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The majority of students with disabilities and behavioral challenges are taught in general education classrooms. Although these students may receive interventions resulting in positive behavioral changes, little is known about the collateral effects of implementing behavior intervention plans (BIP) on classroom peers with similar behavioral problems who are not receiving an intervention. The purpose of this study was to investigate the effects of functional behavioral assessments (FBAs) and BIPs for students with challenging behavior as well as their peers. We measured target student and peer academic engagement, as well as treatment integrity and social validity. As a result of the intervention, target students demonstrated increased academic engagement. In addition, results suggest that the FBA-BIPs had small effects on engagement for some peers.

Research indicating many study results do not replicate has raised questions about the credibility of science and prompted concerns about a potential reproducibility crisis. Moreover, most published research is not freely accessible, which limits the potential impact of science. Open science, which aims to make the research process more open and reproducible, has been proposed as one approach to increase the credibility and impact of scientific research. Although relatively little attention has been paid to open science in relation to single-case design, we propose that open-science practices can be applied to enhance the credibility and impact of single-case design research. In this article, we discuss how open-science practices align with other recent developments in single-case design research, describe four prominent open-science practices (i.e., preregistration, registered reports, data and materials sharing, and open access), and discuss potential benefits and limitations of each practice for single-case design.

Co-teaching is a widely used service delivery model for special education with significant variability in implementation. In this exploratory study, we examine a three-element model for instruction in co-teaching that is meant to reduce this variability and evaluate its implementation by three secondary co-teaching teams. Changes in teacher instructional behavior, feasibility, and factors affecting implementation are reported. We discuss the implications and limitations.

There is a growing awareness that novice teachers in particular are in need of support and additional professional learning and development (PLD), especially in the area of classroom management. Yet there is limited information regarding effective approaches for building novice teachers' skills related to classroom management. To address this gap, we conducted a systematic review of experimental studies related to novice teacher PLD in classroom management. We identified eight original experimental peer-reviewed studies published. We explored the research base, applying the Council for Exceptional Children Quality Indicators and coding studies to identify elements of practice-based professional development. Together, the available studies suggested that providing PLD increases classroom management practices while increasing student engagement. We discuss the implications of this review and conclude with implications for practice and future research related to novice teacher PLD.

Educator professional development (PD) is critical for improving instruction and student achievement. However, there are few frameworks for developing and designing PD based on educators' needs. We report the findings from a case study highlighting how an elementary school and university collaborated to address teachers' needs in the area of classroom management. From our experience, we provide key recommendations and resources for school and university partners.

Vocabulary knowledge is vital for students' success in school and beyond. However, students with disabilities and others who consistently score below their peers on various measures of vocabulary knowledge have difficulties in secondary-level content area courses. Because many students with disabilities are now educated primarily in general education classrooms, their teachers report needing more professional development on instructional strategies to support this population. Using a multiple-baseline design, we tested the efficacy of a multimedia, multicomponent professional development package in which middle school science teachers in inclusive classrooms promoted science vocabulary knowledge. The professional development package improved the quality of the teachers' use of evidence-based vocabulary practices and increased the amount of time they spent explicitly teaching vocabulary in their classes.

Researchers studying curriculum-based measurement of written expression have used a variety of writing prompt types and durations when establishing criterion validity of these tools. The purpose of this study was to determine through meta-analytic procedures whether any prompt type or duration was superior to others in terms of criterion validity. The literature search returned 24 articles (N = 24) that met our inclusion criteria. Included studies examined criterion validity for a variety of prompts: picture, story starters, expository, text copying, picture-word, and picture-story. These studies also reported criterion validity for writing durations ranging from 1.5 to 10 minutes. Results indicated no clear trends in criterion validity for prompt or duration. We provide suggestions for practitioners considering the use of CBM in written expression.

Employing universal classroom management practices (e.g., opportunities to respond, praise, precorrect) can reduce disruptive behavior and improve academic engagement for students with and without disabilities; however, novice educators often possess minimal knowledge of universal classroom management practices. This study examined the effect of a strategically designed professional development workshop on universal classroom management practices with 6 elementary teachers during their first 3 years of teaching. Using a multiple-baseline design across groups of teachers, results indicated that a program of professional development increased teachers' practice and decreased reprimands. Descriptive data revealed changes in teacher knowledge and student engagement. Implications for future research as well as novice teacher professional development are discussed.

Tactile servoing is an important technique because it enables robots to manipulate objects with precision and accuracy while adapting to changes in their environments in real-time. One approach for tactile servo control with high-resolution soft tactile sensors is to estimate the contact pose relative to an object surface using a convolutional neural network (CNN) for use as a feedback signal. In this paper, we investigate how the surface pose estimation model can be extended to include shear, and utilise these combined pose-and-shear models to develop a tactile robotic system that can be programmed for diverse non-prehensile manipulation tasks, such as object tracking, surface-following, single-arm object pushing and dual-arm object pushing. In doing this, two technical challenges had to be overcome. Firstly, the use of tactile data that includes shear-induced slippage can lead to error-prone estimates unsuitable for accurate control, and so we modified the CNN into a Gaussian-density neural network and used a discriminative Bayesian filter to improve the predictions with a state dynamics model that utilises the robot kinematics. Secondly, to achieve smooth robot motion in 3D space while interacting with objects, we used SE (3) velocity-based servo control, which required re-deriving the Bayesian filter update equations using Lie group theory, as many standard assumptions do not hold for state variables defined on non-Euclidean manifolds. In future, we believe that pose-and-shear-based tactile servoing will enable many object manipulation tasks and the fully-dexterous utilisation of multi-fingered tactile robot hands. [ABSTRACT FROM AUTHOR]

Scientific evidence should guide the selection of practice for individuals with disabilities. Scientific evidence, however, must be trustworthy to move special education toward greater empirical certainty and more effective policies and practices. Transparency, openness, and reproducibility increase the trustworthiness of evidence. We propose that researchers in special education adopt emerging open-science reforms, such as preprints, data and materials sharing, preregistration of studies and analysis plans, and Registered Reports. Adoption of these practices will require shifts in cultural norms, guidelines, and incentives. We discuss how adopting open-science practices can advance the quality of research and, consequently, policy and practice in special education.

In this article, the authors discuss how the field of learning disabilities has a past that it will never escape, but it has a future that, if it is predicated on the better parts of its past, will allow the field to continue to contribute to education, including education of students who do not have learning disabilities. Research generated under the auspices of learning disabilities has permitted the field to reject faulty instructional practices and identify critical elements for teaching effectively.

The Myers-Briggs Type Indicator (MBTITM) is widely used in Christian churches as an aid to deeper understanding of one's own personality and that of one's fellow believers. It is also presented as a guide to those practices that will be most helpful in developing a Christian's spiritual life and discipleship. The article examines and critiques the latter notion, concluding that it is unwise to displace and ignore tried-and-tested classical spiritual disciplines on the grounds of incompatibility with one's personality. Instead, knowing one's Personality Type should help identify the spiritual disciplines that are attractive and congenial and also those equally important but less congenial disciplines, which may well require determined effort. [ABSTRACT FROM AUTHOR]

We used meta-analysis to examine the criterion validity of four scoring procedures used in curriculum-based measurement of written language. A total of 22 articles representing 21 studies (N = 21) met the inclusion criteria. Results indicated that two scoring procedures, correct word sequences and correct minus incorrect sequences, have acceptable criterion validity with commercially developed and state- or locally developed criterion assessments. Results indicated trends for scoring procedures at each grade level. Implications for researchers and practitioners are discussed.

Behavior management issues may impede learning in physical education (PE), yet there is a paucity of evidence-based behavior-management programs studied in the PE environment to assist PE teachers to be better prepared to handle these issues. Classwide-function intervention teams (CW-FIT) is a group contingency procedure for managing student behavior. This article provides guidelines for implementing CW-FIT in physical education, presenting the components of the procedure in five steps: (1) preparation, (2) introducing the game, (3) implementation, (4) closing the lesson, and (5) assessing CW-FIT. Step-by-step directions to support teachers are also included.

There is substantial empirical evidence that the Functional Behavioral Assessment (FBA) process is an effective means to reduce student problem behavior and increase desirable behaviors (e.g., What Works Clearinghouse, 2016). The use of an FBA as the basis for a behavior intervention plan (BIP) has been a requirement for certain disciplinary actions since the amendments to the Individuals with Disabilities Education Act in 1997 (IDEA; 2006). This article provides an over view of the FBA-BIP process, and describes four common pitfalls associated with fidelity to the FBA-BIP process. Each pitfall is paired with a technical assistance suggestion. Implementing FBA-BIPs in a manner consistent with best practice will allow educators to create FBAs and BIPs that are not only helpful for students and teachers but also comply with legal requirements. Although the FBA-BIP process is a complex and time consuming endeavor, being aware of and able to avoid potential pitfalls will likely result in generating a valid hypothesis regarding the function of the behavior and increase the likelihood that a well-designed and implemented BIP will result in positive behavioral change.

We examined whether a group contingency increased engagement during elementary school physical education sessions. The intervention employed procedures (explicit instruction, goal setting, and reinforcement) drawn from the first tier of classwide function-related intervention teams (CW-FIT; Wills et al., 2009). Results showed salutary increases in engagement that corresponded with the teacher's implementation.

COMMON GOOD CONSTITUTIONALISM ADRIAN VERMEULE 270pp. Polity. Paperback, 14.99 [pounds sterling]. BLUE LABOUR The politics of the common good MAURICE GLASMAN 200p. Polity. 16.99 [pounds sterling]. LIBERALISM AND ITS DISCONTENTS [...]

Purpose: To characterize angle kappa and study the relationship between preoperative angle kappa and postoperative refractive accuracy, visual outcomes, and patient satisfaction in a large population of eyes with multifocal intraocular lens (MIOL) implantation. Methods: A comprehensive electronic medical record chart review of 26,470 consecutive eyes that underwent immediate sequential bilateral cataract or refractive lens exchange with MIOLs was conducted. The primary outcome measures were postoperative monocular uncorrected distance visual acuity (UDVA), manifest refraction sphere and cylinder, spherical equivalent (SEQ), defocus equivalent (DEQ), subjective quality of vision at near, intermediate, and distance, and the likelihood of recommending the procedure. Relationships between preoperative angle kappa and postoperative outcomes were assessed with Pearson correlations. Results: Angle kappa followed a right-skewed normal distribution (R2 = 0.99) with a mean ± standard deviation of 0.64 ± 0.27 mm. No clinically meaningful relationship was found between preoperative angle kappa and postoperative sphere, cylinder, SEQ, and DEQ, all with R2 ⩽ 0.0005. Similarly, there was no clinically meaningful relationship between preoperative angle kappa and postoperative UDVA (R2 = 0.001), postoperative satisfaction for near, intermediate, and distance vision (all R2 ⩽ 0.0023), or for recommending the MIOL surgery to friends and relatives (R2 = 0.0000). Conclusions: Preoperative angle kappa does not have a predictive clinical impact on postoperative MIOL visual outcomes, refractive accuracy, or subjective patient satisfaction. Angle kappa as a single variable cannot be used to determine MIOL candidacy. [J Refract Surg. 2023;39(12):840–849.] [ABSTRACT FROM AUTHOR]