Richard S. Neel

What Happens after Special Education: A Statewide Follow-up Study of Secondary Students Who Have Behavioral Disorders.

Recently there have been several follow-up studies of students who have exited special education programs (Hasazi, Gordon, & Roe, 1985; Mithaug, Horiuchi, & Fanning, 1985). These studies raise an interesting question: How well have special education programs prepared the youth they were designed to serve? This study reviews findings concerning the postschool adjustment of 160 students who were labeled behaviorally disordered at graduation from public school in the state of Washington between 1978 and 1986.

From FBA To Implementation: A Look At What Is Actually Being Delivered

This study looks at the utilization of assessments on developing behavior intervention plans (BIPs) and their use in designing actual implementation for the children (elementary through high school) labeled EBD in a mid-sized district in eastern Washington. Files were reviewed to determine the types of assessments used, FBA components addressed, and the behavior intervention plans generated, for each student labeled EBD or being served in a self-contained EBD program from elementary through high school. The degree of utilization of this information in developing program implementation was assessed through teacher interviews. Results showed that a majority of the students did not have a FBA and those that were written did not include hypothesis statements or replacement behaviors. Teacher interview and various behavior rating scales were the most prevalent source of assessment information. The BIPs created were primarily stock lists of positive and negative responses to behavior with no individualization to the student. Discussion of implications to improve the efficacy of assessment is given.

Meta-Analysis of Math Interventions for Students With Emotional and Behavioral Disorders

Students with emotional and behavioral disorders (EBD) struggle in the area of academics as well as behavior, and these academic difficulties manifest a great deal in mathematics. The number of children with EBD served in general education settings is increasing, and mathematics curriculum is expanding to include additional content areas and more complex mathematical processes. The convergence of these trends creates an enormous instructional challenge: an increasing number of children with EBD, with limited mathematics abilities, dealing with ever more complex subjects. This meta-analysis of mathematics interventions for students with EBD examines math performance outcomes as a function of study and sample characteristics, treatment effects of elements of math instruction, maintenance and generalization effects of these math interventions, and levels of mathematics investigated. Fifteen studies spanning nearly 20 years are included. Results emphasize the need for development of interventions for higher level mathematics and additional research to help guide instruction.

Postschool Status of Youths with Behavioral Disorders.

This 5-year longitudinal study investigated post-high-school employment, postsecondary school degree attainment, and engagement outcomes for youths with behavioral disorders (BD). Subjects included graduates with BD and a random stratified sample of their typically functioning peers from three school districts in western Washington State. The study tracked two cohorts, 1985 and 1990 graduates, with annual data collection from 1990 to 1995. The data reflected what was happening in the lives of these youths, who had been out of school from 1 to 5 years and from 6 to 10 years. Outcomes are compared for the youths with BD and for their peers without disabilities. Employment rates for the graduates with BD were significantly lower at only 2 of 10 data collection points. Engagement rates were significantly lower at 6 of the 10 points. Rates of postsecondary degree attainment at the end of the study were significantly lower for the graduates with BD in both cohorts.

Competing Behaviors and Their Effects on Skill Generalization and Maintenance.

Abstract The present study indicates the impact of undesirable competing behaviors on the maintenance and generalization of desirable behaviors by two children with severe developmental disabilities. A combination multiple probe and withdrawal design was employed in the study. It was found that behaviors which served a relatively obvious function, and which were desired by classroom teachers, were replaced by less desirable behaviors which served the same function within maintenance and/or generalization situations. It was further demonstrated that the desired behavior could be elicited in those situations by reducing the functionality of the less desirable response. Both general and specific implications for educational practice are discussed.

Social Problem-Solving Behaviors and Aggression in Young Children: A Descriptive Observational Study.

This study compares the social problem-solving goals and strategies of aggressive and nonaggressive preschool children in naturally occurring play situations. Using the Revised Behavior Problem Checklist, 10 aggressive and 9 nonaggressive subjects were selected from among 88 preschool males, aged 3–1/2 to 4–1/2 years. Both aggressive and nonaggressive preschool boys attempted the same repertoire of social goals and used the same social strategies to achieve these goals. There was a difference, however, in the relative frequency with which various goals were sought. Both groups sought initiation and attention goals most often. Nonaggressive children also favored information and alternative goals, while aggressive children sought to stop or prevent action more often. Both groups used a wide range of strategies, but aggressive children were found to use intrusive strategies more often than nonaggressive children. Implications for future research include (a) reexamining the assumption that social skills training should be directed at increasing the number of alternative responses to social situations; (b) re-considering the use of verbal responses and hypothetical-reflective measures to assess the effectiveness of social skills training; and (c) investigating the link between different social situations and effectiveness of various social skills.

Teacher verbalizations and task performance with autistic children

The purpose of this study was to investigate the effects of teacher verbalizations on the correct task performance of autistic children when positive reinforcement was presented in a noncontingent fixed-time schedule. Individual sessions were conducted using easy and difficult tasks with two autistic children. A within-subjects A- B- A- B withdrawal design was used. The results indicate that teacher verbalizations produced increases in the percentage of correct responding on difficult and easy tasks. This finding is discussed in terms of negative reinforcement and demand characteristics. The educational implications are also presented.

Expand Positive Learning Opportunities and Results

The first item on the National Agenda for Achieving Better Outcomes for Children and Youth with Serious Emotional Disturbance revolves around creating positive environments through the creation of useful, engaging, and positive learning experiences. Over the past 20 years, there has been a significant increase in the types of interventions and programs developed for children with serious emotional disturbance (SED) as well as significant changes in who is serving these children and where they are being served. Despite these changes, outcomes for youth with SED remain problematic. In this article, we review intervention and program examples and outline a framework for increasing their effectiveness. Implications for practitioners, teacher educators, researchers, and policymakers are also discussed.

Results of a competency based teacher training program.

farm laborer (412.884). Other descriptive characteristics of workers including education, aptitudes, training needs, and physical demands can be found in Volume 2 of the DOT. The volume also assists in determining if the transfer of skills from one job to another is indicated. Sometimes jobs sounding quite different in name have similar characteristics; therefore, the job options for disabled people could be broadened through the use of this system.

How to Put the Consultant to Work in Consulting Teaching

Three models, or approaches to consulting with teachers, are described in this article. In the “purchase” model, the classroom teacher orders a service which is delivered by the consulting professional. The doctor-patient model involves the consultant providing a diagnosis and a prescription for the problem experienced by the teacher. Both of these approaches present the consultant as a person whose expertise is necessary to solve a problem. On the other hand, the process consultation model emphasizes helping the teacher solve his or her own problems. General skill areas necessary for effective process consultation are discussed.