Related Services Personnel Research Articles

Technology-Mediated Consultation to Assist Rural Students: A Case Study

Emerging videoconferencing technologies permit face to face communication in a virtual, real time manner so that educational expertise can be shared across geographical boundaries. Although demonstrations of successful use of videoconferencing to share expertise of teachers and related service personnel go back 20 years, the sustained use of technology for this purpose has yet to occur. This paper describes a case study in which consultation was delivered to a special education classroom in a remote region to help develop and implement the IEP for a young child with autism. While there was a clear benefit to the child in this case, collateral technological and programmatic challenges were never fully overcome, thus shortcutting the intended intervention. Issues that must be resolved for families and local education agency personnel to benefit from the expertise of consultants at a distance are discussed.

Social—Behavioral Skills of Elementary Students with Physical Disabilities Included in General Education Classrooms

In this study, the authors examined strengths and limitations in the social—behavioral skills of elementary students with physical disabilities included in general education classrooms. The sample consisted of 62 special education students with physical impairments (25 girls & 37 boys) attending kindergarten through Grade 6 in public schools. Students with cognitive or sensory impairments were excluded. Teachers and related services personnel rated these students' skills using Part III, Activity Performance, of the School Function Assessment. On 6 of the 7 scales, more than 40% of the students performed below the grade-expected level. Findings were similar for the exploratory composite scales examining initiative and social problem-solving. Low total scores reflected more frequent ratings of inconsistent performance on skill items rather than an inability to perform. Although these difficulties are subtle, they may limit effective school participation.

Influences on teacher education student attitudes toward youth who are HIV+

AbstractThe expectations, attributions, and reactions toward children and youth who have contracted HIV/AIDS warrant close attention from parents, teachers, related service personnel, and others who will interact with these students in the schools. Those who are misinformed or unaware of their beliefs may inadvertently discriminate against children and youth with the disease. This study examined factors that influence judgments about children and youth with HIV/AIDS in a sample of teacher education students. Course of infection of HIV accounted for significant differences in the participants' judgments about responsibility and blame for contracting the disease and also fearfulness and attitudes reflecting isolation for these youth. Educational professionals should be aware of the many negative attributions placed on adolescents who are diagnosed as HIV+ and be prepared to act as facilitators when designing appropriate interventions to assist these students. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 211–219, 2004.

Development, Implementation, and Sustainability of Comprehensive School-Wide Behavior Management Systems

Effective management of student behavior begins with viewing each school as a comprehensive system in which teachers, administrators, related service personnel, parents, and students all play a part. In this article, we describe the PAR Comprehensive Behavior Management system, a process-based model in which collaborative teams work together to form consensus on a positive and supportive school-wide approach to behavior management for all children. After presenting the conceptual underpinnings and assumptions of the model, we highlight the content and processes used to introduce and sustain the program. Methods for evaluating the approach and a summary of outcomes from several model demonstration sites are also presented.

A History of Federal Support for Preparing Special Educators and Related Services Personnel to Serve Children and Youth with Disabilities

This article provides an historical analysis of federal support for personnel preparation in special education. The evolution of the program is traced in terms of its continued emphasis on increasing the quality and improving the quality of special education personnel as well as building capacity for preparation of future generations of qualified personnel.

Updating Knowledge and Skills of Practitioners in Rural Areas: A Web-based Model

Technology-mediated distance education models have had a major impact on preservice and inservice preparation of special education and related services personnel over the last several decades. The increasing availability of Internet access and the multimedia capabilities of the World Wide Web have combined to spur the growth of online programs as a medium for both initial certification and continuing activities. This study reports the development, implementation, and evaluation of four courses designed as professional development activities for practicing personnel working in early intervention, early childhood special education, elementary and secondary special education, and adult disability services in rural areas of West Virginia and the surrounding Appalachian region. The article explains the process used to create learning materials and technology formats for presentation of content and interaction with learners, outlines the steps in developing and implementing the courses, and presents the results of evaluation activities conducted to assess learning outcomes and participant perceptions of the online learning experience. The findings of this study suggest that Web-based instruction is a viable mode for delivering staff development. Participants demonstrated the acquisition of new knowledge and skills, expressed satisfaction with most aspects of online teaching and learning, and reported specific applications of the information in their own classroom and intervention program settings.

Useful Practices in Inclusive Education: A Preliminary View of What Experts in Moderate to Severe Disabilities are Saying

We examined the opinions of experts in the field of moderate to severe disabilities on useful practices for inclusive education across nine categories of practices: Promoting inclusive values in the school; collaboration between general and special educators; collaboration between educators and related service providers; family involvement; choosing and planning what to teach; scheduling, coordinating, and delivering inclusive services within the school; assessing and reporting student progress on an ongoing basis; instructional strategies; and supporting students with challenging behavior. An examination of emergent themes within each category yielded a rich description of the depth and breadth of practices that are perceived by these experts as useful in promoting and sustaining successful school inclusion. Importantly, many of the identified practices require some level of educational service restructuring, including redefining the roles and functions of special education teachers, related services personnel, and classroom teachers. We also found that our sample of experts relied on sources of information other than empirical research in the development of their stores of wisdom on useful practices. Although preliminary in nature, our study contributes to the growing body of literature on inclusive education. It describes a range of practices perceived by a sample of experts to be associated with successful school inclusion. It also identifies a number of important themes that can inform future research in this area.

Collegial Study Groups: A Strategy for Creating Shared Visions of Assistive Technology Outcomes

While assistive technology devices are common in most schools, to date assistive technology appears to be acquired more frequently in response to advocacy efforts on behalf of individual students rather than as the result of systemic evaluation of the needs of all students. While such efforts are developmentally noteworthy, they are hardly adequate for achieving large-scale benefits. The purpose of this article is to describe professional development and change strategies for fostering collaborative and systemic efforts to consider assistive technology and evaluate its impact. A self-study process is used to engage teachers, administrators, and related service personnel in a series of collegial conversations about assistive technology outcomes. Four topics are used to structure the conversations: (a) assistive technology and human performance, (b) assistive technology consideration, (c) assistive technology service delivery systems, and (d) accountability initiatives. Group processes are critical for the profession if we are to move beyond individual visions to common, shared visions of the ways assistive technology enhances independence, communication, mobility, and learning opportunities for students with disabilities. The implications of these professional development and change strategies are noted relative to current practice, policy, and future research.

So You're a Distance Learner? Tips and Suggestions for Rural Special Education Personnel Involved in Distance Education

Distance education technology is rapidly becoming a means for delivering both preservice and inservice courses and content for rural teachers, paraprofessionals, related service personnel, and others involved in special education. Yet, learning at a distance can be both intimidating and challenging. This article is designed to be distributed to distance education students by distance education instructors and describes how persons who find themselves involved in distance learning can break down barriers that inhibit learning and make the most of the experience. The tips and suggestions offered are based on the experience of instructors and participants who have been involved in university distance education courses and activities since 1989 and on suggestions from publications stemming from special education programs in distance education.

Distance Education Programs Preparing Personnel for Rural Areas: Current Practices, Emerging Trends, and Future Directions

In this study, a review of the professional literature from 1985 through 1999 was conducted to identify any reports of technology-mediated distance education programs designed to prepare special education and related services personnel in rural areas. Data collection involved an index search of refereed journals as well as conference programs or proceedings of professional organizations, an online search of Web sites of colleges and universities, and contacts with professional colleagues known to be engaged in distance education. For each reference or report located, data were collected to answer questions related to the target population, the technologies used for delivery, the program components, the funding sources, and the intended outcomes of the program. Where needed data were lacking, researchers sought additional information by reviewing the program's Web site, brochure or other material, and interviewing personnel reposnsible for each program to clarify inconsistencies ro obtain missing data. Analysis of the data revealed that many of the distance education programs that currently exist in special education and related services are focussed on personnel preparation in rural areas. In addition, the technologies utilized for distance education have changed considerably over time as new options became available, with most programs making use of a combination of media for distance delivery. The demonstrated longevity of many distance education programs suggests that this mode of delivery will continue to have a major impact on personnel supply and demand in rural special education and disability services in the years to come.

Multi-University Collaboration via Distance Learning to Train Rural Special Education Teachers and Related Services Personnel

This article describes a multi-university model for delivering a course via distance learning in Kentucky. The course, Transdisciplinary Services to Students with Deafblindness and Other Multiple Disabilities, was offered through compressed video to students at three (3) universities, one (1) private college and four (4) additional sites. A lead instructor (first author) and a team of specialists from various disciplines (e.g., nursing, vision, physical therapy) taught the course. Participating students at the graduate and undergraduate levels observed team assessments, engaged in consensus building activities and developed group projects to develop their teaming skills. Evaluation data, collected at the end of the course, suggest that this format has promise for teaching courses where single institutes of higher education, particularly those in rural regions, may have limited resources. Suggestions are offered for meeting the challenges associated with this type of delivery.

A Staff Development Program in Attention Deficit Hyperactivity Disorder

The purpose of this article is to describe a staff development program in attention deficit hyperactivity disorder (AD/HD) designed to increase the knowledge and skills of special and general educators, administrators, and related services personnel. First, a rationale is provided to support the need for staff development in AD/HD. Second, the content of the program is described as it reflects the research base in AD/HD. Third, procedures for tailoring and delivering the program to specific audiences are presented. Finally, strategies are suggested to evaluate the effectiveness of the AD/HD staff development program.

Comparison of Service Delivery Models Influencing Teachers' Use of Assistive Technology for Students with Severe Disabilities

Since the 70s and 80s the use of assistive technology in the classroom setting for individuals with severe disabilities has emerged. Assistive technology has provided a new set of tools which allow students to achieve a greater level of independence. Literature review has indicated the need for additional training of related service and classroom personnel in the use of this technology. Training would promote confidence levels in assistive technology application, which may result in increased daily use within the educational domains.The purpose of this research study was to investigate the perceived effectiveness of consultation versus direct service delivery models that influence special educators' and paraprofessionals' use Of assistive technology with students who have severe disabilities. Thirty special educators and sixteen paraprofessionals completed a questionnaire regarding their use of assistive technology with their students and the service delivery model they perceived to be most effective. The results indicated no significant difference between teachers' and paraprofessionals' perceived effectiveness of service delivery models. However, descriptive data did suggest that teachers were utilizing and benefiting from collaborative consultation services when training students with severe disabilities. Limitations to the study and recommendation for further research are also discussed.

Checklist for Successful Implementation of Field-Based Research

In this paper, we describe a checklist for the implementation of a collaborative model for conducting field-based research. The purpose of this checklist is to provide assistance to university personnel interested in implementing quantitative single subject research investigations in field-based settings with classroom teachers, practicum students, or related services personnel implementing the intervention and assisting in data collection. Specifically, this checklist is designed to be used with personnel who may or may not have a history of implementing research or an understanding of experimental control. We describe the rationale for the development of this checklist and offer practical suggestions that may result in positive, collaborative research experience.

Creating Socially Supportive Environments for Fully Included Students who Experience Multiple Disabilities

This investigation analyzed the effectiveness of an intervention designed to facilitate the social inclusion of three students who experienced significant physical and intellectual challenges and, for two students, dual sensory impairments. The children were full-time members of two first-grade and one fourth-grade classrooms. The individualized intervention package included three major components: (a) provision of ongoing information to classmates about the communication system, adaptive equipment, and educational activities of the students with disabilities in the context of naturally occurring interactions between the students and their classmates or during “club” meetings; (b) identification and utilization of various media that could serve as the basis for interactive exchanges between the focus students and others; and (c) ongoing facilitation by educational staff of social exchanges between students and their classmates through the establishment of a “buddy” system, arrangement of interactive activities across the day, and prompting and interpreting communicative exchanges when necessary. All aspects of intervention were implemented by educational staff including general education and inclusion support teachers, paraprofessionals, and related service personnel. An analysis of the interactive patterns between the focus students and others indicated that when the intervention was fully implemented, there were increases in (a) reciprocal interactions with peers, (b) focus student-initiated interactions, and (c) focus student-initiated interactions that were comments (with no increase in requests or protests). In addition, there were decreases in assistive interactions with paraprofessionals. The social validity of changes in interactive patterns between the focus students and their classmates was established through interviews with the students' friends and their teachers.

Families of Children with Disabilities in Elementary and Middle School: Advocacy Models and Strategies

During the elementary and middle school years, the needs of the child with disabilities center on acquiring appropriate academic, social, community access, and self-management skills. Family members must work together with a wide array of educational and related services personnel on behalf of their child with a disability and, at the same time, care for the needs of all members of the family. This article describes models and methods of advocacy, including self-advocacy, social support advocacy, interpersonal advocacy, and legal advocacy. Particular emphasis is placed on advocacy strategies for individual family members of the child with disabilities during the elementary and middle school years.

Teamwork toward Inclusion: A School System and University Partnership for Practicing Educators

Abstract The graduate program described in this paper was designed by university and school system personnel who envisioned side-by-side preparation of practicing educators from varied disciplines for inclusion. Special educators, general educators, and related service personnel were recruited for this newly designed program. Collaborative development of the program was based on a common need from both entities to increase teachers' understanding and systematic use of inclusive practices. Unique features included (a) core courses that all educators completed together to maximize collaborative learning in university classrooms, (b) applied projects in educators' classrooms as a significant portion of university course requirements, and (c) the designation of a school system and university person to support this project's efforts. Key components of the program are described including examples of teacher projects, benefits for the university and school system, and significant changes in teachers' practices as a result of this collaborative effort.

The Training and Support Needs of Paraprofessionals in Rural Special Education

Over 1,000 surveys were distributed to randomly selected paraprofessionals, teachers, related service personnel, and administrators throughout three of the most sparsely populated states (North Dakota, South Dakota, and Wyoming) to study the training and support needs of paraprofessionals in rural settings. The need for additional training is apparent since the paraprofessionals surveyed requested assistance in understanding students with disabilities, their roles as paraprofessionals, task analysis procedures, and the Individual Educational Program (IEP) process. Other findings address the quality of supervision, previous training, and other factors which influence paraprofessionals career decisions. Recommendations center on strategies for providing high-quality, cost effective training that also permits paraprofessionals the opportunity to receive certification as a special education teacher.

Employment of Related Service Personnel in Preschool Programs: A Survey of General Early Educators

This report describes a mail survey of general early childhood educators to determine the extent to which representatives from various disciplines, commonly found on early childhood education teams, are employed by general early education programs. Randomly selected respondents were from four types of programs: Head Start, public school prekindergarten, public school kindergarten, and community preschool/child care. Of the 893 mailed questionnaires, 483 (54.1%) were returned and coded. Respondents indicated that programs that enrolled at least one child with disabilities tended to employ higher percentages of personnel in related service disciplines than did programs with no children with disabilities. Among other results, surveys indicated that relatively few programs reported having sufficient related service personnel to form basic team constellations.

Prereferral interventions: Quality indices and outcomes

Quality indicators of prereferral interventions (i.e., behavioral definition, direct measure, step-by-step plan, treatment integrity, graphing of results, and direct comparison to baseline) were investigated as predictors of prereferral intervention outcomes with a sample of regular education teachers and related services personnel on the same 312 students. The majority of the prereferral interventions were deficient in these critical areas; however, the presence of quality indices was related to positive student outcomes. The results suggested that (a) prereferral interventions varied dramatically in quality, (b) the use of quality indices influenced the outcomes of prereferral interventions, and (c) improved quality of interventions led to more successful outcomes for students.