Effects of Video Self-Modeling and System of Least Prompts on Completion of Transitional Routines for a Student With Extensive Support Needs in Inclusive Settings

2021 ◽  
pp. 109830072199029
Author(s):  
Elizabeth N. Reyes ◽  
Charles L. Wood ◽  
Virginia L. Walker ◽  
Ashley P. Voggt ◽  
Amanda R. Vestal
Keyword(s):  
General Education ◽  
Functional Relation ◽  
Support Needs ◽  
Evidence Based Practices ◽  
System Of Least Prompts ◽  
Inclusive Settings ◽  
Inclusive School ◽  
Music Class ◽  
Combined Intervention ◽  
Video Self Modeling

Students with extensive support needs often require intensive individualized instruction across domains. Research suggests that students with extensive support needs can achieve greater independence when evidence-based practices are used to teach independent transitioning skills. This study investigated the effects of video self-modeling (VSM) and the system of least prompts (SLP) on independent completion of transitional routines for a student with extensive support needs in inclusive school settings. Using VSM and SLP, the student learned to complete three transitional routines with greater independence. Generalization of independent transitioning skills to music class was also measured. Results showed a functional relation between the VSM and SLP intervention and independent completion of transitional routines. The findings of this study provide several implications for practice for using VSM and SLP as a combined intervention to increase independent transitioning skills for students who previously relied on adult assistance to make transitions along with general education peers.

Recommendations for Inclusive Educational Practices in Mathematics for Students With Extensive Support Needs

Inclusion ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 75-91 ◽  
Author(s):  
Alicia F. Saunders ◽  
Jenny R. Root ◽  
Bree A. Jimenez
Keyword(s):  
General Education ◽  
Mathematics Instruction ◽  
Multiple Disabilities ◽  
Support Needs ◽  
Collaborative Teams ◽  
Severe Intellectual Disability ◽  
Key Stakeholders ◽  
Proposed Model ◽  
Inclusive Settings ◽  
Restrictive Settings

Abstract There is very limited research on inclusive mathematics instruction for students with extensive support needs (i.e., moderate to severe intellectual disability, autism, multiple disabilities) and this is a critical area of need. The purpose of this article is to propose a framework for mathematics instruction for students with extensive support needs in inclusive settings using practices that have been found effective in more restrictive settings, combined with the limited findings on effective inclusive practices for students with extensive support needs. A conceptual model for mathematics instruction for students with extensive support needs is illustrated and described. The proposed model provides guidance for collaborative teams and key stakeholders when planning for mathematics instruction in inclusive settings. Barriers to including students with extensive support needs in general education mathematics settings are discussed and recommendations for overcoming these barriers are described.

Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review

2021 ◽  
pp. 154079692110551
Author(s):  
Virginia L. Walker ◽  
Jennifer Kurth ◽  
Megan E. Carpenter ◽  
Melissa C. Tapp ◽  
Amy Clausen ◽  
...  
Keyword(s):  
Special Education ◽  
Performance Feedback ◽  
Single Case ◽  
Future Research ◽  
Support Needs ◽  
School Environments ◽  
Related Services ◽  
Inclusive Settings ◽  
Inclusive School ◽  
Support Students

Schools have continued to rely on paraeducators to assist special education teachers and other professionals in the provision of special education and related services. Although paraeducators often support students with extensive support needs (ESN) in a range of school environments, the subset of intervention studies focused on paraeducators who support students with ESN in inclusive settings has not been systematically reviewed. The purpose of this literature review was to synthesize single-case research studies involving paraeducator-delivered interventions for students with ESN in inclusive school environments. Our findings suggest that research primarily has focused on communication and social skills interventions that involved paraeducator-facilitated peer supports in core academic classes and specials (e.g., art, music, physical education). Overall, paraeducator-delivered interventions resulted in improved student outcomes. Likewise, paraeducator training, which typically included an oral description, modeling, and/or performance feedback, was effective in improving paraeducator implementation of the target interventions. We present implications for practice specific to paraeducators who support students with ESN in inclusive settings and future research directions.

scholarly journals Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

2021 ◽  
Vol 11 (3) ◽  
pp. 129
Author(s):  
Gabrielle Wilcox ◽  
Cristina Fernandez Conde ◽  
Amy Kowbel
Keyword(s):  
Decision Making ◽  
Inclusive Education ◽  
Evidence Based ◽  
Teacher Capacity ◽  
Evidence Based Practices ◽  
Full Inclusion ◽  
Current State ◽  
Inclusive Settings ◽  
Using Data ◽  
Data Based Decision Making

There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.

Inclusive Reform as a Response to High-Stakes Pressure? Leading toward Inclusion in the Age of Accountability

2016 ◽  
Vol 118 (14) ◽  
pp. 1-30
Author(s):  
George Theoharis ◽  
Julie Causton ◽  
Chelsea P. Tracy-Bronson
Keyword(s):  
School Reform ◽  
General Education ◽  
Students With Disabilities ◽  
Standardized Tests ◽  
Distributed Leadership ◽  
High Stakes Testing ◽  
High Stakes ◽  
Inclusive School ◽  
Age Of Accountability ◽  
General Education Classrooms

Students identified with disabilities are increasingly being educated with the assistance of support services within heterogeneous (i.e., general education) classrooms. Yet, in this era of high-stakes accountability, students are labeled, sorted, and differentially treated according to their academic achievement as reflected on standardized tests. We engaged in a project to better understand how educators grapple with these externally imposed pressures as they work to change the organizational structure of their schools to be able to implement greater inclusion of their students served by special education. We spent four years in two elementary schools engaged in inclusive school reform (shifting from exclusionary model to an inclusive one) specifically as a response to the pressures of test-based accountability mandates. Our work was guided by the following questions. In this era of high-stakes testing accountability: • What does school-wide inclusive reform for students with disabilities involve? • What kinds of changes can result from inclusive reform? • What role does leadership play in inclusive reform? The article focuses on what inclusive reform involved, the resulting changes, and the role distributed leadership played in moving toward more inclusive service in the age of high-stakes accountability.

scholarly journals Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

Inclusion ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 83-93 ◽  
Author(s):  
Mary E. Morningstar ◽  
Jennifer A. Kurth
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Past Research ◽  
Support Needs ◽  
Educational Placement ◽  
General Education Curriculum ◽  
Disabilities Education Act ◽  
Policies And Procedures ◽  
Education Act ◽  
Restrictive Environment

Abstract Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

Assessment and Planning in K-12 Schools: A Social-Ecological Approach

Inclusion ◽  
2014 ◽  
Vol 2 (2) ◽  
pp. 125-139 ◽  
Author(s):  
Virginia L. Walker ◽  
Stephanie N. DeSpain ◽  
James R. Thompson ◽  
Carolyn Hughes
Keyword(s):  
Intellectual Disability ◽  
Ecological Approach ◽  
Support Needs ◽  
Intensity Scale ◽  
Team Planning ◽  
Social Ecological ◽  
Inclusive Settings ◽  
Opportunities For Learning ◽  
Supports Intensity Scale ◽  
K 12

Abstract The Support Needs Assessment and Problem-Solving (SNAP) process is intended to assist educational teams in identifying and implementing supports for children with intellectual disability and related developmental disabilities (ID/DD) in K-12 schools. Each phase of the SNAP process is described, including identification of high priority support needs based on information derived from the Supports Intensity Scale–Children's Version (SIS-C). Two case studies of school teams using the SNAP process to identify and implement supports that enhanced opportunities for learning and participation of children in inclusive settings are presented. The importance of understanding children with ID/DD by their support needs and implications for team planning in K-12 schools are discussed.

scholarly journals Involvement and Participation of Students With Severe Disabilities in SWPBIS

2018 ◽  
Vol 52 (3) ◽  
pp. 131-141
Author(s):  
Jennifer A. Kurth ◽  
Alison L. Zagona
Keyword(s):  
General Education ◽  
Student Outcomes ◽  
Behavioral Interventions ◽  
Severe Disabilities ◽  
General Educators ◽  
Support Needs ◽  
Positive Behavioral Interventions ◽  
Tier 1 ◽  
Tiered System ◽  
Students With Severe Disabilities

With more schools implementing Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) and achieving valued student outcomes associated with these efforts, the inclusion of students with extensive and pervasive support needs (i.e., “severe” disabilities) in this tiered system must be considered. These students remain programmatically and physically separated from general education instruction and activities. Given that SWPBIS is implemented in general education settings and it is designed to support all students, the purpose of this study was to investigate SWPBIS coaches’ perceptions of the involvement of students with extensive support needs in SWPBIS processes and procedures within one state. Findings suggest the coaches believe that students with extensive support needs are physically and programmatically separated from Tier 1 SWPBIS instruction and activities, with few general educators expressing participation in facilitating their involvement. Implications and recommendations for these findings are provided.

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

Video-Based Intervention to Improve Storytelling Ability in Job Interviews for College Students With Autism

2020 ◽  
pp. 216514342096185
Author(s):  
Vidya D. Munandar ◽  
Leslie A. Bross ◽  
Kathleen N. Zimmerman ◽  
Mary E. Morningstar
Keyword(s):  
College Students ◽  
Social Communication ◽  
Functional Relation ◽  
Support Needs ◽  
Job Seekers ◽  
Job Interviews ◽  
Interviewing Skills ◽  
Students With Autism ◽  
Behavior Description ◽  
Multiple Probe

Job seekers with autism will likely benefit from explicit instruction in job interviewing skills given their social communication support needs. The purpose of this study was to examine the effects of a video-based intervention (VBI) to increase storytelling ability in responding to Patterned Behavior Description Interview (PBDI) questions in mock job interviews for college students with autism. This type of question is increasingly used in job interviews as a tool to select and hire candidates. A concurrent multiple-probe across participants design was used for four college students with autism (aged 19–38 years). Results indicated a functional relation between VBI and storytelling abilities was present for all participants. Implications for practice and research related to enhancing the job interviewing skills of college students with autism are discussed.

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