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Background: Individuals with intellectual disabilities need continued supports in completing daily living tasks to increase the likelihood of achieving independence. Fortunately, research has shown that assistive technology, and particularly video prompting helps support independent living for individuals with intellectual disabilities. Aims: This study investigated the efficacy of a highly customizable task analysis smartphone application in assisting three young adults with intellectual disabilities learn how to cook three different multistep recipes. Materials & Methods: Three young adults with intellectual disabilities enrolled in a four-year postsecondary education program (PSE) participated in a multiple probe design across participants to examine the effect of a Task Analysis app on the participants' completion of three cooking tasks. Results: In this present study, the use of video prompting to teach a daily living skill resulted in large and meaningful effect size gains of 99%-100% for all three participants, as measured by Tau-U. Discussion: Video prompting is an effective instructional strategy which allows the user to self-prompt and manage their ability to successfully complete daily living skills. In this current study, video prompting made a substantial difference in the safety of participants. Conclusion: The use of video prompting can decrease the reliance on others (e.g., teachers and caregivers), improve self-confidence of the user, and improve the user's level of autonomy.

Over the past decade, schools have adopted videos as a medium to augment positive behavior interventions and support (PBIS) programming. This approach engages various stakeholders in the development and use of PBIS videos. Subsequently, most PBIS videos are created based on existing school data (e.g., office discipline referrals) and expectation matrices. However, specifics about video content and creation mediums (e.g., acting, song, poster, pictures) are unknown. Therefore, we identified 238 videos and coded each for the format, type of video, and PBIS elements. We found videos are (a) created using several different mediums and (b) typically intended for students (as well as faculty and staff). We identified strengths (e.g., clear, and positive language) and weaknesses (e.g., lack of closed captioning). We discuss considerations for creating PBIS videos, limitations, and directions for future inquiry.

To date, research on mixed-reality simulation (MRS) has focused on various skills including applied behavior analysis, but studies have not evaluated the role of preservice teachers' perceived knowledge, confidence, usefulness, or actual practice related to data collection. To address this gap, we conducted two separate MRS studies, one for behavioral data collection, and one for sharing academic progress in an Individualized Education Program (IEP) meeting. Results of both studies indicate participants' perceptions of their knowledge and confidence significantly increased as well as their actual knowledge or performance. Qualitative findings provide insight into how participants perceived the authenticity of the simulation experiences as well as suggestions regarding dosage and implementation. Limitations, implications for teacher education, and future research are discussed.

Special educators working with students with emotional and behavioral disorders often report experiencing collegial isolation, exclusion from school communities, and high levels of burnout and stress. At the same time, many special educators have limited professional development and networking opportunities, which could mitigate these negative experiences. In response, we adapted Project Extension Community Healthcare Outcomes (ECHO) to connect and support special educators who work with students with emotional and behavioral disorders (EBD). The ECHO model creates a learning loop between a team of specialists and educators. Through participation in the ECHO, educators and specialists engaged in case-based learning and shared best practices for supporting students with EBD. We used a pre--post group design to examine how the ECHO model can address issues related to educator stress and emotional exhaustion while building a community of practice. Though participants agreed that ECHO creates a community of practice and experienced the program as beneficial, we found no statistically significant differences in participants' stress and emotional exhaustion between the pre/post survey. Our findings suggest that brief interventions are insufficient for addressing the complexities of teacher burnout.

Although functional behavioral assessments and behavior intervention plans (FBA-BIP) are standard practices for students with disabilities, the research base on the nature of FBA-BIPs is limited as most record reviews were conducted before 2010. We examined key compliance components of FBA-BIPs for 304 students with disabilities in one large U.S. local education agency, including demographic differences in FBA-BIP adequacy, and whether two key components could predict FBA-BIP quality. Results indicated variability in the quality rating of key FBA-BIP components and differences in FBA-BIP adequacy by grade level. Furthermore, strong associations were found between the overall quality of the FBA-BIP and the function of behavior as well as whether strategies were matched to the function. We discuss limitations, future research, and implications for professional learning and development.

Given the critical importance of discrete instructional practices in special education, teacher candidates must be prepared to implement them upon entering the classroom. In preservice teacher education programs, field placements and clinical experiences rarely provide enough opportunities for preservice teachers to gain the proficiency needed to provide effective instruction. In this study, a randomized control research design was used to investigate the effects of a mixed-reality simulation experience compared with traditional classroom practice in the implementation of a system of least prompts. Results suggest that mixed-reality simulation with additional coaching supports significantly improved preservice teachers' implementation of the prompting sequence. Social validity data collected offer insights into the use of mixed-reality simulation in practice with preservice teachers. Limitations and suggestions for future work are discussed.

Qualified teachers with disabilities are protected by the Americans with Disabilities Act (ADA). To maintain legal compliance, principals must have an understanding of employment law, but often lack the training to prevent legal liability. This study reviewed litigation on discrimination claims under the ADA and Section 504 of the Rehabilitation Act. Discrimination claims included failure to accommodate, adverse employment action, wrongful termination, and constructive discharge. Authors analyze results and discuss implications for future research and practice.

Special educators are expected to implement High-Leverage Practices to support diverse learners. This article describes the findings from a mixed-reality simulation project structured around the framework of connected learning. The project sought to evaluate how 30 preservice teacher candidates in special education feel about mixed-reality simulation compared to traditional classroom practice (i.e., role playing) in learning the High-Leverage Practice of system of least prompts. Results of this study indicate that those who participated in the mixed-reality simulator had significantly different social validity survey responses from the live practice group on items related to perceived performance, perceived tool value, and treatment experience; these findings can help inform teacher educators on how to incorporate mixed-reality simulation. Limitations and future research are discussed.

In 2008, the United States passed the Higher Education Opportunity ACT (Public Law 110-315). The goal of this legislation was to increase the participation of individuals with intellectual disabilities in post-secondary education (PSE) programmes and improve the abysmal (14%) employment rate among this population. To help start PSE programmes on college campuses, many universities waived their normal enrolment requirements and established unique entrance prerequisites for these specialised programmes to increase inclusive participation. Today, there are 318 PSE programmes located across 49 of the 50 United States. Utilising a qualitative design, researchers conducted semi-focused interviews with 13 recent PSE graduates to give voice to this marginalised group of students. Researchers examined graduates' perceptions of the benefits and shortcomings of their college experiences and how the programme prepared them for life after college. Using thematic and deductive analysis, 14 themes and 3 subthemes were identified. Implications of these findings for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Mixed-reality simulation is a technology-based tool used to augment preservice teacher education in special education; as such, researchers have conducted several studies to assess mixed-reality simulation for its effectiveness and efficacy. Though these researchers have concluded that mixed-reality simulation can be an effective tool, there is limited information regarding a synthesis of the study characteristics (e.g., participants' demographic information, amount of time, skills taught using simulation, and participants' perceptions). Understanding these components is critical to the continued success and growth of using mixed-reality simulation in special education coursework. We identified and synthesized eight mixed-reality simulation studies with a total of 256 participants from 2005 to 2021. Together, the eight studies suggest that mixed-reality simulation is a valuable practice-based experience for preservice special educators. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Special educators are expected to implement High-Leverage Practices to support diverse learners. This article describes the findings from a mixed-reality simulation project structured around the framework of connected learning. The project sought to evaluate how 30 preservice teacher candidates in special education feel about mixed-reality simulation compared to traditional classroom practice (i.e., role playing) in learning the High-Leverage Practice of system of least prompts. Results of this study indicate that those who participated in the mixed-reality simulator had significantly different social validity survey responses from the live practice group on items related to perceived performance, perceived tool value, and treatment experience; these findings can help inform teacher educators on how to incorporate mixed-reality simulation. Limitations and future research are discussed. [ABSTRACT FROM AUTHOR]

Fibroblast growth factor 23 (FGF23) production is regulated by both calciotropic hormones and inflammation. Consistent with this, elevated FGF23 levels are associated with inflammatory markers as well as parathyroid hormone (PTH) in various disease states, including chronic kidney disease (CKD). However, the molecular mechanisms underpinning Fgf23 transcription in response to these regulators are largely unknown. We therefore utilized chromatin immunoprecipitation followed by DNA sequencing (ChIP‐seq) data from an osteocyte cell line to identify potential regulatory regions of the Fgf23 gene. Based on ChIP‐seq analysis of enhancer‐associated histone modifications, including H3K4 methylation and H3K9 acetylation, we discovered several potential enhancers for Fgf23, one of which was located 16kb upstream of the gene's transcriptional start site. Deletion of this putative enhancer from the mouse genome using CRISPR‐Cas9 technology led to lower bone, thymus, and spleen expression of Fgf23 mRNA without altering circulating levels of the intact hormone, although as previously reported, only bone displayed significant basal expression. Nevertheless, lack of the −16kb enhancer blunted FGF23 upregulation in a tissue‐specific manner by the acute inflammatory inducers lipopolysaccharide (LPS), interleukin‐1‐beta (IL‐1β), and tumor necrosis factor‐alpha (TNFα) in bone, non‐osseous tissues, and in circulation. Lack of the −16kb enhancer also inhibited PTH‐induced bone Fgf23 mRNA. Moreover, the absence of this Fgf23 enhancer in an oxalate diet‐induced murine CKD model prevented the early onset induction of osseous, renal, and thymic Fgf23 mRNA levels and led to a significant blunting of elevated circulating intact FGF23 levels. These results suggest that −16kb enhancer mediates the induction of Fgf23 by inflammation and PTH and facilitates the increase in FGF23 expression in a murine model of CKD. As exemplified herein, these Fgf23 enhancer‐deleted mice will provide a unique model in which to study the role of FGF23 expression in inflammatory diseases. © 2017 The Authors. JBMR Plus is published by Wiley Periodicals, Inc. on behalf of the American Society for Bone and Mineral Research. [ABSTRACT FROM AUTHOR]