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Authors:Stephanie L. Mattson, Thomas S. Higbee Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print.
Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2023-11-02T09:56:11Z DOI: 10.1177/15407969231210819
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Authors:Hannah G. Foster, Tyler-Curtis C. Elliott, Kevin M. Ayres Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. Dressing is an important skill for students with developmental disabilities, so they rely less on caregivers and build independence. Research evaluating dressing skills instruction commonly uses some type of graduated guidance to teach the skill. In this study, three students receiving special education services under autism eligibility had already received instruction on dressing skills using graduated guidance. Although this procedure was enough to teach the dressing steps (including putting on the clothing), it was not sufficient in teaching the student to put on the clothing with the correct orientation. Thus, these students walked out of the bathroom wearing clothes that were inside out and/or backward. We placed a 12-cm red stimulus prompt on the target clothing item and evaluated the effects on correct dressing orientation for these three students using a multiple probe design. For all three students, the stimulus prompt increased accuracy, and for two participants, accuracy was maintained. For the two students who maintained the skill, we systematically faded the tag, and they maintained perfect dressing orientation. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2023-10-31T10:04:03Z DOI: 10.1177/15407969231205849
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Authors:Hannah R. Brenner, Stacy K. Dymond Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. Work-based learning experiences (WBLEs) are an important part of vocational programming for students with extensive support needs (ESN); however, the development and implementation of these experiences can present challenges for special education teachers. The purpose of this qualitative study was to explore the challenges that special education teachers face when providing WBLEs for transition-age students with ESN. Nine special education teachers were identified through purposeful sampling methods. Participants met the following inclusion criteria: (a) teach students aged 14 to 22, (b) serve primarily students with ESN, (c) have 3 or more years of experience teaching 14-to 22-year-old students with ESN, and (d) be actively involved in planning and implementing WBLEs for 14-to 22-year-old students with ESN. Data were collected through semi-structured interviews and analyzed using thematic analysis. Findings from this study suggest that special education teachers face many diverse challenges when providing WBLEs to students with ESN, including establishing and sustaining appropriate WBLEs, securing high-quality staff, gaining support of important partners, and navigating logistics. Findings from this study have practical implications for supporting special education teachers who provide WBLEs for students with ESN. Findings also highlight the importance of improving attitudes and perceptions around employment outcomes for students with ESN. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2023-10-24T07:15:47Z DOI: 10.1177/15407969231204611
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Authors:Deidre Gilley, Jenny Root, Alicia Saunders, Sarah Cox, Cara Bryan Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. There is a growing body of evidence on the effectiveness of modified schema-based instruction (MSBI) for teaching word problem-solving alongside other important skills, such as self-determination and mathematical discourse and reasoning. Yet the majority of studies have not been conducted in naturalistic instructional arrangements. We report single-case design quantitative data from a mixed methods study that sought to evaluate the effectiveness and social validity of peer-delivered MSBI with high school students who were engaged in an established peer mentoring program. Results from the single-case multiple probe across participants design demonstrate a functional relation between peer-delivered MSBI and math problem-solving behaviors. All mentees with intellectual disability independently solved multiplicative comparison word problems following intervention and most maintained and generalized to a socially significant degree. Mentors delivered the intervention as designed and supported their mentees in expressing reasoning to justify their solutions. We provide recommendations for research and practice aimed at increasing expectations and opportunities for secondary students with intellectual disability regarding the use of peer-mediated interventions for academic skills. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2023-10-21T11:20:42Z DOI: 10.1177/15407969231200413
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Authors:Lauren Avellone, Joshua Taylor, Paul Wehman, Katherine Inge, Valerie Brooke Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. Despite considerable legislative and advocacy-based efforts to end subminimum wage practices, many Americans with disabilities are still paid below the federal minimum. Section 14(c) of the Fair Labor Standards Act allows employers holding certificates to pay less than minimum wage to individuals with disabilities whose work capacity or productivity is impaired due to disability. The majority of employers paying subminimum wages are facility-based programs also known as sheltered workshops. This work is usually performed in segregated settings away from the rest of the nation’s workforce. Subminimum wage practices continue despite clear evidence that even those with the most significant disabilities can be successfully employed in competitive integrated employment when supports are provided. The purpose of this study was to examine the continued use of subminimum wages in the United States and to identify whether there are any state-level characteristics or policies that predict their use. Descriptive analysis and linear regression were used in this investigation. Findings indicate that subminimum wage practices continue to be prevalent in most states, and most prominently in the Midwest region. Implications and recommendations for reducing subminimum wage pay for individuals with disabilities are provided. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2023-08-11T08:21:57Z DOI: 10.1177/15407969231192104
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Authors:Emilee Spann, Elizabeth Erin Biggs, Madison Ross Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. The COVID-19 pandemic profoundly impacted daily life, including the educational experiences of school-age children with and without disabilities and their families who supported them. This descriptive qualitative study examined the experiences of families with children with extensive support needs and complex communication needs during the COVID-19 pandemic, specifically in relation to their (a) supports and (b) feelings of empowerment related to their child. Participants were 37 parents of children with disabilities who had extensive support needs and complex communication needs, with most families having a child with either autism or Down syndrome. Interviews were conducted with each family at three time points during the 2020–2021 school year. Results indicated that the supports families received varied widely, as did their feelings of empowerment— including empowerment related to advocacy and to supporting their child’s learning and well-being at home. The supports that families received from providers (e.g., teachers, service providers) impacted their feelings of empowerment, sometimes acting as facilitators and sometimes as barriers. Implications for future research and practice are discussed related to how teachers and other providers might better partner with families during crises like the COVID-19 pandemic and beyond. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2023-08-01T05:10:13Z DOI: 10.1177/15407969231189241
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Authors:Philip M. Ferguson Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print.
Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2023-07-27T08:35:49Z DOI: 10.1177/15407969231187125
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Authors:Tim Riesen, Audrey C. Juhasz, Corban Remund Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. Supported employment (SE) and customized employment (CE) are vocational rehabilitation services designed to assist job seekers with significant disabilities to find meaningful competitive integrated employment. We conducted an analysis of Rehabilitation Service Administration (RSA-911) data for fiscal years 2017–2020 to determine the outcomes at the exit for individuals receiving SE and CE services. Specifically, we examined (a) what occupations, according to the Standard Occupational Classification (SOC) system, are individuals obtaining after exiting from state vocational rehabilitation SE and CE services, (b) if there is a difference in occupational types at the exit for individuals who receive SE and CE services, (c) if there is a difference in hourly wages and hours worked at the exit for individuals who receive SE and CE services, and (d) if there are differences in wages, after controlling for sex and race at exit for SE and CE service recipients. Results indicated most individuals receiving SE and CE services exit into three broad SOC code categories: Food preparation and servicing related, office and administrative support, and building grounds cleaning and maintenance occupations. Proportional differences suggest that individuals receiving CE are exploring a wider range of occupations compared with SE. There was a significant difference in wages between SE and CE but no difference in hours worked between SE and CE service recipients. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2023-07-08T11:59:46Z DOI: 10.1177/15407969231181901
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