Research and Practice for Persons with Severe Disabilities This is an RSS file. You can use it to subscribe to this data in your favourite RSS reader or to display this data on your own website or blog.

Books Received in 2016
(Source: Research and Practice for Persons with Severe Disabilities)
Source: Research and Practice for Persons with Severe Disabilities - November 8, 2016 Category: Disability Tags: Information and Announcements Source Type: research

Guest Reviewers in 2016
(Source: Research and Practice for Persons with Severe Disabilities)
Source: Research and Practice for Persons with Severe Disabilities - November 8, 2016 Category: Disability Tags: Information and Announcements Source Type: research

Book Review: Instruction of Students With Severe Disabilities by Brown, F., McDonnell, J., & Snell, M. E. (Eds.)
(Source: Research and Practice for Persons with Severe Disabilities)
Source: Research and Practice for Persons with Severe Disabilities - November 8, 2016 Category: Disability Authors: Agran, M. Tags: Book Reviews Source Type: research

Book Review: Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum by Keen, D., Meadan, H., Brady, N. C., & Halle, J. W. (Eds.)
(Source: Research and Practice for Persons with Severe Disabilities)
Source: Research and Practice for Persons with Severe Disabilities - November 8, 2016 Category: Disability Authors: Mirenda, P. Tags: Book Reviews Source Type: research

Book Review: Disability Servitude: From Peonage to Poverty by Beckwith, R.-M.
(Source: Research and Practice for Persons with Severe Disabilities)
Source: Research and Practice for Persons with Severe Disabilities - November 8, 2016 Category: Disability Authors: Ferguson, P. M. Tags: Book Reviews Source Type: research

Special Education Teachers Perceptions of Preparedness to Teach Students With Severe Disabilities
In the current study, special education teachers’ perceptions of preparedness to implement recommended practices for students with severe disabilities were examined. A vignette-style survey was sent to special education teachers assigned to teach students with severe disabilities. Overall, respondents reported higher perceptions of preparedness to manage educational programs than to provide direct services to students with severe disabilities. Teachers with a generalist (i.e., cross-categorical) licensure were significantly less prepared to meet intensive medical, communication, and instructional needs of students wi...
Source: Research and Practice for Persons with Severe Disabilities - November 8, 2016 Category: Disability Authors: Ruppar, A. L., Neeper, L. S., Dalsen, J. Tags: Articles Source Type: research

Accomplishing More Together: Influences to the Quality of Professional Relationships Between Special Educators and Paraprofessionals
Fostering and maintaining strong collaborative relationships are critically important for paraprofessionals and special education teachers working together to provide a high-quality education for students with severe disabilities. Through in-depth interviews with 22 teachers and paraprofessionals comprising nine educational teams, we examined educator perspectives on what influences the quality of their professional relationships, as well as how their perspectives on these influences converged or diverged. Teachers and paraprofessionals identified five themes of influences to the quality of their relationships: teacher inf...
Source: Research and Practice for Persons with Severe Disabilities - November 8, 2016 Category: Disability Authors: Biggs, E. E., Gilson, C. B., Carter, E. W. Tags: Articles Source Type: research

Day Habilitation Services for People With Intellectual and Developmental Disabilities in Medicaid Home and Community-Based Services Waivers
Medicaid Home and Community-Based Services (HCBS) 1915(c) waivers are one of the largest providers of long-term services and supports for people with intellectual and developmental disabilities (IDD). HCBS waivers also play a prominent role in providing day habilitation services for people with IDD. The purpose of this study was to examine how HCBS waivers allocate day habilitation services for people with IDD. HCBS waivers providing day habilitation services for people with IDD were analyzed to determine service utilization and projected expenditures. In fiscal year 2014, HCBS waivers projected US$5.62 billion of funding ...
Source: Research and Practice for Persons with Severe Disabilities - November 8, 2016 Category: Disability Authors: Friedman, C. Tags: Articles Source Type: research

Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability
This study investigated educational experiences for students with significant cognitive disability (SCD) taught in self-contained high school classrooms. Nineteen students and nine teachers across five high schools and four school districts participated. A time-sampling method was used to describe the ecological, teacher, and student behaviors of these classrooms. Field notes were collected and analyzed as well. Results revealed that students in these classrooms were often passively engaged and had few opportunities to learn from rigorous curriculum. Instructors engaged in few practices known to be effective in supporting ...
Source: Research and Practice for Persons with Severe Disabilities - November 8, 2016 Category: Disability Authors: Kurth, J. A., Born, K., Love, H. Tags: Articles Source Type: research

Schoolwide Positive Behavior Supports and Students With Significant Disabilities: Where Are We?
This article describes the evolution of positive behavior intervention and supports into the SWPBS approach used in many schools today, highlighting the impact on, and inclusion of, SWPBS on students with severe disabilities. In particular, implications for researchers are addressed, including the appropriateness, accessibility, and availability of SWPBS for students with severe disabilities, and the potential of SWPBS to facilitate inclusive schools. (Source: Research and Practice for Persons with Severe Disabilities)
Source: Research and Practice for Persons with Severe Disabilities - July 31, 2016 Category: Disability Authors: Kurth, J. A., Enyart, M. Tags: Exchange Source Type: research

Inclusive Education National Research Advocacy Agenda: A Call to Action
The TASH Inclusive Education National Committee responded to Horner and Dunlap’s call to ensure that future research integrates inclusive values with strong science by developing an inclusive education national research advocacy agenda. Qualitative methods were implemented to answer three questions: (a) What is the state of inclusive education research? (b) What research still must be done? and (c) What are recommendations for a national inclusive education research advocacy agenda? The findings include 15 areas organized within three domains advocating for continued research across systems-level capacity building, b...
Source: Research and Practice for Persons with Severe Disabilities - July 31, 2016 Category: Disability Authors: Morningstar, M. E., Allcock, H. C., White, J. M., Taub, D., Kurth, J. A., Gonsier-Gerdin, J., Ryndak, D. L., Sauer, J., Jorgensen, C. M. Tags: Exchange Source Type: research

Acquired Severe Disabilities and Complex Health Care Needs: Access to Inclusive Education
This case study examined one high school student’s access to inclusive education and experiences in an inclusive English class after he acquired severe disabilities and complex health care needs from a nontraumatic brain injury. Multiple sources of data (i.e., interviews, field notes, and documents) were collected and analyzed to formulate understanding of the unique particularities of this intrinsic, naturalistic case. Findings were organized into four major themes: (a) school reentry and adjustment, (b) communication access, (c) social inclusion, and (d) curricular access and assessment. Analysis of these major the...
Source: Research and Practice for Persons with Severe Disabilities - July 31, 2016 Category: Disability Authors: Ballard, S. L., Dymond, S. K. Tags: Articles Source Type: research

A Systematic Review of Informal Relationships Among Parents of Individuals With Intellectual Disability or Autism
We present findings addressing three related relationship dimensions: the affiliations parents report having, their perceptions of these informal relationships, and the supports exchanged within these relationships. This collection of studies incorporated a wide range of measures to characterize these relationships, highlighting the complexities of capturing this aspect of parents’ lives. We discuss implications for future research and translating these efforts to improve the lives of parents of children with IDD. (Source: Research and Practice for Persons with Severe Disabilities)
Source: Research and Practice for Persons with Severe Disabilities - July 31, 2016 Category: Disability Authors: Boehm, T. L., Carter, E. W. Tags: Articles Source Type: research

Use of Video Modeling to Teach Developmentally Appropriate Play With Korean American Children With Autism
Given the increased number of students with disabilities who have culturally and linguistically diverse backgrounds in the United States, there has been growing attention to the cultural responsiveness of evidence-based behavioral interventions. The current study examined the effects of video modeling intervention on social play and interactions of three Korean American children with autism. Developmentally and linguistically appropriate social and play levels were identified for each child prior to the intervention and applied to set individualized intervention goals. The children watched video clips of their mothers and ...
Source: Research and Practice for Persons with Severe Disabilities - July 31, 2016 Category: Disability Authors: Kim, S. Tags: Articles Source Type: research

Providing Students With Severe Disabilities Access to the General Education Curriculum
This case study explored how multiple educational personnel in a middle school identified as an exemplar of inclusive education defined and provided students with severe disabilities access to the general education curriculum. Data sources including a questionnaire, interviews, observations, observation reflections, and artifacts were collected from 12 participants who worked as administrators, general education teachers, special education teachers, or paraprofessionals. Findings point to educational personnel who are committed to providing access to the general education curriculum in general education classrooms and carr...
Source: Research and Practice for Persons with Severe Disabilities - July 31, 2016 Category: Disability Authors: Olson, A., Leko, M. M., Roberts, C. A. Tags: Articles Source Type: research