Joseph B. Ryan

Peer-Mediated Intervention Studies on Academic Achievement for Students with EBD A Review

Research has shown that peer-mediated interventions produce positive academic outcomes for a wide range of students. The authors of this review examined the effectiveness of peer-mediated interventions on the academic functioning of students with emotional and behavior disorders (EBD). Fourteen studies using cross-age, same-age, classwide peer tutoring, or cooperative learning met the criteria set forth for this review. Findings from these studies indicate peer-mediated interventions were successful across academic subject areas and grade levels. However, the participants and settings used within these studies did not accurately reflect the current EBD populations ethnic or gender composition or actual classroom placement. Finally, despite the recent growth in the number of students identified with EBD, the number of research studies investigating academic interventions has declined.

Juvenile Delinquency and Recidivism: The Impact of Academic Achievement

For well over a century, behavioral researchers have attempted to understand the relation between juvenile delinquency and academic achievement. The authors review current literature pertaining to academic achievement and its effect on delinquency. While researchers have not yet been able to establish a direct causal relation between these two variables, it has been demonstrated that poor academic outcomes can adversely affect a childs behavior, and early behavioral problems can lead to poor academic outcomes. Studies have also shown that rates of recidivism are highly correlated with low levels of academic performance. Lastly, research has demonstrated that the implementation of sound academic interventions, particularly in reading, can effectively reduce rates of both delinquency and recidivism.

High-Stakes Testing and Students With Disabilities Challenges and Promises

The use of high-stakes testing has become an increasingly popular assessment for schools to use in demonstrating individual academic performance of students, and providingaccountability for school improvement. Given the potential negative consequences associated with mandatory testing (e.g., grade retention, withholding of high school diplomas, labeling failing schools), students, parents, and school districts all bear significant risks based upon student test scores. The historically poor performance of students with disabilities on these assessments has raised concerns over minimum standards, permissible test modifications, and alternate assessments. The authors provide a review of recent research literature, legislation, and court decisions pertaining to the use of high-stakes testing for students with special needs in support of : (a) federal legislation (i.e., No Child Left Behind and Individual With Disabilities Education Act), (b) Mandatory Competency Exams to determine grade promotion, and (c) Mandatory Exit Exams to meet graduation requirements.

Research-Based Educational Practices for Students with Autism Spectrum Disorders.

T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 47 , N o. 2 , pp . 94 –1 02 . C op yr ig ht 2 01 4 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 45 53 20 7 Autism spectrum disorder (ASD) has become the fastest growing disability in the United States, with current prevalence rates estimated at as many as 1 in 150 children. This increase in the number of students identified with ASD has significant implications for public schools. The most popular researchbased educational practices for teaching this population, explored in the pages that follow, include applied behavior analysis (ABA); the Developmental, Individual-Difference, Relationship-Based method (DIR/Floortime), the Picture Exchange Communication System (PECS); social stories, and (e) Treatment and Education of Autistic and Communication Handicapped Children (TEACCH).

Physical Restraint in School.

The current emphasis on educating children in the least restrictive environment has resulted in the use of physical restraint procedures across all educational placement settings, including public schools. Since its initial use, restraint has been controversial. Professionals who use physical restraint claim that it is necessary to safely manage dangerous behaviors. Child advocates, however, argue that far too many children suffer injury and death from the very staff charged with helping them. The authors review research literature, legislation, and court decisions on topics related to the use of restraint in schools and identify position statements and recommended practices from nationally recognized professional organizations and advocacy groups. Recommendations are given for research, policy, and procedures for the use and practice of physical restraint in schools.

Americans With Disabilities Act Amendments of 2008

During the past decade, the U.S. Supreme Court has ruled on three cases, generally referred to as the “Sutton trilogy,” that sharply narrowed the scope of Americans With Disabilities Act (ADA) protection. Specifically, the Court ruled that mitigating and/or corrective measures must be taken into account in determining whether an individual is eligible for protection under the ADA. The authors briefly review the Sutton trilogy case law, summarize the ADA 2008 amendments, and provide recommendations for employers concerning policy development that will proactively address the major modifications of ADA 2008 amendment.

Behavioral and Emotional Rating Scale: Two Studies of Convergent Validity

As the field of mental health services shifts its focus to early intervention, the need to develop valid and reliable measures of young childrens behavioral functioning is clear. Traditional assessment instruments have focused on deficits, problems, and pathologies to the exclusion of strengths and competencies. However, assessing child strengths provides parents, direct service providers, and educators with a more holistic view of the childs functioning and an understanding of skills from which individualized treatment and education plans may be written. The Behavioral and Emotional Rating Scale (BERS; Epstein & Sharma, 1998) is a strength-based instrument designed to identify childrens behavioral and emotional strengths. The psychometrics of the BERS has been demonstrated through several studies; however, the focus has mainly been on older age students. We sought to assess the convergent validity of the BERS with kindergarten children. The results of these two studies provide further support of the psychometric characteristics of the BERS and indicate its appropriateness with young children.

A Review of Crisis Intervention Training Programs for Schools.

Recentadvocacyorganizationreports, Congressionalhearings,andproposed federallegislationhavecalledattention totheabusiveuseofphysicalrestraint proceduresinschoolsettings.Asa result,administratorsandschoolofficialswonderwhethertheyshouldpur chase“crisisintervention”trainingfor staffandfacultymembersfromoutside vendors.Unfortunately,thereislimited informationavailableregardingthe contentofthesetrainingprograms,and thevendorswhoprovidethistraining viewthesubjectmatterasproprietary andconfidential.Asaresult,itcanbe difficultforschoolstoobtaininforma tionthatmighthelpthemmakechoices aboutthetrainingtheyarepurchasing. Comparingdifferentprograms’empha sisoncertaintopics,coursecontent, duration,andtypeofinstructioncan assistadministratorsandeducatorsin selectingacrisisinterventiontraining programthatismostappropriatefor theirschool.

Review of State Policies Concerning the Use of Physical Restraint Procedures in Schools

Recent injuries and fatalities among students due to the use of physical restraint procedures in schools, and the resulting media attention and litigation have started to place pressure on many state and local education agencies to develop policies or guidelines concerning their use in schools. The authors investigated existing state policies and guidelines concerning the use of physical restraint procedures in educational settings across the United States. Currently, thirty-one states were identified with established guidance concerning the use of these crisis intervention procedures. Several states are either developing or revising their existing policies or guidelines. The authors reviewed the policies and guidelines which were identified in order to compare common content elements found in these documents, and make recommendations for states, schools or districts interested in developing their own policies or guidelines.

The U.S. Supreme Court and Special Education: 2005 to 2007

Education Act (IDEA) has spawned much litigation in which parents of children with disabilities and school districts disagree over the content of a student’s special education (Huefner, 2002; Yell, 2006). The majority of this litigation has occurred in the federal district courts. The federal court system consists of more than 100 U.S. District Courts, 13 U.S. Courts of Appeals, and the U.S. Supreme Court. The most significant of these federal courts is the U.S. Supreme Court. Supreme Court rulings are of tremendous importance because they establish the legal standard for, and must be followed throughout, the entire country (Huefner; Yell). In the 30 years since the passage of the IDEA, from 1975 to 2005, the Supreme Court had only heard seven cases (Board of Education v. Rowley, 1982; Burlington School Committee v. Department of Education of Massachusetts, 1985; Cedar Rapids Community School District v. Garret F., 1999; Florence County School District v. Carter, 1993; Honig v. Doe, 1988; Irving Independent School District v. Tatro, 1984; Smith v. Robinson, 1984) that directly involved students with disabilities and the IDEA. In the period from 2005 to 2007, the Supreme Court heard four cases on special education and issued rulings in three of these cases. This represents a significant increase in the special education cases heard by the high court. These rulings are of great importance to students with disabilities, their parents, and school districts. Moreover, the three rulings all addressed the procedural rights of parents. In this article, we review these decisions. We first provide a brief synopsis of the procedural rights that the