Raol J. Taft

Developing Quick Writing Skills of Middle School Students With Disabilities

Two multiple-baseline, across-participants design studies were used to examine persuasive quick write (10-minute writing responses) performance of seventh-grade students with disabilities. In the first study, 6 students were taught by a graduate research assistant; in the second study, 10 students were taught by their special education teacher. In both studies, students’ written responses were evaluated before, during, and after self-regulated strategy development instruction for the POW + TREE planning strategy (POW: pick my idea, organize my notes, write and say more; TREE: topic sentence, reasons—three or more, explain, ending). All study participants improved in the number of persuasive parts included and the quality of the written response immediately after and weeks following instruction.

Examining Effects of Writing Interventions: Highlighting Results for Students With Primary Disabilities Other Than Learning Disabilities

Writing is an important foundational skill, critical for success in school. Unfortunately, many students, including students with disabilities, have difficulties with written language production. These students lack knowledge of writing processes and employ deficient strategies for organization, planning, goal implementation, and self-regulation. The majority of research for students with disabilities has focused on students with learning disabilities (LD). Less is known about writing instruction with students with primary disabilities other than LD. The purpose of this review, therefore, is to investigate writing interventions for students diagnosed with primary disabilities other than LD and to ascertain if interventions benefit these specific student populations. Of 15 studies, 13 used self-regulated strategy development (SRSD) instruction and 2 studies blended SRSD components within other intervention packages. Results indicate that SRSD has promise for students with primary disabilities other than LD. Implications for research and practice are noted.

Qualitative Explorations of Family-School Relationships Regarding Children with Emotional and Behavioral Disorders (EBD) and Reactive Attachment Disorder (RAD)

This special issue includes a set of 7 general articles on this topic from different academic fields, which coalesce with a focus on family and school interactions and a qualitative research perspective and/or consideration of ways in which the qualitative methodology might further support the literature in this area. The studies and manuscripts in this themed issue include research articles and conceptual argument articles that express the work of behavior and family specialists and academics in the areas of education and psychology.

How Are We Doing?: Family-School Relationships and Children With Reactive Attachment Disorder

Background : Students with Reactive Attachment Disorder (RAD) might benefit academically, socially, behaviorally, and emotionally from the establishment of effective, collaborative partnerships between home and school. Enhanced family interactions with schools might prove to promote positive outcomes in both home and school settings. Objective : In this article, we examine the level and quality of home and school participation between parents of children with RAD and school professionals within the context of the principles of effective partnerships: communication, professional competence, respect, commitment, equality, advocacy, and trust. Method : This study employed a qualitative methodology utilizing the narrative inquiry research tradition. In particular, we employed a semi–structured interview method, which allowed us to ask clarifying questions, further probe specific responses, and provide participants with an opportunity to elaborate on their stories of experience if they so desired. Results : Using Turnbull et al.s (2015) seven principles of effective partnership, data from this study indicated that for these parents, families were not allowed to participate as equal partners, if at all, in the educational process. Conclusion : Results suggested that interactions with education professionals were often non-productive or adversarial and family input was often ignored. Effective partnerships were minimal to non-existent.

Possibilities for Home and School Partnering Interactions Among Children with Emotional and Behavioral Disorders and Attachment Issues

Background : Students with Emotional Behavioral Disorder (EBD) and those with attachment issues, such as Reactive Attachment Disorder (RAD), present school professionals with some of the most challenging behaviors experienced in schools. Family participation can be critical for promoting positive outcomes for children with behavioral concerns. Positive school and family partnering interactions can positively impact students behaviorally, academically, and socially. Objective : This article aims to provide an introductory framing for this special issue regarding school and family partnering interactions among students with EBD, including those with attachment issues, such as RAD. Method : Qualitative research was employed to consider this topic across included special issue articles. Conclusion : A variety of studies showcase ways of effectively attending to the experiences of students with EBD and RAD and their families. There is further much that might be gained by making use of an interdisciplinary lens for approaching this issue, such as from the perspective of education, psychotherapy, educational psychology, and family studies. This multi-perspectival approach might contribute to the life quality and success of youth with EBD and RAD and their families.