61 results on '"Matthew E. Brock"'
Search Results
2. Philosophical Perspectives and Practical Considerations for the Inclusion of Students with Developmental Disabilities
- Author
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Eric J. Anderson, Matthew E. Brock, and Kara N. Shawbitz
- Subjects
inclusion ,educational placement ,developmental disabilities ,least restrictive environment ,Education - Abstract
Federal law in the United States requires that students with disabilities receive their education alongside their peers without disabilities to the maximum extent appropriate given their individual circumstances. As a result, students with less support needs have enjoyed increasing amounts of time in the regular education classroom, while their peers with developmental disabilities are still largely served in separate educational settings. When these students are not included in the regular education classroom, they are not able to access the academic, social, and communication benefits of inclusion. The inclusion of students with developmental disabilities has long been a point of contention and disagreement among special education teachers, administrators, and scholars. It is the goal of this paper to carefully consider the perspectives and practical considerations that affect the placement of students with developmental disabilities and understand why these students spend less time in the regular education classroom than their peers with other disabilities. In addition, we weigh the relative advantages of inclusive and separate placements. After reviewing these issues, we believe that it is possible to simultaneously value a spectrum of placement options and advocate for increased inclusion in the regular education classroom. We discuss evidence-based practices to support inclusive placements and areas of future research to support inclusion of students with developmental disabilities in the regular education classroom.
- Published
- 2022
- Full Text
- View/download PDF
3. A Systematic Review of Goal Setting and Performance Feedback to Improve Teacher Practice
- Author
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Caitlin J. Criss, Moira Konrad, Sheila R. Alber-Morgan, and Matthew E. Brock
- Abstract
Performance feedback has been identified as an evidence-based practice to improve teacher implementation fidelity. The efficacy of performance feedback might be enhanced with ancillary strategies such as goal setting. In this paper, we systematically reviewed 22 experimental studies in which a combination of goal setting and performance feedback was used to improve teacher implementation of practices. We summarized effects and explored which aspects of goal setting and performance feedback were associated with improved performance. Overall, we found the combination of goal setting and performance feedback was highly effective. We found that the features associated with consistent positive effects included visual presentation of data, verbal feedback, teacher-created goals, measurement of progress toward goals, and discussion of goals during feedback. We discuss why these particular features might be efficacious, and how administrators and teacher trainers can integrate them into their efforts to support teachers to improve their practice.
- Published
- 2024
- Full Text
- View/download PDF
4. A Meta-Analysis on Behavioral Support Training and General Education Teacher Implementation
- Author
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Mark D. Samudre, Lauren M. LeJeune, Eric J. Anderson, Jacqueline A. Viotto, Matthew E. Brock, and Hannah Nichols
- Abstract
The success of teachers is tied to their effectiveness in managing student behavior. In this meta-analysis, we identified 49 single-case-design studies that evaluated the effectiveness of teacher training on their implementation of behavioral support strategies. Training was most often provided in a one-on-one format (n = 18) and included ongoing coaching (n = 20). Thirty-three of the 49 designs met What Works Clearinghouse standards with or without reservations. The overall between-case standardized mean difference effect size was d = 1.50. We analyzed and grouped teacher- and student-level outcomes as a result of training into five domains: (a) teacher-delivered praise (d = 1.94), (b) teacher desirable behavior (e.g., treatment fidelity; d = 1.22), (c) teacher undesirable behavior (e.g., reprimands; d = 0.87), (d) student desirable behavior (d = 1.88), and (e) student undesirable behavior (d = 1.22). Across all studies, the combined nonoverlap of all pairs scores ranged from 0.37 to 1.0 (M = 0.866). We discuss future areas of research as well as implications for teacher training in behavioral support implementation.
- Published
- 2024
- Full Text
- View/download PDF
5. Using Performance Feedback with and without Goal Setting on Teachers' Classroom Management Skills
- Author
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Caitlin J. Criss, Moira Konrad, Sheila R. Alber-Morgan, Matthew E. Brock, and Angie B. Harris
- Abstract
Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional development strategy, but it is unclear whether ancillary strategies like goal setting might further improve fidelity. In this study, we evaluated the effects of email performance feedback with and without goal setting on teacher implementation of opportunities to respond and behavior-specific praise using a multiple probe design. Participants were four general and special educators at a U.S. alternative school for students with EBD. Results indicated that a combination of written performance feedback and goal setting was effective, and that performance feedback alone was also effective. We were unable to determine whether the goal-setting component strengthened the performance feedback. Teachers provided positive feedback about the utility and feasibility of performance feedback with goal setting.
- Published
- 2024
- Full Text
- View/download PDF
6. Recess Should Include Everyone: A Scoping Review of Interventions Designed to Improve Social and Play Outcomes for Elementary Students with Developmental Disabilities at Recess
- Author
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Matthew E. Brock, Kara N. Shawbitz, Eric J. Anderson, Caitlin J. Criss, Xiaoning Sun, and Abdulaziz Alasmari
- Abstract
Recess represents a rich opportunity for social development, but students with intellectual and developmental disabilities (IDD) often do not fully realize these benefits. In this systematic review, we review 37 experimental studies in which students with IDD received interventions designed to improve social outcomes at recess. Overall, these studies provide strong scientific evidence that focused intervention can produce medium to large effects on peer interaction and peer play. A subset of studies reported effects on social skills and social status, although the presence and magnitude of effects was variable. Studies tended to focus on students with autism who did not have intellectual disability and involved a combination of classroom-based social skills instruction and support on the playground from peers or adults. We recommend that special educators deliver this combination of strategies to students with autism. Further research is needed for students with intellectual disability or multiple disabilities.
- Published
- 2021
- Full Text
- View/download PDF
7. A Systematic Review of Training Educators to Implement Response Prompting
- Author
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Kara N. Shawbitz and Matthew E. Brock
- Subjects
Education - Abstract
Systematic prompting is a versatile evidence-based practice that can improve a range of outcomes for students with disabilities, but many teachers and paraeducators are not familiar with systematic prompting or may struggle with implementation. In this systematic review, the authors identified 28 articles that evaluated training practices for school practitioners implementing systematic prompting procedures in school settings. Fifteen studies focused on paraeducators and 13 on teachers, with an increased focus on paraeducators in more recently published studies. The authors found that a variety of training approaches were effective, and that all studies included two core strategies: didactic instruction and performance feedback. These two strategies represent only a subset of recommended practices from the broader staff training literature but may be sufficient for training basic practices like systematic prompting. Future research is needed to directly compare training approaches and identify the most efficient means for enabling educators to implement systematic prompting with fidelity.
- Published
- 2022
8. Improving Social and Play Outcomes for Students With Significant Disabilities During Recess
- Author
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Chelsea J, Amadi, Matthew E, Brock, Mary A, Barczak, and Eric J, Anderson
- Subjects
Autism Spectrum Disorder ,General Medicine ,Peer Group ,Social Skills ,Psychiatry and Mental health ,Neuropsychology and Physiological Psychology ,Arts and Humanities (miscellaneous) ,Intellectual Disability ,Pediatrics, Perinatology and Child Health ,Developmental and Educational Psychology ,Humans ,Neurology (clinical) ,Autistic Disorder ,Students - Abstract
For students with autism, recess is often a missed opportunity to develop social competence and relationships. Although interventions have been developed to promote interactions and social skills for students with average or above-average intellectual functioning, there has been less focus on students with autism who have below-average intellectual functioning or who meet the criteria for intellectual disability. In this single-case design study, we tested the efficacy of a combined peer-mediated and social skills instruction intervention on the interactions, play, and social skills of three students with autism who met their state's criteria for alternate assessment for students with significant cognitive disabilities. Social skills instruction featured video models that portrayed same-aged peers demonstrating individualized social skills on the playground. For all three students, there were substantial increases in interactions, play and social skills, and students and their peers provided positive feedback about the intervention.
- Published
- 2022
9. Efficacy of Paraeducators Facilitating Peer Support Arrangements for Elementary Students With Multiple Disabilities
- Author
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Kelsey J. Trausch, Matthew E. Brock, and Eric J. Anderson
- Subjects
education ,ComputingMilieux_COMPUTERSANDEDUCATION ,Public Health, Environmental and Occupational Health ,Education - Abstract
Previous findings demonstrate peer support arrangements improve academic and social outcomes for secondary students with severe disabilities, but further research is needed to determine (a) the degree to which this practice would benefit younger students, (b) the impact on student independence, and (c) how teachers can best support paraeducator implementation. In this multiple-probe-across-participants design study, a teacher trained five paraeducators to facilitate peer support arrangements with four elementary students with multiple disabilities who were eligible for alternate assessment. We identified functional relationships between teacher training and paraeducator implementation and between peer support arrangements and peer interactions. Interactions increased to levels similar to those of peers without disabilities. Students decreased their reliance on paraeducators for classroom routines when peers provided support. These findings show that the effectiveness of peer support arrangements extends to elementary students with multiple disabilities and replicate initial evidence for a promising model of teacher-implemented training for paraeducators.
- Published
- 2021
10. A Systematic Review of Goal Setting and Performance Feedback to Improve Teacher Practice
- Author
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Caitlin J. Criss, Moira Konrad, Sheila R. Alber-Morgan, and Matthew E. Brock
- Subjects
Developmental and Educational Psychology ,Education - Published
- 2022
11. Practitioner-Implemented Video Prompting on Vocational Skills of Students With Significant Intellectual and Developmental Disabilities
- Author
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Xiaoning Sun and Matthew E. Brock
- Subjects
Organizational Behavior and Human Resource Management ,Education - Abstract
Video prompting (VP) is an evidence-based practice, but few studies have included teachers and paraeducators as implementers. We adopted one of the single-case designs (multiple probe design) to evaluate the effectiveness of teacher and paraeducator-implemented VP on vocational skills for four high school students with significant intellectual and developmental disabilities. Experimental effects were demonstrated for all four students, but only two students met the mastery criterion. Individualized adaptations (i.e., priming, more frequent reinforcement) enabled two students to make further progress. The two students who met the mastery criterion maintained their performance after 2 weeks. These findings add to growing evidence that teachers and practitioners can effectively implement VP and suggest that individualized adaptations may be needed for some students with significant disabilities.
- Published
- 2023
12. A Meta-Analysis on Behavioral Support Training and General Education Teacher Implementation
- Author
-
Mark D. Samudre, Lauren M. LeJeune, Eric J. Anderson, Jacqueline A. Viotto, Matthew E. Brock, and Hannah Nichols
- Subjects
Developmental and Educational Psychology ,Education - Abstract
The success of teachers is tied to their effectiveness in managing student behavior. In this meta-analysis, we identified 49 single-case-design studies that evaluated the effectiveness of teacher training on their implementation of behavioral support strategies. Training was most often provided in a one-on-one format ( n = 18) and included ongoing coaching ( n = 20). Thirty-three of the 49 designs met What Works Clearinghouse standards with or without reservations. The overall between-case standardized mean difference effect size was d = 1.50. We analyzed and grouped teacher- and student-level outcomes as a result of training into five domains: (a) teacher-delivered praise ( d = 1.94), (b) teacher desirable behavior (e.g., treatment fidelity; d = 1.22), (c) teacher undesirable behavior (e.g., reprimands; d = 0.87), (d) student desirable behavior ( d = 1.88), and (e) student undesirable behavior ( d = 1.22). Across all studies, the combined nonoverlap of all pairs scores ranged from 0.37 to 1.0 ( M = 0.866). We discuss future areas of research as well as implications for teacher training in behavioral support implementation.
- Published
- 2023
13. A Tiered Approach for Training Paraeducators to Use Evidence-Based Practices for Students With Significant Disabilities
- Author
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Matthew E. Brock
- Subjects
Medical education ,Evidence-based practice ,Developmental and Educational Psychology ,Tiered approach ,Psychology ,Training (civil) ,Education - Abstract
Paraeducators play an important role in the education of students with significant disabilities. They can best contribute to improving student outcomes when they are skilled in using evidence-based practices. Tiered training is a practical and promising solution for how teachers can train teams of paraeducators to use evidence-based practices. Like a Response to Intervention (RTI) model for students, tiered staff training involves providing initial training for groups of paraeducators, monitoring their performance, and then providing follow-up coaching to only the paraeducators who need extra support. In this article, each step of tiered training is described with examples. This step-by-step guide is informed by a series of research studies in which tiered training was tested with more than 60 paraeducators who serve students with significant disabilities in public schools.
- Published
- 2021
14. Recess Should Include Everyone: a Scoping Review of Interventions Designed to Improve Social and Play Outcomes for Elementary Students with Developmental Disabilities at Recess
- Author
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Matthew E. Brock, Abdulaziz Alasmari, Xiaoning Sun, Kara N. Shawbitz, Caitlin J. Criss, and Eric J. Anderson
- Subjects
030506 rehabilitation ,Medical education ,Social work ,Multiple disabilities ,Cognitive Neuroscience ,education ,05 social sciences ,Social change ,Psychological intervention ,medicine.disease ,03 medical and health sciences ,Behavioral Neuroscience ,Psychiatry and Mental health ,Developmental Neuroscience ,Social skills ,Intellectual disability ,ComputingMilieux_COMPUTERSANDEDUCATION ,medicine ,Autism ,0501 psychology and cognitive sciences ,0305 other medical science ,Psychology ,050104 developmental & child psychology ,Social status - Abstract
Recess represents a rich opportunity for social development, but students with intellectual and developmental disabilities (IDD) often do not fully realize these benefits. In this systematic review, we review 37 experimental studies in which students with IDD received interventions designed to improve social outcomes at recess. Overall, these studies provide strong scientific evidence that focused intervention can produce medium to large effects on peer interaction and peer play. A subset of studies reported effects on social skills and social status, although the presence and magnitude of effects was variable. Studies tended to focus on students with autism who did not have intellectual disability and involved a combination of classroom-based social skills instruction and support on the playground from peers or adults. We recommend that special educators deliver this combination of strategies to students with autism. Further research is needed for students with intellectual disability or multiple disabilities.
- Published
- 2021
15. Efficacy of Tiered Training on Paraeducator Implementation of Systematic Instructional Practices for Students With Severe Disabilities
- Author
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Nichole M. Bordner-Williams, Eric J. Anderson, Matthew E. Brock, and Mary A. Barczak
- Subjects
Medical education ,business.industry ,media_common.quotation_subject ,Professional development ,Fidelity ,Training (civil) ,Coaching ,Education ,Test (assessment) ,Generalization (learning) ,Developmental and Educational Psychology ,business ,Psychology ,media_common - Abstract
Existing approaches for training paraeducators rely heavily on intensive one-to-one coaching and may not be feasible in practice. In this study, we test a tiered training model in which all paraeducators first received group training, and then coaching was provided only for the subset who did not meet performance criteria after group training. Using a concurrent multiple-probe design staggered across classrooms, we demonstrated a functional relation between the tiered model and implementation fidelity of two systematic prompting strategies across 13 paraeducators in five schools. Nine paraeducators achieved the performance criterion for both practices with group training alone, and the remaining four met the criterion after teacher-delivered coaching. In addition, paraeducators generalized implementation to new situations, and students with severe disabilities who received instruction made progress on individualized goals. Based on these findings, a tiered training model is a feasible and promising means to train paraeducators.
- Published
- 2020
16. Being in the Right Place at the Right Time: Educational Placement of Students With Intellectual Disability by State and Year
- Author
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Matthew E. Brock and Eric J. Anderson
- Subjects
Medical education ,media_common.quotation_subject ,05 social sciences ,050301 education ,medicine.disease ,State (polity) ,Intellectual disability ,ComputingMilieux_COMPUTERSANDEDUCATION ,medicine ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,050104 developmental & child psychology ,media_common - Abstract
Despite the longstanding federal mandate to place students with disabilities in general education classrooms to the maximum extent appropriate, most students with intellectual disability continue to spend most of their time in separate classrooms and schools. In this study, we describe longitudinal educational placement patterns in six states that represent the wide span of educational placement (i.e., Vermont, Kentucky, Kansas, Massachusetts, Illinois, and Montana). Surprisingly, some states are trending toward more restrictive placements, and the gap between the most and least inclusive states is continuing to widen over time. We offer constructive suggestions for appropriately applying the principle of least restrictive environment so that placement decisions are driven by student needs and not where students live.
- Published
- 2020
17. A Randomized Evaluation of Group Training for Paraprofessionals to Implement Systematic Instruction Strategies With Students With Severe Disabilities
- Author
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Mary A. Barczak, Scott A. Dueker, and Matthew E. Brock
- Subjects
Medical education ,Job training ,Teaching method ,Psychology ,Training (civil) ,Team training ,Education - Abstract
Paraprofessionals are often tasked with providing instruction to students with severe disabilities despite little or no training in evidence-based practices. Previous studies have demonstrated that specific strategies (i.e., didactic instruction, modeling, and immediate performance feedback) in a 1-to-1 format can enable paraprofessionals to implement practices with fidelity; however, training all paraprofessionals exclusively in a 1-to-1 format with immediate feedback is not feasible. We tested two modifications to improve feasibility: delivery in a group and delayed performance feedback from video recordings. We randomized 17 paraprofessionals to a control condition or group training condition focused on simultaneous and least-to-most prompting. Paraprofessionals in the training condition implemented the prompting strategies with better adherence to steps ( d = 0.91 and d = 1.56), better implementation quality ( d = 0.60), and their students made more progress ( d = 0.29). These findings provide evidence that effective coaching strategies can be utilized in a group context.
- Published
- 2020
18. Training paraprofessionals who work with students with intellectual and developmental disabilities: What does the research say?
- Author
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Matthew E. Brock and Eric J. Anderson
- Subjects
Medical education ,Evidence-based practice ,Work (electrical) ,Job training ,Intervention (counseling) ,Developmental and Educational Psychology ,Psychology ,Job skills ,Training (civil) ,Education ,Modelling ,Staff training - Published
- 2020
19. Efficacy of Peer-Network Interventions for High School Students with Severe Disabilities and Complex Communication Needs
- Author
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Mary A. Barczak, Morgan E. Herbert, Matthew E. Brock, and Eric J. Anderson
- Subjects
Social Psychology ,Multiple disabilities ,media_common.quotation_subject ,Public Health, Environmental and Occupational Health ,Psychological intervention ,Peer relationships ,medicine.disease ,Developmental psychology ,Friendship ,Augmentative and alternative communication ,Intervention (counseling) ,General Health Professions ,medicine ,Autism ,Psychology ,media_common - Abstract
Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.
- Published
- 2020
20. Self-determination and agency for all: Supporting students with severe disabilities
- Author
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Matthew E. Brock, Rachel L. Seaman, and John M. Schaefer
- Subjects
050101 languages & linguistics ,Multiple disabilities ,media_common.quotation_subject ,fungi ,education ,05 social sciences ,food and beverages ,050301 education ,Self-advocacy ,macromolecular substances ,Personal autonomy ,Special education ,medicine.disease ,Education ,Developmental psychology ,Self-determination ,Agency (sociology) ,Intellectual disability ,medicine ,Autism ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,media_common - Abstract
Supporting agency can be complex and challenging, especially when teaching students with severe disabilities (i.e., students with intellectual disability, autism, and/or multiple disabiliti...
- Published
- 2020
21. Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities
- Author
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Matthew E. Brock, Scott A. Dueker, and Mary A. Barczak
- Subjects
Performance feedback ,Evidence-based practice ,business.industry ,Cognitive Neuroscience ,media_common.quotation_subject ,Applied psychology ,Professional development ,Primary education ,Fidelity ,Coaching ,Psychiatry and Mental health ,Multiple baseline design ,Neurology ,Pediatrics, Perinatology and Child Health ,Observational learning ,Neurology (clinical) ,business ,Psychology ,media_common - Abstract
Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient.
- Published
- 2020
22. Teaching academic skills to students with significant intellectual disabilities: A systematic review of the single-case design literature
- Author
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Matthew E. Brock, Helen I. Cannella-Malone, Mary A. Barczak, and Scott A. Dueker
- Subjects
Medical education ,05 social sciences ,Functional skills ,Psychological intervention ,050301 education ,Single-subject design ,medicine.disease ,Health Professions (miscellaneous) ,Psychiatry and Mental health ,Academic skills ,Evidence-Based Practice ,Intellectual Disability ,Intellectual disability ,medicine ,Humans ,0501 psychology and cognitive sciences ,Students ,Psychology ,0503 education ,Reading skills ,050104 developmental & child psychology - Abstract
Students with significant intellectual and developmental disabilities deserve access to instruction on academic skills in addition to functional skills. Many teachers, however, report challenges with identifying appropriate evidence-based practices to teach academics to these students. The purpose of this systematic review was to summarize and analyze literature on academic instruction for students with significant disabilities. Two hundred twenty-two articles with 225 experiments utilizing a single-case design and published between 1976 and 2018 were included in the review. Visual analysis indicated that, in most cases, interventions enabled students to make progress on targeted academic skills. The majority of studies focused on basic reading skills and included participants with moderate disabilities. Most studies used a combination of three or four evidence-based practices, with modeling, prompting, visual supports, time delay, and reinforcement being the most frequently used combination across studies.
- Published
- 2019
23. Teacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap
- Author
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Jaclyn M. Dynia, Scott A. Dueker, Mary A. Barczak, and Matthew E. Brock
- Subjects
Evidence-based practice ,Age differences ,Cognitive Neuroscience ,education ,medicine.disease ,behavioral disciplines and activities ,Developmental psychology ,Psychiatry and Mental health ,Neurology ,Autism spectrum disorder ,mental disorders ,Pediatrics, Perinatology and Child Health ,medicine ,Autism ,Neurology (clinical) ,Psychology - Abstract
Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spectrum disorder (ASD), their approach for addressing these goals, the degree to which students had made progress, and barriers to student progress. Only half of all teachers described an approach that included any evidence-based practice (EBP). Teachers often reported inadequate progress on Individualized Education Program (IEP) goals, and that identifying and implementing effective intervention practices were barriers to progress. We found some alignment between the outcomes prioritized by teachers and those measured by researchers in the literature, although teachers more highly prioritized academic and cognitive outcomes.
- Published
- 2019
24. Systematic Review of Video-Based Instruction to Teach Employment Skills to Secondary Students with Intellectual and Developmental Disabilities
- Author
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Xiaoning Sun and Matthew E. Brock
- Subjects
Computer Science Applications ,Education - Abstract
Individuals with intellectual and developmental disabilities (IDD) have a significantly lower employment rate than those without disabilities. One promising intervention for improving employment outcomes is video-based instruction. The purpose of this systematic review was to examine the application of video-based instruction (VBI) to teach employment skills to secondary students with IDD. Twenty-one studies included in this review provide strong evidence that VBI is an effective intervention to prepare secondary students with IDD for future employment, among which video prompting with error correction was the most frequently used intervention combination. However, the application of VBI was limited to a small number of occupations and contexts. Specifically, most studies were conducted in school settings and focused on technical skills related to performing repetitive tasks. We recommend that future research focus on the broader application of VBI to more diverse employment skills, with an emphasis on generalization to authentic employment settings.
- Published
- 2022
25. Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill
- Author
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Matthew E. Brock, Rachel L. Seaman-Tullis, and Helen I. Cannella-Malone
- Subjects
050103 clinical psychology ,Medical education ,Cognitive Neuroscience ,05 social sciences ,050301 education ,medicine.disease ,Psychiatry and Mental health ,Neurology ,Autism spectrum disorder ,Vocational education ,Pediatrics, Perinatology and Child Health ,Intellectual disability ,ComputingMilieux_COMPUTERSANDEDUCATION ,medicine ,Autism ,0501 psychology and cognitive sciences ,Gainful employment ,Neurology (clinical) ,Video technology ,Psychology ,Error detection and correction ,0503 education ,Staff training - Abstract
Very few individuals with autism spectrum disorder (ASD) have been trained in the vocational skills needed to obtain gainful employment. Moreover, although there is an abundance of research evaluating the practice of training practitioners of students with ASD to use evidence-based practices to teach a wide variety of skills, there have been few that apply this training to the acquisition of vocational tasks. This study uses a multiple-baseline-across-behaviors design to evaluate the training methods used to train a paraprofessional in the preparation and implementation of video prompting and error correction with his student with ASD. Furthermore, the behavior and learning of both the paraprofessional and student are measured. Results indicate that the training package resulted in increased video prompting implementation behavior for the paraprofessional, as well as corresponding, increased vocational skill behavior for the student.
- Published
- 2018
26. Efficacy of Video Modeling and Brief Coaching on Teacher Implementation of an Evidence-Based Practice for Students With Severe Disabilities
- Author
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Rachel L. Seaman, Matthew E. Brock, and Andrea L. Gatsch
- Subjects
050103 clinical psychology ,Medical education ,Evidence-based practice ,business.industry ,Teaching method ,05 social sciences ,Professional development ,050301 education ,Video modeling ,Special education ,Coaching ,Computer Science Applications ,Education ,Modelling ,ComputingMilieux_COMPUTERSANDEDUCATION ,0501 psychology and cognitive sciences ,Faculty development ,Psychology ,business ,0503 education - Abstract
Effective professional development strategies are needed to enable special educators to provide evidence-based instruction and support to students with severe disabilities. In this single-case design study, we measured the efficacy of video modeling and brief coaching to enable three elementary special education teachers to implement constant time delay and the impact of their implementation on student progress toward individualized goals. After receiving professional development, all three teachers implemented constant time delay with fidelity and promoted student progress on individualized goals. Teachers were able to identify and correct some of their own implementation errors by revisiting video models after attempting implementation. Teachers reported positive perceptions of the professional development model. We provide recommendations for how video modeling and brief coaching can be used in tandem to promote effective implementation of evidence-based practices.
- Published
- 2018
27. Efficacy of Coaching Preschool Teachers to Manage Challenging Behavior
- Author
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Lauren E. Beaman-Diglia and Matthew E. Brock
- Subjects
Medical education ,Evidence-based practice ,business.industry ,05 social sciences ,050301 education ,Coaching ,Education ,Modelling ,Intervention (counseling) ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Faculty development ,business ,Psychology ,0503 education ,050104 developmental & child psychology - Published
- 2018
28. Evidence-Based Practices: Providing Guidance for Early Childhood Practitioners
- Author
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Kristin S. Farley, Christian Winterbottom, and Matthew E. Brock
- Subjects
Early childhood education ,Evidence-based practice ,Teaching method ,05 social sciences ,050301 education ,Developmentally Appropriate Practice ,Education ,Developmental psychology ,Childhood education ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Early childhood ,Psychology ,0503 education ,050104 developmental & child psychology - Abstract
Early childhood education represents a pivotal opportunity to improve the developmental trajectories of young children, and evidence-based practices (EBPs) are scientifically proven to impr...
- Published
- 2017
29. Promoting Social Connections Across Environments for Students With Severe Disabilities
- Author
-
Matthew E. Brock, Helen I. Cannella-Malone, and John M. Schaefer
- Subjects
030506 rehabilitation ,Organizational Behavior and Human Resource Management ,Teamwork ,media_common.quotation_subject ,05 social sciences ,050301 education ,Education ,Developmental psychology ,03 medical and health sciences ,Interpersonal relationship ,Augmentative and alternative communication ,Quality of life (healthcare) ,Intervention (counseling) ,Social relationship ,Young adult ,0305 other medical science ,Psychology ,0503 education ,Inclusion (education) ,media_common - Abstract
Building and maintaining positive social relationships is important to every young adult’s quality of life. However, supporting the social inclusion of middle and high school students with severe disabilities can be extremely challenging. Moreover, promoting social inclusion in one classroom may have little impact on social outcomes in other classrooms, in the hallway, in the lunchroom, or out in the community. This article provides a practical framework for how professionals and peers can partner to support the social inclusion of students with severe disabilities across environments. In addition, easily accessible descriptions of research-based assessment and intervention strategies along with references to other tools and practitioners’ guides are included.
- Published
- 2017
30. Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs
- Author
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Rachel L. Seaman, Matthew E. Brock, and Lauryn Wermer
- Subjects
Performance feedback ,Medical education ,Evidence-based practice ,Cognitive Neuroscience ,05 social sciences ,050301 education ,medicine.disease ,Training (civil) ,Psychiatry and Mental health ,Augmentative and alternative communication ,Neurology ,Pediatrics, Perinatology and Child Health ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,medicine ,Autism ,0501 psychology and cognitive sciences ,Neurology (clinical) ,Psychology ,0503 education ,050104 developmental & child psychology ,Staff training - Abstract
Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple baseline across behaviors design to test the efficacy of a teacher-implemented training package to train a paraprofessional to provide opportunities for an elementary student with autism to respond, set up opportunities for her to initiate, and implement a systematic prompting hierarchy. We demonstrated a functional relation between the teacher-implemented training and paraprofessional acquisition of the strategies, and paraprofessional implementation coincided with increased student communication. This study replicates previous findings that paraprofessionals can be trained to implement evidence-based practices to promote use of alternative/augmentative communication, and extends this literature by demonstrating that a classroom teacher can deliver paraprofessional training effectively.
- Published
- 2017
31. Effects of Peer Support Arrangements Across Instructional Formats and Environments for Students With Severe Disabilities
- Author
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Helen I. Cannella-Malone, John M. Schaefer, and Matthew E. Brock
- Subjects
030506 rehabilitation ,Evidence-based practice ,education ,05 social sciences ,Applied psychology ,Public Health, Environmental and Occupational Health ,050301 education ,Cognition ,macromolecular substances ,Interpersonal communication ,Peer support ,medicine.disease ,Education ,Cognitive test ,03 medical and health sciences ,Autism spectrum disorder ,Intellectual disability ,ComputingMilieux_COMPUTERSANDEDUCATION ,medicine ,Achievement test ,0305 other medical science ,Psychology ,0503 education - Abstract
Peer support arrangements are an evidence-based practice for increasing interactions between students with severe disabilities and their peers in general education classrooms, but it is unclear how...
- Published
- 2017
32. Promoting Learning for a Student with a Severe Disability Through Paraprofessional Training
- Author
-
Courtney Downing, Matthew E. Brock, and Rachel L. Seaman
- Subjects
Performance feedback ,050103 clinical psychology ,Medical education ,medicine.medical_specialty ,Evidence-based practice ,Social Psychology ,05 social sciences ,Public Health, Environmental and Occupational Health ,050301 education ,Video modeling ,Training methods ,Training (civil) ,Likert scale ,General Health Professions ,Physical therapy ,medicine ,0501 psychology and cognitive sciences ,Severe disability ,Psychology ,0503 education ,Staff training - Abstract
Most paraprofessionals are not well trained to implement evidence-based practices that can improve student outcomes. In this study, we trained a paraprofessional to use evidence-based instructional practices with an elementary student with a severe disability who exhibited challenging behavior. Through functional analysis, we determined the function of the student’s problem behavior was to escape instructional demands. We used a multiple probe across behavior design to test the efficacy of video modeling and performance feedback on the paraprofessional’s implementation of three evidence-based instructional plans that incorporated high rates of positive reinforcement. Training strategies resulted in high rates of paraprofessional implementation fidelity, and paraprofessional implementation translated into improved student outcomes. These results provide an illustration of how effective paraprofessional training can promote learning for a student with severe disabilities and challenging behavior.
- Published
- 2017
33. Findings Across Practitioner Training Studies in Special Education: A Comprehensive Review and Meta-Analysis
- Author
-
Rachel L. Seaman, E. Justin Page, John M. Schaefer, Natalie R. Andzik, Helen I. Cannella-Malone, Scott A. Dueker, Matthew E. Brock, and Mary A. Barczak
- Subjects
Medical education ,media_common.quotation_subject ,education ,05 social sciences ,050301 education ,Fidelity ,Special education ,Training (civil) ,Education ,Educational research ,Meta-analysis ,Pedagogy ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,050104 developmental & child psychology ,media_common - Abstract
Existing reviews address important questions about subsets of practitioner training studies in special education but leave important questions about the broader literature unanswered. In this comprehensive review, we identified 118 peer-reviewed single-case-design studies in which researchers tested the efficacy of practitioner training on implementation of educational practices to students with disabilities. We found publication of studies has proliferated in recent years, and most studies involved a multiple-baseline or multiple-probe design, researchers as training agents, in-service special education teachers or paraprofessionals as trainees, and students with learning disabilities or autism spectrum disorder as recipients of intervention. Through visual analysis, we detected 521 effects out of 626 opportunities across studies. The mean d-Hedges-Pustejovky-Shadish effect size was d = 2.48. Behavioral-skills training was associated with the most consistent improvement of implementation fidelity. We found statistically significant associations between implementation fidelity and modeling, written instructions for implementation, and verbal performance feedback.
- Published
- 2017
34. Efficacy of Paraprofessional-Implemented Video Prompting to Teach Vocational Skills to Students With Autism Spectrum Disorder
- Author
-
Scott A. Dueker, Matthew E. Brock, Rachel L. Seaman, and Helen I. Cannella-Malone
- Subjects
Organizational Behavior and Human Resource Management ,Medical education ,Teaching method ,05 social sciences ,050301 education ,medicine.disease ,Education ,Dreyfus model of skill acquisition ,Autism spectrum disorder ,Rating scale ,Vocational education ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,medicine ,Task analysis ,Achievement test ,Autism ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,050104 developmental & child psychology - Abstract
Researchers have previously shown that video prompting can promote vocational skill acquisition for students with autism, and in a prior study, we demonstrated a model to train a paraprofessional to implement this practice. In this study, we evaluated (a) the degree to which the paraprofessional generalized implementation to new students and situations, and (b) the degree to which his implementation resulted in participants acquiring a vocational skill. The paraprofessional implemented the video prompting procedure with high fidelity without any additional training, and all three participants mastered the photocopying skill and generalized their implementation. These results suggest that focused coaching on video prompting implementation with one student may enable paraprofessionals to effectively generalize implementation when targeting similar skills with other students.
- Published
- 2017
35. Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review
- Author
-
Matthew E. Brock and Heartley B. Huber
- Subjects
030506 rehabilitation ,Medical education ,Evidence-based practice ,education ,05 social sciences ,Rehabilitation ,050301 education ,Peer support ,Peer relationships ,Education ,03 medical and health sciences ,Educational research ,Social support ,Learner engagement ,0305 other medical science ,Psychology ,0503 education - Abstract
Peer support arrangements involve peers without disabilities providing academic and social support to students with severe disabilities (i.e., students eligible for their state’s alternate assessment) in general education classrooms. We conducted a systematic literature review of studies published through 2016 to determine whether peer support arrangements meet Council for Exceptional Children (CEC) criteria as an evidence-based practice. From our review of 11 studies, we found that peer support arrangements are an evidence-based practice for promoting social interactions for secondary students with severe disabilities in both core academic and elective classes. Evidence for increased academic engagement of students with severe disabilities is mixed, and evidence for other outcomes is promising—including increased academic engagement for peers who provide support. We provide recommendations for teachers.
- Published
- 2017
36. Predictors of decoding for children with autism spectrum disorder in comparison to their peers
- Author
-
Jaclyn M. Dynia, Matthew E. Brock, Laura M. Justice, and Joan N. Kaderavek
- Subjects
education ,05 social sciences ,050301 education ,medicine.disease ,behavioral disciplines and activities ,Emergent literacy ,Developmental psychology ,Psychiatry and Mental health ,Clinical Psychology ,Autism spectrum disorder ,Phonological awareness ,mental disorders ,Developmental and Educational Psychology ,medicine ,Autism ,0501 psychology and cognitive sciences ,Early childhood ,Alphabet ,Psychology ,Association (psychology) ,0503 education ,Decoding methods ,050104 developmental & child psychology - Abstract
Background Although researchers have identified strong associations between emergent literacy in early childhood and later conventional reading skills for typically developing (TD) children, it is unclear whether these associations extend to children with autism spectrum disorder (ASD). Method We analyzed the degree to which three emergent-literacy skills (i.e., alphabet knowledge, print-concept knowledge, and phonological awareness) of 35 children ages three- to five-years-old with ASD predicted decoding and the degree to which associations differed from a comparison group of 73 TD children. We hypothesized that all emergent-literacy skills would predict later decoding for both groups of children and that autism status would moderate the association between print-concept knowledge and decoding. Results We found that phonological awareness was a statistically significant predictor of later decoding for children with ASD, but we did not find any evidence that ASD status moderated the relationships between emergent-literacy skills and decoding. Conclusions Based on these findings, early educators should consider emergent-literacy skills to be important learning targets for young children with ASD, just as they are for children without disabilities. Furthermore, phonological awareness might be even more important for young children with ASD than for children without disabilities.
- Published
- 2017
37. Efficacy and Social Validity of Peer Network Interventions for High School Students With Severe Disabilities
- Author
-
Tiffany L. Born, Katie Weir, Molly Cooney, Gregory L. Lyons, Gillian N. Cattey, Ethan Fesperman, Erik W. Carter, Jenna Lequia, Heartley B. Huber, Julia M. Hochman, Kristen Bottema-Beutel, Daniel M. Bolt, Colleen K. Moss, Jennifer M. Asmus, Matthew E. Brock, Elizabeth E. Biggs, and Lori B. Vincent
- Subjects
Male ,Adolescent ,Autism Spectrum Disorder ,media_common.quotation_subject ,Psychological intervention ,Peer relationships ,Peer Group ,law.invention ,Arts and Humanities (miscellaneous) ,Randomized controlled trial ,law ,Intellectual Disability ,Social validity ,Intervention (counseling) ,Intellectual disability ,Developmental and Educational Psychology ,medicine ,Humans ,Interpersonal Relations ,0501 psychology and cognitive sciences ,Social Behavior ,media_common ,05 social sciences ,Social Support ,050301 education ,General Medicine ,medicine.disease ,Disabled Children ,Psychiatry and Mental health ,Friendship ,Treatment Outcome ,Neuropsychology and Physiological Psychology ,Case-Control Studies ,Education, Special ,Pediatrics, Perinatology and Child Health ,Autism ,Female ,Neurology (clinical) ,Psychology ,0503 education ,050104 developmental & child psychology ,Clinical psychology - Abstract
This randomized controlled trial examined the efficacy of peer network interventions to improve the social connections of 47 high school students with severe disabilities. School staff invited, trained, and supported 192 peers without disabilities to participate in individualized social groups that met throughout one semester. Compared to adolescents in the “business-as-usual” control group (n = 48), students receiving peer networks gained significantly more new social contacts and friendships. Although many peer relationships maintained one and two semesters later, their spill over beyond the school day was limited. Students and staff affirmed the social validity of the interventions. We offer recommendations for research and practice aimed at improving the implementation and impact of peer network interventions in secondary schools.
- Published
- 2017
38. Efficacy of training job coaches to implement evidence-based instructional strategies
- Author
-
Matthew E. Brock, Helen I. Cannella-Malone, E. Justin Page, Rachel L. Seaman, John M. Schaefer, and Natalie R. Andzik
- Subjects
030506 rehabilitation ,03 medical and health sciences ,Evidence-based practice ,Occupational Therapy ,05 social sciences ,Rehabilitation ,Applied psychology ,050301 education ,0305 other medical science ,Psychology ,0503 education ,Training (civil) - Published
- 2016
39. A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students With Disabilities
- Author
-
Erik W. Carter and Matthew E. Brock
- Subjects
business.industry ,media_common.quotation_subject ,education ,05 social sciences ,Applied psychology ,Public Health, Environmental and Occupational Health ,Psychological intervention ,050301 education ,Fidelity ,Special education ,Coaching ,Training (civil) ,Education ,Intervention (counseling) ,Meta-analysis ,0501 psychology and cognitive sciences ,Duration (project management) ,business ,Psychology ,0503 education ,050104 developmental & child psychology ,media_common - Abstract
Teachers and paraprofessionals need effective training to improve their implementation of interventions for students with disabilities. Reviews of the single-case design literature have identified some features associated with effective training for these educators, but the group-design literature has received little attention. This meta-analysis systematically reviews group-design studies testing the efficacy of training to improve implementation of interventions for students with disabilities. The mean effect size of educator training on implementation fidelity was g = 1.08, and results from meta-regression analysis suggest training that involves a combination of two specific training strategies (i.e., modeling and performance feedback) was associated with improved implementation fidelity. Increased duration of training was not associated with larger effects. Considered alongside findings from the single-case design literature, these results suggest that how educators are trained is a more important consideration than the number of hours they spend in training.
- Published
- 2016
40. Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder
- Author
-
Jaclyn M. Dynia, Matthew E. Brock, Katherine M. Walton, and Gabrielle Tiede
- Subjects
030506 rehabilitation ,Evidence-based practice ,05 social sciences ,Professional development ,Special education ,medicine.disease ,Developmental psychology ,03 medical and health sciences ,Psychiatry and Mental health ,Clinical Psychology ,Social skills ,Autism spectrum disorder ,Intervention (counseling) ,Developmental and Educational Psychology ,medicine ,0501 psychology and cognitive sciences ,Narrative ,Early childhood ,0305 other medical science ,Psychology ,050104 developmental & child psychology - Abstract
Background Past research shows a gap between identification of evidence-based practices (EBP) for children with autism spectrum disorder (ASD) and adoption of those EBP by classroom teachers. However, few studies have examined EBP use in preschool classrooms. Method We surveyed 45 preschool teachers serving children with ASD regarding their intervention priorities, instructional approaches, confidence, and desire for professional development. Open-ended responses regarding instructional approaches were coded by the research team for whether they reflected use of specified identified EBP. Results Communication, social skills, and challenging behavior were rated as the top priorities for intervention. Nearly all teachers reported using at least one EBP. The most commonly reported EBP included visual supports, behavioral strategies, and social narratives. Nearly half of teachers reported using sensory-related strategies, which are not EBP. Surprisingly, teacher confidence and belief that they were using EBP were not significantly related to desire for professional development. Conclusions These findings provide insight into the research-to-practice gap for educating young children with ASD, and have the potential to help teacher educators refine their efforts to close this gap.
- Published
- 2020
41. Trends in the Educational Placement of Students With Intellectual Disability in the United States Over the Past 40 Years
- Author
-
Matthew E. Brock
- Subjects
Adult ,Male ,030506 rehabilitation ,Adolescent ,Persons with Mental Disabilities ,Federal law ,03 medical and health sciences ,Young Adult ,Arts and Humanities (miscellaneous) ,Individualized Education Program ,Intellectual Disability ,Intellectual disability ,Developmental and Educational Psychology ,medicine ,Humans ,National trends ,Child ,Medical education ,Schools ,Least restrictive environment ,05 social sciences ,050301 education ,General education ,General Medicine ,medicine.disease ,Disabled Children ,United States ,Psychiatry and Mental health ,Trend analysis ,Neuropsychology and Physiological Psychology ,Education, Special ,Pediatrics, Perinatology and Child Health ,Female ,Neurology (clinical) ,0305 other medical science ,Psychology ,0503 education ,Inclusion (education) - Abstract
In 1975, federal law mandated that children with disabilities be educated in their least restrictive environment, or alongside peers without disabilities in general education classrooms to the maximum extent appropriate. More than 40 years later, I investigated how national trends in educational placement have changed over time for students with intellectual disability. Specifically, I examined the degree placements have trended toward less restrictive environments. I found historical trends of incremental progress toward less restrictive settings, but no evidence of such progress in recent years. Furthermore, most students were educated predominantly in segregated settings every year. I discuss how these findings relate to previous studies, as well as implications for individualized education program teams and advocates for educational inclusion.
- Published
- 2018
42. Brief Report: Improving Social Outcomes for Students with Autism at Recess Through Peer-Mediated Pivotal Response Training
- Author
-
Mary A. Barczak, Scott A. Dueker, and Matthew E. Brock
- Subjects
Male ,Adolescent ,Autism Spectrum Disorder ,Feedback, Psychological ,education ,Peer relationships ,Peer Group ,Developmental psychology ,law.invention ,Social Skills ,Randomized controlled trial ,law ,Intervention (counseling) ,Surveys and Questionnaires ,Developmental and Educational Psychology ,Multiple time ,medicine ,Humans ,0501 psychology and cognitive sciences ,Child ,Students ,Peer interaction ,Schools ,05 social sciences ,050301 education ,medicine.disease ,Autism spectrum disorder ,Autism ,Feasibility Studies ,Female ,Psychology ,0503 education ,Inclusion (education) ,050104 developmental & child psychology - Abstract
Many students with Autism Spectrum Disorder (ASD) struggle to appropriately interact and play with their peers at recess. In this pilot feasibility study, we tested the efficacy of practitioner-implemented, peer-mediated Pivotal Response Training (PRT) with 11 elementary and middle school students with ASD. Participants were randomly assigned to a treatment or control group. We measured outcomes at multiple time points, and analyzed data using multi-level modeling with time nested within student. We demonstrated large and statistically significant increases in peer interaction (d = 1.13). Appropriate play with peers also increased substantially (d = 0.89). Practitioners and students provided positive feedback. These findings suggest school staff can feasibly facilitate peer-implemented PRT that improves social outcomes for students with ASD at recess.
- Published
- 2017
43. Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities
- Author
-
Ethan Fesperman, Heartley B. Huber, Jennifer M. Asmus, Lori B. Vincent, Matthew E. Brock, Erik W. Carter, Gillian N. Cattey, Rui Chen, Tiffany L. Born, Molly Cooney, Colleen K. Moss, Julia M. Hochman, Elizabeth E. Biggs, Daniel M. Bolt, Jenna Lequia, Gregory L. Lyons, Lindsay M. Riesch, Kerrie A. Moyseenko, Katie Weir, and Rebecca A. Shalev
- Subjects
Medical education ,media_common.quotation_subject ,education ,05 social sciences ,Multilevel model ,050301 education ,Student engagement ,Peer support ,Social engagement ,Education ,law.invention ,Likert scale ,Friendship ,Randomized controlled trial ,law ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,Inclusion (education) ,050104 developmental & child psychology ,media_common - Abstract
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51 students with severe disabilities in high school general education classrooms. Paraprofessionals or special educators recruited, trained, and supported 106 peers to provide individualized academic and social assistance to students with severe disabilities throughout one semester. Compared to students exclusively receiving adult-delivered support ( n = 48), students participating in peer support arrangements experienced increased interactions with peers, increased academic engagement, more progress on individualized social goals, increased social participation, and a greater number of new friendships. Moreover, an appreciable proportion of relationships lasted one and two semesters later after the intervention had concluded. These findings challenge prevailing practices for supporting inclusive education and establish the efficacy and social validity of peer support arrangements as a promising alternative to individually assigned paraprofessional support.
- Published
- 2015
44. Promoting Inclusion, Social Connections, and Learning Through Peer Support Arrangements
- Author
-
Ethan Fesperman, Erik W. Carter, Lori B. Vincent, Heartley B. Huber, Matthew E. Brock, Colleen K. Moss, Jennifer M. Asmus, Molly Cooney, and Gregory L. Lyons
- Subjects
media_common.quotation_subject ,Teaching method ,Social change ,Peer support ,Mainstreaming ,Peer relationships ,Education ,Friendship ,Pedagogy ,Developmental and Educational Psychology ,Psychology ,Inclusion (education) ,Peer teaching ,media_common - Published
- 2015
45. Implementation and Generalization of Peer Support Arrangements for Students With Severe Disabilities in Inclusive Classrooms
- Author
-
Matthew E. Brock, Erik W. Carter, Gillian N. Cattey, Kevin S. Raley, and Elizabeth E. Biggs
- Subjects
Medical education ,education ,05 social sciences ,Rehabilitation ,050301 education ,General education ,Peer support ,Peer relationships ,Special education ,Education ,Inter-rater reliability ,Generalization (learning) ,Intervention (counseling) ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,Inclusion (education) ,050104 developmental & child psychology - Abstract
Although research suggests peer support arrangements can be an effective practice for improving social outcomes for students with severe disabilities, additional efforts are needed to refine training and implementation approaches to increase the replicability and sustainability of this intervention. We tested a promising teacher-delivered training model using a multiple-probe-across-participants design. Four paraprofessionals received training to facilitate peer support arrangements for four middle school students with severe disabilities in general education classrooms. Teacher-delivered training enabled paraprofessionals to facilitate peer support arrangements that increased support from peers and interactions for students with disabilities. In addition, three of four students with disabilities demonstrated growth on individualized goals. We discuss implications for research and practice, highlighting approaches for improved implementation of peer support arrangements.
- Published
- 2015
46. Location Matters
- Author
-
Matthew E. Brock and John M. Schaefer
- Subjects
Social Psychology ,Least restrictive environment ,education ,Public Health, Environmental and Occupational Health ,Mainstreaming ,Special education ,Trend analysis ,General Health Professions ,Mathematics education ,Statistical analysis ,Rural area ,Location ,Psychology ,Inclusion (education) - Abstract
Despite decades of advocacy, most students with developmental disabilities continue to spend the majority of the school day in self-contained special education classrooms. However, there is tremendous variability of educational placement across the United States. Identification of geographic trends that explain this variability could provide opportunities for targeted advocacy. Using state-level data in Ohio, we tested the hypothesis that urbanicity predicts educational placement. Through mapping and multivariate analysis of variance, we found that students in urban districts tended to spend less time in general education classrooms, and students in rural districts tended to spend more time in general education classrooms. Furthermore, the urban districts with the largest enrollments tended to place an even lower proportion of students in general education classrooms. Given their disproportionate influence on state trends and propensity toward more self-contained and segregated placements, large urban districts offer a unique opportunity for targeted advocacy and change.
- Published
- 2015
47. Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements
- Author
-
Erik W. Carter and Matthew E. Brock
- Subjects
Medical education ,business.industry ,05 social sciences ,Professional development ,050301 education ,Student engagement ,Peer support ,Video modeling ,Special education ,Coaching ,Teacher education ,Education ,Pedagogy ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Psychology ,business ,0503 education ,Inclusion (education) ,050104 developmental & child psychology - Abstract
Although peer support arrangements are a promising strategy to promote inclusion in general education classrooms, previous studies have not addressed how paraprofessionals might implement this strategy under typical circumstances without extensive researcher involvement. In this single-case design study, four special education teachers trained and supported four paraprofessionals to implement peer support arrangements through delivery of a professional development package consisting of an initial orientation, video modeling, and brief coaching with performance feedback. Teachers implemented the professional development accurately, paraprofessionals implemented peer support arrangements with fidelity, and three of the four middle school students with severe disabilities increased their social interactions with peers while maintaining previous levels of academic engagement. These findings suggest a possible avenue for equipping paraprofessionals to implement peer support arrangements. Recommendations for preparing teachers to train and support paraprofessionals to implement intervention strategies are offered along with directions for future research.
- Published
- 2015
48. Presence, Proximity, and Peer Interactions of Adolescents With Severe Disabilities in General Education Classrooms
- Author
-
Rebecca Feldman, Matthew E. Brock, Jennifer M. Asmus, and Erik W. Carter
- Subjects
030506 rehabilitation ,Peer interaction ,education ,05 social sciences ,050301 education ,General education ,Peer relationships ,Mainstreaming ,medicine.disease ,Education ,Developmental psychology ,03 medical and health sciences ,Autism spectrum disorder ,Intellectual disability ,Developmental and Educational Psychology ,medicine ,0305 other medical science ,Psychology ,0503 education ,Inclusion (education) - Abstract
The authors conducted 324 full-class-length observations of 108 high school students with severe disabilities in general education classes, focusing analyses on how often students were present during class and in proximity to peers without disabilities. Students were not present for a substantial proportion of the classes in which they were enrolled, and they were infrequently in proximity to classmates without disabilities when they were present. Observations of a comparison group of peers without disabilities enrolled in these same classrooms suggest missed social opportunities for students with severe disabilities. We also found that primary disability category (i.e., autism spectrum disorder, intellectual disability) and type of class (i.e., academic, other) were associated with different patterns of presence and proximity.
- Published
- 2015
49. Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder
- Author
-
Heartley B. Huber, Zachary Warren, Erik W. Carter, Matthew E. Brock, and A. Pablo Juárez
- Subjects
business.industry ,Cognitive Neuroscience ,media_common.quotation_subject ,education ,Professional development ,Applied psychology ,Self-esteem ,Special education ,medicine.disease ,behavioral disciplines and activities ,Coaching ,Psychiatry and Mental health ,Neurology ,Autism spectrum disorder ,mental disorders ,Pediatrics, Perinatology and Child Health ,ComputingMilieux_COMPUTERSANDEDUCATION ,medicine ,Autism ,Neurology (clinical) ,Faculty development ,Empirical evidence ,business ,Psychology ,media_common - Abstract
Preparing teachers to implement evidence-based practices for students with autism spectrum disorder (ASD) is a pressing need. We surveyed 456 teachers and administrators in a southern state about professional development related to educating students with ASD. Specifically, we were interested in confidence in implementation of evidence-based practices, interest in accessing training on these topics, perceived benefit of different avenues of professional development, and interest in accessing these avenues. Overall, teachers were not very confident in their ability to implement evidence-based practices and address important issues for students with ASD. Surprisingly, lower confidence was not related to increased interest in training. In addition, teachers and administrators perceived workshops to be a more beneficial and attractive avenue of professional development compared with coaching, despite empirical evidence to the contrary. We offer possible explanations for these findings and share implications for administrators, technical assistance providers, and policy makers who make decisions about professional development opportunities.
- Published
- 2014
50. A Systematic Review of Paraprofessional-Delivered Educational Practices to Improve Outcomes for Students with Intellectual and Developmental Disabilities
- Author
-
Erik W. Carter and Matthew E. Brock
- Subjects
Medical education ,Social Psychology ,media_common.quotation_subject ,Professional development ,Public Health, Environmental and Occupational Health ,Fidelity ,medicine.disease ,Empirical research ,Autism spectrum disorder ,General Health Professions ,Intellectual disability ,Pedagogy ,medicine ,Communication skills ,Psychology ,media_common - Abstract
The involvement ofparaprofessionals in the education of students with intellectual and developmental disabilities (IDD) has been both complex and controversial. Many scholars and advocates have raised concerns about the roles these staff members play in schools and the degree to which there is empirical support for their direct work with students. We conducted a systematic review of the literature to address two primary questions: To what extent have paraprofessional-implemented educational practices been shown to improve outcomes for elementary and secondary students with IDD, and what professional development strategies enable paraprofessionals to implement these strategies with fidelity? These studies indicate paraprofessionals, when given adequate training, are capable of effectively implementing a number of educational practices that result in improved academic and social outcomes, specifically, teaching communication skills, reducing problem behaviors, and increasing independence for students with IDD. Follow-up training and support, modeling, and performance feedback were prominent training components across most studies in this review and are validated in the broader research literature. However, limitations leave many questions unanswered about how to best train and support paraprofessionals. We discuss recommendations for preparing paraprofessionals who work with students with IDD, as well as future directions for research.
- Published
- 2013
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