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Authors:Jennifer A. Kurth, Elissa Lockman Turner, Alison L. Zagona, Geonhwa Kim, Roxanne Loyless Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. Over 90% of students with complex support needs are taught in self-contained (segregated) special education classrooms for most of their school day, despite accumulating evidence these classrooms are not associated with positive student outcomes. Yet placement in these segregated classrooms persists, in part because of assumptions about the degree of specialized, intensive, and individualized instruction that occurs in these settings. We observed a national sample of 30 students with complex support needs using time sampling and fieldnote data in this convergent parallel mixed methods study to describe (a) the ecobehavioral characteristics of classrooms, (b) the learning activities occurring in classrooms, and (c) how the materials, supports, and learning activities explain student experiences in these classrooms. Quantitative time sampling data indicated that students experienced passive learning opportunities and downtime, with few occasions to engage with other peers or grade-aligned content. Qualitative fieldnote data provided context for the quantitative results. These findings provide a picture of the low expectations that persist in segregated classrooms and contradict the need to remove students from general education to learn in segregated classrooms. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-08-01T10:42:35Z DOI: 10.1177/15407969241267283
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Authors:Karolyn J. Maurer, Alexandra Sturm, Connie Kasari Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. While most students receiving special education services in school are educated with the same general curriculum (i.e., instructional materials) as their peers without disabilities, students with extensive support needs and significant cognitive disabilities may qualify to receive instruction with alternate curricular materials aligned with alternate content standards. Available special education data, however, do not provide information about students who are educated with alternate curriculum specifically. This study aims to address this gap by reviewing special education administrative data from a large urban school district to identify timing, placements, and switching patterns of alternate curriculum participation in elementary school (N = 11,399). Results indicated the majority of students instructed with alternate curriculum received special education services under intellectual disability, autism, or orthopedic impairment eligibility. Students were mostly educated in traditional public day schools, but nearly 97% of students in the sample had a primary placement of a special education classroom. Over 50% of students started with alternate curriculum instruction in grades transitional kindergarten/kindergarten or first grade. High rates of students educated with alternate curriculum in early elementary grades suggest lack of access to general curriculum and general education classrooms. Implications for future research are discussed. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-07-29T05:16:31Z DOI: 10.1177/15407969241261634
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Authors:Elizabeth E. Biggs, Jennifer L. Bumble, Rebecca E. Hacker, Kendra E. Scotti, Caitlin E. Cushing Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. Paraeducators often work with special education teachers and school teams to support students with disabilities who have complex communication needs (CCN), including students who use augmentative and alternative communication (AAC) such as speech-generating devices. This study involved surveying 258 paraeducators working with students with disabilities who had CCN (grades PreK–12, along with community-based transition classrooms). Social network analysis was used to examine paraeducators’ professional networks and collaboration patterns, along with how paraeducator professional network size related to their self-efficacy beliefs about working with students with CCN. Findings revealed wide variability in the size and function of paraeducators’ professional networks and their self-efficacy beliefs. Paraeducators generally reported few mutual collaborative relationships with other professionals, receiving support more than they gave support. Many had small networks with few trusted collaborators. Paraeducators’ network size was the strongest predictor of self-efficacy beliefs, beyond their personal characteristics and whether they received AAC-related training. This study informs future research and practice by underscoring the need for paraeducators to work within well-connected teams, and by revealing ways social network analysis can be used to examine issues related to self-efficacy and collaboration. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-07-28T09:08:49Z DOI: 10.1177/15407969241265971
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Authors:Alison L. Zagona, Motoaki Hara, Sheldon Loman, Jennifer A. Kurth, Virginia L. Walker Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. Positive Behavioral Interventions and Supports (PBIS) is an evidence-based practice that promotes positive academic and behavioral outcomes for all students and is intended to support the needs of all students across three tiers of support. However, research suggests students with complex support needs have limited access to Tier 1 PBIS. Teachers’ perceptions of the appropriateness of PBIS to meet the needs of students with complex support needs has been hypothesized to impact the extent to which educators provide access to Tier 1. Using data from a national survey of 644 educators, we sought to determine the extent to which educational placement of students with complex support needs impacted teacher perception of the importance of providing Tier 1 PBIS. Our results suggest educators across placements agree students with complex support needs should be involved in PBIS, including acknowledgment systems and response and data plans. Educators differed in their ideas of how to teach school-wide rules and expectations and how to document behavioral violations. We discuss implications of these findings for research and practice. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-07-28T08:57:21Z DOI: 10.1177/15407969241263515
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Authors:Elizabeth E. Biggs, Lisa S. Zhang, Charis Ling Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. Parental stress increased during the COVID-19 pandemic. Families with children with an intellectual or developmental disability (IDD) and extensive support needs—such as complex communication needs—experienced additional challenges, including service loss and difficulties accessing virtual learning. The purpose of this study was to understand the experiences of parents (N = 37) with children with IDD and complex communication needs related to parental stress and family resilience. Qualitative interview and quantitative survey data were collected within a convergent parallel mixed-methods design, with interviews occurring three times across the 2020–2021 school year. The two sets of data were analyzed separately and then integrated using back-and-forth exchanges and a joint display. Findings indicated that families showed resilience through family adaptation and cohesion—creating rhythms and routines that fostered togetherness—and by growing in advocacy and empowerment related to their child’s learning. But, many parents worried that they were not able to do enough for their child. Social support predicted lowered parental stress and stronger family resilience; yet, perceived social support varied widely across families—particularly support from teachers and service providers. This study provides important insight into family experiences during a unique time with the COVID-19 pandemic while pointing to important ways to strengthen family resilience long into a postpandemic future. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-07-27T11:11:41Z DOI: 10.1177/15407969241263519
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Authors:Frank R. Rusch Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print.
Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-06-22T11:46:29Z DOI: 10.1177/15407969241259386
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Authors:Priya Lalvani, Eileen Osieja Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. This qualitative study examined the experiences of parents who sought inclusive education for their children with intellectual disabilities or extensive support needs. Data were collected from 33 participants in the form of narratives that emerged through semi-structured interviews and analyzed using a phenomenological methodology. Findings revealed the existence of problematic special education practices and illuminated the mechanisms through which ability-based segregation in schools is institutionally sanctioned. Many parents reported that placement in a general education environment with the provision of support was not considered by professionals at their children’s Individualized Education Program (IEP) meetings. Instead, they were informed that education in separate classrooms was in their children’s best interest. Parents pushed back and advocated for access and inclusivity, often investing immense amounts of time and resources toward this end. The findings shed light on special education discourses that are entrenched in ableist notions about disability and uphold an implicit ideology of separate but equal for students with certain disabilities. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-06-22T11:44:49Z DOI: 10.1177/15407969241259365
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Authors:Kirsten R. Lansey, Lewis Jackson, Martin Agran, Diane Ryndak, J. Matt Jameson Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. The least restrictive environment (LRE) mandate has driven classroom placement decisions for the last five decades. It has been measured as the percentage of time students spend in general education contexts (i.e., Placement A:>80%; Placement B: 40-79%; Placement C: Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-05-27T11:43:24Z DOI: 10.1177/15407969241252360
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Authors:Sudha Krishnan Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. This qualitative study examined educational professionals’ experiences including students with extensive support needs (ESN) in general education settings. Data were collected from 18 education professionals, including 5 special education teachers, 5 paraeducators, 4 administrators, and 4 general education teachers. The researcher used semi-structured interviews and analyzed them using thematic coding. The findings showed that the significant factors influencing successful inclusion were the belief systems of educational professionals, the number of general education classes available for inclusion, selective data collection by educators, superficial inclusion of students, the critical role of paraeducators, and interpersonal relationships among parents and educators. Recommendations included using multiple data collection methods, documenting student work in inclusive settings, revamping the paraeducator hiring and training process, increasing collaboration between general and special education teachers, expanding the number of classrooms available for ESN students, training general education teachers to teach all students, and challenging deficit thinking in teacher education programs. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-05-10T06:54:16Z DOI: 10.1177/15407969241247814
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Authors:John O’Brien Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print.
Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-05-09T12:28:59Z DOI: 10.1177/15407969241252656
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Authors:Adriana Frates, Fred Spooner, Belva Collins, Patricia Peterson Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. In the current study, investigators examined the effects of an instructional reading package consisting of shared reading and systematic instruction (e.g., task analysis, system of least prompts, visual supports, and native language support) in a small group setting on percentage of correct consonant-vowel-consonant (CVC) words for three elementary participants with extensive support needs who also were multilingual learners. A multiple probe design across word sets with replication across participants resulted in a functional relation between the percentage of correct CVC words acquired and the instructional package. In addition, there were positive changes in exploratory (secondary) dependent variables that included components of reading (i.e., phonemic awareness, fluency, vocabulary, comprehension, and generalization) as demonstrated through pre-posttest assessments. Social validity measures for parents, students, and paraprofessionals also revealed positive pre-post changes. Limitations and future research are discussed. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-04-29T09:51:52Z DOI: 10.1177/15407969241247815
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Authors:N. I. Dorsman, J. Luijkx, C. P. van der Schans, A. A. J. van der Putten, A. Waninge Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. Siblings are important in the lives of individuals with an intellectual disability and pervasive support needs; however, adults’ experiences of the things they do with or for their siblings with pervasive support needs remain underexplored. This study examined positive and challenging aspects of their roles related to their siblings. An online questionnaire was completed by 55 adults whose siblings had pervasive support needs. An inductive approach was used to thematically analyze open-ended questions about their experiences. The respondents described rewarding experiences of being with their siblings, combined with a sense of care and responsibility, and noted how their experiences were affected by their siblings’ support needs. “Being of service” was experienced as both rewarding and as a demanding responsibility. Collaboration with family members and health care professionals was another overarching theme. Our findings highlighted the valuable mutual contributions of siblings in each other’s life when one of them has pervasive support needs. Understanding adults’ experiences relating to their siblings who have pervasive support needs enables service providers to facilitate their contact and support. In addition, these findings can provide input for government agencies and organizations that provide support for people with disabilities by increasing awareness about siblings’ perspectives. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-04-15T11:21:56Z DOI: 10.1177/15407969241245611
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Authors:Jessica A. Bowman, John McDonnell, Karen Karp, Olivia F. Coleman, Carrie Clifton, Lyndsey Aiono Conradi, Joanna Ryan, Michael Farrell Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. In this convergent mixed methods design study, single-subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional intervention. The intervention was delivered using instructional trials embedded across general education math lessons and a modified concrete-semi-concrete-abstract instructional sequence. This study investigated the impact of the intervention on the word-problem-solving, strategy use, and concept acquisition of three students with extensive support needs. The paraprofessional-delivered intervention was implemented in elementary general education mathematics classrooms using embedded instruction and focused on teaching students to solve addition and subtraction word-problems. Single-subject data indicated that all three students learned to solve word-problems given concrete materials but needed more time to master the use of semi concrete supports. Qualitative data indicated that students used taught and untaught strategies to solve word-problems, and mastered addition word-problems before subtraction when they were taught simultaneously. Data were integrated in narrative format to explore how strategy use and concept acquisition related to student word-problem-solving performance. Limitations and implications for research are discussed. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-04-12T09:33:41Z DOI: 10.1177/15407969241242677
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Authors:Ashley K. Holt, Erik Drasgow, Katie Wolfe Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. Teachers of young children with moderate to significant support needs may have insufficient training to implement naturalistic instructional practices such as contingent responding. Naturalistic instructional practices are well researched, but limited studies exist on training teachers to use contingent responses to support children increasing child-initiated social participation behaviors during centers. We used a multiple baseline design across four special education teachers to measure the effects of a training package incorporating behavior skills training (BST) and emailed performance feedback (EPF) on increasing teachers’ contingent responses to children with limited child-initiated social participation behaviors during centers. Results indicate that BST with a checklist and EPF with graphs increased the four teachers’ percentage of contingent responses, and similar levels were observed during maintenance probes. Programming common stimuli during BST resulted in all teachers providing contingent responses to at least one other child in their classroom who had few child-initiated social participation behaviors. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-03-25T08:48:31Z DOI: 10.1177/15407969241237809
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Authors:Kirsten R. Lansey, Stephanie Z. C. MacFarland, Shirin D. Antia Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in a dual enrollment nonresidential PSE program perceive as contributing to their self-directed employment, education, and social goals. Furthermore, this study explored how students’ perceived PSE affected their goal achievement and future lives. Findings from interviews with 10 participants with IDD, including eight with ESN, revealed that obtaining and maintaining competitive employment was negatively impacted by COVID-19, paid employment during PSE was not aligned with participants’ employment goals, internship experiences led to participants learning about their work preferences and changing their employment goals, and peer mentors impacted the achievement of participant’s employment, education, and social goals. Implications for practice and research and study limitations are described. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-03-13T07:45:47Z DOI: 10.1177/15407969241235382
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Authors:Jill Grattan, MaryAnn Demchak Abstract: Research and Practice for Persons with Severe Disabilities, Ahead of Print. To date, no evidence-based practices are identified for working with students who are deafblind (DB). No evidence-based practices have been identified for teaching basic self-help skills such as dressing. The present study examined the efficacy of an intervention package including the system of least prompts (SLP; i.e., SLP and least-to-most prompting), visual cues, and reinforcement to teach three self-help skills (i.e., wash hands, dry hands, entry routine) to four participants, ages 3-5 years, with vision and hearing impairments and multiple disabilities. A multiple probe across behaviors design, replicated across participants, was used to evaluate the effectiveness of an intervention package including SLP to teach self-help skills. Three of four participants increased their independence for all targeted self-help skills. A functional relation is indicated for three of four participants and provides promising evidence for use of SLP in teaching individuals with multiple disabilities that include DB. Citation: Research and Practice for Persons with Severe Disabilities PubDate: 2024-02-29T04:41:06Z DOI: 10.1177/15407969241231204
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