Michelle Marchant

Educators' Perceptions of Collaborative Planning Processes for Students With Disabilities

As schools emphasize accountability and academic progress for all students, professional collaboration is a critical aspect of planning accommodations and interventions that address the learning needs of diverse learners. To better understand collaborative processes, the authors investigated the nature of a collaborative planning experience for pairs of special and general education teachers. Teachers were taught the curriculum, rules, instruction, materials, and environment collaboration process (M. A. Prater, 2003) in which teachers compared the demands of the general education classroom with the strengths and limitations of the individual student. Results indicate that sharing common philosophies about educating students with disabilities is an important aspect of successful collaborative planning. Teachers who expressed common philosophies about educating students with disabilities completed the process together. The teachers who did not express similar philosophies completed the process separately.

Behavioral Intervention Planning: Increasing Appropriate Behavior of a Socially Withdrawn Student.

This study examined the effects of an assessment-based intervention plan on the appropriate classroom behavior of a socially withdrawn, Hispanic, learning disabled, third grade student. The study focused on (1) the effects of peer mediation as part of a behavioral intervention package of empirically validated components, (2) the effects of aligning assessment data to the BIP, and (3) the social validity of the assessment and intervention process. Three major strategies linked directly to assessment outcomes were worked into a behavioral intervention plan for the socially withdrawn child in the study: social skill development, self-management including positive reinforcement, and peer mediation. A single subject ABAB withdrawal design was used to evaluate the intervention. The socially withdrawn student showed immediate marked improvement in socially appropriate classroom behavior and completion of his academic work. Treatment gains maintained over time as reinforcement was thinned out. Social validity evaluation included social comparison (i.e., normative sample) and subjective evaluation by the teacher, student and peer through questionnaire data, with special consideration given to the degree of usability.

Schoolwide Screening and Programs of Positive Behavior Support: Informing Universal Interventions

Researchers have suggested that screening, identification, and treatment are important components of comprehensive systems of positive behavior support. The authors highlight a procedure for using multiple data sources to develop strategies at the universal intervention level. Examples of schoolwide assessments include interviews, observations, focus groups, archival data, systematic screening for behavior disorders, and office disciplinary referrals. A descriptive summary of data collected in an elementary school illustrates an interpretive process that school teams could use before selecting universal interventions. A comparison of subjective and objective data collection methods suggests that varied data sources have differing implications for intervention planning. The authors underscore the benefits of integrating data before selecting universal interventions and include implications for research and practice.

Training Elementary School General Educators to Implement Function-Based Support

Function-based support (FBS) is an intervention strategy aimed at decreasing problem behaviors and increasing replacement behaviors via functional behavioral assessment and behavioral intervention planning. Although FBS is considered best practice for behavioral interventions in school settings, it is not mandated for students without disabilities and students with unidentified disabilities exhibiting problem behavior. Thus, many of these students receive inadequate interventions or none at all. Considering this context, this study investigated the effects of training elementary school general educators to independently implement FBS as a prereferral intervention. Results from four participating teachers and students suggest this may be a pragmatic and moderately effective practice. Confounds and limitations, as well as future directions for research and practice, are explored herein.

Improving Social and Academic Outcomes for All Learners through the Use of Teacher Praise.

S tudents who frequently engage in problem behavior tend to disrupt teacher instruction and impede others’ learning, and they can seriously limit their own opportunities for academic and social success. The view that negative student–teacher interaction adversely impacts classroom climate is well documented (Conroy, Sutherland, Snyder, AlHendawi, & Vo, 2009; Shores, Gunter, & Jack, 1993). Classroom climate may be conceptualized as a continuum ranging from largely positive student– teacher relationships and frequent acknowledgement of appropriate behavior to unfriendly, less encouraging environments with coercive, confrontational relationships—with a variety of other possibilities in between (Howes, 2000). Although decreases in problem behavior do not necessarily mean that academic skills will improve without required instructional improvement (Nelson et al., 2009), inappropriate behaviors can significantly reduce the effects of high-quality teaching (Kennedy & Jolivette, 2008; Wehby, Lane, & Falk, 2003). According to Conroy et al. (2009), a positive and engaging classroom climate is one of the most influential tools teachers have to support children’s learning and prevent problem behavior. A number of research-based strategies can assist teachers in creating an environment that is both engaging and positive.

Merging Empiricism and Humanism: Role of Social Validity in the School-Wide Positive Behavior Support Model.

Criteria for evaluating behavior support programs are changing. Consumer-based educational and behavioral programs, such as School-Wide Positive Behavior Support (SWPBS), are particularly influenced by consumer opinion. Unfortunately, the need for and use of social validity measures have not received adequate attention in the empirical literature related to these increasingly utilized behavioral programs. The purpose of this article is to illustrate the importance of social validity and to present an in-depth discussion of its history, merits, and practical applications relevant to the expanded scope of Positive Behavior Intervention and Support, specifically, SWPBS. In addition, the importance of social validity in bridging the gap between research and practice is discussed; current limitations are noted; and suggestions are made for future direction regarding this critical area of assessment.

Literature-Based Social Skills Instruction: A Strategy for Students With Learning Disabilities:

Social skill deficits and learning disabilities often coexist. Academic work is negatively impacted by students’ lack of social skills. Remediation of these deficits in pull-out programs has not generally resulted in transfer to real-world settings. Embedding social skills instruction within literature during a read-aloud session taught in the general education setting takes advantage of the literature context and the naturally occurring classroom community to assist students in improvement. The strategy is explained, detailed instructions for implementation are outlined, and potential benefits for educators are described.

Chapter 11 Behaviorism works in special education

ABA has been described as a precise psychological approach to the study of behavior (Bailey & Burch, 2002), involving well-defined principles that can be used in the analysis and modification of individual behavior (Miltenberger, 1997). Special education, on the contrary, has been characterized as “a customized instructional program designed to meet the unique needs of the individual learner” (Gargiulo, 2009, p. 9). Certainly the two disciplines have much in common; indeed, ABA specifically addresses issues at the focal point of IDEA. For instance, ABAs stance on the right to effective behavioral treatment (Van Houten et al., 1988) is similar to special education regulations regarding the right to an appropriate public education and the right to be educated in the least restrictive environment.

Reframing Outcomes for Students with Learning Disabilities: The Application of a Problem-Solving Approach

This chapter presents an over-review of the related literature and describes current findings in learning disabilities. Specifically, a definition of learning disabilities (LD) is provided, followed by a description of the prognosis for students identified with LD, predictors of success, factors in coping, and the relationship of LD to behavior. Methodologies are presented to effectively train teachers in the use of research-validated methodologies, particularly in the area of positive behavior support (PBS). The authors also explain how a problem-solving process, embedded within the framework of school-wide PBS, can help children with learning disabilities increase their chances of achieving success over time and across a broad range of environments. Case studies and an application process are included to support and guide teachers in their implementation efforts.