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The Council for Exceptional Children (CEC) recently released updated standards regarding how to determine whether any particular intervention may be deemed an evidence-based practice (EBP). As new criteria regarding the acceptance of any specific intervention as evidence-based become available, the question arises: Would the application of new standards to studies completed under the older guidelines result in changes to past conclusions? The current study examined if changes in EBP standards might change the classification of an exemplar practice that was previously designated as an EBP. In this case, we examined video modeling (VM), an accepted practice regarding skill acquisition in special education as an exemplar practice. In order to determine if the new CEC 2014 standards would impact a previously determined EBP finding, a re-examination of Bellini and Akullian's (2007) frequently cited meta-analysis that focused on VM as an intervention for individuals with autism spectrum disorders (ASD) was conducted. The results revealed that if Bellini and Akullian had conducted their review using updated CEC 2014 standards, VM applied to individuals with ASD would not have been classified as an EBP.

Not enough information on instructional practices specific for students with dyslexia in PE has been published. Given dyslexia's prevalence in the population, and the impact it has on students holistic learning, there is a tremendous need for teacher training about "best practices" when teaching those with dyslexia in all subjects, including PE. Therefore, this article will explain the key concepts of dyslexia, the multisensory approach as remedial training, and provide modification strategies that can increase student awareness, confidence, and strengths via PE learning opportunities.

Parents typically serve as the primary sexuality educators for their children. This qualitative research explored the experiences of parents from Arkansas in providing sexuality education to their children with intellectual disabilities. Semi-structured interviews were used to obtain the perspective of parents, followed by transcription and coding of data. The analysis of the interview data resulted in several themes related to effective comprehensive sexuality education. Themes discussed in this paper include the individual and unique needs of each child and their family, parents needing collaborative support from other knowledgeable adults, and clear communication in relation to communication partners, communication mode, and regarding topics and skills deemed necessary by parents.

Researchers have found that English teachers in the United States of America (USA) perceive providing writing instruction to students with emotional behavioral disorders (EBD) as a difficult task. This could be associated with the fact that students with EBD often work below skill level in the content area of writing compared to same age peers. Researchers continue to investigate interventions to increase academic outcomes for students with EBD. Utilizing a single case design, three middle school students with EBD were observed in a self-contained classroom to determine the effects of a traditional and technology based self-monitoring intervention focused on decreasing student off-task behaviors while increasing scores on writing assignments. The study took place in an urban school district within the Southeastern region of the USA. Results indicated that the first two intervention phases were equally as effective at reducing off-task behaviors. Additionally, the third intervention phase led to decreased off-task behaviors and increased writing scores for all students compared to the previous two phases. Social validity assessments indicated that the self-monitoring interventions were useful and relevant for teachers and students with EBD in the self-contained setting. Implications for teachers and educational researchers are discussed within this article.

Multitiered systems of support (MTSS) is an effective model for identifying students at risk for academic failure as well as behavioral concerns (excesses and deficits) that impede classroom success. Over the years, researchers have investigated the positive effects of the MTSS model on behavioral needs of students; however, to date the research has not focused on the need for embedding trauma-informed practices into the MTSS tiers. This article fills a void in the research by providing a framework for a trauma-informed MTSS (TIMTSS) model and a case study implementing this model. Specifically, it describes the scope, sequence, assessments, interventions, and staff roles across each tier as utilized in the pilot study. The success of this TI-MTSS model and lessons learned in this urban setting conclude the article along with suggestions for future research in other settings.

Teachers in Catholic schools are not immune from pressures to improve students' scores on high stakes tests, and standards-based education is not new to Catholic schools. Nationally, many public school systems have moved to implement Common Core State Standards (CCSS) or other similar standards. Assessment, in turn, has been tied to these standards. In many states, Catholic schools have the option as to whether to implement accepted state standards or to create standards of their own. The Committee on Catholic Education (CCE) gives each bishop the authority to lead the CCSS discussion at the local level and to eventually make a decision based on what is best for each individual diocese (2014). Regardless of implementation of government mandates, students graduating from Catholic schools will ultimately be held to the same standards and outcome-based measures when it comes to their graduates' ability to compete for post-secondary educational scholarships, national merits, and other accolades based in part on national standardized test scores. The academic achievement data provided by public school systems allow parents and others to see if their students meet grade level standards. Catholic schools then, must provide such data if they wish to measure themselves against those enrolled in the competing public and private schooling options. If Catholic schools are to remain a viable option in this ever-increasing competitive educational environment, teachers must become more comfortable collecting and analyzing data in an effort to help drive instruction and high levels of academic achievement. The collection of data to drive instruction is often referred to as data informed instruction (DII). The premise behind DII is to imbed data collection into daily classroom routines, use the data to make any necessary instructional plans or modifications, and to continuously monitor student performance to predict academic gains. When DII is used properly, it becomes an ongoing formative assessment. These formative assessments allow progress monitoring at the individual, class-wide and building levels, while providing an opportunity for teachers to adjust teaching strategies and make instructional modifications as needed (Sattler, 2001). This article outlines how Catholic schools can set up a professional development program that informs, educates, and gains buy-in from teachers surrounding the use of data-informed instruction in Catholic classrooms and across a diocese. The steps that are addressed include the need to change perceptions, inform teachers on how to collect and examine data (behavioral and educational), and end with ways to help make data collection and analysis an efficient component of daily routines.

As surveillance and the diagnosis of pathology grow, increasing numbers of patients are undergoing major aortic interventions globally. As a result, surgeons and physicians will encounter thoracic aortic graft infections with increasing frequency. These infections are extremely challenging, high‐risk problems to deal with. This article provides a comprehensive overview of the pathogenesis, diagnosis, and management both medical and surgical of this high‐risk complication. We provide proposed diagnostic criteria and suggested algorithm for the management of this important group of patients. [ABSTRACT FROM AUTHOR]

Objective: To evaluate patient preference for short (gist) or detailed/extensive decision aids (DA) for genetic testing at ovarian cancer (OC) diagnosis. Design: Cohort study set within recruitment to the Systematic Genetic Testing for Personalised Ovarian Cancer Therapy (SIGNPOST) study (ISRCTN: 16988857). Setting: North‐East London Cancer Network (NELCN) population. Population/Sample: Women with high‐grade non‐mucinous epithelial OC. Methods: A more detailed DA was developed using patient and stakeholder input following the principles/methodology of IPDAS (International Patients Decision Aids Standards). Unselected patients attending oncology clinics evaluated both a pre‐existing short and a new long DA version and then underwent mainstreaming genetic testing by a cancer clinician. Appropriate inferential descriptive and regression analyses were undertaken. Main outcome measures: Satisfaction, readability, understanding, emotional well‐being and preference for long/short DA. Results: The mean age of patients was 66 years (interquartile range 11), and 85% were White British ethnicity. Of the participants, 74% found DAs helpful/useful in decision‐making. Women reported higher levels of satisfaction (86% versus 58%, p < 0.001), right amount of information provided (76.79% versus49.12%, p < 0.001) and improved understanding (p < 0.001) with the long DA compared with the short DA. There was no statistically significant difference in emotional outcomes (feeling worried/concerned/reassured/upset) between 'short' and 'long' DA; 74% of patients preferred the long DA and 24% the short DA. Patients undergoing treatment (correlation coefficient (coef) = 0.603; 95% CI 0.165–1.041, p = 0.007), those with recurrence (coef = 0.493; 95% CI 0.065–0.92, p = 0.024) and older women (coef = 0.042; 95% CI 0.017–0.066, p = 0.001) preferred the short DA. Ethnicity did not affect outcomes or overall preference for long/short DA. Conclusions: A longer DA in OC patients has higher satisfaction without increasing emotional distress. Older women and those undergoing treatment/recurrence prefer less extensive information, whereas those in remission preferred a longer DA. [ABSTRACT FROM AUTHOR]

Single case studies are helpful in analyzing the details of implementation of an individualized intervention program (reference). Their exploratory nature can result in more case studies, which can be compared to allow for better understanding of an intervention's usefulness. This case study investigated the effectiveness of using brief intervention probes for two different evidence-based interventions to identify the most effective teaching strategy for a struggling elementary school reader. Following initial grade level placement, two intervention probes were tested by rapidly switching between them, then analyzing the data. The intervention that yielded the most gains in words correctly read (WCPM) was selected and implemented to increase the likelihood for success. Results were promising as WCPM increased by 37 words from baseline to intervention. The study provides a glimpse into a much-needed area of research regarding using brief intervention probes to determine the most effective specific interventions prior to implementation. This research provides recommendations for use within any intervention model, especially Response to Intervention. (Contains 1 figure.)

Language development in typically developing children has a very predictable pattern beginning with crying, cooing, babbling, and gestures along with the recognition of spoken words, comprehension of spoken words, and then one word utterances. This predictable pattern breaks down for children with language disorders. This article will discuss Skinner's verbal behavior theory and will provide the techniques needed to teach children to repeat, request, label, and respond with novel responses in a conversational method by providing the reader with step-by-step instructions for successful implementation.

Differentiated instruction denotes varying instruction in terms of content, product, and process to meet the needs of all learners. One way to differentiate the instructional process is to provide multi-tiered instruction. Examples of systematic approaches to multi-tiered instruction are response to intervention (RTI) and school-wide positive behavior support (SWPBS). RTI and SWPBS involve layers or tiers of increasingly more intensive high-quality research-based instruction, progress monitoring, and data-based decision making. Students receive additional tiers of instruction if they do not show progress towards attaining an academic or behavioral goal with the current level of instruction. These data are then used to determine the supports that students need to be successful. Technology, such as instructional software and online progress monitoring tools, can be utilized throughout tiered interventions to increase the efficiency in which students receive supports. This article will describe the components of tiered interventions: universal screening, three tiers of instruction within RTI and SWPBS, and progress monitoring. Examples of technology utilized in RTI and SWPBS will be described.

This study was an empirical investigation of active student responding (ASR) utilizing a student response system (SRS) vs. single student questioning (SSQ) and no student responding in a graduate level special education class of 23 participants. During the SRS condition, every participant responded to questions using remotes/clickers. During the SSQ condition, the instructor randomly called upon individual participants to vocally answer a question. During the control condition, no questions were asked of participants. An alternating treatments design was used to test the effects of the three conditions on the response accuracy to a short-answer quiz at the beginning of next session and accuracy with which participants completed a task during which they must apply the information presented during the lecture. There was statistically significant difference in student performance on application tasks, but not statistically significant difference on quiz scores. The findings diverge from the results other SRS studies and K-12 ASR studies, but support some college level studies.

Teacher praise is one of the most important elements of teaching and learning. Behavioral consultation with and without performance has been shown to be an effective method for increasing instructional praise. The authors used an ABCBC design to investigate the effects of an interdependent group oriented contingency (GC) and the GC plus performance feedback (GC+) on the rate of praise per student of six pre-service teacher group leaders during an eight week summer camp for children with disabilities. The results showed that the GC was partially or totally effective in increasing praise for three of the participants over baseline levels and the GC+ was effective in increasing praise of all six participants. The results are discussed within the context of literature on behavioral consultation.