Laura Baylot Casey

Decreasing In-School Suspensions with Function-Based Interventions

by Clinton Smith, Sara C. Bicard, David F. Bicard, and Laura Baylot Casey Clinton Smith is Assistant Professor of Special Education at the University of Tennessee at Martin, Sara C. Bicard is Associate Professor of Special Education at University of Auburn at Montgomery, David F. Bicard is a behavioral consultant, and Laura Baylot Casey is Assistant Professor of Special Education at The University of Memphis. All are Board Certified Behavior Analysts. Kappa Delta Pi Record, 48: 174–177, 2012 Copyright

Video self-modeling in children with autism: a pilot study validating prerequisite skills and extending the utilization of VSM across skill sets.

Given the recent interest in the use of video self-modeling (VSM) to provide instruction within iPod apps and other pieces of handheld mobile assistive technologies, investigating appropriate prerequisite skills for effective use of this intervention is particularly timely and relevant. To provide additional information regarding the efficacy of VSM for students with autism and to provide insights into any possible prerequisite skills students may require for such efficacy, the authors investigated the use of VSM in increasing the instances of effective initiations of interpersonal greetings for three students with autism that exhibited different pre-intervention abilities. Results showed that only one of the three participants showed an increase in self-initiated greetings following the viewing of videos edited to show each participant self-modeling a greeting when entering his or her classroom. Due to the differences in initial skill sets between the three children, this finding supports anecdotally observed student prerequisite abilities mentioned in previous studies that may be required to effectively utilize video based teaching methods.

Effective data collection modalities utilized in monitoring the good behavior game

The Good Behavior Game (GBG) has been identified as an effective evidence-based class-wide management intervention to decrease maladaptive classroom behaviors. This study was a systematic replication and extension of previous research on GBG. This study looks at the continued effectiveness of the GBG on increasing appropriate student classroom behaviors and on increasing teacher behaviors specific praise statements to students. This research is also attempting to investigate teacher perception of the use of evidence-based interventions and data collection in the classroom, and the differences in accuracy in data collection and the GBG intervention while monitoring teachers usage of both hand calculated and computer-based data collection modalities. Comparison of teachers hand collected data with computer-based data collection.Computer-based data collection systems increase teachers accuracy.The Good Behavior Game is enhanced with the use of computer-based data collection.

Using a dynamic systems approach to investigating postsecondary education and employment outcomes for transitioning students with disabilities

Successful postsecondary employment and furthering ones education are two areas important to students with disabil- ities as they exit the public education system. These outcomes represent the results of numerous, interacting variables in each students life. For this reason, the study of these interacting variables merit using a more dynamic, systems-based perspective. This perspective allows for the examination of possible correlating characteristics as a system of interdependent variables. This study sought to understand how certain measured, interrelated characteristics of transition may be correlated to successful employment and/or postsecondary education outcomes for students with disabilities using this systems approach. The participants were high school graduates from a large mid-south school district who were receiving special education services. Results indicated that characteristics related to personal care and independent living, both correlated with successful participation in postsecondary edu- cation. No models in this study related to successful postsecondary employment. Differences between outcomes when variables are studied as dynamic entities versus when they are studied in isolation gives additional insight into the transition process and how best to prepare students for postsecondary success.

Current Trends in Education: How Single-subject Research Can Help Middle and High School Educators Keep Up with the Zeitgeist

Abstract Trends in educational research, teaching practices, and teacher responsibilities change over time. There is currently a movement away from relying on summative assessment and large-group research to assessing individual students on a formative basis. This push is partially legal, and the 2004 Individuals with Disabilities Education Improvement Act (IDEIA) is encouraging adoption of Response to Intervention (RtI) at all levels of education. One research methodology that is particularly poised to meet the call by IDEIA is single-subject research designs, which have recently been endorsed by the What Works Clearinghouse. This article provides an overview of common single-subject designs, discusses the underlying logic of these designs, identifies many advantages this methodology provides to the classroom, and describes the dimension of behavior that may be measured and graphed for visual analysis. Understanding single-subject research designs and their use at the middle and secondary level is one of the first steps toward implementation of the RtI model after elementary school.

Training Parents as Effective Literacy Tutors: Increasing the Procedural Integrity of Tutoring

We trained parents to tutor their child through implementing a repeated reading procedure designed to increase oral reading fluency. Our study was conducted over a two-week winter break at the homes of the parent and child. Baseline data for each child were collected using curriculum-based measurement (CBM) to determine an instructional reading level prior to the tutoring session. Following baseline, we trained parents as tutors to implement all aspects of the reading procedure including administering, scoring, and recording data. All sessions were audio recorded to assist with the data collection, scoring, treatment integrity, and interobserver agreement (IOA). According to results from our study, parent tutors were able to accurately score the reading probes and implement the repeated reading procedure with a high level of treatment fidelity following the training. In addition, parents were satisfied with the tutoring experience and the reading fluency for all children increased at the completion of the tutoring sessions.

Helping Individuals Heal from Rape Connected to Conflict and/or War

Rape and sexual assault have been employed as weapons of war in recent conflicts. The effects on individuals, communities, and cultures can be devastating. Sexual assault is associated with high risk for posttraumatic stress disorder and other adverse outcomes. Some of the contextual factors (i.e., displacement, widespread fear and terror, multiple other forms of trauma, disrupted social support networks) related to war can only expound those effects. This chapter offers some guidance for clinicians working with survivors of war-related rape. Clinicians are advised to be sensitive to cultural and socio-political factors that will vary based on locale. The chapter includes information about assessment and treatment and describes one treatment approach (narrative exposure therapy) that has been successfully used in a chaotic war-torn environment.

Re-examining Evidence Based Practice in Special Education: A Discussion

Abstract The Council for Exceptional Children (CEC) recently released updated standards regarding how to determine whether any particular intervention may be deemed an evidence-based practice (EBP)...

Examining Self-Monitoring Interventions for Academic Support of Students with Emotional and Behavioral Disorders

Abstract Researchers have found that English teachers in the United States of America (USA) perceive providing writing instruction to students with emotional behavioral disorders (EBD) as a difficu...

Functional analysis results across a known and unknown assessor

ABSTRACT Functional analyses determine behavior function by examining response patterns across various contingency conditions. Typically, functional analyses are conducted by a trained clinician with whom the participant is often unfamiliar. This unfamiliarity might influence the outcome of the analysis, potentially leading to misidentification of function. This study examined the responding of two participants during functional analyses conducted by a known and unknown assessor. The influence of familiarity was initially observed across both participants; however, with extended exposure to the functional analysis responding became similar across assessors for both participants. Importantly, different conclusions regarding function may be drawn at various points during the analysis. These findings are discussed with regard to the influence of participant–assessor history and recommendations are provided regarding conducting a functional analysis.