Lucy Barnard-Brak

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that is accompanied by impaired levels of inattention, disorganization, hyperactivity, and impulsivity (American Psy...

A substantial body of research supports the use of data-based decision making (DBDM) to support student reading progress, particularly in the areas of foundational skills such as word reading and oral reading fluency; less is known about DBDM in the context of reading comprehension. In this study, we compared a researcher-developed content-specific curriculum-based measurement (CS-CBM) with a standardized Maze CBM to determine the ways in which these sources of data may mediate student reading comprehension outcomes. Students’ progress was monitored using the CS-CBM and the Maze CBM during a reading comprehension intervention (Strategies for Reading Information and Vocabulary Effectively; STRIVE) paired with data-based decision making (DBDM). Findings reveal that both measures have potential utility in the decision-making process; the CS-CBM may be more predictive of outcomes as well as more sensitive to student growth over time, specifically for students receiving content-area reading comprehension intervention.

This study examined how states’ maximum age criteria for receiving special education services were associated with subsequent outcomes of students with intellectual disabilities. These outcomes were all related specifically to exiting special education, including a high school diploma (regular or alternate, such as an industry credential), certificate of attendance, or dropping out. Section 618 data were utilized to examine this association, which is required to be collected via the Individuals with Disabilities Education Act (IDEA). The results of this study indicate that an increase in states’ maximum age criteria was associated with an increased percentage of diplomas but also increased percentage of drop outs as there was more opportunity for students to drop out versus age out. There was no association between an increase in states’ maximum age criteria and the percentage of students who reached with the maximum age (aged out) without a diploma or certificate, which was not surprising given that many of the students who typically reach their state’s maximum age criteria may have the most severe or highest need for supports. States should consider increasing their maximum age for special education services, at least for students with intellectual and developmental disabilities.

Developing appropriate task analyses for public transportation for individuals with intellectual and developmental disabilities is necessary in order to maintain and promote independent living and employment outcomes. Understanding the number of sessions it takes to achieve independent public transportation is important to adequately allocate time and resources to services for both the program and the individual. The current study examined the optimal number of sessions to achieve independence on a public transportation task analysis across individuals with intellectual and developmental disabilities via a meta-analysis of area under the curve values from receiver operator characteristic (ROC) curves. Results indicated that after approximately 11 sessions of total task training on public transportation, there was a point of diminishing returns. In effect, after approximately 11 sessions, an individual may need to change or modify the task analyses. The current study demonstrates how ROC curves may be used to evaluate task analyses more broadly when considering the number of sessions to a criterion.

The number of college students with ADHD is growing but challenges remain in the full inclusion of these students with ADHD in higher education settings in the United States. The results of the current study indicate that only 1 in 3 college students with ADHD registered for accommodations utilizing data from the Healthy Minds Study across the United States. There were some differences in who registered for accommodations among college students with ADHD such as that students who reported being male being less likely to register and students receiving medication being more likely to register. When statistically controlling for comorbid disorders, severity of ADHD, and whether they received stimulant medications, college students with ADHD who registered for accommodations reported a lower number of illicit substances used than college students with ADHD who did not register for accommodations.

Individuals with disabilities who exhibit dangerous, threatening behavior are subjected to higher rates of physical restraint, a procedure that restricts an individual’s ability to move freely. It is regrettable that efforts on eliminating the use of restraint have been ineffective, as there are many issues that coincide with the use of restraint (e.g., access to education, injury). Research on this subject is limited. The current study extends this research by examining the perceptions of 112 U.S. teachers regarding knowledge and training of physical restraint use with students with disabilities. Results indicate several statistically significant variables associated with perceptions, such as school location and teaching position. In light of the study’s findings, teachers, especially general education teachers and teachers in rural areas, must be provided with more training on restraint use, including the issues and concerns that coincide with its use, and equitable support from administrators.

Students with disabilities are subjected to coercive measures more frequently than typically developing students. While mechanical restraint, a procedure that restricts movement by using a device (e.g., belt, strap), is illegal to use in public schools in many states, some teachers may not be aware of that. There is no study to date examining teacher- or administrator-reported use of mechanical restraint events in school settings. The current study explored the frequency of teacher- and administrator-reported mechanical restraint use, types and prevalence of devices used, and sociodemographic variables associated with mechanical restraint use. Ninety-six Prekindergarten through 12th grade teachers and 160 administrators (e.g., principals, special education coordinators) in the United states completed an online, self-report survey. Most teachers ( n = 77) and administrators ( n = 129) reported the crisis management team using only their physical body during restraint events. Fifteen teachers and 23 administrators reported at least one device being used during at least one restraint event. A variety of types of devices and a range of prevalence of device use were reported. No sociodemographic variables were associated with teacher- or administrator-reported device use. Implications for policy and practice are provided.