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Articles 1 - 8 of 8
Full-Text Articles in Education
Effects Of Cross-Age Tutors With Ebd For Kindergarteners At Risk Of Mathematics Difficulties, Gavin W. Watts, Diane Pedrotty Bryant, Garrett J. Roberts
Effects Of Cross-Age Tutors With Ebd For Kindergarteners At Risk Of Mathematics Difficulties, Gavin W. Watts, Diane Pedrotty Bryant, Garrett J. Roberts
Special Education Faculty Publications
Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects and collateral outcomes of utilizing cross-age tutors (i.e., older students) with/at risk of EBD to deliver a number line board game intervention to kindergarten students at risk of mathematics disabilities. A multiple baseline design across participants was utilized to evaluate the following research questions: (a) What are the …
A Matter Of Time: English Language Learners And The Rti Process, Eric J. López, Mariya T. Davis
A Matter Of Time: English Language Learners And The Rti Process, Eric J. López, Mariya T. Davis
Special Education Faculty Publications
The Response to Intervention (RTI) process is being used to assist all students, including English Language Learners (ELLs), who are experiencing academic difficulties and potentially qualifying for special education services. This article discusses suggestions for improving the RTI process by incorporating congruent time frames within the model and aligning it with timing necessary for language acquisition in ELLs. In addition, practical recommendations for expanding the expertise of current and future educators are presented to assist in providing effective services to ELLs students in the RTI process.
Planning And Implementing Student-Led Ieps For Students With Ebd, Mariya T. Davis, Ingrid K. Cumming
Planning And Implementing Student-Led Ieps For Students With Ebd, Mariya T. Davis, Ingrid K. Cumming
Special Education Faculty Publications
Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.
Practical Strategies For Improving Postsecondary Outcomes For Students With Ebd, Mariya T. Davis, Ingrid K. Cumming
Practical Strategies For Improving Postsecondary Outcomes For Students With Ebd, Mariya T. Davis, Ingrid K. Cumming
Special Education Faculty Publications
Transition from high school to adulthood is a difficult period of life for all youth, especially those with disabilities. Research indicates students with emotional and behavioral disorders (EBD) experience difficulties in transitioning to a postschool environment. Their postschool outcomes in the areas of education, employment, and community participation continue to concern researchers, practitioners, and families and, therefore, demand improvement. Identification and implementation of transition-related evidence-based practices is essential for teachers who work with students with EBD to increase the likelihood of positive adult outcomes for these students. Discussed in this article are transition-related recommendations and practical strategies that may be …
Student Readiness To Learn And Teacher Effectiveness: Two Key Factors In Middle Grades Mathematics Achievement, W. Sean Kearney, Theresa Garfield
Student Readiness To Learn And Teacher Effectiveness: Two Key Factors In Middle Grades Mathematics Achievement, W. Sean Kearney, Theresa Garfield
Special Education Faculty Publications
This study examined student readiness to learn and teacher effectiveness in order to determine their impact on middle grades mathematics achievement. Survey data were collected from 964 middle grades students and 93mathematics teachers in Texas. This study is the first to use this particular collective efficacy short form with middle grade students, and factor analyses were conducted accordingly. Hierarchical linear modeling was used to measure the relationship between teacher perceptions of student readiness to learn and student perceptions of teacher effectiveness on mathematics achievement in the middle grades. The results of these analyses indicated that students’ perceptions of teacher effectiveness …
Students With Emotional–Behavioral Disorders As Cross-Age Tutors: A Synthesis Of The Literature, Gavin W. Watts, Diane Pedrotty Bryant, Megan L. Carroll
Students With Emotional–Behavioral Disorders As Cross-Age Tutors: A Synthesis Of The Literature, Gavin W. Watts, Diane Pedrotty Bryant, Megan L. Carroll
Special Education Faculty Publications
The purpose of this quantitative synthesis was to evaluate the effectiveness and related outcomes of the cross-age tutoring model when students with or at risk for emotional–behavioral disorders (EBD) serve as tutors. Research questions were posed to identify the shared and unique components (e.g., dosage, tutor training) of the cross-age tutoring model; the extent to which students with EBD can effectively serve as cross-age tutors (i.e., fidelity of implementation and tutees’ improvement); the extent to which the model was effective in promoting desired academic and/or social–emotional–behavioral outcomes for tutees and tutors with EBD; the generalization, maintenance, and social validity of …
Practical Strategies For Conducting And Documenting Classroom Observations In Sld Evaluation, Mariya T. Davis, Julie Southward
Practical Strategies For Conducting And Documenting Classroom Observations In Sld Evaluation, Mariya T. Davis, Julie Southward
Special Education Faculty Publications
Nearly half of all students receiving special education services are identified as students with a specific learning disability (SLD; National Center for Learning Disabilities [NCLD], 2014). The Individuals with Disabilities Education Act (IDEA) requires evaluation teams to analyze multiple data to determine if a student qualifies for special education services. In accordance with the federal law, a student must be observed in the regular classroom setting, and a description of the relationship between the behavior and academic functioning must be noted in a written Full and Individual Evaluation (FIE) report. Discussed in this article are recommendations and practical strategies related …
Comparison Of Evidence-Based Practices For Students With Autism Spectrum Disorder, Melissa Bittner, Mariya T. Davis
Comparison Of Evidence-Based Practices For Students With Autism Spectrum Disorder, Melissa Bittner, Mariya T. Davis
Special Education Faculty Publications
The Every Student Succeeds Act (ESSA, 2015) reinforces and clearly defines the requirement of school districts to use evidence-based practices (EBPs) to improve student outcomes. The ESSA requires schools to find, evaluate, and implement effective EBPs that support high-quality learning for all students, including those with autism spectrum disorder (ASD). It is necessary for teachers to use identified EBPs when developing individualized education programs and providing necessary interventions for students with ASD. The purpose of this article is to: (a) examine EBPs determined by two national organizations (i.e., National Professional Development Center, National Standards Project Phase 2), (b) compare overlapping …