Lisa Bowman-Perrott

Patterns and Predictors of Disciplinary Exclusion Over Time: An Analysis of the Seels National Data Set

Disciplinary exclusion practices are on the rise nationally, as are concerns about their disproportionate use and lack of effectiveness. This study used data from the Special Education Elementary Longitudinal Study to examine patterns and predictors of disciplinary exclusion over time. Students with emotional/behavioral disorders were most likely to be excluded and be excluded multiple times, followed by students with attention deficit-hyperactivity disorder and students with learning disabilities. For all student groups, being excluded in the first wave was a strong predictor of being excluded at later points in time. Student gender (male students) and ethnicity (African American students) were associated with a greater probability of exclusion over time. Students with higher social skills, as reported by teachers, had a lower probability of being excluded over time. Implications for practice, policy, and future research are discussed.

The Impact of Basic-Level Parent Engagements on Student Achievement: Patterns Associated with Race/Ethnicity and Socioeconomic Status (SES)

Strong empirical evidence exists in general education that links parent involvement to student academic achievement, but such evidence is lacking in special education. Moreover, most prior research investigated parent involvement as a broadly defined term that included various types of parent engagements. As a result, it is difficult to estimate the effect of some specific parent engagements. Using data from the Special Education Elementary Longitudinal Study (SEELS), this study examined influences of race/ethnicity and socioeconomic status on basic-level parent engagements in school and home settings (i.e., participation in school activities, talking to their child about his/her experiences in school, and expectations for the child to graduate from high school) and the relationship of these engagements to student achievement. Engagement at home was found to have a positive impact on student achievement, but participation in school activities did not significantly affect student achievement. Discussion and implications of these findings, and recommendations for future research are provided.

The Efficacy of ClassWide Peer Tutoring in Middle Schools

The majority of research on the efficacy of ClassWide Peer Tutoring (CWPT) is based on research with urban elementary students (), with much less research in middle schools. This study investigated CWPT with 975 middle school students in 52 classrooms, grades 6 through 8, over a three-year period. A mixed design combining features of both group (interrupted time-series) and single-subject reversal designs was used to evaluate the effects of traditional teacher-led instruction vs. CWPT. Results favored CWPT with effect sizes, based on weekly quizzes, indicating moderate to large effects overall (M = 1.11) but with some range across classrooms and content. Implications for future research and practice are discussed.

Promoting Positive Behavior Using the Good Behavior Game: A Meta-Analysis of Single-Case Research

The Good Behavior Game (GBG) is a classroom management strategy that uses an interdependent group-oriented contingency to promote prosocial behavior and decrease problem behavior. This meta-analysis synthesized single-case research (SCR) on the GBG across 21 studies, representing 1,580 students in pre-kindergarten through Grade 12. The TauU effect size across 137 phase contrasts was .82 with a confidence interval 95% CI = [0.78, 0.87], indicating a substantial reduction in problem behavior and an increase in prosocial behavior for participating students. Five potential moderators were examined: emotional and behavioral disorder (EBD) risk status, reinforcement frequency, target behaviors, GBG format, and grade level. Findings suggest that the GBG is most effective in reducing disruptive and off-task behaviors, and that students with or at risk for EBD benefit most from the intervention. Implications for research and practice are discussed.

Reading Difficulties and Grade Retention: What's the Connection for English Language Learners?

Much of the student diversity in U.S. schools reflects increasing numbers of English language learners (ELL). ELL represent a very heterogeneous group in terms of their native language proficiency, educational experiences, access to quality early childhood programs, and immigration experiences. An unfortunate commonality they often share is poor academic achievement, particularly in the area of reading. Higher rates of grade retention and school dropout are consistently linked to poor academic performance. This article discusses literacy development, reading difficulties related to special education identification, and reading interventions for ELL. Practical strategies for reading instruction are also provided.

Classwide Peer Tutoring: An Effective Strategy for Students with Emotional and Behavioral Disorders.

Students who experience multiple risk factors (e.g., poor attendance, failing grades, discipline problems) have an increased likelihood of not completing school. Too often, students with emotional and behavior disorders (E/BD) experience many of the factors that place them at risk for school dropout. In addition to behavioral problems (Vaughn, Levy, Coleman, & Bos, 2002), students with E/BD experience an increased risk for academic failure, namely, reading problems (Trout, Nordness, Pierce, & Epstein, 2003). Trout et al. (2003) reported that more often than not, students with E/BD did not experience academic success and were found to be below grade level compared to their peers. Hence, a focus on both basic skills and content area knowledge are essential. With regard to long-term outcomes, students with E/BD are typically less likely to enroll in postsecondary education (Wagner et al., 1991) and to experience higher unemployment and arrest rates (Blackorby & Wagner, 1996) than their peers. The No Child Left Behind Act of 2001 was set forth to improve and encourage the academic achievement of all students. Efforts need to be made to help ensure the success of students with E/BD across educational settings and content areas.

Reading Interventions for Middle and Secondary Students With Emotional and Behavioral Disorders: A Quantitative Review of Single-Case Studies

Many students with emotional and behavioral disorders (EBD) experience learning problems in reading at the middle and secondary school levels. Yet, the academic performance of students with EBD is often overlooked in the research literature. The purpose of this article was to provide a quantitative synthesis of the published, peer-reviewed, single-case research literature on reading interventions for students with or at-risk for EBD. An omnibus nonoverlap effect size of .59 with a 95% confidence interval (CI) = [.54, .64] was found consisting of 219 phase contrasts and 44 participants across the 11 studies included in the review. The findings are discussed in the context of improving the academic and behavioral outcomes of middle and secondary students with EBD.

Definition, Identification, Identity, and Culture: A Unique Alchemy Impacting the Success of Gifted African American Millennial Males in School.

This article focuses on the underrepresentation of African American males in gifted and talented programs, and offers a number of key recommendations to practitioners and researchers who seek viable strategies to circumvent this problem. Beyond the focus on underrepresentation, several additional topics for discussion are excogitated to provide a clear perspective on the challenges these students experience in school; namely, (a) definitions of giftedness, (b) identity development, (c) student Millennial culture, and (d) how gifted African American Millennial males in school contexts are treated. Additionally, data collected from a recent study of a large Midwestern school district will be presented to further highlight the topics under investigation.

A Meta-Analysis of Single-Case Research on Behavior Contracts: Effects on Behavioral and Academic Outcomes Among Children and Youth

The purpose of this meta-analysis was to quantitatively summarize the single-case research (SCR) literature on the use of behavior contracts with children and youth. This study examined the efficacy of behavior contracts on problem behaviors and academic behaviors across 18 SCR studies. Academic and behavioral outcomes were examined for 58 children and youth ages 5 to 21 using the TauU effect size index. Results indicated the overall moderate effect of the use of behavior contracts was ES = .57 (95% confidence interval [CI95] = [0.55, 0.58]) with a range of effects across studies (ES = .27 to ES = 1.00). Moderator analyses indicated that behavior contracts are beneficial for students regardless of grade level, gender, or disability status. Findings suggest that the intervention is more effective in reducing inappropriate behaviors than increasing appropriate behaviors, and that academic outcomes are positively affected by behavior contracting.

Introduction to Grade Retention Among Struggling Readers

The passage of the No Child Left Behind Act of 2001 has placed a renewed emphasis on ensuring that every student learns to read. Nevertheless, many students continue to struggle with reading. If not remedied early, their struggle can lead to future reading difficulties (Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996), academic failure (Snow, Burns, & Griffin, 1998), school disengagement (Schumaker et al., 2006), and dropout (Thompson & Cunningham, 2000). Generally, students who get a poor start in reading rarely catch up (Good, Simmons, & Smith, 1998; Torgeson, 1998). In fact, second grade is often their last chance to learn to read. If by third grade they read below grade level, students have ‘‘little chance of ever catching up’’ (Snow et al., 1998, p. 212). Thus, early intervention is critical. When early intervention is not provided, struggling readers make little, if any, progress, often resulting in grade retention, which exacerbates their problems. Over the long term, grade retention does not typically increase student performance (Fager & Richen, 1999; Jimerson, 2001; Roderick, 1995; Shepard & Smith, 1990; Thompson & Cunningham, 2000). It may even damage students’ chances of academic and social success. Clearly, it is one of the most powerful predictors of school dropout (Jimerson, Anderson, & Whipple, 2002; Rumberger, 1995; U.S. Department of Education, 2006). Early intervention—intervention that is focused, intensive, and implemented by knowledgeable, skilled practitioners—is an essential key to preventing grade retention and strengthening students’ academic achievement (Darling-Hammond, 1998; Hantman et al., 2002). To shed light on the relationship between early intervention and grade retention, and to show how interventions can influence reading achievement, this issue of