Ryan O. Kellems

A Delphi Study to Operationalize Evidence-Based Predictors in Secondary Transition

Although there are many activities (e.g., transition services), derived from correlational research, that occur while students are in school that increase the likelihood of positive post-school outcomes, many teachers continue to provide services shown to have little to no effect on outcomes of students with disabilities. The purpose of this study was to operationally define the predictors of post-school success for educators to understand what is necessary to develop, implement, and evaluate secondary transition programs based on predictor research. Results conclude experts in the field reached consensus on an operational definition and set of essential program characteristics for each predictor of post-school success to aid practitioners in implementing these practices.

Teaching multi-step math skills to adults with disabilities via video prompting

The purpose of this study was to evaluate the effectiveness of teaching multi-step math skills to nine adults with disabilities in an 18-21 post-high school transition program using a video prompting intervention package. The dependent variable was the percentage of steps completed correctly. The independent variable was the video prompting intervention, which involved several multi-step math calculation skills: (a) calculating a tip (15%), (b) calculating item unit prices, and (c) adjusting a recipe for more or fewer people. Results indicated a functional relationship between the video prompting interventions and prompting package and the percentage of steps completed correctly. 8 out of the 9 adults showed significant gains immediately after receiving the video prompting intervention.

Using Content Acquisition Podcasts to Deliver Core Content to Preservice Teacher Candidates.

Teacher educators are always looking for instructional strategies that are easy to create and use but are powerful for promoting learning among preservice teacher candidates. Content acquisition podcasts (CAPs) is an example of an instructional strategy that embeds evidence-based instructional design principles to package and deliver critical content in courses such as introductory and foundational special education classes. In this column, a brief overview of current problems of practice that create a need for CAPs, a review research on the use of CAPs for preservice teacher education, and an overview of the processes used to create CAPs are provided.

Using Video Modeling and Video Prompting to Teach Core Academic Content to Students With Learning Disabilities

Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with LD. This article provides readers with the knowledge necessary to understand VM, and includes directions and resources needed to implement an academic VM intervention for a student with LD.

Relationship between brain stem volume and aggression in children diagnosed with autism spectrum disorder

BACKGROUND Aggressive behaviors are common in individuals diagnosed with autism spectrum disorder (ASD) and may be phenotypic indicators of different subtypes within ASD. In current research literature for non-ASD samples, aggression has been linked to several brain structures associated with emotion and behavioral control. However, few if any studies exist investigating brain volume differences in individuals with ASD who have comorbid aggression as indicated by standardized diagnostic and behavioral measures. METHOD We examined neuroimaging data from individuals rigorously diagnosed with ASD versus typically developing (TD) controls. We began with data from brain volume regions of interest (ROI) taken from previous literature on aggression including the brainstem, amygdala, orbitofrontal cortex, anterior cingulate cortex, and dorsolateral prefrontal cortex. We defined aggression status using the Irritability subscale of the Aberrant Behavior Checklist and used lasso logistic regression to select among these predictor variables. Brainstem volume was the only variable shown to be a predictor of aggression status. RESULTS We found that smaller brainstem volumes are associated with higher odds of being in the high aggression group. CONCLUSIONS Understanding brain differences in individuals with ASD who engage in aggressive behavior from those with ASD who do not can inform treatment approaches. Future research should investigate brainstem structure and function in ASD to identify possible mechanisms related to arousal and aggression.

iPad® Video Prompting to Teach Young Adults With Disabilities Independent Living Skills: A Maintenance Study

The purpose of this study was to evaluate the effectiveness of an iPad® as a prompting device for teaching five daily living skills to three young adults with disabilities. Identified target tasks were (a) making spaghetti, (b) cleaning the dining room, (c) making macaroni and cheese, (d) cleaning the front porch, (e) cleaning the back porch, (f) cleaning the living room, and (g) mailing a letter. A multiple probe across behaviors design demonstrated use of the iPad® was associated with immediate and significant gains in the percentage of steps completed correctly for each identified target task. All four participants were able to maintain task acquisition without the use of the iPad®.

Video Modeling and Prompting in Practice: Teaching Cooking Skills.

This article discusses the creation of video modeling (VM) and video prompting (VP) interventions for teaching novel multi-step tasks to individuals with disabilities. This article reviews factors to consider when selecting skills to teach, and students for whom VM/VP may be successful, as well as the difference between VM and VP and circumstances affecting which to choose. The purpose of this article is to provide practitioners with step-by-step instruction on how to teach cooking skills using VM and VP for young adults with disabilities.

Improving Preservice Teacher Vocabulary Instruction: A Randomized Controlled Trial:

General and special education teachers need to have an understanding of effective practices for providing vocabulary instruction to students with and without disabilities across grade levels and content areas. Preservice teachers in this study (N = 121) received training in evidence-based practices for vocabulary instruction via a series of three training modules. They then completed one of two practice conditions—creating a multimedia product to teach a vocabulary word or completing a non-multimedia learning task during class. The two practice conditions resulted in similar gains on the knowledge measure, but the group that created the multimedia product significantly outperformed the group that completed the non-multimedia task in a demonstration of instruction. Implications for teacher education are discussed.

Effectiveness of Static Pictures vs. Video Prompting for Teaching Functional Life Skills to Students with Autism Spectrum Disorders.

ABSTRACT This study compared the effectiveness of static picture prompting to video prompting when used as precursors for teaching daily living and motor skills to three individuals with autism spectrum disorders. The video prompting intervention was delivered on an iPad. Participants learned three out of six different tasks, which included throwing a ball overhand, walking backward, performing jumping jacks, washing a mirror, cutting a banana, and brushing teeth. The effects of the instructional methods were compared and assessed using an alternating treatment design. Results show that video prompting and static pictures are both effective in teaching correct independent skill responses to children with ASD. Although one participant showed greater gains on one of the three tasks using static pictures, video prompting resulted in overall faster acquisition.

Collaboration in Transition Assessment: School Psychologists and Special Educators Working Together to Improve Outcomes for Students with Disabilities.

The ultimate goal for school psychologists, special education practitioners, and other professionals who work with adolescents with disabilities is to help students plan and prepare to transition from school to adult life with the skills and knowledge to live happy, productive, and fulfilling lives. This article describes how school psychologists can support special education practitioners in improving transitions for students with disabilities, introduces free resources, and recommends forms of additional training. School psychologists are well positioned to support special education practitioners in facilitating the transition assessment process by providing documentation of postschool accommodation needs as students exit the school system.