Converting Challenge to Success

Boyer, Lynn; Lee, Christine

doi:10.1177/002246690103500202

Cited by 37 publications

(6 citation statements)

References 5 publications

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“…The findings reported here are in keeping with other studies of communication-partner training (Kent-Walsh et al, 2015), with the EPs who received training demonstrating an increase in the desired communication-partner behavior (i.e., providing PECS communication opportunities). These changes in EP behavior are all the more impressive because of the rigorous standards for treatment fidelity for the PECS protocol and the challenging classroom conditions in place for some of the EPs who participated in these studies (Boyer & Lee, 2001).…”

Section: Discussionmentioning

confidence: 99%

Training Education Professionals to Use the Picture Exchange Communication System: a Review of the Literature

McCoy

McNaughton

2018

Behav Analysis Practice

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The Picture Exchange Communication System (PECS) is a popular augmentative and alternative communication strategy. Like many communication interventions, the successful use of PECS is dependent on the skills of the communication partner. This article provides a systematic review of the published research on teaching education professionals (EPs) to use PECS. Training of EPs was usually conducted during individual or small group sessions and included a description of the PECS strategy, practice on implementation of PECS, and feedback on performance. Instructional activities typically resulted in an immediate increase in the quality and/or quantity of PECS opportunities provided by the EP; however, mixed findings are reported for maintenance and generalization. Implications for future research and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Training Education Professionals to Use the Picture Exchange Communication System: a Review of the Literature

McCoy

McNaughton

2018

Behav Analysis Practice

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“…In another individual case study, Boyer and Lee (2001) described the experiences of a first-year teacher in a new, self-contained classroom program for kindergarten students with autism. This teacher identified challenges related to scrutiny by parents and outside advocates, as well as the need to clarify her place and that of her students in a school culture not familiar with students with autism.…”

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confidence: 99%

The First Year as Teachers Assigned to Elementary and Middle-School Special Education Classrooms

Gee

Gonsier-Gerdin

2018

Research and Practice for Persons with Severe Disabilities

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The purpose of this qualitative study was to examine the experiences and perceptions of 10 first-year teachers who had been trained to provide evidence-based practices, including integrated services and supports, and subsequently took jobs in self-contained, special education elementary and middle-school classrooms designated for students with “moderate/severe disabilities.” A collective case study design was used to follow the teachers over the course of their first year of teaching. The narrative and teacher-reported data demonstrated their accomplishments, the joys of their work with the children and families, and their growth in confidence levels. The data also revealed their frustrations with some of the systemic issues they faced. Many of the difficulties stemmed from the lack of a shared vision between the teachers and their school administrators and systems. Implications for policy and practice regarding the segregation of students with severe disabilities and their teachers are discussed, as well as issues related to the evaluation of special education teachers and the induction of new special education teachers.

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“…Special educator attrition is a major problem contributing to the ongoing special education teacher shortages reported by 48 US states for the 2016-2017 school year (USDOE, 2016). Many special educators are challenged to meet the unique needs of their students given paperwork burdens, demands of accountability, inadequacy of resources, and lack of support from administrators (Boyer & Lee, 2001;Gersten et al, 2001;Kaff, 2004;Plash & Piotrowski, 2006). The attrition rate for special education teachers has been consistently higher in comparison to that of their general education counterparts (Center on Personnel Studies in Special Education, 2004;McLeskey et al, 2004;Plash & Piotrowski, 2006;Wasburn et al, 2012;Whitaker, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…In a study of how teachers are prepared to use strategies for students with ASD, Morrier, Hess, and Heflin (2011) noted the complexities of preparing teachers to work with students with ASD due to their individual learning needs and the variety of evidence-based practices available. Boyer and Lee (2001) examined the experiences of a new teacher working with students with ASD and indicated the importance of providing mentors with 'knowledge or experience in the needs of the students being taught by the new special educator ' (p. 81).…”

mentioning

confidence: 99%

Combating Special Educator Attrition: Mentor Teachers’ Perceptions of Job Satisfaction, Resiliency, and Retention

Mrstik

Pearl

Hopkins

et al. 2019

Australas. j. spec. incl. educ.

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Special educator attrition is a major problem in the United States (US) and in many countries worldwide. In the present study, we investigated the experiences of 5 highly successful special education teachers serving students with autism spectrum disorder in the central Florida area of the US with particular attention to factors associated with teacher retention. A phenomenological research design was employed to identify factors leading participants to persevere where others have not. A representative sample was included of multiple teachers in classrooms of varying grade levels and school districts across central Florida as part of a funded project by the Office of Special Education Services and the U.S. Department of Education. Findings include that teachers of students with ASD who are involved in extracurricular activities may show a lowered burnout rate.

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Converting Challenge to Success

Abstract: My first IEP [Individualized Education Program]meeting had 15 to 17 people, including an advocate.

Cited by 37 publications

References 5 publications

Training Education Professionals to Use the Picture Exchange Communication System: a Review of the Literature

Training Education Professionals to Use the Picture Exchange Communication System: a Review of the Literature

The First Year as Teachers Assigned to Elementary and Middle-School Special Education Classrooms

Combating Special Educator Attrition: Mentor Teachers’ Perceptions of Job Satisfaction, Resiliency, and Retention

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