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A knotty problem
\"When Stephanie finds out her soccer team has a tournament on the same day as the district math competition, an upset Justin offers her a choice: choose Math Kids or leave the club. Dismayed by his attitude, Stephanie quits and Catherine goes with her. With their club in shambles, the future of their friendships further threatened by the news that Justin's dad has been offered a new job and wants to move his family to St. Louis. Jordan, Justin, Catherine, and Stephanie may face the permanent fracture of their friend group and a bleak end to their school year--unless they can come together to overcome some impossible situations. Problem-solving skills apply to much more than homework in the latest addition to the Math Kids series.\"-- Back cover.
Book
Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice
Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165–179,
2005
; Gersten et al., Exceptional Children 71:149–164,
2005
; National Technical Assistance Center on Transition Center
2015
). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed.
Journal Article
Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities
The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in all three postschool outcome areas, 7 (43.8%) predicted improved outcomes for only postschool education and employment, and 5 (31.3%) predicted improved outcomes for employment only. Limitations and implications for future research and practice are discussed. [PUBLICATION ABSTRACT]
Journal Article
What Works, When, for Whom, and With Whom: A Meta-Analytic Review of Predictors of Postsecondary Success for Students With Disabilities
Students with disabilities experience poorer post-school outcomes compared with their peers without disabilities. Existing experimental literature on \"what works\" for improving these outcomes is rare; however, a rapidly growing body of research investigates correlational relationships between experiences in school and post-school outcomes. A meta-analytic review provides means for assessing which experiences show the strongest relationships with long-term outcomes and variability in these relationships by outcome, research design, and population. This article presents a meta-analysis of in-school predictors of postsecondary employment, education, and independent living of youth with disabilities, examining 35 sources and 27 samples (N = 16,957) published from January of 1984 through May of 2010. Predictors showed differing relationships with education versus employment. Some of the least studied predictors, especially those involving multistakeholder collaboration, had larger effects than predictors more typically the focus of correlational research. Implications for future research and practice are considered.
Journal Article
Effects of Picture Prompts Delivered by a Video iPod on Pedestrian Navigation
Transportation access is a major contributor to independence, productivity, and societal inclusion for individuals with intellectual and developmental disabilities (IDD). This study examined the effects of pedestrian navigation training using picture prompts displayed through a video iPod on travel route completion with 4 adults with IDD. Results indicated a functional relation between picture prompts on the video iPod and pedestrian navigation skills to and from various locations. Maintenance data indicated all participants continued navigating trained routes for up to 232 days using the video iPod. Generalization measures to untrained routes were positive. Social validity data suggested iPod training was useful and practical for teaching independent pedestrian navigation skills. Last, limitations, suggestions for future research, and implications for practice were provided.
Journal Article
A Look at the Past, Present, and Future of Rural Secondary Transition
Depending on which date is attributed to the birth of secondary transition, it can be considered anywhere from 27 to 57 years old. No matter which date is used, it has been a while since the field “took stock” of itself. Therefore, the purpose of this article is to (a) briefly summarize where the field of secondary transition has been; (b) briefly summarize where we think the field of secondary transition now stands in terms of student postschool outcomes and barriers to successful outcomes in rural communities; and (c) conclude with some thoughts on what is next, how we might get there, and what this means for secondary transition in rural areas.
Journal Article
Are Online Sources for Identifying Evidence-Based Practices Trustworthy? An Evaluation
The use of evidence-based practices has become a focus in education since the No Child Left Behind Act of 2001 and the Individuals with Disabilities Education Act reauthorization of 2004 required using practices based on scientific research to improve student outcomes. Although many teachers may not have the time or expertise to evaluate the research base for these practices, the prevalence of Internet resources has increased their access to such information. However, web sites differ in type and quality of information provided. The purpose of this study was to examine the trustworthiness of web sites claiming to disseminate evidence-based practices in the area of special education or related services. Of the 47 web sites identified, approximately 57% met the criteria for trust or trust with caution, and 43% were labeled do not trust. Implications for practice and future research are discussed.
Journal Article
Teaching Soft Skills to Students with Disabilities with UPGRADE Your Performance
Post-school employment outcomes for individuals with disabilities continue to be inadequate when compared to their peers without disabilities (Newman et al., 2011). One barrier to employment for individuals with disabilities is a lack of employment \"soft skills\" (Riesen, Morgan, Schutlz, & Kupferman, 2014), such as punctuality and work completion. This study investigated the effects of UPGRADE Your Performance on soft skills of secondary students with disabilities at both in-school and community-based job sites. UPGRADE Your Performance instruction included self-monitoring, goal setting, self-graphing, and technology-aided instruction. Results demonstrated all students improved in a self-selected soft skill area, made gains in their overall performance, were able to self-monitor their own performance using a handheld device, and generalized their skills to a second setting. Implications for practice and suggestions for future research are included.
Journal Article
Including College and Career Readiness Within a Multitiered Systems of Support Framework
Current practices of college and career readiness (CCR) emerged from within secondary school reform efforts. During a similar timeframe, evidence-based schoolwide interventions—positive behavioral interventions and supports (PBIS) and response to interventions (RTI)—were developed, first targeting elementary initiatives and then translated to secondary schools. We provide an overview of a recently established CCR framework underscoring both academic and nonacademic factors necessary for student success. To operationalize CCR approaches within secondary schools, an effort must be made to utilize existing interventions and strategies as well as data-informed efforts included within multitiered systems of support (MTSS). Therefore, we examine how CCR can be extended within secondary MTSS approaches and extend current methods by recommending measures aligning CCR elements within essential data-based decision making and fidelity of implementation tenets of MTSS. By embedding CCR within established MTSS approaches, improved post-school outcome for all students, including those with disabilities, can be achieved.
Journal Article
Evidence-Based Practices in Secondary Transition
A literature review was conducted to identify evidence-based practices in secondary transition using quality indicator checklists for experimental research. Practices were categorized by the Taxonomy for Transition Programming. Overall, 32 secondary transition evidence-based practices were identified. Two practices had a strong level of evidence, 28 had a moderate level of evidence, and 2 had a potential level of evidence. The majority of practices represented instruction of skills within the category of Student Development. No evidence-based practices were identified in the category of Interagency Collaboration. Findings provide practitioners with a set of evidence-based practices for improving transition services and researchers with an agenda for conducting future research. [PUBLICATION ABSTRACT]
Journal Article