Mack D. Burke

The Efficacy of Function-Based Interventions for Students with Learning Disabilities Who Exhibit Escape-Maintained Problem Behaviors: Preliminary Results from a Single-Case Experiment.

This single-subject experiment explored the use of functional behavioral assessment to develop an intervention plan for a third-grade student with a learning disability, who exhibited high rates of problem behaviors during reading instruction. A functional analysis of the subjects behaviors revealed a relation between his problem behaviors and the nature of the academic tasks presented during reading instruction. The results provide preliminary evidence to support the use of functional behavioral assessment to influence instructional planning designed to improve the behaviors of students who exhibit escape-maintained problem behaviors related to academic tasks. The results are of particular relevance as researchers continue to explore effective interventions that support students with learning disabilities.

Moderating factors of video-modeling with other as model: A meta-analysis of single-case studies

Video modeling with other as model (VMO) is a more practical method for implementing video-based modeling techniques, such as video self-modeling, which requires significantly more editing. Despite this, identification of contextual factors such as participant characteristics and targeted outcomes that moderate the effectiveness of VMO has not previously been explored. The purpose of this study was to meta-analytically evaluate the evidence base of VMO with individuals with disabilities to determine if participant characteristics and targeted outcomes moderate the effectiveness of the intervention. Findings indicate that VMO is highly effective for participants with autism spectrum disorder (IRD=.83) and moderately effective for participants with developmental disabilities (IRD=.68). However, differential effects are indicated across levels of moderators for diagnoses and targeted outcomes. Implications for practice and future research are discussed.

Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade

Research has emphasized the importance of phonological awareness, phonemic decoding, and automaticity in reading development. Special and general education teachers need valid, efficient, and effective early literacy indicators for schoolwide screening and monitoring that adequately predict reading outcomes. The purpose of this study was to examine the interrelationships and predictiveness of kindergarten early literacy indicators from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) within the context of a path analysis. The results support the validity of kindergarten DIBELS in predicting ever more complex reading skills in a developmental progression from the middle of kindergarten to second grade.

Academic Achievement and Class Placement in High School: Do Students with Learning Disabilities Achieve More in One Class Placement Than Another?

The purpose of this study was to examine classroom placement, inclusive versus non-inclusive, relative to the academic performance of students with specific learning disabilities in secondary content area classrooms. Fifty-seven high school students with learning disabilities were assessed using the Grade Level Short Form of the Multilevel Academic Survey Test (MAST). Their reading and math scores were examined relative to each student’s grade level, number of general and special education classes attended, and types of placement (i.e., inclusive or non-inclusive setting). The results revealed no statistically significant evidence to indicate that students’ academic achievement varied based on inclusive versus non-inclusive placement. The only statistically significant differences observed regarded participants enrolled in a general education literature class compared to those participants placed in a special education setting for literature. Implications for practice, limitations of the study, and considerations for future research are discussed.

The Impact of Cognitive Organizers and Technology-Based Practices on Student Success in Secondary Social Studies Classrooms

This study investigated the impact of cognitive organizers, with the integration of technology, Inspiration 6 software, compared to a traditional textbook instruction format on content-area learning in high school inclusive social studies classes. Twenty-nine tenth-grade students in general education and 20 students with mild disabilities were randomly assigned to receive instruction using a cognitive organizer or traditional textbook instruction format. A pretest/posttest treatment control group design was used to examine the effectiveness of cognitive organizers. Dependent measures included a 35-item open-ended production pre/posttest of declarative social studies knowledge to assess the effectiveness of the intervention. Students in the cognitive organizer condition significantly outperformed students in the traditional textbook instruction condition. Limitations of the study, implications for practice for both general and special education teachers, and future research are discussed.

Concurrent Criterion-Related Validity of Early Literacy Indicators for Middle of First Grade

The purpose of this study was to examine the concurrent criterion-related (or convergent) validity of first grade measures from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002). The DIBELS subtests of Phoneme Segmentation Fluency, Nonsense Word Fluency, Oral Reading Fluency, Retell Fluency, and Word Use Fluency were administered to 213 first graders in the middle of the school year, along with the Test of Word Reading Efficiency (TOWRE; Torgesen, Wagner, & Rashotte, 1997), a norm-referenced test with documented technical adequacy. Results from correlation, regression, and factor analyses indicated that the DIBELS subtests of Oral Reading Fluency and of Nonsense Word Fluency had the strongest associations with the TOWRE subtests.

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.

Universal Screening for Behavioral Risk in Elementary Schools Using SWPBS Expectations

In this study, the authors examined the concurrent validity, predictive validity, and concurrent and predictive classification accuracy of using schoolwide behavior expectations as a universal behavioral screener. Three elementary schools implementing schoolwide positive behavior supports (SWPBS) participated. Within each school, the entire school population was screened using items derived from schoolwide behavior expectations. Structural equation modeling revealed moderate to strong associations between SWPBS expectations and constructs formed from the criterion measure. SWPBS expectations converged with the school problems, externalizing problem behaviors, and adaptive skills constructs but diverged from the internalizing construct. Concurrent classification with a norm-referenced screener was generally adequate but varied depending on school and index. Predictive classification analyses using office discipline referrals also yielded comparable results as the norm-referenced screener. Although not without limitations, this study provides initial evidence of the validity of using SWPBS expectations to screen for behavioral risk.

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.

Finding a Safe Haven in Middle School.

Violence in schools, homes, and communities threatens to devour our children and youth. At present, the prevention of violence is a leading priority for most public school systems in the United States. Of particular concern is an increase in violence perpetrated by and against adolescents. The Office of Juvenile Justice and Delinquency Prevention (1996) has published the following statistics: • 12 % of students in Grades 6 through 12 reported they had been victims of a physical attack, robbery, or bullying while in school. • An estimated 25 % of middle and junior high school students fear victimization by peers at school. • 19 % of people entering the justice system in 1994 for a violent crime were below the age of 18. • Antisocial behavior among adolescents is expected to increase because of an anticipated population growth and rising arrest rates. Schools have a pivotal role to play in diverting youth from paths that all too often lead to school failure and dropout; rejections by teachers, peers, and eventually caregivers; increased delinquency and violent behavior; gang membership;