Allison Lombardi

The Effects of Disability-Focused Training on the Attitudes and Perceptions of University Staff

This investigation examines the relationship between prior disability-focused training and university staff members’ attitudes toward students with learning disabilities (LD). A survey containing items pertaining to prior disability-focused training experiences and attitudes about students with LD was administered to 300 university staff members. Responses from 112 participants indicated that staff who had not received any form of prior training had greater interest in receiving training regarding LD and had insufficient knowledge to support students with LD. In contrast, staff who had received some form of prior training reported greater scores on general knowledge and sensitivity toward university students with LD. Analyses of training type indicated that staff who had previously participated in disability-related workshops and coursework reported the most positive attitudes, followed by staff who had participated in other forms of training (i.e., reading books and articles or visiting websites). Total number of training types experienced, time spent engaged in training activities, and the amount of time elapsed since training experiences predicted different aspects of staff members’ attitudes and perceptions as well as their satisfaction with prior training. The implications of these findings for future disability-focused professional development efforts within postsecondary settings are discussed.

Academic Performance of First-Generation College Students with Disabilities

Students with disabilities are attending postsecondary school in increasing numbers (Newman, Wagner, Cameto, & Knokey, 2009). Recent estimates suggest that as many as 1 in 10 college students have some type of apparent (e.g., mobility impairments) or nonapparent (e.g., learning disability) disability. College students with disabilities have lower retention rates, take longer to complete degrees, and have lower degree completion rates than do their peers without disabilities (Horn, Berktold, & Bobbit, 1999; Murray, Goldstein, Nourse, & Edgar, 2000; Wessel, Jones, Markle, & Westfall, 2009). Thus, students with disabilities face a number of significant challenges adjusting to postsecondary school and have unique transition needs (Brinckerhoff, 1996; Sitlington, 2003). In addition to serving a greater number of students with disabilities, many colleges and universities are also experiencing an influx of “first-generation” college students (X. Chen, 2005). Many first-generation students are less academically prepared than are continuing-generation students when entering postsecondary educational environments (Reid & Moore, 2008; Strayhorn, 2006; Watt, Johnston, Huerta, Mediola, & Alkan, 2008). Once admitted, firstgeneration college students have lower college persistence and attainment rates than do their continuing-generation peers, and these effects hold even after controlling for socioeconomic status (SES), institution type, and attendance status (Choy, 2001; Lohfink & Paulsen, 2005; Nunez & CuccaroAlamin, 1998). Moreover, first-generation college students often face unique familial, cultural, and social transitions that may make the transition to, and completion of, postsecondary school challenging (Ishitani, 2003; Strayhorn, 2006). The current investigation was undertaken in light of growing evidence that disability status and first-generation status are factors that place a student at risk of experiencing difficulties adapting to and completing postsecondary school. Although both of these student characteristics are indicative of risk in isolation, we were interested in developing further understanding about the dual challenge, or cumulative risk, associated with having a disability and being a firstgeneration college student.

Relationship between School-Wide Positive Behavior Interventions and Supports and Academic, Attendance, and Behavior Outcomes in High Schools.

Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. Multi-tiered systems of support (MTSS), such as School-Wide Positive Behavior Interventions and Supports (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and improving student outcomes. Much of the research on SWPBIS outcomes has taken place at the elementary and middle school levels, leaving a need for a more thorough examination of outcomes at the high school level. The purpose of this study was to explore the links between implementation of SWPBIS and academic, attendance, and behavior outcome measures across a large sample of high schools from 37 states. Despite some of the difficulties of SWPBIS implementation at the high school level, evidence suggests positive relationships between SWPBIS implementation and outcomes in behavior and attendance for high schools that implement with fidelity.

Replication of Special Education Research Necessary but Far Too Rare

Increased calls for rigor in special education have often revolved around the use of experimental research design. However, the replicability of research results is also a central tenet to the scientific research process. To assess the prevalence, success rate, and authorship history of replications in special education, we investigated the complete publication history of every replication published in the 36 journals categorized by ISI Web of Knowledge Journal Citation Report as special education. We found that 0.5% of all articles reported seeking to replicate a previously published finding. More than 80% of these replications reported successfully replicating previous findings. However, replications where there was at least one author overlapping with the original article (which happens about two thirds of the time) were statistically significantly more likely to find successful results.

A College and Career Readiness Framework for Secondary Students With Disabilities

In this qualitative study, a proposed organizing framework of college and career readiness for secondary students with disabilities was developed based on a synthesis of extant research articulating student success. The original proposed framework included six domains representing academic and nonacademic skills associated with college and career readiness: academic engagement, academic mind-sets, learning processes, critical thinking, social skills, and transition knowledge. Focus groups were conducted to examine perspectives among state-level stakeholders with knowledge and expertise regarding college and career readiness, drop-out prevention, and secondary transition. Through an iterative process, the focus group data were analyzed and the framework was refined based on findings. Implications for practice and suggestions for future research are discussed.

College and Career Readiness Assessment: Validation of the Key Cognitive Strategies Framework.

In this study, the authors examined the psychometric properties of the key cognitive strategies (KCS) within the CollegeCareerReady™ School Diagnostic, a self-report measure of critical thinking skills intended for high school students. Using a cross-validation approach, an exploratory factor analysis was conducted with a randomly selected portion of the sample (n = 516) and resulted in five reliable factors: (a) problem formulation, (b) research, (c) interpretation, (d) communication, and (e) precision/accuracy. A confirmatory factor analysis was conducted with the remaining sample (n = 808). Goodness-of-fit indices indicated acceptable model fit. The five-factor solution is consistent with earlier validity studies of the KCS framework. Implications for use by high school personnel in evaluation of instructional programs and as a value-added assessment are discussed.

The Influence of Instructional Settings in Reading and Math on Postsecondary Participation

Little is known of the relationship between the least restrictive environment (LRE) provision of the Individuals With Disabilities Education Act (IDEA) and postsecondary participation for secondary students with disabilities despite the current policy emphasis on college and career readiness for all students. In this study, we examined the instructional setting in English/language arts and mathematics among secondary students with disabilities using data from the National Longitudinal Transition Study–2. Logistic regression analyses revealed that students with disabilities were 2 times more likely to participate in 2- and 4-year programs if they received general education instruction in math. Follow-up moderator analyses showed the likelihood of 4-year postsecondary participation among students with hearing, speech, visual, orthopedic, and other health impairments was significantly amplified if they received language arts instruction in general education classrooms. These findings serve as useful baseline data to compare with student outcomes during and after the No Child Left Behind Act and will ultimately inform transition planning for secondary students with disabilities.

Addressing career barriers for high risk adolescent girls: the PATHS curriculum intervention.

The study evaluated a gender-specific comprehensive career development curriculum designed to target career barriers faced by high risk adolescent girls - those with disabilities and at risk for school failure. The goal of the curriculum was to promote social cognitive career and self determination outcomes associated with adaptive career development and adjustment. A pre-post control group design was used to evaluate the curriculum. Findings suggest that participation in the curriculum resulted in significant and large gains in autonomy and in disability and gender-related knowledge. Meaningful gains were noted in perceptions of social support and relevance of school. Participants in a high fidelity sample made significant and large gains in vocational skills self-efficacy and disability and gender-related knowledge. Meaningful improvements were noted in self-advocacy, autonomy, and vocational outcome expectations. The findings suggest that the curriculum can improve important indicators of positive career development and adjustment in high risk adolescent girls.

The Impact of Professional Development and Student and Teacher Characteristics on the Quality of Postsecondary Goals

This study examined (a) the main effects of professional development on the quality of postsecondary goals in employment and postsecondary education/training, (b) the main effects of student and teacher characteristics on goal quality, and (c) whether professional development moderated the relationship between the impact of these characteristics and goal quality. Individual Education Program (IEP) documents were gathered from 18 teachers before and after professional development totaling 137 IEPs. Hierarchical linear modeling methods were used to account for the fact that student IEPs were nested within teachers. Results indicated professional development significantly improved goal quality for both goal areas. Teachers whose primary placement and caseload was within self-contained classrooms and those with more years of experience had higher quality employment goals than teachers with less experience and those in resource rooms or general education settings. Implications are discussed regarding the continued need to align the content of IEPs for transition-age students with practice.

The Impact of Professional Development on the Quality of the Transition Components of IEPs

Under the Individuals With Disabilities Education Act (IDEA), transition needs and services are to be discussed as part of the Individual Education Program (IEP) planning process, and decisions based on students’ future goals are to be documented in the IEP. These transition requirements were included in IDEA in order to plan with the student, family, school, and agencies; assist students to see the path to the future; and increase their success post high school. In this study, 27 secondary teachers received professional development (PD) on the transition components in the IEP. The impact on the inclusion and quality of these components was evaluated using 302 IEPs collected before and after the PD. Preliminary findings show promise in positively affecting the IEP components.