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Disability and Equity in Education Commons™

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Articles 1 - 4 of 4

Full-Text Articles in Disability and Equity in Education

Intrusiveness Of Behavioral Treatments For Children With Autism And Developmental Disabilities: An Initial Investigation, Michael R. Mayton, Stacy L. Carter, Jie Zhang, John J. Wheeler May 2017

Intrusiveness Of Behavioral Treatments For Children With Autism And Developmental Disabilities: An Initial Investigation, Michael R. Mayton, Stacy L. Carter, Jie Zhang, John J. Wheeler

John J. Wheeler

The behaviors frequently displayed by students with autism can place them at risk for overly reactive behavior interventions with unwanted side effects. The current study examined the level of intrusiveness of behavioral treatments developed for 198 students with disabilities from 13 different states. Results demonstrated that students diagnosed with autism had proportionally more intrusive behavior interventions when compared to students in five other disability categories and indicated that many students with autism were unnecessarily subjected to highly intrusive behavior interventions. The implications of these findings are discussed, and recommendations for future research are provided.

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Data-Based Decisions Guidelines For Teachers Of Students With Severe Intellectual And Developmental Disabilities, Bree A. Jimenez, Pamela J. Mims, Diane M. Browder May 2017

Data-Based Decisions Guidelines For Teachers Of Students With Severe Intellectual And Developmental Disabilities, Bree A. Jimenez, Pamela J. Mims, Diane M. Browder

Pamela J. Mims

Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and develop- mental disabilities. Although research in the area of data-based instructional decisions for students with severe disabilities shows benefits for using data, there is limited research to demonstrate teachers in applied settings can acquire the decision-making skills required. The purpose of this research was to demonstrate how teachers from five states acquired a set of data-based decisions implementation guidelines through online professional development. Recommendations for practice and future research are included.

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Mental Health Promotion And Wellbeing In Schools: Everyone's Right To Feel Safe, Katherine Dix, Tracy Zilm Mar 2014

Mental Health Promotion And Wellbeing In Schools: Everyone's Right To Feel Safe, Katherine Dix, Tracy Zilm

Dr Katherine Dix

KidsMatter and MindMatters are national initiatives that support student mental health promotion, prevention and early intervention in 4700+ primary and secondary schools across Australia. As part of a broad approach to reducing problem behaviour, such as bullying, KidsMatter and MindMatters offer resources and expertise. This paper presents evidence that these initiatives are making a difference to the lives of students with regard to reductions in bullying and harassment. Findings suggest that students feel safer in schools that have in place, opportunities to develop their skills to deal with bullying. Focus is given to strategies that support schools to reduce bullying …

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Students With A Disability: The Potential Of Kidsmatter, Katherine Dix Dec 2010

Students With A Disability: The Potential Of Kidsmatter, Katherine Dix

Dr Katherine Dix

This chapter draws key findings from a South Australian study, KidsMatter for Students with a Disability, in order to extend the discussion on whether whole-school mental health promotion initiatives are equally supportive of students with and without a disability. This discussion contributes to overcoming the lack of evidence-based research in this area and proposes new opportunities to better support all students with disabilities, whether identified or unrecognised.

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