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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.

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.

This comprehensive review reports on methodological quality of 162 single-case studies on augmentative and alternative communication interventions for communication and challenging behavior in individuals diagnosed with autism or intellectual disabilities and with complex communication needs. Following review for inclusion criteria, documents were excluded if they failed to meet basic methodological standards. Each remaining study was evaluated for 10 detailed quality criteria. No studies met all standards without reservations. Only three of the included studies met all of the standards with reservations and the remainder met some but not all standards, with or without reservations. The included studies reported adequate detail for half of the quality indicators, but insufficient details for participant, setting, maintenance, generalization, and social validity descriptions. An increased quantity and quality of research were found in over four decades. More recent studies have adequately reported half of the criteria investigated, including describing the materials, defining the outcome variables, describing baseline and intervention procedures, and evaluating procedural integrity. After identifying quality features, the authors report in more detail on low-rated quality indicators particularly relevant to studies addressing social-communication interventions. The literature infrequently reported race, ethnicity, or home language. Future research should report characteristics of participants to ensure that research becomes representative of the population. [For the corresponding grantee submission, see ED626615.]

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: https://bit.ly/30BzbLv.

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.

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 < 0.001) 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.

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.

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]

Educators are responsible for supporting positive school experiences for all students, including those with or at risk for emotional and behavioral disorders (EBD). Students with or at risk for EBD experience multiple negative outcomes impacting their school years, and these negative outcomes extend past graduation. Social and emotional learning programs are being used by schools to build students' competency in areas designed to help them successfully manage the school environment and life in general. However, studies have not provided evidence that universal social-emotional learning (SEL) programs are effective for Black students. This study provides data on the efficacy of an intervention package comprised of the Strong Kids SEL Program and a Tier 2 culturally adapted check-in/check-out (CICO) with Black students in a rural district in an underserved community. Cultural adaptations presented for the SEL curriculum were based on developers' recommendations and teacher feedback from prior studies and incorporated focus groups. Behavior management support in the form of a culturally adapted CICO was provided to participants exhibiting externalizing behaviors disruptive to the learning process. Results indicated a functional relation between the intervention package culturally adapted (SEL + CICO) and a decrease in student rate of externalizing behavior and strong social validity across teachers and students. Hierarchical linear modeling showed a statistically significant decrease in externalizing behavior from baseline to intervention phases, with data suggesting the moderator of grade-level explained variability in the effectiveness of the intervention. (PsycInfo Database Record (c) 2024 APA, all rights reserved).