Robert L. Williamson

Video self-modeling in children with autism: a pilot study validating prerequisite skills and extending the utilization of VSM across skill sets.

Given the recent interest in the use of video self-modeling (VSM) to provide instruction within iPod apps and other pieces of handheld mobile assistive technologies, investigating appropriate prerequisite skills for effective use of this intervention is particularly timely and relevant. To provide additional information regarding the efficacy of VSM for students with autism and to provide insights into any possible prerequisite skills students may require for such efficacy, the authors investigated the use of VSM in increasing the instances of effective initiations of interpersonal greetings for three students with autism that exhibited different pre-intervention abilities. Results showed that only one of the three participants showed an increase in self-initiated greetings following the viewing of videos edited to show each participant self-modeling a greeting when entering his or her classroom. Due to the differences in initial skill sets between the three children, this finding supports anecdotally observed student prerequisite abilities mentioned in previous studies that may be required to effectively utilize video based teaching methods.

Using a dynamic systems approach to investigating postsecondary education and employment outcomes for transitioning students with disabilities

Successful postsecondary employment and furthering ones education are two areas important to students with disabil- ities as they exit the public education system. These outcomes represent the results of numerous, interacting variables in each students life. For this reason, the study of these interacting variables merit using a more dynamic, systems-based perspective. This perspective allows for the examination of possible correlating characteristics as a system of interdependent variables. This study sought to understand how certain measured, interrelated characteristics of transition may be correlated to successful employment and/or postsecondary education outcomes for students with disabilities using this systems approach. The participants were high school graduates from a large mid-south school district who were receiving special education services. Results indicated that characteristics related to personal care and independent living, both correlated with successful participation in postsecondary edu- cation. No models in this study related to successful postsecondary employment. Differences between outcomes when variables are studied as dynamic entities versus when they are studied in isolation gives additional insight into the transition process and how best to prepare students for postsecondary success.

Utilizing Middle School Common Planning Time to Support Inclusive Environments.

In common planning time (CPT), middle school educators have an opportunity to share their experience and expertise during a designated period. Common planning time is especially beneficial in the collaborative process in which special and general educators can address the needs of students with exceptionalities. This column provides an outline on the possible implementation and the virtual experience of CPT and also offers information on how special education topics can be incorporated within CPT.

Training Parents as Effective Literacy Tutors: Increasing the Procedural Integrity of Tutoring

We trained parents to tutor their child through implementing a repeated reading procedure designed to increase oral reading fluency. Our study was conducted over a two-week winter break at the homes of the parent and child. Baseline data for each child were collected using curriculum-based measurement (CBM) to determine an instructional reading level prior to the tutoring session. Following baseline, we trained parents as tutors to implement all aspects of the reading procedure including administering, scoring, and recording data. All sessions were audio recorded to assist with the data collection, scoring, treatment integrity, and interobserver agreement (IOA). According to results from our study, parent tutors were able to accurately score the reading probes and implement the repeated reading procedure with a high level of treatment fidelity following the training. In addition, parents were satisfied with the tutoring experience and the reading fluency for all children increased at the completion of the tutoring sessions.

Examining Self-Monitoring Interventions for Academic Support of Students with Emotional and Behavioral Disorders

Abstract Researchers have found that English teachers in the United States of America (USA) perceive providing writing instruction to students with emotional behavioral disorders (EBD) as a difficu...

Numbered Heads Together as a Tier 1 Instructional Strategy in Multitiered Systems of Support

Federal mandates (Individuals With Disabilities Education Improvement Act, 2004; No Child Left Behind Act, 2001) require teachers to accommodate students with more diverse academic and behavioral needs in inclusive general educational settings. To assist general educators in meeting this instructional challenge, multi-tiered systems of support (MTSS) such as response to intervention (RtI) and positive behavior interventions and supports (PBIS) were established in schools nationwide. There is still a need, however, for classroom-based interventions with empirical support that are feasible to implement in whole-class settings and acceptable to teachers and students. Here, Numbered Heads Together (NHT), an alternative questioning strategy, is offered as a potentially effective Tier 1 intervention that can be used to improve student performance in general education classrooms. Extant research findings are described, procedures for using NHT in classroom settings are discussed, and future directions for research and practice are offered.

Data Recording in the Classroom–It can be done

M s. Jackson is a second year seventh grade middle school educator teaching in a selfcontained setting for students with emotional and behavioral disorders (EBD). In her classroom, Ms. Jackson begins preparing for the day by ensuring resources and materials are available for students and, if necessary, adapting these materials to ensure students’ learning needs are met. As the day progresses, more lessons are taught in various subjects and her students attend specialized classes (i.e., physical education, art, music) taught by other educators. During these times, Ms. Jackson tries to grade assignments, collaborate with general educators, contact parents, record data, conduct scheduled Individualized Education Program (IEP) meetings, and/or meet with paraeducators. Often, the school day ends before Ms. Jackson is able to accomplish all of her responsibilities including recording data on her students’ academic and behavioral performance. Prior to starting her career as an educator, she did not foresee recording and maintaining data for the students that she would be teaching as an issue. Although Ms. Jackson enjoys working with her students, she now finds herself overwhelmed with recording and maintaining consistent data for all of her students. In addition, Ms. Jackson is receiving pressure from her building principal in regard to her students’ academic performance. Her principal is concerned with the selection of appropriate interventions that Ms. Jackson uses with her students to increase positive behavioral outcomes. In the professional development growth plan, the building principal recommended that Ms. Jackson revisit her data recording methods to ensure appropriate behavioral and academic interventions are in place and that progress monitoring is taking place. Recording, storing, and analyzing student behavioral data often proves cumbersome for many beginning special educators due to the variety of roles each must perform throughout the day (Salvia & Ysseldyke, 2004). Nevertheless, the Individuals with Disabilities Education Improvement Act (IDEA; 2004) requires the use of a functional behavioral assessment (FBA) to evaluate the behavioral needs of students with disabilities when inappropriate behaviors negatively impact a student’s ability to learn required content. Special educators are now expected to not only provide direct, specialized support, but also monitor student progress, record data, and collaborate with school personnel and parents each school day (Yell, Meadows, Drasgow, & Shriner, 2013). One major complaint of both beginning and experienced special educators is the amount of time invested in completing paperwork (e.g., progress monitoring, IEP forms, grading; Salvia & Ysseldyke; Sandall, Schwartz, & Lacroix, 2004). In fact, many report they simply need more time (Conderman & Katsiyannis, 2002; Whitaker, 2003). Vannest and Hagen-Burke (2010) examined time usage during special educators’ instructional day. They found that (a) 45% of the time was dedicated to delivering instruction, providing instructional support, and completing forms for IEP meetings; (b) 45% was spent supervising and disciplining students, consulting with other educators, attending general meetings, and planning instructional lessons; and (c) 10% involved instructing students in nonacademic areas (i.e., functional skills), assessing student performance (i.e., recording and examining data), and attending IEP meetings. Findings from this study demonstrate that special educators often record and assess data under significant time constraints. Due to the time constraints experienced by many special educators, data recording methods need to be quick and easy, and not interfere with other responsibilities, such as teaching and paperwork. In this article, a summary of practical data recording methods available to special educators is provided. These data recording methods can be used to develop a comprehensive FBA or collect data within Responsiveness to Intervention (RTI) and Positive Behavioral Intervention and Supports (PBIS) frameworks.