Investigation of Two Preliminary Analysis-Altering Elements: Ordinate Scaling and DPPXYR.

The purpose of this pre-registered study (Peltier & McKenna) was to conceptually replicate if the truncation of the ordinate and DPPXYR increased analysts' estimation of a functional relation and magnitude of treatment effect. Visual analysts ( = 27) evaluated eight data sets reporting null ( = 2), small ( = 2), moderate ( = 2), and large ( = 2) effects. Each data set was graphed six times with manipulations of the ordinate and DPPXYR, resulting in 48 ABAB graphs.

More than de minimis: FAPE in the Post Endrew F. Era.

Federal regulations for special education services have focused primarily on procedural issues since the Rowley decision, which held that Individualized Education Programs (IEPs) need only be reasonably calculated to yield educational benefit. However, the minimum threshold for benefit has changed with the recent Endrew F. decision as IEPs must yield more than de minimis progress.

Reading Instruction for Students with Emotional Disturbance: A Mixed-Methods Investigation.

Although there is a substantial body of observation research investigating the manner in which reading instruction is provided to students with learning disabilities, there is little research in this area involving students with and at risk for emotional disturbance. The purpose of this investigation was to contribute to the limited corpus of observation studies investigating school-based practice in reading for this student population. In this investigation, 11 teachers from two states were systematically observed while providing reading instruction over the course of the 2017-2018 school year.

The Responsible Inclusion of Students Receiving Special Education Services for Emotional Disturbance: Unraveling the Practice to Research Gap.

The majority of students receiving special education services for emotional disturbance (ED) receive a significant amount of instruction in general education classrooms, which emphasizes curriculums based on college and career readiness standards. In turn, those teachers who provide instruction to students with ED in inclusive settings are responsible for using evidence-based practices (EBPs) for those teaching situations in which they exist to meet free appropriate public education (FAPE) mandates. However, the identification of EBPs is a necessary pre-condition to eventual school adoption and teacher use of such practices.

An Evaluation of Single-Case Reading Intervention Study Quality for Students With and At Risk for Emotional and Behavioral Disorders.

Researchers have noted the lack of research to guide reading practice for students with and at risk for emotional and behavioral disorders (EBD). Although comprehensive syntheses have identified promising practices and areas for future research, none have evaluated the rigor of studies according to quality indicators. The current study evaluated the extant single-case reading intervention research for this student population according to the What Works Clearinghouse (WWC) standards.

A Systematic Review of Function-Based Replacement Behavior Interventions for Students With and At Risk for Emotional and Behavioral Disorders.

Students with emotional and behavioral disorders and students considered at risk often have social deficits. Although social skills interventions are often provided to this student population, there are some concerns regarding how these interventions are conceived and provided. One possible way to improve the effectiveness of social skills interventions is to use functional behavior assessment data to tailor the interventions to a student's individual needs and the contexts in which social skills deficits and problem behaviors occur.

Validity and Reliability of GraphClick and DataThief III for Data Extraction.

Researchers frequently rely on meta-analyses of prior research studies to efficiently evaluate a broad spectrum of results on a particular topic. In the realm of single-subject experimental designs (SSEDs), meta-analyses have a particular cachet: retaining the rigor of single-subject designs with the added robustness of replication to more fully determine the strength of a given approach or intervention. Until recently, researchers wishing to undertake meta-analytic research themselves have had limited options for synthesizing the intervention effects of a collection of studies.