The SWIFT Fidelity of Implementation Tool (SWIFT-FIT) is designed to measure growth and maturation of a school’s inclusive educational practices and to help simplify school decision making about installing or improving practice. This... more
The SWIFT Fidelity of Implementation Tool (SWIFT-FIT) is designed to measure growth and maturation of a school’s inclusive educational practices and to help simplify school decision making about installing or improving practice. This report describes the development and technical adequacy of this instrument. Based on this technical adequacy, trained assessors may use SWIFT-FIT in research, evaluation and on-going implementation of the SWIFT framework in schools.
Research Interests: Engineering and SWIFT
Research Interests:
There is a strong link between the development of skills associated with self-determination (i.e., choice-making, decision-making, problem solving, goal setting and attainment, planning, self-management, self-advocacy, self-awareness, and... more
There is a strong link between the development of skills associated with self-determination (i.e., choice-making, decision-making, problem solving, goal setting and attainment, planning, self-management, self-advocacy, self-awareness, and self-knowledge) and positive school (e.g., academic achievement) and postschool (e.g., employment, community access) outcomes. In this article, we advocate for an examination of research related to the impact, usability, and cultural sustainability of an evidence-based intervention intended to enable students to enhance skills associated with self-determination, the Self-Determined Learning Model of Instruction (SDLMI), when used to support students with extensive support needs, including students with intellectual and developmental disability (IDD). Theoretical foundations of the construct of self-determination and its applicability for all people and extant research on implementation of the SDLMI and students with extensive support needs are pres...
Research Interests:
U.S. public education systems are required to provide free appropriate public education to students with disabilities in least restrictive environments that are appropriate to meet their individual needs. The practice of educating... more
U.S. public education systems are required to provide free appropriate public education to students with disabilities in least restrictive environments that are appropriate to meet their individual needs. The practice of educating students with disabilities in neighborhood schools in age-appropriate general education classrooms and other school settings to meet this requirement has come to be known as “inclusive education.” The long-standing interest in keeping students with disabilities in the same classrooms with their neighbors and peers has created a need for reform to establish equity in America’s schools. Schoolwide Integrated Framework for Transformation (SWIFT) is a whole-system school reform model provided through a national technical assistance center that addresses core features of inclusive education support for elementary and middle schools, particularly those that are chronically low performing and those serving students with the most extensive needs. We describe the d...
Research Interests:
Research Interests:
Positive behavior support (PBS) has been a dynamic and growing enterprise for more than 25 years. During this period, PBS has expanded applications across a wide range of populations and multiple levels of implementation. As a result,... more
Positive behavior support (PBS) has been a dynamic and growing enterprise for more than 25 years. During this period, PBS has expanded applications across a wide range of populations and multiple levels of implementation. As a result, there have been understandable inconsistencies and confusion regarding the definition of PBS. In this essay, we offer an updated and unified definition. We provide a brief historical perspective and describe a process for developing a proposed definition. We also discuss the rationale for key elements of the definition.
Research Interests:
The purpose of this study was to examine secondary teachers' expectations of student behavior, to identify differences and similarities between middle and high school teachers, as well as between general and special education... more
The purpose of this study was to examine secondary teachers' expectations of student behavior, to identify differences and similarities between middle and high school teachers, as well as between general and special education teachers. Teachers ( N = 240) identified which of 30 social skills were essential for classroom success. Results indicated that while middle and high school teachers are relatively similar in their expectations regarding cooperation and self-control skills, they have different opinions about the importance of assertion skills. However, none of the assertion items was rated by the majority of respondents as critical for success by any of the subgroups (program type, secondary level). Findings also indicated that secondary level and program type were associated with the importance placed on assertion skills. These variables, as well as credential status, were also associated with teachers' ratings about cooperation skills. Implications for prereferral int...
Research Interests:
In tiered systems, all school faculty and staff ideally recognize student academic, behavioral, and social achievement as a shared responsibility. In an ideal system, faculty and staff collaborate in a data-informed process to define... more
In tiered systems, all school faculty and staff ideally recognize student academic, behavioral, and social achievement as a shared responsibility. In an ideal system, faculty and staff collaborate in a data-informed process to define common student expectations to facilitate success. Adults provide clarity for all students by defining expectations for instructional and non-instructional settings, allowing equitable access to all areas of the school experience. In this replication study, we explored educator priorities of behavioral expectations in classroom and non-instructional settings for students as measured by the Schoolwide Expectations Survey for Specific Settings (SESSS). We analyzed faculty and staff data from 10 U.S. schools whose leadership teams participated in a yearlong professional learning series to design their Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention. Results indicated educators across school levels (elementary, middle, high) had similar v...
Research Interests:
Research Interests:
Research Interests:
This is the fourth quarterly issue of a year-long publication effort of the Report on Emotional & Behavioral Disorders in Youth ( EBDY ) that highlights the tenants of the PatientCentered Outcomes Research Institute (PCORI). PCORI is an... more
This is the fourth quarterly issue of a year-long publication effort of the Report on Emotional & Behavioral Disorders in Youth ( EBDY ) that highlights the tenants of the PatientCentered Outcomes Research Institute (PCORI). PCORI is an independent nonprofit organization created by Congress to fund research that helps patients and their families make informed healthcare decisions. It supports studies that compare which treatment options work best for different people based on the outcomes that are most important to the patients and their families. This approach, known as Patient-Centered Outcomes Research, or PCOR, requires the engagement of patients, caregivers, insurers, clinicians, and others across the healthcare community throughout the research process (PCORI, 2016). As noted by
In this article, we have introduced a key challenge confronting the fields of education and mental health: the need for early detection of EBDs among students and a framework for early response to their needs. Next, we offered a potential... more
In this article, we have introduced a key challenge confronting the fields of education and mental health: the need for early detection of EBDs among students and a framework for early response to their needs. Next, we offered a potential solution: prioritizing strong, integrated partnerships between education and mental health systems. Following this discussion, we provided two illustrations (1) teacher-completed behavior screening within a Ci3T model of prevention in an elementary school setting and (2) student self-reported mental health screening in the high school setting. The differences in the screening measures used in the two illustrations are important. The first illustrates universal behavior screening conducted as part of regular school practices to inform instruction. Teacher-completed screeners are based on observed student behaviors, with screening as a way to measure and monitor teachers' observations. The second illustrates the use of mental health screening (st...
Research Interests:
Research Interests:
The debate around recent implementation of the Common Core State Standards (CCSS) has perplexed many policy makers, practitioners, and researchers; yet, there remains broad agreement for the need to improve reading outcomes and college... more
The debate around recent implementation of the Common Core State Standards (CCSS) has perplexed many policy makers, practitioners, and researchers; yet, there remains broad agreement for the need to improve reading outcomes and college and career readiness for all students, including students with disabilities. One of the most vulnerable populations with disabilities in terms of college and career readiness is students with emotional disorders (ED). A considerable percentage of students with ED encounter unfavorable academic and long-term outcomes, often due to reading difficulties and behavioral variables that impede learning. To date, the impact of rising expectations in reading on the education of students with ED has been absent from this conversation about CCSS. In this article, we consider the implications of new reading expectations in the critical period of Grades 6 through 12 for students with ED. First, we summarize grade-level expectations of the standards. We next descri...
Research Interests:
We report findings of a convergent validity study examining the internalizing subscale (SRSS-15) of the newly adapted Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE12) with the internalizing subscale of the... more
We report findings of a convergent validity study examining the internalizing subscale (SRSS-15) of the newly adapted Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE12) with the internalizing subscale of the Teacher Report Form (TRF; Achenbach, 1991) conducted in 13 schools across three states with 195 kindergarten through fifth-grade elementary students. Results of logistic regression and receiver operating characteristics curves suggest the following cut scores for the SRSS-15: 0–1 low risk, 2–3 moderate risk, and 4–15 high risk for internalizing behavior patterns, relative to the internalizing subscale of the TRF subscale. Limitations and future directions are discussed, along with illustrations of how to use the SRSS-15 scores for decision making in a tiered system of supports.
Research Interests:
We report findings of a validation study exploring the Student Risk Screening Scale (SRSS; Drummond, 1994) for use with English learners (ELs) attending a large suburban elementary school. First, we explored the reliability of the SRSS by... more
We report findings of a validation study exploring the Student Risk Screening Scale (SRSS; Drummond, 1994) for use with English learners (ELs) attending a large suburban elementary school. First, we explored the reliability of the SRSS by examining internal consistency, with results indicating adequate internal consistency (.83). Second, we examined and established a convergent validity of the SRSS scores with the social skills improvement system–performance screening guide (SSiS-PSG; Gresham & Elliott, 2007) and the systematic screening for behavior disorders (SSBD; Walker & Severson, 1992). Results indicated that SRSS scores were negatively correlated with SSiS-PSG scores, thereby suggesting that an increased behavioral risk is associated with decreases in teacher-reported reading performance, math performance, motivation to learn, and prosocial behaviors. In addition, the results yielded additional evidence of convergent validity with SSBD and SRSS scores. SRSS scores improved th...
Research Interests:
Research Interests:
Research Interests:
Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions... more
Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers’ expectations of student behavior to examine the extent to which school characteristics (e.g., poverty, mobility, enrollment, school level) predicted teacher expectations. Our results corroborated findings of earlier studies indicating that teachers consistently placed greater emphasis on cooperation and self-control skills relative to assertion skills. Contrary to our expectations, we found that the level of school risk did not predict the importance teachers place on cooperation, assertion, and self-control skills. Some prominent differences, however, were found across elementary, middle, and high school levels, highlighting the importance of intentional communication and deliberate planning to help at-risk students transition across grade levels. We discuss limitations and future directions.
... Thus, although suggestions for improving the reading performance of younger elementary-aged students with E/BD have been developed (Coleman & Vaughn, 2000; Levy & Chard, 2001), a specific set of... more
... Thus, although suggestions for improving the reading performance of younger elementary-aged students with E/BD have been developed (Coleman & Vaughn, 2000; Levy & Chard, 2001), a specific set of guidelines does not exist for these students in junior high or high school ...
Research Interests:
... Behavior Support Plans: Evidence for the Reliability and Structure of the Primary Intervention Rating Scale Kathleen Lynne Lane, Jemma Robertson Kalberg, Allison Leigh Bruhn, Steven A. Driscoll, Joseph H. Wehby, and Stephen N. Elliott... more
... Behavior Support Plans: Evidence for the Reliability and Structure of the Primary Intervention Rating Scale Kathleen Lynne Lane, Jemma Robertson Kalberg, Allison Leigh Bruhn, Steven A. Driscoll, Joseph H. Wehby, and Stephen N. Elliott Vanderbilt University Abstract. ...
Research Interests:
Research Interests:
Schools have become the most common setting for youth to receive additional supports—including access to mental health services serving as an entry point for identification and subsequent provision of these services. Many schools rely on... more
Schools have become the most common setting for youth to receive additional supports—including access to mental health services serving as an entry point for identification and subsequent provision of these services. Many schools rely on office discipline referral (ODR) or suspension data as informal screeners for students who may need additional supports. Discipline data may be effective at identifying students with externalizing behaviors, yet students with internalizing behaviors may not engage in behaviors that warrant an ODR or suspension. As such, these students may go undetected in the absence of systematic screenings. This study explored whether a universal behavior screener identified students at risk for externalizing and internalizing concerns who may not have been identified through ODRs. The Student Risk Screening Scale for Internalizing/Externalizing (SRSS-IE) was completed for 1,201 elementary students in 3 elementary schools. SRSS-IE data were used to predict year-en...
Research Interests:
ABSTRACT Introduction to special series on perspectives of senior scholars regarding the future of issues related to special education.
EJ864447 - Improving the Early Literacy Skills of Students at Risk for Internalizing or Externalizing Behaviors with Limited Reading Skills.
Research Interests:
Research Interests:
... Students in Group 1 were Dan, Luke, Tad, Annie, and Adam; students in Group 2 were Jessie, Kate, Alex, and Jake. ... Rating System (SSRS; Gresham & Elliott, 1990) were chosen to provide informa-tion on the three learner... more
... Students in Group 1 were Dan, Luke, Tad, Annie, and Adam; students in Group 2 were Jessie, Kate, Alex, and Jake. ... Rating System (SSRS; Gresham & Elliott, 1990) were chosen to provide informa-tion on the three learner characteristics found by Nelson, Benner, and Gonzalez ...
Research Interests:
Research Interests:
This paper examined: (a) the accuracy of teacher nominations in identifying (n = 86) students with and without academic and behavioral concerns; and (b) the degree to which these different types of students responded to the multileveled... more
This paper examined: (a) the accuracy of teacher nominations in identifying (n = 86) students with and without academic and behavioral concerns; and (b) the degree to which these different types of students responded to the multileveled intervention program. Results suggest that teachers were highly accurate in discriminating among students with academic concerns (n = 26), behavioral concerns (n = 29), combined concerns (n = 16), and typical performances (n = 15) using academic variables at the state and local levels as well as behavioral variables (e.g., school records and teacher report data). Collectively, district-level academic variables and behavioral variables accounted for 98% of the variance among the four groups. There were also differences in how these different categories of students responded to a multileveled intervention model. Limitations and directions for future research are discussed.
Research Interests:
Research Interests:
Research on school social dynamics suggests that antisocial behavior is often supported by peer group processes particularly during late childhood and adolescence. Building from a social interactional framework, this article explores how... more
Research on school social dynamics suggests that antisocial behavior is often supported by peer group processes particularly during late childhood and adolescence. Building from a social interactional framework, this article explores how information on the social functions of aggressive and disruptive behavior may help to guide function-based interventions to prevent the involvement of students with disabilities in antisocial behavior. The conceptual foundations of a functional perspective of problem behavior are reviewed along with empirical research on the social factors and processes that contribute to the development and maintenance of antisocial patterns. From this background, the social problems that may occur among students with disabilities are examined as potential risk factors for involvement in antisocial behavior and implications for assessment and intervention are considered from a social functions perspective.
Research Interests:
EJ752723 - Students Educated in Self-Contained Classrooms and Self-Contained Schools: Part II--How Do They Progress over Time?.
Research Interests:
Although functional assessment-based interventions have produced desired outcomes in student behavior in applied settings, most of those interventions involved strong, sustained participation with researchers in intervention design,... more
Although functional assessment-based interventions have produced desired outcomes in student behavior in applied settings, most of those interventions involved strong, sustained participation with researchers in intervention design, implementation, and assessment. In this article, we describe a systematic approach to designing, implementing, and evaluating function-based interventions that was developed by Umbreit, Ferro, Liaupsin, and Lane (2007) and was implemented using a collaborative process with the teacher as the primary interventionist and assessor. Second, we document two experiments conducted using this systematic approach. Results of both withdrawal designs revealed a functional relation between the intervention procedures and the dependent variables. Further, both interventions were rated as socially valid by the teacher and students. Implications for educational practices are discussed.
Research Interests:
Increasing students’ opportunities to respond (OTR) is a low-intensity strategy effective in increasing engagement. Building on the work of Haydon and colleagues, we compared two types of OTR, choral and mixed (70% choral, 30%... more
Increasing students’ opportunities to respond (OTR) is a low-intensity strategy effective in increasing engagement. Building on the work of Haydon and colleagues, we compared two types of OTR, choral and mixed (70% choral, 30% individual), to examine the utility of these strategies in increasing active student responding and accuracy during mathematics for two elementary-age students with internalizing behaviors. Results indicated the general education teacher implemented both OTR strategies with high fidelity with limited university support. However, results of this alternating treatment design were unable to distinguish either choral or mixed responding as superior to the other. Results suggested one student showed high active student responding with less than 80% accuracy, whereas the other student was highly accurate but responded less than 75% of the time. In the discussion, we highlight reasons why the two OTR strategies had similar effects on student outcomes, consider implic...
Research Interests:
This study examined the effectiveness of social skills instruction for seven elementary-age students at risk for antisocial behavior who were unresponsive to a schoolwide primary intervention program. Students received instruction in... more
This study examined the effectiveness of social skills instruction for seven elementary-age students at risk for antisocial behavior who were unresponsive to a schoolwide primary intervention program. Students received instruction in social skills in a small-group setting over a 10-week period. A comprehensive list of acquisition deficits was generated for each student using an empirically validated assessment tool. These acquisition deficits became the core content of each intervention group. Results revealed lasting decreases in both disruptive behaviors in the classroom and negative social interactions on the playground. Students also experienced increases in percentage of academic engaged time. Findings from a social validity measure indicated that students viewed the intervention procedures as acceptable and reportedly used the newly acquired skills in multiple settings. Limitations are discussed, and directions for future research are provided.
Research Interests:
In this manuscript, we (a) briefly describe proposed open-science practices to increase transparency of research in special education and related disciplines, and (b) provide recommendations for research funders, professional societies,... more
In this manuscript, we (a) briefly describe proposed open-science practices to increase transparency of research in special education and related disciplines, and (b) provide recommendations for research funders, professional societies, journal editors and publishers, and individual researchers to support awareness, exploration, and adoption of open science.
ABSTRACT In this systematic review, we evaluated the evidence-base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at-risk for emotional or behavioral disorders (EBD). First,... more
ABSTRACT In this systematic review, we evaluated the evidence-base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at-risk for emotional or behavioral disorders (EBD). First, we evaluated the quality of studies identified (n = 13) by applying the Quality Indicators for single case (Horner et al., 2005) and for group (Gersten et al., 2005) design research. Second, we assessed whether SRSD for writing met the standards as an evidence-based practice for students with or at-risk for EBD. All articles met 80% or more of the Quality Indicators (weighted coding range: 6.17-7.00 for single case design; 3.5-4.0 for group design). Results suggested SRSD for writing met standards as an evidence-based practice for this population. The need for future research and implications for practitioners are posed. Limitations and directions for future inquiry are addressed.
Research Interests:
... Title: Social and Academic Profiles of Externalizing and Internalizing Groups: Risk Factors for Emotional and Behavioral Disorders. ... Title: Social and Academic Profiles of Externalizing and Internalizing Groups: Risk Factors for... more
... Title: Social and Academic Profiles of Externalizing and Internalizing Groups: Risk Factors for Emotional and Behavioral Disorders. ... Title: Social and Academic Profiles of Externalizing and Internalizing Groups: Risk Factors for Emotional and Behavioral Disorders. ...
Research Interests:
Research Interests:
Research Interests:
Research Interests:
... comparison to the “poor” readers, the “rich” readers spend more time reading, encounter more words (Allington, 1984; Juel, 1988), and ... academic failure, school dropout, impaired relationships with peers and adults, criminality,... more
... comparison to the “poor” readers, the “rich” readers spend more time reading, encounter more words (Allington, 1984; Juel, 1988), and ... academic failure, school dropout, impaired relationships with peers and adults, criminality, unemployment, and welfare serv-ices (Walker et al ...
Research Interests:
... Disorders Educated in Self-Contained Classrooms and Self-Contained Schools: Part IAre They More Alike Than Different? Kathleen L. Lane, Joseph H. Wehby, M. Annette Little, and Cristy Cooley Peabody College of Vanderbilt University ...
Research Interests:
Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the... more
Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research.
Research Interests:
Research Interests:
Research Interests:
We report findings of two validation studies of the Student Risk Screening Scale for Early Childhood (SRSS-EC). Although previous exploratory inquiry suggested a two-factor solution, results of Study 1 conducted with 274 preschool-age... more
We report findings of two validation studies of the Student Risk Screening Scale for Early Childhood (SRSS-EC). Although previous exploratory inquiry suggested a two-factor solution, results of Study 1 conducted with 274 preschool-age youth suggested mixed support for a two-factor model, with only one fit index suggesting an adequate fit (incremental index, comparative fit index [CFI] = 0.963). However, results did provide additional evidence of convergent validity between SRSS-EC and Strengths and Difficulties Questionnaire scores. In Study 2, results of convergent validity studies with 90 preschool-age children offered evidence between SRSS-EC and (a) Social Skills Improvement System—Performance Screening Guide and (b) Caregiver—Teacher Report Form (C-TRF) scores. Results suggested the following cutting scores: SRSS-EC E7 (0–5 low, 6–7 moderate, 8–21 high risk) and SRSS-EC I4 (0–2 low, 3–4 moderate, and 5–12 high risk), with C-TRF scores as the criterion. We discuss limitations and directions for future inquiry.
Research Interests:
ABSTRACT This study examined differences between teacher and parent ratings of social skills in a sample of adolescent students (n = 33) previously identified in the elementary grades as at risk for academic or behavioral concerns, or... more
ABSTRACT This study examined differences between teacher and parent ratings of social skills in a sample of adolescent students (n = 33) previously identified in the elementary grades as at risk for academic or behavioral concerns, or both. Findings suggest a core of 4 classroom behavioral expectations for social competence consistent across elementary and secondary school teachers. Furthermore, parents and teachers of adolescents with behavior problems reported different behavioral expectations. Teachers value behaviors almost entirely in the cooperation domain, rating skills that display assertion and self-control as less important for success in the classroom. Conversely, parents of children with behavior problems at school value behaviors at home in the self-control, responsibility, and assertion domains rather than cooperation skills. Although this may be situation specific, the fact that teachers and parents differentially judged adolescents with behavior problems from their peers suggests several potential targets for early prevention or intervention in collaboration with parents. Implications for future research and practice are discussed.