Literacy-based behavioural interventions delivered by peers: a teaching strategy for students with severe disabilities

Many children with severe disabilities do not perform basic daily living skills needed for typical school and home environments. Previous research on literacy-based behavioural interventions (LBBIs) has shown promise for promoting skill acquisition and maintenance in some learners; however, only one study has examined the effectiveness of this intervention when delivered by peers. In this study, peer classmates were taught to deliver an LBBI story that highlighted hand-washing skills in three students with severe disabilities. Results showed that the accuracy of students’ new skills increased dramatically after their peers delivered the stories with pictures and printed words, and these skills maintained after the LBBI stories were removed. Further, each of the students demonstrated accurate hand-washing in novel environments using different sinks. This study builds on previous LBBI studies by incorporating peers into the story delivery, and using the intervention to teach new self-care skills.     

Peer‐mediated interventions with elementary and secondary school students with emotional and behavioural disorders: a literature review

Peer‐mediated interventions (PMIs) have been shown to be effective for increasing adaptive social and academic behaviours of children and youth. Although PMI efficacy is generally well supported, there have been relatively few published intervention studies that focus on elementary, middle and high school students with emotional and behavioural disorders (EBD). The present review examines selected empirical literature in order to identify characteristics and relative efficacy of PMI. Findings of 12 peer‐reviewed journal papers including research designs and outcomes were examined. Results provide support for the efficacy of PMI for improving behavioural and social skills of students with EBD. Recommendations include further research on PMI for high school students and longitudinal research of PMI.     

Addressing escape‐maintained behavior for students with developmental disabilities: A systematic review of school‐based interventions

Students with developmental disabilities have been found to exhibit higher rates of problem behavior in the classroom than their typically developing peers. Effectively addressing these students’ behavior concerns requires the identification of interventions that can be implemented in an educational setting. Furthermore, matching intervention strategies to the function of a student's problem behavior may increase its effectiveness. There are data to suggest that students with disabilities exhibit escape‐maintained problem behavior in the classroom twice as frequently as problem behavior maintained by other consequences such as attention or access to tangibles. Thus, the purpose of this systematic review was to identify school‐based intervention strategies that have been used to reduce the disruptive behavior of students with developmental disabilities. In total, 12 articles met search criteria, with escape extinction, curricular modification, and noncontingent escape serving as the most frequently employed intervention strategies. Limitations and future directions are discussed.     

A systematic review of self‐regulation strategies to improve academic outcomes of students with EBD

Self‐regulatory interventions have demonstrated numerous benefits for helping improve the academic performance of students. The purpose of this review was to report on the effectiveness and focus of academic self‐regulation interventions for children and adolescents with emotional and behavioural disorders. Thirty‐six studies published in 35 papers and involving 189 participants met inclusionary criteria. Overall, self‐regulation interventions showed moderate/medium effect size gains [percentage of nonoverlapping data (PND) 75%; standard mean difference (SMD) 2.27; Tau‐U 0.81] across academic subject areas. When assessing the effectiveness of self‐regulation interventions for addressing specific academic content areas, the largest ES gains were observed in reading (PND 93%; SMD 2.13; Tau‐U 0.94), although medium/moderate ES gains were observed in math (PND 71%; SMD 2.08; Tau‐U 0.70) and writing (PND 83%; SMD 2.57; Tau‐U 0.91). Self‐regulated strategy development, self‐monitoring interventions and strategy instruction were the predominant types of self‐regulation techniques implemented by researchers. There was evidence to support a claim of the generalisation and maintenance of findings. Implications, limitations and areas for future research are discussed.     

A better IDEA: best practice and outcomes‐oriented remedies in public impact litigation for students with disabilities

Class action lawsuits filed in violation of Individuals with Disabilities Education Act (IDEA) raise questions for those concerned with improving the education system for students with disabilities. First, do the lawsuits result in changes that can be directly linked to improved student outcomes? Second, do these lawsuits and the ‘consent decrees’ that settle them refer to best practices in educating children with disabilities? To date, no study has examined the remedies ordered as a result of these lawsuits in the disability education context, or proven how different types of remedies can impede or facilitate progress for students with disabilities. Class action lawsuits under IDEA filed in large, urban school districts between 1990 and 2011 and the remedies ordered under the final agreement were reviewed. This review suggests that the lawsuits against large, urban school districts tend to result in remedial activities that focus more on planning, supporting and monitoring than on outcomes or evidence‐based practice.     

Criterion‐related validity of two curriculum‐based measures of mathematical skill in relation to reading comprehension in secondary students

This study analyzed the relationship between benchmark scores from two curriculum‐based measurement probes in mathematics (M‐CBM) and student performance on a state‐mandated high‐stakes test. Participants were 298 students enrolled in grades 7 and 8 in a rural southeastern school. Specifically, we calculated the criterion‐related and predictive validity of benchmark scores from CBM probes measuring math computation and math reasoning skills. Results of this study suggest that math reasoning probes have strong concurrent and predictive validity. The study also provides evidence that calculation skills, while important, do not have strong predictive strength at the secondary level when a state math assessment is the criterion. When reading comprehension skill is taken into account, math reasoning scores explained the greatest amount of variance in the criterion measure. Computation scores explained less than 5% of the variance in the high‐stakes test, suggesting that it may have limitations as a universal screening measure for secondary students.     

Evaluating the readiness of special education doctoral students to apply the standards of evidence‐based practice to single‐case research

How well doctoral students in special education are prepared to evaluate research as evidence‐based practice (EBP) is likely to impact their careers, as well as the teachers they will train. In developing a method for evaluating the readiness of small cohort groups of doctoral students to apply a research‐based model of EBP, an instrument and procedure were refined in a pilot evaluation and implemented within a multiple baseline design across participants. Participants’ independent and instrument‐guided performance in rating published research was compared to the ratings of two experts in single‐case research design, yielding proportions of agreement across evaluation conditions. Results indicated group readiness to independently conduct the EBP evaluation and individual differences in readiness indicating the need for remediation.     

Investigating the effect of school‐wide positive behavioral interventions and supports on student learning and behavioral problems in elementary and middle schools

Many states have scaled up School‐Wide Positive Behavioral Interventions and Supports (SW‐PBIS) with the goal of improving student behavior and academic outcomes. Although the effects of SW‐PBIS on behavioral and discipline outcomes have been promising, the findings for academic achievement have been inconclusive and are often limited to cross‐sectional data. This paper examined the longitudinal effect of SW‐PBIS on student behavioral problems and academic achievement growth in elementary and middle schools using propensity score matching. We found no statistically significant longitudinal effects of SW‐PBIS on either student behavior problems or academic achievement among elementary and middle schools in this quasi‐experimental design, even though the positive direction of longitudinal changes would be identified. The result raised questions about the efficacy of SW‐PBIS using a statewide achievement test when scaled up to a state level. Additional research is needed to better understand the impact of SW‐PBIS using rigorous scale‐up designs.     

The use of video-based instruction to promote independent performance of physical activity skills in students with developmental disabilities in a school and community setting

School psychologists are well-positioned to assist practitioners in engaging students in physical activity (PA) which can increase student access to improved well-being and associated health benefits. This may be of particular importance for adolescents with moderate to severe developmental disabilities (DD; autism and intellectual disability) who display various deficits in performing PA skills. Previous research suggests video-based instruction (VBI) effectively facilitated independence associated with PA skills in people with DD, however, additional research is warranted. The purpose of this study was to evaluate the degree a VBI impacted acquisition of skills in individuals with DD at school, and, subsequently, in a community setting. Multiple probe design was used to assess the effect of the intervention in four participants. The results indicate the intervention was effective in teaching three participants to perform the circuit in the school setting and transfer the skills to the community setting; however, maintenance was variable. Implications related to practice for school psychologists, teachers, and other practitioners, as well as, limitations and future research directions are discussed.     

Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis

This study examined the effects of reading interventions from single‐case design studies for students with and at‐risk of emotional and behavioral disorders in grades K–12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students’ reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau‐U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student–teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed.     

The effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at township schools in South Africa

Due to apartheid policies, Black African learners in South Africa have been severely disadvantaged in school science. Despite policy changes to redress these historical imbalances, Black African learners continue to underperform in science. Previous research has identified motivation as a key factor that impacts performance. Achievement goal orientation is a construct of motivation that explains learning behaviour. In an attempt to address the problem of learner motivation, this study investigated the effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at historically disadvantaged township schools in South Africa. In South Africa, the term “township” usually refers to under‐developed urban areas that were historically created for “non‐whites” during the apartheid era. The findings showed that the experiment group of learners who experienced inquiry‐based learning significantly gained in mastery goal orientation, while the control that were taught through a traditional direct didactic approach had an insignificant change in their mastery goal orientation. From these results, it can be concluded that inquiry‐based learning does support a mastery goal orientation in learners. This orientation is regarded as desirable because mastery approach goals could support positive outcomes in conceptual learning, leading to an improvement in science achievement of learners.     

Parents' experiences of applied behaviour analysis (ABA)‐based interventions for children diagnosed with autistic spectrum disorder

Applied behaviour analysis (ABA)‐based programmes are endorsed as the gold standard for treatment of children with autistic spectrum disorder (ASD) in most of North America. This is not the case in most of Europe, where instead a non‐specified ‘eclectic’ approach is adopted. We explored the social validity of ABA‐based interventions with 15 European families who had experience with home‐based, mainly self‐managed, ABA‐based programmes for their own child/ren with ASD. The results of the study highlighted the overwhelmingly positive impact that ABA‐based interventions had on their children in areas such as social skills, challenging behaviour, communication, gross and fine motor skills, concentration, interaction, independence, overall quality of life and, most importantly, a feeling of hope for the future. Implications for European policy on ASD are discussed.     

Exploring the feasibility of a classroom‐based vocabulary intervention for mainstream secondary school students with language disorder

Vocabulary knowledge has been shown to be a predictor of academic success, posing a challenge for children and young people with language disorder. Language disorder can persist into adolescence and yet there is limited evidence on how to support the vocabulary skills of adolescents with language disorder in a mainstream setting. This article describes an experimental study aimed at investigating the feasibility of a whole‐class approach to increase the understanding and use of curriculum vocabulary in adolescents with language disorder. Ten curriculum words were taught by the science teacher using a phonological‐semantic approach, and 10 matched same‐topic words were taught using routine teaching practice. Progress was made post‐intervention in word knowledge of both low‐frequency experimental and control words, with significantly greater change in knowledge of the experimental words. Most students, and the teacher, viewed the phonological‐semantic word‐learning approach favourably.     

Cooperative group,risk‐taking and inclusion of pupils with learning disabilities in physical education

The aim of this research was to study the impact of cooperative learning on changes in cooperative behaviours and acceptance amongst pupils with learning disabilities related to risk‐taking. One hundred and sixty‐eight French first year middle school pupils participated in this study. Thirty‐six pupils with learning disabilities were mainstreamed in six ordinary classes during seven two‐hour gymnastic lessons. Three classes practised under low risk conditions and three classes performed under high risk conditions. The helping behaviours of the SEGPA pupils were observed and the acceptance of pupils was measured thanks to a sociometric questionnaire during the first and last lessons. The results showed that risk‐taking affected the helping behaviours and the acceptance of pupils with learning disabilities. These results lead us to think about the factors that could have an impact on the influence of cooperative learning structures when mainstreaming pupils with learning disabilities in physical education.     

Perspectives of SENCos and support staff in England on their roles,relationships and capacity to support inclusive practice for students with behavioural emotional and social difficulties

With teachers under pressure to meet curriculum targets, responsibility for including students with behavioural emotional and social difficulties (BESD) in mainstream schools falls heavily on non‐teaching staff. In this article, semi‐structured interviews were conducted with special educational needs coordinators (SENCos) and support staff in a small sample of secondary education settings in England, to examine their perceptions of their role, their relationships with students with BESD and their parents and their ability to facilitate inclusive practice. Despite both SENCo and support staff roles having been regarded as low‐status roles in the past, findings reported here depict a set of highly skilled workers crucial to the inclusion of students with BESD. Through the creation of a nurturing environment combined with caring attitudes and accessibility, these staff were able to form positive relationships with these students and their parents. Implications regarding staffing, resources and inclusion are further discussed.     

A cross‐national review of evidence‐based psychosocial treatments for children and adolescents with autistic spectrum disorders in the United Kingdom,Ireland, and United States

The most thoroughly researched topic in relation to autistic spectrum disorders (ASDs) is the evaluation of interventions. Educational psychology in the United Kingdom and Ireland is the most closely allied profession to school psychology in the United States. In considering what is published by and for the profession, it is important to include all of those journals that are directly relevant to the profession including educational psychology journals. This review reports on the type, focus, and quality of school‐based ASD intervention research reported in school and educational psychology journals between 2005 and 2015. Twelve evaluation studies are reported, which evaluated 10 discrete interventions and two commercial packages. These interventions targeted academic, social, communication, and behavioral outcomes. Implications for the practice of school psychologists are discussed including the application of research to the idiographic nature of the work of school psychologists.     

The use of visual schedules and work systems to increase the on‐task behaviour of students on the autism spectrum in mainstream classrooms

Apparent differences in executive function can lead to challenges for students on the autism spectrum in mainstream settings. Difficulties with staying on‐task and transitioning between tasks and task elements can interfere with students’ participation in educational activities and lead to stress and anxiety. While the use of visual supports, such as visual schedules and work systems, has been shown to be effective in supporting students to stay on‐task in special education and autism‐specific settings, there is little research to support the use of these strategies by teachers in mainstream classrooms. This study evaluated the use of visual schedules and work systems in supporting four students on the autism spectrum to stay on‐task and work independently in a mainstream setting. These strategies were implemented by teachers as inclusive practices, and evaluated using observations within the natural classroom environment to examine their feasibility in mainstream settings. All participants demonstrated improvements in on‐task behaviours. Results for other, secondary, dependent variables were mixed, with some students showing reduced off‐task behaviours and increased productivity. The implications for clinical practice and future research directions are discussed.