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Kearns, Devin M.; Walker, Melodee A.; Borges, Jason C.; Duffy, Meghan E. – Journal of Research in Reading, 2022
One way to provide intensive intervention for students with severe and persistent reading difficulties is to use a systematic data-based decision-making process called data-based individualisation (DBI). DBI is a process for identifying needs and aligning them with specialist support. Meta-analyses of DBI studies by university-based researchers…
Descriptors: Data Use, Reading Difficulties, Individualized Programs, Cooperation
Christine Mulhern – Grantee Submission, 2020
Choosing where to apply to college is a complex problem with long-term consequences, but many students lack the guidance necessary to make optimal choices. I show that a technology which provides low-cost personalized college admissions information to over forty percent of high schoolers significantly alters college choices. Students shift…
Descriptors: College Choice, College Admission, Artificial Intelligence, Computer Software
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Sara E. Witmer; Elizabeth Barker; Nathalie Marinho; Courtenay A. Barrett – Journal of Applied School Psychology, 2024
Extended time for testing is frequently recommended despite the possibility that it may have unintended negative effects. Test process data, now commonly available "via" computer-based testing programs, can offer objective information about who uses and experiences higher scores when using more than typical testing time. NWEA MAP test…
Descriptors: Elementary School Students, Middle School Students, Achievement Tests, Students with Disabilities
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Kuntz, Emily M.; Massey, Cynthia C.; Peltier, Corey; Barczak, Mary; Crowson, H. Michael – Teacher Education and Special Education, 2023
Through time-series graphs, teachers often evaluate progress monitoring data to make both low- and high-stakes decisions for students. The construction of these graphs--specifically, the presence of an aimline and the data points per x- to y-axis ratio (DPPXYR)--may impact decisions teachers make. The purpose of this study was to evaluate the…
Descriptors: Graphs, Preservice Teachers, Accuracy, Decision Making
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Ruble, Lisa; McGrew, John; Johnson, LeAnne; Pinkman, Kahyah – Remedial and Special Education, 2023
To understand the process by which evidence-based practices (EBPs) move from identification as effective through research establishing empirically validated effects, to being routinely adopted to bring about meaningful impact, we examined the selection/adaptation process within a well-established consultation model, COMPASS, applying two…
Descriptors: Autism Spectrum Disorders, Intervention, Evidence Based Practice, Psychology
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Jennifer R. Cowhy; Molly F. Gordon; Marisa de la Torre – Educational Policy, 2024
In this interview study, we utilize a theoretical framework that combines Bell's theory of choice sets with DisCrit to explore how parents of students with IEPs (SIEPs) experienced a forced school choice embedded with the 2013 mass school closures in Chicago. We find that a child's disability was a primary factor in parent's choices. Further, all…
Descriptors: Special Education, Parents, Decision Making, Individualized Education Programs
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Justin P. Allen; Matthew T. Roberts – School Psychology Review, 2024
Manifestation determination reviews (MDRs) are a federally mandated procedure designed to protect the rights of students with disabilities. This study sought to examine practices and perceptions of the MDR process as held by school psychologists. One hundred thirty-six practicing school psychologists responded to a nationwide survey posted on…
Descriptors: Student Rights, Students with Disabilities, School Psychologists, Special Education
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Cihan, Mehmet Akif; Pogrund, Rona L. – Journal of Visual Impairment & Blindness, 2022
High-quality education for students with visual impairments starts with service intensity determination based on the needs of students by teachers of students with visual impairments (Lewis & Allman, 2017; Spungin et al., 2016). Even though the Individuals with Disabilities Education Improvement Act (IDEA) emphasizes addressing students' needs…
Descriptors: Visual Impairments, Students with Disabilities, Itinerant Teachers, Intervention
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McNamara, Scott W. T.; Lieberman, Lauren; Weiner, Brad; McMullen, Brock – Journal of Research in Special Educational Needs, 2021
Physical education (PE) has long been neglected throughout the individualized education programme (IEP) process. Parents often feel unprepared to advocate for PE services within the IEP process. Aim: Thus, the purpose of this study was to outline the development of an advocacy checklist to help parents address PE within the IEP process and to…
Descriptors: Adapted Physical Education, Individualized Education Programs, Meetings, Advocacy
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Sheryl S. Lazarus; Martha L. Thurlow; Mari K. A. Quanbeck – Journal of Special Education, 2025
The 2015 reauthorization of the Elementary and Secondary Education Act placed a 1.0% cap on the participation of students with disabilities in the alternate assessment based on alternate academic achievement standards (AA-AAAS). U.S. Department of Education regulations clarified that states must develop participation guidelines and a definition of…
Descriptors: Students with Disabilities, Alternative Assessment, Guidelines, State Standards
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Julie Irene Bost; Carl Lashley – Journal of Special Education Leadership, 2025
The purpose of this interview-based qualitative study was to explore how individualized education program (IEP) team members determine least restrictive environment and educational placement. The Individuals with Disabilities Education Act (IDEA) requires students with disabilities to be educated in the least restrictive environment and to the…
Descriptors: Mainstreaming, Individualized Education Programs, Students with Disabilities, Student Placement
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Hunt, Tiffany L.; Kassel, Amy K.; Perkins, Mark A. – Psychology in the Schools, 2023
With the challenges, the pandemic created for school districts, schools, educators, and families, school psychologists faced unique challenges. To understand the lived experiences of school psychologists related specifically to conducting their jobs during the pandemic and the impact the pandemic had on them professionally and personally, we…
Descriptors: COVID-19, Pandemics, School Psychologists, Student Evaluation
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Heiskanen, Noora; Alasuutari, Maarit; Vehkakoski, Tanja – Scandinavian Journal of Educational Research, 2021
Planning support and education services requires multifaceted information from professionals, parents, and children. Despite this, educators have emphasized professional opinions in individual education plans (IEPs), whereas the perspectives of children and parents have remained inconsequential. In this study, we examine the intertextual voices of…
Descriptors: Parent Participation, Individualized Education Programs, Teacher Attitudes, Parent Attitudes
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Clark, Amy; Kobrin, Jennifer L.; Karvonen, Meagan; Hirt, Ashley – Practical Assessment, Research & Evaluation, 2023
Large-scale summative assessment results are typically used for program-evaluation and resource-allocation purposes; however, stakeholders increasingly desire results from large-scale K-12 assessments that inform instruction. Because large-scale summative results are usually delivered after the end of the school year, teacher use of results is…
Descriptors: Data Use, Diagnostic Tests, Decision Making, Summative Evaluation
James P. Sampson Jr. Ed.; Janet G. Lenz Ed.; Emily Bullock-Yowell Ed.; Debra S. Osborn Ed.; Seth C. W. Hayden Ed. – Online Submission, 2023
This book's aim is to improve the integration of Cognitive Information Processing (CIP) theory, research, and practice, leading to more cost-effective career interventions that help persons to make informed and careful career decisions over a lifetime. The starting point for the book's content was the 2004 Sampson, Reardon, Peterson, and Lenz…
Descriptors: Cognitive Processes, Information Processing, Career Development, Career Choice
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