-in of ISTs in more than 1,700 elementary schools is presented, and the salient research conducted on ISTs is reviewed. The results indicate that ISTs are effective in reducing referrals to special education and improving measures of academic learning time. Recommendations for widespread adoption of problem-solving teams are contextualized in a three-tier model of service delivery. Within this model, the use of problem-solving teams of teachers analyzing group data for the purpose of restructuring whole-group instruction is proposed as a method of assisting schools in meeting the requirements of the No Child Left Behind Act.
Reading Well With Read Well
Authors: Santoro Lana E. , Jitendra Asha K. , Starosta Kristin , Sacks Gabriell
Published: May 2008

The purpose of this study was to evaluate the effectiveness of supplemental reading instruction on the reading performance of four (two boys, two girls) second graders who were English learners (ELs) and poor readers through the use of a multiple probe across-participants design. All students received instruction from a commercial reading program, Read Well (Sprick, Howard, & Fidanque, 1998—2000). The results indicated general improvement in word reading and oral reading fluency performance across participating students. A discussion examining case study data highlights the importance of individual differences on a variety of reading measures when considering the nature of reading instruction for ELs.
Syllable-Based Reading Strategy for Mastery of Scientific Information
Authors: Bhattacharya Alpana
Published: May 2008

This article describes a strategic approach for reading and comprehending scientific information from a middle school science textbook. First, the word-reading skills of children with and without reading difficulties are compared. Second, studies investigating the effectiveness of a syllable-based reading approach on the word-reading skills of middle school children with reading difficulties are reviewed. Finally, the use of a syllable-based approach for reading and comprehending information from a middle school science textbook is described, with specific emphasis on learning words presented within and outside the context of text passages.
The Teacher Support Program
Authors: Westling David L. , Herzog Mary Jean , Cooper-Duffy Karena , Prohn Kenneth , Ray Marissa
Published: May 2008

Several challenges characterize the special education profession. The literature is replete with reports of high levels of stress, burnout, and attrition among special educators; the lack of a sufficient number of fully qualified teachers; and dissatisfaction with the gap that exists between research-based effective practices and the daily classroom practices of teachers. In an attempt to counter these conditions, a model Teacher Support Program was developed in western North Carolina that offered several support services to teachers who participated voluntarily in the program. This article reports the elements of the program, the degree of participation by area teachers, and the impact of the program as reported by participants through interviews and written reports.
The African American Presence in Reading Intervention Experiments
Authors: Lindo Endia J.
Published: May 2008

This study examined what proportion of reading intervention experiments published in a sample of prominent, peer-reviewed education research journals evaluated the impact of the reading intervention on African American students. The last 10 years of articles from the Reading Research Quarterly and the Journal of Educational Psychology and all volumes of the journal Scientific Study of Reading (totaling 8 years) were hand searched. This search yielded 971 research articles, of which 8.14% (n = 79) reported reading interventions; none of these reading interventions reported outcomes by race, and only 2, 0.21% of the research articles, included 85% or more African American participants.
Universal Design and Its Applications in Educational Environments
Authors: Mcguire Joan M. , Scott Sally S. , Shaw Stan F.
Published: May 2008

Universal design (UD), a concept from the field of architecture, is increasingly evident in discussions of approaches to enhance educational access for students with disabilities. Several emerging models of educational applications of UD—Universal Design for Learning, Universal Design for Instruction, and Universal Instructional Design—are discussed, with a call to the field for a collaborative approach to examine the efficacy of applications of UD to educational environments. Several critical areas for a research agenda are articulated, with caveats that the promise of UD for enhancing access not be undermined because of premature promotion of the concept before its validity is thoroughly examined.
Policy and Practice
Authors: Crawford Lindy , Tindal Gerald
Published: May 2008

Questions related to the inclusion of students with disabilities in the Oregon statewide assessment program were sent to 1,201 special education teachers and 625 principals representing Grades K—12. Teachers and principals responded positively to questions probing their knowledge of statewide policy and their understanding of how to acquire information from the state education department related to test policy. A significant difference between teachers and principals existed on numerous policy questions. Differences were also found between principals and special education teachers on questions related to the usefulness of test results in guiding instructional programs and improving school accountability efforts; on these questions, teachers consistently responded less favorably than principals. Both groups felt that very few parents understood individual test reports for their children.
Improving the Reading Comprehension of Middle School Students With Disabilities Through Computer-Assisted Collaborative Strategic Reading
Authors: Kim Ae-Hwa , Vaughn Sharon , Klingner Janette K. , Woodruff Althea L. , Klein Reutebuch Colleen , Kouzekanani Kamiar
Published: May 2008

This study investigated the effects of computer-assisted comprehension practice using a researcher-developed computer program, Computer-Assisted Collaborative Strategic Reading (CACSR), with students who had disabilities. Two reading/ language arts teachers and their 34 students with disabilities participated. Students in the intervention group received the CACSR intervention, which consisted of 50-min instructional sessions twice per week over 10 to 12 weeks. The results revealed a statistically significant difference between intervention and comparison groups' reading comprehension ability as measured by a researcher-developed, proximal measure (i.e., finding main ideas and question generation) and a distal, standardized measure (i.e., Woodcock Reading Mastery Test, Passage Comprehension). Effect sizes for all dependent measures favored the CACSR group. Furthermore, a majority of students expressed positive overall perspectives of the CACSR intervention and believed that their reading had improved.
Prediction of Dropout Among Students With Mild Disabilities
Authors: Reschly Amy L. , Christenson Sandra L.
Published: May 2008

This study examined the engagement of students with learning disabilities and emotional disturbance and the relation of this engagement to school completion. Participants were parent-identified students with learning disabilities (LD) and emotional or behavioral disorders (EBD) and comparison groups of average-achieving peers and students without disabilities who dropped out or stayed in school. Comparisons of the engagement of students with LD or EBD and average-achieving peers showed significant differences (but small in terms of effect sizes) and indicated that students with LD or EBD reported less desirable engagement than their average-achieving peers. After accounting for achievement test scores, grade retention, and socioeconomic status, student engagement variables were significant predictors of school dropout and completion for students with LD or EBD and students without disabilities. Implications of these results in terms of the construct of student engagement and school dropout and future directions for research are discussed.
The Effects of Comprehensive School Reform Models in Reading for Urban Middle School Students With Disabilities
Authors: Shippen Margaret E. , Houchins David E. , Calhoon Mary Beth , Furlow Carolyn F. , Sartor Donya L.
Published: May 2008

The No Child Left Behind Act (NCLB) has mandated sweeping accountability in public education. Low-performing urban schools find themselves in the crossfire of political and educational divergence. Comprehensive school reform (CSR) models predate NCLB, but the impact of their implementation has been even more pronounced since the passage of NCLB. With adequate yearly progress as the national measure of school achievement, the lowest performing students in the lowest performing schools have turned out to be the most critical group to support. We compared the effects of two CSR models ( Success for All and Direct Instruction) in reading for urban middle school students with disabilities who were performing 2 or more years below grade level in reading. The results indicated that students with disabilities showed little or no reading skill gain from either comprehensive school reform model and remained markedly behind. Improving the skills of the lowest performing students in a timely manner appears to continue to be education's greatest challenge.
Urban Special Education in the Context of Standards-Based Reform
Authors: Voltz Deborah L. , Fore Cecil
Published: May 2008

With the passage of the No Child Left Behind Act, standards-based reform has taken center stage in the educational arena. Although standard setting and accountability issues affect every facet of education, the challenges of implementing such a movement are greater in contexts such as urban special education. This article highlights some of the special considerations of implementing standards-based reform in urban special education and discusses implications for urban special educators.
Provision of Testing Accommodations for Students With Disabilities on Statewide Assessments
Authors: Cox Michael L. , Herner John G. , Demczyk Michael J. , Nieberding Jon J.
Published: May 2008

Testing accommodations allow students with disabilities to both participate in and demonstrate their knowledge and abilities on statewide assessments. This article discusses accommodation-related research findings of a 3-year federally funded research study. The data analysis includes an examination of accommodation policies and discipline rates in all 50 states, participation rates in states for which data were available, and the relationships among these data as indicated by statistical correlations. Also, a detailed discussion of the proctor/scribe accommodation is included, because it correlated more strongly with higher participation rates than any other specific accommodation. Implications of these findings for students, parents, policymakers, and practitioners are discussed.
Segregated Programs Versus Integrated Comprehensive Service Delivery for All Learners
Authors: Frattura Elise , Capper Colleen A.
Published: May 2008

The purpose of this article is to address the principles of a comprehensive whole-school restructuring to serve not only students with disabilities educated in inclusive environments but also all learners who have been labeled to receive services from federally mandated programs, such as special education, limited English, at risk, or Title I. The number of students who qualify for such services is growing. Unfortunately, these students often spend the largest part of their day leaving their classroom to receive special instruction, resulting in a disconnected and fragmented day. We address the outcomes of traditional programs and the underlying principles necessary to support inclusive services versus creating segregated programs. The principles are classified into four cornerstones: core principles, location of services, curriculum and instruction, and funding and policy.
Paraeducator-Supplemented Instruction in Structural Analysis With Text Reading Practice for Second and Third Graders at Risk for Reading Problems
Authors: Vadasy Patricia F. , Sanders Elizabeth A. , Peyton Julia A.
Published: May 2008

Two studies—one quasi-experimental and one randomized experiment—were designed to evaluate the effectiveness of supplemental instruction in structural analysis and oral reading practice for second- and third-grade students with below-average word reading skills. Individual instruction was provided by trained paraeducators in single- and multiletter phoneme—grapheme correspondences; structural analysis of inflected, affixed, and multi-syllable words; exception word reading; and scaffolded oral reading practice. Both studies revealed short-term word level and fluency effects.
Educational Profiles of Students at Enrollment in a System of Care
Authors: Anderson Jeffrey A. , Wright Eric R. , Smith Joshua S. , Kooreman Harold E.
Published: May 2008

Systems of care have demonstrated improved outcomes for students and families in a variety of domains. However, more information is needed about how these approaches can be used to support positive school functioning. In an effort to articulate and better understand how systems of care might be used in ways that complement the educational system, this article examines the educational profiles of a cohort of students at the time they entered a community-based system of care. Educational variables of interest included attendance, discipline, and grades. Logistic regression models revealed differences in terms of grades and discipline at enrollment. Implications for collecting data at entry and future research on systems of care and school functioning are presented.
Progress and Challenges in China's Special Education Development
Authors: Ellsworth Nancy J. , Chun Zhang
Published: May 2008

This article examines important aspects of special education in the People's Republic of China today. To provide a context for understanding current practices, it first looks at cultural and historical influences on the development of special education in China. Next, it presents a current experience with the education of students with disabilities in Beijing and Shanghai. In conclusion, it offers recommendations for addressing challenges and promoting sustained progress in the further development of special education systems and models to educate students with disabilities in China.
Brain Gym®
Authors: Hyatt Keith J.
Published: May 2008

As part of the accountability movement, schools are increasingly called upon to provide interventions that are based on sound scientific research and that provide measurable outcomes for children. Brain Gym® is a popular commercial program claiming that adherence to its regimen will result in more efficient learning in an almost miraculous manner. However, a review of the theoretical foundations of Brain Gym® and the associated peer-reviewed research studies failed to support the contentions of the promoters of Brain Gym®. Educators are encouraged to become informed consumers of research and to avoid implementing programming for which there is neither a credible theoretical nor a sound research basis.
Inclusionary Education in Italy
Authors: Begeny John C. , Martens Brian K.
Published: May 2008

Since the 1970s, Italy has had a national policy of integrating nearly all students with disabilities into the general education classroom. As a result, many advocates of inclusion in the United States have identified Italy as an excellent example of how wide-range inclusion can be accomplished. However, some U.S. and Italian educators have expressed concern that very little research has directly examined Italy's inclusion practices and outcomes. In this article, all of the available literature in English in a 20-year period that pertained to Italy's inclusion outcomes and classroom practices was reviewed. Of the studies directly addressing Italy's inclusion practices, survey studies were the most common, and very few studies used experimental methodology. Furthermore, survey studies generally found outcomes considered to be favorable toward inclusion practices, whereas the results from experimental studies called the benefits of full inclusion into question. Of the studies that described interventions for students with disabilities, only a small percentage was conducted in a general education setting. Implications, limitations, and future research directions are discussed.
Improving the Reading Skills of Urban Elementary Students Through Total Class Peer Tutoring
Authors: Kourea Lefki , Cartledge Gwendolyn , Musti-Rao Shobana
Published: May 2008

This study reports the results of a peer-mediated intervention, total class peer tutoring, on the academic performance of six urban students at risk for reading failure. A multiple baseline design across subjects was used to evaluate the effects of this intervention. The results showed that five of the six students significantly increased their sight-word acquisition and maintenance. All target students' reading fluency and comprehension scores on the standardized Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (DORF) passages were higher during intervention than at baseline. Greater fluency gains were shown on constructed paragraphs that included the tutoring sight words. More modest fluency and comprehension gains were found in DORF passages that did not contain words taught in the intervention. Social validity measures taken from teachers, parents, and students revealed positive evaluations of the intervention. Limitations, future directions in research, and practical implications are discussed.
An Integrated Literature Review on the Adaptive Behavior of Individuals With Asperger Syndrome
Authors: Hyo Jung Lee  , Hye Ran Park
Published: May 2008

The diagnostic definition of Asperger syndrome (AS) is surrounded by debate and controversy, because it does not address many of the broader characteristics of individuals with AS. For example, neither the Diagnostic and Statistical Manual of Mental Disorders, 4th edition, nor the International Classification of Diseases , 10th revision, includes adaptive behavior deficits as part of the diagnosis of AS, yet many studies have reported adaptive behavior problems in people with AS. This study reviews eight empirical investigations of the adaptive behavior of individuals with AS in an effort to assess current research findings.
From Tarantulas to Toilet Brushes
Authors: Winter-Messiers Mary Ann
Published: May 2008

The purpose of this exploratory study was to evaluate the impact of special interest areas on children and youth with Asperger syndrome (AS) and their families. The research team conducted interviews about special interests with 2 girls and 21 boys with AS, ages 7 to 21, who were eligible for services under autism and enrolled in an extended school year program. The team also received written surveys from 18 parents. Strong positive relationships were found between special interests and improvements in students' social, communication, emotional, sensory, and fine motor skills. Based on these findings, the researcher created a strength-based model of AS and special interests that emphasizes the critical need for teachers to understand and value the special interests of these students and the impact on their families.
A Meta-Analysis of School-Based Social Skills Interventions for Children With Autism Spectrum Disorders
Authors: Bellini Scott , Peters Jessica K. , Benner Lauren , Hopf Andrea
Published: May 2008

Social skills deficits are a central feature of autism spectrum disorders (ASD). This meta-analysis of 55 single-subject design studies examined the effectiveness of school-based social skills interventions for children and adolescents with ASD. Intervention, maintenance, and generalization effects were measured by computing the percentage of non-overlapping data points. The results suggest that social skills interventions have been minimally effective for children with ASD. Specific participant, setting, and procedural features that lead to the most effective intervention outcomes are highlighted, and implications for school personnel are discussed. Finally, the results are compared to the outcomes of similar meta-analyses involving social skills interventions with other populations of children.
Middle School Students' Response to the Self-Introduction of a Student With Autism
Authors: Campbell Jonathan M.
Published: May 2008

This study examined the effects of educational messages provided by a student with autism on middle school students' cognitive and conative attitudes. Students ( N = 233; M age = 13.07 years) viewed a videotape of an unfamiliar student exhibiting autism-like behaviors and received one of four messages provided by the student via a written pamphlet. Students who were unfamiliar with autism reported more favorable cognitive attitudes when an explanatory message was added to the descriptive information. Explanatory information resulted in more favorable conative attitudes than descriptive information. Female students reported more positive attitudes than male students, regardless of the message; students with prior awareness of autism reported more positive conative attitudes, regardless of the message. Implications of the findings, study limitations, and recommendations for future research are briefly discussed.
Teaching Paraprofessionals How to Write and Implement Social Stories for Students With Autism Spectrum Disorders
Authors: Moudry Quilty Kimberly
Published: May 2008

A multiple-baseline design across subjects was used to determine if paraprofessionals could be effectively taught to write and implement Social StoriesTM that shared accurate social information and had a positive impact on the targeted behaviors of students with autism spectrum disorders (ASD). Three paraprofessional—student pairs participated in the study. The data revealed that paraprofessionals could be effectively taught how to write and implement Social Stories . Furthermore, the targeted student behaviors decreased after the implementation of the intervention. Maintenance data showed continued use of the Social Stories intervention and its effectiveness with the students with ASD.
A Review of Non-Medication Interventions to Improve the Academic Performance of Children and Youth With ADHD
Authors: Trout Alexandra L. , Ortiz Lienemann Torri , Reid Robert , Epstein Michael H.
Published: May 2008

Children with attention-deficit/hyperactivity disorder (ADHD) are at risk for academic failure. Although studies have evaluated the effects of medication on academic outcomes, the literature on non-medication interventions has not received equal attention. This review examined 41 studies that evaluated the impact of non-medication interventions on the academic functioning of students with ADHD. The findings revealed that a broad range of traditional and nontraditional interventions has been used to improve students' academic outcomes, yet systematic lines of research were clearly missing. Moreover, important demographic and descriptive information, such as participant characteristics and classroom settings, were often poorly defined and generally did not reflect the current population of students with ADHD. Despite some indications of promise, significant limitations in the literature allow for few conclusions about intervention effects and generalization. Further systematic research is needed to determine which academic intervention methods hold the most promise for children and youth with ADHD.
Elements of Effective High School Service Learning Programs That Include Students With and Without Disabilities
Authors: Dymond Stacy K. , Renzaglia Adelle , Chun Euljung
Published: May 2008

The purpose of this study was to determine whether key elements of high school service learning programs (HSSLPs) cited in the literature were viewed as important by stakeholders in HSSLPs that included students with and without disabilities. Focus groups were conducted with five inclusive HSSLPs selected through purposeful sampling procedures. Participants confirmed the importance of the elements cited in the literature, broadened their descriptions, and advocated increased flexibility and informality in addressing those elements in inclusive programs. Implications for practice suggest the need to link service learning to the academic and life skills curriculum, eliminate barriers to including students with disabilities, increase the inclusion of students with severe disabilities, embrace an inclusive philosophy, and engage in continuous program evaluation.
A Social—Behavioral Learning Strategy Intervention for a Child With Asperger Syndrome
Authors: Bock Marjorie A.
Published: May 2008

This study examined the effect of a social—behavioral learning strategy intervention (Stop—Observe—Deliberate—Act; SODA) on the social interaction skills of one middle school student with Asperger syndrome (AS). More specifically, the study investigated the effect of SODA training on the ability of one student with AS to participate in cooperative learning activities, play board games, and visit his peers during lunch. A multiple-baseline-across-settings design was used to analyze social behavior without SODA (baseline) and with SODA (intervention) during seventh-grade English, lunch, and activity periods. Maintenance probes occurred twice a month for 2 months following the completion of intervention activities. The participant benefited from the SODA intervention: He presented an increased percentage of time spent learning cooperatively, playing board games, and visiting during lunch when SODA training began. When SODA training was discontinued, he maintained high performance across all study conditions, nearly matching that of a peer without disabilities. Moreover, the participant presented long-term memory of SODA 2 months after maintenance.
Paraprofessional-Led Phonological Awareness Training With Youngsters at Risk for Reading and Behavioral Concerns
Authors: Lane Kathleen L. , Fletcher Todd , Carter Erik W. , Dejud Carlos , Delorenzo Jennifer
Published: May 2008

This study examined the efficacy of a paraprofessional-led supplemental early intervention for first-grade students with poor early literacy skills and behavioral concerns. The goal was to determine if (a) the relatively brief intervention was effective in improving phonological skills, and (b) improvements in academic skills would be accompanied by behavioral and social improvements. The results indicated that the students in the treatment condition experienced significant, lasting increases in phonological awareness and moderate improvement in word attack skills. However, significant collateral effects on social and behavioral performance were not observed. Limitations and directions for future investigation are offered.
Effects of GO 4 IT . . . NOW! Strategy Instruction on the Written IEP Goal Articulation and Paragraph-Writing Skills of Middle School Students With Disabilities
Authors: Konrad Moira , Test David W.
Published: May 2008

The current standards-based reform movement, which emphasizes teaching academic skills to all students, holds promise for students with disabilities. However, there is concern that this movement's sole focus on academic skills will leave less room for teaching self-determination skills. One possible solution is to identify interventions that can teach self-determination and academic skills simultaneously. This study investigated the effects of such an intervention (i.e., GO 4 IT . . . NOW!) with 12 middle school students with high-incidence disabilities. The findings showed a functional relationship between the instruction and (a) students' abilities to articulate Individualized Education Program (IEP) goals in writing and (b) paragraph-writing skills in students' IEP goal paragraphs.
The Impact of Special Education Mediation on Parent—School Relationships
Authors: Nowell Branda L. , Salem Deborah A.
Published: May 2008

Finding ways to productively manage conflict in a manner that protects parent—school relationships has become an issue of growing concern in special education. Special education mediation has been promoted as a valuable process, in part, because of its promise for resolving such conflicts in a way that prevents the escalation of adversarial relationships and fosters norms of collaboration among parents and schools. However, despite the growing interest in the impact of mediation on the continuing relationship between parents and schools, empirically, we know very little about the nature of its impact. This study begins to address this gap by qualitatively exploring how parents of special needs students perceive their participation in special education mediation to have affected their ongoing relationship with the school. The findings suggest that mediation has the ability to affect both the interpersonal relationship between parents and school personnel and parents' overall sense of efficacy in their ability to manage their relationship with the school. However, parents' stories indicate that this impact can be either positive or negative. Their stories also indicate that perceived follow-through on the mediation agreement has a significant influence on whether parent—school relationships are perceived to improve or deteriorate further after mediation. Implications for research and practice are discussed.
School Characteristics Related to High School Dropout Rates
Authors: Christle Christine A. , Jolivette Kristine , Nelson C. Michael
Published: May 2008

A B S T R A C T Dropping out of high school culminates a long-term process of disengagement from school and has profound social and economic consequences for students, their families, and their communities. Students who drop out of high school are more likely to be unemployed, to earn less than those who graduate, to be on public assistance, and to end up in prison. The present study examined dropout rates in Kentucky high schools ( N = 196), using both quantitative and qualitative procedures. Pearson product-moment correlation coefficients were computed to identify those school-level variables that showed strong relationships to dropout rates. A sample of 20 schools with the highest dropout rates was compared to a sample of 20 schools with the lowest dropout rates using a multivariate analysis of variance. Furthermore, 4 schools from each group were selected as case examples. Information gathered from administrator surveys, staff interviews, and on-site observations provided detailed descriptions of the characteristics of schools with high and low dropout rates. The findings of this study demonstrated that a number of school variables are differentially related to dropout rate. Implications of these findings for school reform are discussed.
Adults With Learning Disabilities and the Underutilization of the Americans with Disabilities Act
Authors: Price Lynda A. , Gerber Paul J. , Mulligan Robert
Published: May 2008

A B S T R A C T This article explored the use of the Americans with Disabilities Act (ADA) by individuals with learning disabilities (LD) in the workplace. A review of the extant literature revealed that people with LD were not likely to use the ADA as employees. Moreover, an analysis of selected, commonly used materials regarding transition indicated a lack of substantive information about the ADA for students with LD and professionals. In essence, the ADA is being underused during the beyond-school years by individuals with LD. Thus, the ADA has not realized its anticipated impact because people with LD largely have not benefited from the ADA legislation.