We report findings from a statewide survey of 365 site-level administrators developed to (a) learn about the extent to which schools across the state were implementing components of multi-tiered systems of support and (b) determine the areas in which these schools might need professional development or resources to support them. At least half of the administrators indicated a high level of implementation for all Tier 1 features, with the exception of instruction in school-wide behavioral expectations. Tier 2 and Tier 3 behavioral and social supports were reportedly less fully implemented than those focused on academic domains. Most differences between elementary and secondary schools existed in Tier 1 features, with implementation occurring more fully in elementary schools. More than half of the administrators indicated a high level of implementation of the 15 research-based educational practices and supports examined, with a statistically significant relation between administrators’ ratings of currently implemented practices and the desire for support for all educational practices and supports except for increasing behavior-specific praise. In terms of potential venues for professional development and learning, in-district, during-school workshops and practices guides were rated most favorably. We discuss avenues for supporting schools with implementation.
We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. We examined the extent to which 21 included studies addressed quality indicators and evidence-based practice standards using a modified, weighted criterion for methodologically sound studies. Three studies met all eight quality indicators and 11 studies met or exceeded 80% of quality indicators following a weighted criterion to define methodologically sound studies. Results indicated teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice. Educational implications, limitations, and future directions are discussed.
We conducted this systematic review to classify the evidence-base status for high-probability request sequence (HPRS) as a strategy to improve students’ behavioral outcomes in general and special education settings across the K-12 continuum. Specifically, the purpose of this review was to determine whether HPRS could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education employing a modified, weighted coding scheme specifying methodologically sound studies as meeting 80% or more of components across quality indicators (QIs). Two of the 22 included studies met all QIs, and 16 studies met or exceeded our 80% weighted criterion. Based on this body of evidence, we classified HPRS in K-12 school settings as potentially evidence based. We offer a discussion of educational implications, limitations, and future directions.
We report findings from a statewide study of 333 administrators focused on (a) the extent to which they prioritize each of seven self-determination skills, (b) whether and where staff at their schools are providing instruction on these seven skills, and (c) potential avenues for equipping educators to learn strategies for fostering self-determination. Administrators attributed considerable importance to providing instruction on all seven skills: choice making, decision making, goal setting and attainment, problem solving, self-advocacy and leadership skills, self-awareness and self-knowledge, and selfmanagement and self-regulation. Although administrators reported educators at their school taught these skills with only moderate frequency, the range of classrooms and settings in which each skill was addressed was considerable. Overall, few differences in ratings of importance or frequency of instruction were found based on student disability status or school level.
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