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The present study evaluated a systematic instructional package including the system of least prompts (SLP) to teach differentiation and selection of tangible symbols to continue activities for two children with complex support needs and deafblindness (DB). A multiple probe design across three symbols was used to evaluate the intervention package for skill acquisition in both studies. Intervention sessions were conducted in the children's typical home or school settings. In Experiment 1, the participant increased symbol use for all three symbols and met the mastery criterion for one symbol. In Experiment 2, the participant met the mastery criterion for all three symbols. The intervention package, including SLP, resulted in increased skills for both participants. There was a functional relation between the SLP intervention package and symbol use and a clear increase in communicative behaviors for both children. These experiments extend the body of research on systematic instruction, including SLP, to include individuals with DB and expands the limited research base on instructional methods in the field of DB.

This descriptive study identified types of articles published, and research designs used, in 37 peer-reviewed special education journals. A total of 4,854 articles published from 2012 through 2017 were examined to determine types of articles and research methods informing policy and practice during the 6-year period and contributing to identification of future research needs. Similar numbers of qualitative designs, single case research designs, and other quantitative designs were implemented with IDEA-eligible individuals identified as deafblind (DB). Fewer than half of these studies identified were intervention studies. Knowing types of articles and research informing the field is needed to understand the evidence underlying our practices and policies. Increased numbers of high-quality intervention studies be conducted to inform the field.

Students with emotional and behavioral disorders (EBD) generally have behavior support plans that are based on a functional behavioral assessment. This article provides educators practical guidelines for conducting a "multiple stimulus without replacement" (MSWO) preference assessment to rank order preferred activities that will align with the function of behavior for use in behavioral interventions. The use of highly preferred reinforcers to reduce student problem behaviors can enhance educational outcomes for the student.

This descriptive study focused on identifying types of research conducted in the area of intellectual disability (ID) and published in peer-reviewed journals identified from professional organizations, experts in the field, and databases. The most common research design implemented with IDEA-eligible individuals identified as having ID was single case research designs, specifically multiple probe and multiple baseline designs. Within journals targeting the area of ID, most publications were empirical studies of individuals with ID or other participants (e.g., parents, teachers). It is important to understand types of literature and research informing the study of ID to understand the evidence underlying our practices and policies. Increased numbers of high quality intervention studies are needed to inform the field.

The purpose of the current study was to investigate urban school principals' preferences for the types of teacher preparation programs completed, to understand their perceptions regarding factors that impact the selection of teacher candidates, and to determine if these preferences have changed over time. Data were collected using an online cross-sectional survey. Results indicate that urban school principals prefer to hire applicants who have completed a traditional four-year college or university preparation program.

This review of literature focuses on health issues for individuals with Intellectual Disabilities (ID), Intellectual and Developmental Disabilities (IDD), and Multiple Impairments (MI). This population has two to three times higher overweight and obesity prevalence than typically developing individuals. Furthermore, they have higher risk for obesity-related diseases such as reduced lifespan and quality of life. Contributing factors for higher rates of overweight or obesity, effective interventions, and barriers to health knowledge and practice are discussed. Implications and future research needs are highlighted.

Rural school principals continue to have difficulty hiring and retaining qualified teachers. Researchers have sought to determine the preferred type of preparation programs and the specific characteristics of teacher candidates, but few have specifically focused on the perceptions of the rural principal. The purpose of this study was to understand current rural school principals' perceptions regarding various factors affecting the selection of teacher candidates. Using an online, cross-sectional survey of rural school principals, data were collected to understand their perspectives regarding various factors that may affect the selection of potential teacher candidates. Results indicate that rural principals prefer to hire applicants who have completed a traditional 4-year college/university preparation program. In addition, when reviewing applicant materials they look for specific factors such as experience, those who are known in the community, cooperating/lead teacher evaluations, and areas of licenses held among teacher candidates. Rural school principals specifically reported a preference toward hiring applicants who hold a dual license in elementary and special education.

This study examined the effects of sound-field amplification (SFA) use for children who are deaf or hard of hearing (DHH) with additional diagnosed conditions enrolled in preschool and first and second grades in a rural district. Four focus children who are DHH with additional diagnoses were matched with hearing peers and observed for attending behaviors and latency in compliance to following routine directions with introduction of SFA. The study used a single-case multiple probe across participants design. All participants demonstrated improved attending behaviors and compliance to directions with SFA, with the focus children who are DHH with additional diagnoses showing stronger results than their hearing peers. Teachers indicated SFA was beneficial to the children who are DHH and they would use it again. SFA is an effective strategy to improve access to educational opportunities by increasing attending behaviors and promoting participation for children who are DHH with other diagnoses in special and general education preschool and first and second grades.

Applied behavior analysis (ABA) is a widely studied and often used approach to working with human behavior. However, there are numerous myths surrounding what ABA is, who is it for, and how it is implemented. The purpose of this article is to identify, explain origins of, and dispel seven common myths about ABA.

Introduction: This descriptive study identified types of articles published and research designs used in targeted special education journals. Articles in visual impairment (i.e., low vision or blindness) published between 2012 and 2017 were examined to determine what literature informed the field during the 6-year period. Method: A total of 4,850 articles from 37 journals were reviewed. Initially, all articles published from 2012 through 2014 in targeted disability journals across categories related to the Individuals with Disabilities Education Act (IDEA) were reviewed. Subsequently, articles published from 2015 through 2017 in six key journals in visual impairment and deafblindness were reviewed. Each article in every volume of selected journals in the 6-year period was coded for type, research design, and target population. Results: The majority of research designs implemented with IDEA-eligible individuals with visual impairments were quantitative, specifically regression analyses, comparative, and single-case research designs (hereafter, single-case designs). Studies targeting non-IDEA eligible participants nearly doubled those targeting children with visual impairments. Less than one third of studies identified were intervention studies. Single-case designs were the most commonly used designs for intervention studies, and few reported effect size. The overall small number of studies with children with visual impairments indicate an increased need for experimental studies to identify evidence-based practices. Discussion: A greater number of empirical than nonempirical articles was identified in visual impairment, possibly indicating increased investigation of practices and interventions. This trend aligns with the current focus on using evidence and data to support practice and policy. Further research should evaluate quality of studies. Implications for practitioners: It is important to be familiar with the body of research informing the field of visual impairment to understand the evidence underlying its practices and policies. It is recommended that increased numbers of high-quality intervention studies be conducted to identify evidence-based practices.

Abstract: This study evaluated whether or not teachers of students with severe disabilities reported implementing specific data-based decision guidelines to make instructional decisions (Browder, Liberty, Heller, & D'Huyvetters, 1986; Browder, Demchak, Heller, & King, 1989) following completion of their teacher preparation program. A cross-sectional survey regarding reported accuracy was followed by examination of teacher-submitted student performance data sheets to determine actual accuracy. A majority of respondents reported currently using the decision guidelines or using the guidelines in the past. Survey results indicated teacher perception of accurate use was high, while data sheet evaluation indicated actual accuracy was questionable and generally low. Teachers reported having lower confidence and accuracy in their actions related to data analysis than data collection. The actual data sheets supported their reports; steps and actions of the decision guidelines with the lowest accuracy of use were related to data analysis and instructional decisions. We discuss implications and suggestions for increasing accurate use of the data-based decision-making guidelines.

School-based microenterprises and vocational training opportunities represent an effective approach to developing transferable vocational skills in students with intellectual and developmental disabilities. The authors describe the implementation of an online, school-based microenterprise at a rural high school that emphasizes functional digital literacy and uses an integrated system of visual supports to increase the autonomy of students with intellectual and developmental disabilities in a workplace setting.

To date, no evidence-based practices are identified for working with students who are deafblind (DB). No evidence-based practices have been identified for teaching basic self-help skills such as dressing. The present study examined the efficacy of an intervention package including the system of least prompts (SLP; i.e., SLP and least-to-most prompting), visual cues, and reinforcement to teach three self-help skills (i.e., wash hands, dry hands, entry routine) to four participants, ages 3-5 years, with vision and hearing impairments and multiple disabilities. A multiple probe across behaviors design, replicated across participants, was used to evaluate the effectiveness of an intervention package including SLP to teach self-help skills. Three of four participants increased their independence for all targeted self-help skills. A functional relation is indicated for three of four participants and provides promising evidence for use of SLP in teaching individuals with multiple disabilities that include DB. [ABSTRACT FROM AUTHOR]

The present study sought to determine if systematically teaching the use of visual supports to three students identified as having moderate to severe disabilities resulted in improved task completion and independence in general education settings. For each participant, a visual support system delineated a multi-step task, which prior to the implementation of the intervention, required extensive prompting. A non-concurrent multiple baseline design across participants demonstrated that the use of visual supports paired with systematically teaching use of the visual support increased independent task completion for each student. Results, analyzed through visual analysis and calculating effect size through Tau-U, showed intervention of visual supports paired with systematic teaching of the supports was highly effective for the participants. Social validity data gathered after the completion of the study revealed that teachers and support staff viewed the visual support intervention as an effective strategy in aiding the participants' independent task completion.

Research indicates knowledge about balanced meals is an important skill for adolescents with intellectual and multiple disabilities (Alqahtani & Schoenfeld, 2014; Pember & Knowlden, 2017). This multiple probe design study utilized the system of least prompts (SLP) to teach nutrition education via remote instruction. Participants were four high school students with intellectual disability (ID). The dependent variable was identifying the food representing the missing food group when presented with a digital slide of four foods (each food representing a different food group). Results indicate the SLP was effective in teaching all participants to choose the missing food and building balanced "meals." All participants mastered the skill and two maintained skills at follow up. [ABSTRACT FROM AUTHOR]

If people with intellectual disability are to become truly self-determined, they must be allowed to express choice throughout their lives, including employment. Expectations for competitive employment tend to be low for this population, if considered at all (Citron et al., 2008). Theoretically, integrated employment options, including customized employment and supported employment, have existed for years; however, there seems to be a disconnection between theory and current practice in employment of people with disabilities (Rusch & Wolfe, 2008). This article presents one rural teacher's efforts for customized employment opportunities through an After School Work Camp and discusses implications for replication.

Effective strategies to promote social-emotional development and prevent occurrence of challenging behaviors in young children is critical. The "Teaching Pyramid", a framework for supporting social-emotional development and preventing and addressing challenging behaviors, was developed for preschool children. This mixed methods study investigated toddler teachers' use of "Teaching Pyramid" practices and the relationship between these practices and classroom quality. Results indicated that toddler teachers used practices associated with the universal level of the "Pyramid" (e.g., positive relationships with children and parents). At this level, however, it was also evident that some preventive practices were missing (e.g., posted visual schedules and rules). Missing across classrooms was evidence of practices associated with the secondary level (e.g., explicitly teaching behavior expectations) and tertiary level (e.g., participating in developing behavior support plans). Implementation of "Pyramid" practices appeared to be associated with classrooms rated as being high quality. (Contains 5 tables and 1 figure.)

This article describes the use of a transition portfolio to help a student with severe, multiple disabilities make the transition from middle school to high school. It describes the information gathering process and desirable portfolio components including personal and medical information, positioning, educational programming, adaptations and supports, communication, reinforcement strategies and behavior support, and problem solving. (Contains seven references.) (DB)

This article presents and explains the Preschool Checklist, a measure that incorporates research-based guidelines for developing preschool programs that include children with severe disabilities. The checklist assesses four areas: (1) scheduling and instructional arrangements; (2) socialization and communication; (3) alternative communication; and (4) appearance of the child. (DB)

This article offers a framework for assessing problem behaviors in classroom settings. It explains three prerequisite steps (identification, prioritization, and delineation of operational definitions) and three methods for formulating hypotheses (structured interviews, systematic observations, and experimental functional analyses). (DB)

This article discusses a rationale for and benefits of integration of preschoolers with severe disabilities. Strategies to promote social integration are offered in the areas of teacher preparation, environmental arrangements, activities aimed at nonhandicapped peers, and teaching disabled children social interaction strategies. Also considered are support services, instructional integration, and friendship development. (DB)

Implementation of a pyramid model to teach behavior management strategies to the staff of an integrated childcare center found improvements in performance of the three trained "specialists," improvements in other staff trained by the specialists, changes in child behavior, and general satisfaction with the training procedures. (DB)

The pyramid training model was evaluated as a means to teach six supervisors and aides working with profoundly retarded adults the training skills of increasing assistance prompt hierarchy and specific praise in developing clients' daily living skills. Providing training to supervisors resulted in improved training skills for them and subsequently the aides they trained. (Author/DB)

Four methods for response prompting and fading are reviewed: increasing assistance, decreasing assistance, graduated guidance, and time delay. Comparative investigations involving these methods are discussed, and recommendations for practitioners and for future research are included. (Author/JDD)

The article details major steps in establishing a computerized management information system in a special education organization to carry out such functions as student record monitoring and fiscal control. Steps include (1) the study phase, (2) the gross design phase, (3) the detailed design phase, and (4) the implementation phase.(Author/DB)

An observational system is described that collects precise data on the performance of teachers involved in task analytic instruction with severely handicapped students. Discussed are the observation process, provision of feedback to the teacher, teacher self-monitoring of instruction, and field test data for the observation system. (JDD)

The article provides a review of behavioral staff training (focusing on antecedent, contingency management, and multi-faceted procedures) in special education settings, primarily institutions. Techniques are discussed according to such criteria as evaluation of staff behavior, changes in client behavior, inclusion of follow-up observations, and evaluation of consumer satisfaction. (Author/DB)

Five adults with severe handicaps were taught leisure skills using two instructional prompt-fading procedures. Increasing assistance and graduated guidance were found to be equivalent in instructional time to criterion. Increasing assistance required fewer trials to criterion, but resulted in a larger percentage of errors to criterion than graduated guidance. (Author/JDD)