A5026036234- Disability Education and Employment
- Family and Disability Support Research
- Behavioral and Psychological Studies
- Collaborative Teaching and Inclusion
- Autism Spectrum Disorder Research
- Assistive Technology in Communication and Mobility
- Inclusion and Disability in Education and Sport
- Child Development and Digital Technology
- Down syndrome and intellectual disability research
- Reading and Literacy Development
- Interprofessional Education and Collaboration
- Attention Deficit Hyperactivity Disorder
- Genetics and Neurodevelopmental Disorders
- Education Discipline and Inequality
- Head and Neck Surgical Oncology
- Child and Adolescent Psychosocial and Emotional Development
- History of Medical Practice
- Craniofacial Disorders and Treatments
- Teacher Education and Leadership Studies
- Educational and Psychological Assessments
- Early Childhood Education and Development
The Ohio State University
2016-2025
University of Pittsburgh
2025
Ohio Department of Education
2022
Vanderbilt University
2012-2015
University of North Carolina at Chapel Hill
2013
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus research, legislative, advocacy efforts. The authors used randomized controlled experimental design to examine efficacy peer support arrangements improve academic outcomes for 51 high school general education classrooms. Paraprofessionals or special educators recruited, trained, supported 106 peers provide individualized assistance throughout one semester....
The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed children and youth with ASD their families. Implementation science provides guidance moving innovation, such as utilizing evidence-based practices students ASD, into regular practice in schools. National Professional Development Center on (NPDC) incorporated principles implementation science, scientific knowledge about practices, measurement program...
Preparing teachers to implement evidence-based practices for students with autism spectrum disorder (ASD) is a pressing need. We surveyed 456 and administrators in southern state about professional development related educating ASD. Specifically, we were interested confidence implementation of practices, interest accessing training on these topics, perceived benefit different avenues development, avenues. Overall, not very confident their ability address important issues Surprisingly, lower...
In 1975, federal law mandated that children with disabilities be educated in their least restrictive environment, or alongside peers without general education classrooms to the maximum extent appropriate. More than 40 years later, I investigated how national trends educational placement have changed over time for students intellectual disability. Specifically, examined degree placements trended toward less environments. found historical of incremental progress settings, but no evidence such...
Although federal law now mandates age-appropriate transition assessment as a key component of high-quality planning, little research exists to guide educators on what they might learn when undertaking this process. In study, the authors examined teacher and parent assessments transition-related strengths needs 134 youth with severe intellectual developmental disabilities who were eligible for state’s alternate assessment. The perspectives teachers parents regarding particular students often...
Although paraprofessionals have become an increasingly integral part of special education services, most lack training in evidence-based instructional strategies. We used a randomized contolled experimental design to examine the efficacy professional development package and its individual components equip 25 implement constant time delay. The effect on implementation fidelity was statistically significant large magnitude ( d = 2.67; p < .001). Video modeling coaching were effective,...
The authors conducted 324 full-class-length observations of 108 high school students with severe disabilities in general education classes, focusing analyses on how often were present during class and proximity to peers without disabilities. Students not for a substantial proportion the classes which they enrolled, infrequently classmates when present. Observations comparison group enrolled these same classrooms suggest missed social opportunities We also found that primary disability...
Teachers and paraprofessionals need effective training to improve their implementation of interventions for students with disabilities. Reviews the single-case design literature have identified some features associated these educators, but group-design has received little attention. This meta-analysis systematically reviews studies testing efficacy The mean effect size educator on fidelity was g = 1.08, results from meta-regression analysis suggest that involves a combination two specific...
Although peer support arrangements are a promising strategy to promote inclusion in general education classrooms, previous studies have not addressed how paraprofessionals might implement this under typical circumstances without extensive researcher involvement. In single-case design study, four special teachers trained and supported through delivery of professional development package consisting an initial orientation, video modeling, brief coaching with performance feedback. Teachers...
Although research suggests peer support arrangements can be an effective practice for improving social outcomes students with severe disabilities, additional efforts are needed to refine training and implementation approaches increase the replicability sustainability of this intervention. We tested a promising teacher-delivered model using multiple-probe-across-participants design. Four paraprofessionals received facilitate four middle school disabilities in general education classrooms....
Abstract This randomized controlled trial examined the efficacy of peer network interventions to improve social connections 47 high school students with severe disabilities. School staff invited, trained, and supported 192 peers without disabilities participate in individualized groups that met throughout one semester. Compared adolescents “business-as-usual” control group (n = 48), receiving networks gained significantly more new contacts friendships. Although many relationships maintained...
The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed children and youth with ASD their families. Implementation science provides guidance moving innovation, such as utilizing evidence-based practices students ASD, into regular practice in schools. National Professional Development Center on (NPDC) incorporated principles implementation science, scientific knowledge about practices, measurement program...
Despite broad consensus that a research-to-practice gap exists in the education of students with autism, extent this has not been well studied. We surveyed 99 teachers Ohio about their highest priority goals for autism spectrum disorder (ASD), approach addressing these goals, degree to which had made progress, and barriers student progress. Only half all described an included any evidence-based practice (EBP). Teachers often reported inadequate progress on Individualized Education Program...
Teachers are often tasked with training paraeducators to deliver instruction students significant disabilities, but there is little research that involves teachers paraeducators. In this single-case design study, we supported tiered first involved group for teams of paraeducators, and then follow-up coaching the subset who did not meet criterion-level implementation fidelity. Three at three different schools delivered on systematic prompting nine taught disabilities. After training, all...
Despite decades of advocacy, most students with developmental disabilities continue to spend the majority school day in self-contained special education classrooms. However, there is tremendous variability educational placement across United States. Identification geographic trends that explain this could provide opportunities for targeted advocacy. Using state-level data Ohio, we tested hypothesis urbanicity predicts placement. Through mapping and multivariate analysis variance, found urban...
Abstract Federal law allows for paraprofessionals to provide instruction students with developmental disabilities if they are adequately trained and supervised, but how best this training support remains unclear. In paper, we update a systematic review of experimental studies that test the efficacy paraprofessional‐implemented interventions disabilities. We identified 36 published 2012–2019. An exciting development is some researchers shifting testing teacher‐implemented training, therefore...