All in-text references underlined in blue are linked to publications on ResearchGate, letting you... more All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
Thesis (Ph. D. in Special Education)--Vanderbilt University, Aug. 2006. Includes bibliographical ... more Thesis (Ph. D. in Special Education)--Vanderbilt University, Aug. 2006. Includes bibliographical references (leaves 127-132).
This article provides an overview of identification of appropriate testing accommodations for stu... more This article provides an overview of identification of appropriate testing accommodations for students with learning disabilities (LD). First it defines the concept of testing accommodations and review research on test accommodations commonly used with students with LD. Next it examines the validity and fairness in accommodations, as well as the role of the Individualized Education Program team in testing accommodation decision making. The issue of heterogeneity in LD and individualization of accommodations is discussed with particular focus on issues related to identification of appropriate accommodations, along with a description of an objective and empirically sound system for identifying accommodations. Finally, it considers implications for research on accommodations, as well as practical selection and use of accommodations in educational outcomes assessment. (Contains 1 table.)
Physical Disabilities: Education and Related Services, 2015
Paraeducators are on the front lines in special education settings, providing support to teachers... more Paraeducators are on the front lines in special education settings, providing support to teachers and students with significant disabilities and specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 2010
ABSTRACT In this study, the authors evaluate the efficacy of videotape analysis with structured e... more ABSTRACT In this study, the authors evaluate the efficacy of videotape analysis with structured expert consultation and self-evaluation to improve teacher candidates’ instructional delivery. A single-case, multiple-baseline, across-participants design was used to evaluate lesson components, rate of praise statements, and rate of opportunities to respond included by teacher candidates in their teaching. After teacher candidates videotaped their instructional delivery, they met with an instructional consultant and evaluated the components of instruction included in the lesson, received feedback and guidance from the instructional consultant, and established goals for subsequent instruction. Consultation was effective in increasing the number of lesson components and amount of behavior-specific praise delivered during instruction for all participants. Effects varied by participants for rates of opportunities to respond. Limitations of this study and future implications for research are discussed.
ABSTRACT A random sample of language arts, social studies, and science middle school teachers fro... more ABSTRACT A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findings from this survey raised concerns about the quality of middle school writing instruction. Many teachers believed their preservice and inservice preparation to teach writing was inadequate. Middle school students spend little time writing or being taught how to write. While most teachers used a variety of evidenced-based writing practices and made adaptations for struggling writers, such methods were applied infrequently. Most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction. Even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers.
The purpose of this pilot study was to assess the potential for computer-assisted instruction (CA... more The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples.
Curriculum-based measurement (CBM) is a useful tool for both general and special educators to eva... more Curriculum-based measurement (CBM) is a useful tool for both general and special educators to evaluate and improve student achievement. Although it is backed by more than 30 years of research and validation, particularly in reading, many teachers still do not use CBM in their classrooms. Historically, the use of CBM to guide instructional changes is more familiar to special education
All in-text references underlined in blue are linked to publications on ResearchGate, letting you... more All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
Thesis (Ph. D. in Special Education)--Vanderbilt University, Aug. 2006. Includes bibliographical ... more Thesis (Ph. D. in Special Education)--Vanderbilt University, Aug. 2006. Includes bibliographical references (leaves 127-132).
This article provides an overview of identification of appropriate testing accommodations for stu... more This article provides an overview of identification of appropriate testing accommodations for students with learning disabilities (LD). First it defines the concept of testing accommodations and review research on test accommodations commonly used with students with LD. Next it examines the validity and fairness in accommodations, as well as the role of the Individualized Education Program team in testing accommodation decision making. The issue of heterogeneity in LD and individualization of accommodations is discussed with particular focus on issues related to identification of appropriate accommodations, along with a description of an objective and empirically sound system for identifying accommodations. Finally, it considers implications for research on accommodations, as well as practical selection and use of accommodations in educational outcomes assessment. (Contains 1 table.)
Physical Disabilities: Education and Related Services, 2015
Paraeducators are on the front lines in special education settings, providing support to teachers... more Paraeducators are on the front lines in special education settings, providing support to teachers and students with significant disabilities and specific health-care needs. The important role they play demands efficient and cost-effective training in core skills. This study utilized a multiple-baseline across behaviors design to evaluate a module-based training program for paraeducators targeting three instructional strategies that are commonly used in the education of students with a wide range of disabilities: praise, pause, and prompts. Results demonstrated variability in accurate and consistent use of these practices across participants after completion of the modules. Implications for future research and practice are discussed.
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 2010
ABSTRACT In this study, the authors evaluate the efficacy of videotape analysis with structured e... more ABSTRACT In this study, the authors evaluate the efficacy of videotape analysis with structured expert consultation and self-evaluation to improve teacher candidates’ instructional delivery. A single-case, multiple-baseline, across-participants design was used to evaluate lesson components, rate of praise statements, and rate of opportunities to respond included by teacher candidates in their teaching. After teacher candidates videotaped their instructional delivery, they met with an instructional consultant and evaluated the components of instruction included in the lesson, received feedback and guidance from the instructional consultant, and established goals for subsequent instruction. Consultation was effective in increasing the number of lesson components and amount of behavior-specific praise delivered during instruction for all participants. Effects varied by participants for rates of opportunities to respond. Limitations of this study and future implications for research are discussed.
ABSTRACT A random sample of language arts, social studies, and science middle school teachers fro... more ABSTRACT A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findings from this survey raised concerns about the quality of middle school writing instruction. Many teachers believed their preservice and inservice preparation to teach writing was inadequate. Middle school students spend little time writing or being taught how to write. While most teachers used a variety of evidenced-based writing practices and made adaptations for struggling writers, such methods were applied infrequently. Most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction. Even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers.
The purpose of this pilot study was to assess the potential for computer-assisted instruction (CA... more The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples.
Curriculum-based measurement (CBM) is a useful tool for both general and special educators to eva... more Curriculum-based measurement (CBM) is a useful tool for both general and special educators to evaluate and improve student achievement. Although it is backed by more than 30 years of research and validation, particularly in reading, many teachers still do not use CBM in their classrooms. Historically, the use of CBM to guide instructional changes is more familiar to special education
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