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The Individuals with Disabilities Education Act allows states some autonomy in altering the disability category terminology and definitions, given that the changes do not exclude students eligible under the federal language. Several states have used this flexibility for the emotional disturbance category historically. This study provides a contemporary analysis of the interstate variation in the emotional disturbance category through a comprehensive evaluation of state department education policy documents for differences in terminology, definition, and disability-specific evaluation procedures and guidance. The work is contextualized by previous reviews of similar but different purposes relevant to the time periods in which they occurred. Data from the current study show continued convergence toward the language in the federal definition. Results present notable differences related to cultural considerations, the social maladjustment exclusionary clause, and the provision of mental health services. Implications for research and policy are discussed. [ABSTRACT FROM AUTHOR]

Black learners, like all other learners, bring their cultural values into the classroom, how they express themselves, and how they problem-solve. In addition, their life experiences influence their social and emotional behaviors. This study examined the effects of a multicomponent intervention approach—including a culturally adapted social and emotional learning curriculum, check-in/check-out, and self-monitoring—on the externalizing behaviors of Black male learners in an urban elementary school. A multiple-baseline-across-classes, single-case, experimental design evaluated the effects of the intervention package. Results from the study show a consistent decrease in externalizing problem behaviors, increases in social and emotional competencies, and high levels of social validity for the intervention package based on the input of relevant stakeholders. An embedded alternating-treatment, single-case design explored the relative impact of self-monitoring. The authors also include a discussion of the limitations of this work and the implications for future research. [ABSTRACT FROM AUTHOR]

There is a need to provide evidence-based social, emotional, and behavioral interventions for learners at risk for emotional and behavioral problems. Evidence-based interventions for social and emotional success are especially necessary for Black learners with emotional or behavioral problems. In the current study, we used a multiple-baseline design time-lagged across groups (i.e., classrooms) to examine the effects of a culturally adapted version of the Strong Start curriculum plus Check-In/Check-Out on externalizing problem behaviors of 18 first-grade and second-grade Black learners. Results indicate a functional relation between the intervention package and externalizing problem behaviors. Additionally, post-intervention social validity assessment indicates that participating teachers viewed the intervention package as feasible and participating learners reported a positive experience. [ABSTRACT FROM AUTHOR]

Paraprofessionals are an essential part of special education. School districts increasingly rely on paraprofessional support to meet students' needs, but formal professional development opportunities vary. A lack of training in effective instructional strategies is potentially problematic for the efficacy of support staff. A multiple-baseline across participants single-case research design examined the effects of a manualized teacher-to-paraprofessional coaching intervention to increase the rate of behavior-specific praise by paraprofessionals. Participant dyads (paraprofessionals and special education teachers) taught in a rural public elementary school serving third- through fifth-grade students. The collaborative multicomponent training program included self-monitoring, performance feedback, goal setting, modeling, and action planning. Analyses encompassed primary author visual analysis, masked visual analysis by three independent raters, and nonparametric statistical analysis. The intervention resulted in increased use of behavior-specific praise across all four paraprofessionals and participants indicated good social validity. Discussions include implications for future research and practice. [ABSTRACT FROM AUTHOR]

The effects of self-monitoring (SM) on teacher behavior are well documented, but previous research does not attempt to control for reactivity as a threat to internal validity. This study examined the effects of a multicomponent SM intervention on the use of a classroom management practice with participant masking to address this absence in the literature. Participating teachers selected between two practices (behavior-specific praise and opportunities to respond). A multiple baseline design across four pre-service teacher interns occurred in general education classroom settings. Participant masking to the purpose of the study precluded exposure to SM, performance feedback, and goal setting. Analyses included an independent visual analysis by three masked raters, an independent quality review for What Works Clearinghouse standards, a nonparametric statistical analysis based on data characteristics, and correspondence reporting between visual and statistical analyses. Overall results indicated an increase in the rate of classroom management practice use by the participants and good social validity across the three constructs. Student outcome data for on-task behavior were inconclusive. Limitations and implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This article provides a systematic review and analysis of group and single-case studies addressing augmentative and alternative communication (AAC) intervention with school-aged persons having autism spectrum disorder (ASD) and/or intellectual/developmental disabilities resulting in complex communication needs (CCNs). Specifically, we examined participant characteristics in group-design studies reporting AAC intervention outcomes and how these compared to those reported in single-case experimental designs (SCEDs). In addition, we compared the status of intervention features reported in group and SCED studies with respect to instructional strategies utilized. Participants: Participants included school-aged individuals with CCNs who also experienced ASD or ASD with an intellectual delay who utilized aided or unaided AAC. Method: A systematic review using descriptive statistics and effect sizes was implemented. Results: Findings revealed that participant features such as race, ethnicity, and home language continue to be underreported in both SCED and group-design studies. Participants in SCED investigations more frequently used multiple communication modes when compared to participants in group studies. The status of pivotal skills such as imitation was sparsely reported in both types of studies. With respect to instructional features, group-design studies were more apt to utilize clinical rather than educational or home settings when compared with SCED studies. In addition, SCED studies were more apt to utilize instructional methods that closely adhered to instructional features more typically characterized as being associated with behavioral approaches. Conclusion: The authors discuss future research needs, practice implications, and a more detailed specification of treatment intensity parameters for future research. [ABSTRACT FROM AUTHOR]

This meta-analysis examined communication outcomes in single-case design studies of augmentative and alternative communication (AAC) interventions and their relationship to participant characteristics. Variables addressed included chronological age, pre-intervention communication mode, productive repertoire, and pre-intervention imitation skills. Investigators identified 114 single-case design studies that implemented AAC interventions with school-aged individuals with autism spectrum disorder and/or intellectual disability. Two complementary effect size indices, Tau(AB) and the log response ratio, were applied to synthesize findings. Both indices showed positive effects on average, but also exhibited a high degree of heterogeneity. Moderator analyses detected few differences in effectiveness when comparing across diagnoses, age, the number and type of communication modes, participant's productive repertoires, and imitation skills to intervention. A PRISMA-compliant abstract is available: . [ABSTRACT FROM AUTHOR]

The current study examined the criterion validity of a computer adaptive universal screener with an end-of-year state mathematics assessment using extant data provided by a local education agency. Participants included 1,195 third through eighth graders. Correlational analyses were used to report predictive and concurrent validity coefficients for the universal screener with the end-of-year state mathematics assessment. Moderation analyses were performed to examine the extent to which criterion validity estimates were differential for certain demographic variables. Criterion validity coefficients were above the 0.70 threshold suggested for universal screeners for 5 of 6 grades. The criterion validity of the universal screener to the state assessment was differential for many demographic groups: gender, special education status, free or reduced meals status, and section 504 status. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

The National Reading Panel identified phonemic awareness (PA) as one of the five components of reading and found explicit instruction effective in developing PA skills in students. In the current meta‐analysis, we explored the extent to which PA instruction was effective for developing PA skills in preschool through first‐grade students and examined moderators related to malleable instructional characteristics relevant to the effective implementation of PA instruction in schools (e.g., type of instructor, specifically including computer programs and parents aside from teachers as instructors) and their possible interactions. We collected data from 46 experimental and quasi‐experimental primary studies, with 59 independent samples providing 119 effect sizes (treatment groups, N = 1892; control groups, N = 1747). Using robust variance estimation, PA instruction was moderately effective (g = 0.63, p <.001) at improving PA outcomes. No statistically significant difference was found for type of instructor. Other moderator analyses revealed no significant differences for group size, duration, PA skills taught, use of letters, grade level, at‐risk for reading difficulties status, or English language learner status. Finally, examination of the interaction between type of instructor and at‐risk status suggested teachers, computer programs, and parents are effective instructors for both at‐risk and low‐risk students. As schools plan for effective PA instruction, results indicate computer programs and parents can be useful resources to build PA skills for students to supplement teacher instruction. [ABSTRACT FROM AUTHOR]

Students with emotional and behavioral disorders (EBD) demonstrate poor academic outcomes, particularly in mathematics. Student-mediated interventions (e.g., self-management, self-monitoring, self-instruction) are replete in the intervention literature base for students with EBD. However, teacher-mediated interventions have been examined less frequently. The goal of this project was to examine the literature on teacher-mediated interventions to improve the mathematical performance of students with EBD to identify what is known and gaps that need to be filled. A total of 17 studies including 47 students met inclusion criteria; however, only seven studies including 17 students met the What Works Clearinghouse (WWC) Pilot Single-Case Design Standards with or without reservations. Using the WWC Evidence Standards, six studies demonstrated moderate evidence of effect and one study demonstrated weak evidence. The omnibus Tau-U was 72% (CI95 62–82%), representing data from the seven studies that met the WWC Design Standards. We calculated the between-case standardized mean difference (BC-SMD) for four studies that met assumptions; the effect sizes ranged from 3.48 to 0.45. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

There is a strong connection between emotional and behavioral problems and academic outcomes across multiple domains for students with or at-risk of emotional and behavioral disorders (EBD). There is a growing body of research investigating this area within the field of special education. This article summarized findings from seven systematic reviews and five meta-analyses focused on academic, curricular, and instructional interventions for students with or at-risk for EBD. The reviews specifically focused on the domains of reading, writing, math, and content area instruction. A total of 3,366 students with or at-risk for EBD in grades K-12 were participants across all 12 reviews. Implications are provided for improving applied practice for students with or at-risk of EBD. [ABSTRACT FROM AUTHOR]