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Peer reviewed
Direct linkTorelli, Jessica N.; Lloyd, Blair P.; Pollack, Marney S. – American Journal on Intellectual and Developmental Disabilities, 2022
To evaluate effects of psychotropic medication for children with disabilities, direct assessments may offer a valuable supplement to caregiver reports. Relative to indirect assessment, direct measures of behavior can increase objectivity and sensitivity, and some have potential to isolate distinct behavioral and learning processes. We conducted a…
Descriptors: Drug Therapy, Children, Disabilities, Evaluation Methods
Gross, Thomas J.; Farmer, Ryan L.; Ochs, Sarah E. – Contemporary School Psychology, 2019
The purpose of the current review is to examine three frequently employed types of assessment: (a) standardized tests, (b) screening, and (c) behavioral assessment. The aims are to advocate for best practices with evidence-based assessments (EBAs) and provide guidance to implement EBAs within applied settings. Information regarding the current…
Descriptors: Evidence Based Practice, Standardized Tests, Screening Tests, Evaluation Methods
Michelle N. Martin – ProQuest LLC, 2024
Historically, minority students have been overrepresented in special education programming in the United States (Fletcher, 2014; Wright & Wright, 2021). This study describes how several external historical, theoretical, and practical factors beyond academic challenges impact special education qualification rates for minority students compared…
Descriptors: Disproportionate Representation, Minority Group Students, Special Education, Social Bias
H. Emily Hayden; Angela M. T. Prince – Reading Horizons, 2024
Researchers and educators have explored representations of people with marginalized identities in children's picturebooks for over 30 years. Disability has not been widely acknowledged as a marginalized identity nor explored as an aspect of diversity prevalent in classrooms. In the United States, over seven million students are identified with a…
Descriptors: Disabilities, Childrens Literature, Picture Books, Stereotypes
Lima, Rayanne de Sales; Jacinto, Andréa Borghi Moreira; Faria, Rodrigo Arthuso Arantes – Evidence & Policy: A Journal of Research, Debate and Practice, 2021
Backround: An inter-institutional task force was brought together in 2018 to evaluate the irregular institutionalisation of Guarani and Kaiowá Indigenous children with disabilities in Dourados, in central-western Brazil. Aims and objectives: We draw on this case study to undertake a 'situational analysis' on the existence/absence and the…
Descriptors: Foreign Countries, Indigenous Populations, Disabilities, Institutionalized Persons
Hanesworth, Pauline; Bracken, Seán; Elkington, Sam – Teaching in Higher Education, 2019
This paper aims to provide a tentative roadmap for ensuring that higher education policy makers and practitioners are apprised of what might be done to advance a concept of socially just assessment praxis. It extends current thinking around the notion of social justice approaches to assessment by further developing the conceptual framework…
Descriptors: Social Justice, Culturally Relevant Education, Access to Education, Teaching Methods
Budd, Julia M. – Research Evaluation, 2018
Evaluating cross-disciplinary collaboration has generally been undertaken using disciplinary standards. However, this practice is increasingly being found to be inadequate due to the often contradictory nature of the methods used. It has been suggested that methods that consider the unique integrative nature of these studies be employed. This…
Descriptors: Evaluation Methods, Interdisciplinary Approach, Cooperation, Foreign Countries
Yan, Min-Chi; Wilkerson, Kimber L. – Journal of Correctional Education, 2017
This study was designed to acquire the first national picture of the characteristics of teachers who provide reading instruction in juvenile correctional facilities (JCF) for students with and without disabilities as well as their reading instructional approaches. A national sample of 39 teachers responded to an online survey. Results show that…
Descriptors: Reading Instruction, Juvenile Justice, Correctional Institutions, Institutionalized Persons
Riccardi, Jessica S.; Crook, Libby; Oskowski, Madeline; Ciccia, Angela – Language, Speech, and Hearing Services in Schools, 2022
Purpose: The purpose of this study was to describe evidenced-based assessment practices for school-age children with any severity of traumatic brain injury (TBI) that could inform the practice of speech-language pathologists (SLPs). Method: A scoping review of the literature was conducted following the Preferred Reporting Items for Systematic…
Descriptors: Brain, Head Injuries, Evidence Based Practice, Evaluation Methods
Download full textGriffiths, Amy Jane; Brady, John – School Leadership Review, 2020
One in three young adults with autism or developmental disability have never been employed within eight years of their leaving high school (Newman et al., 2011). These students graduate from schools and may then work with multiple services providers across agencies. Collaboration between these agencies is critical. This case study describes the…
Descriptors: Regional Cooperation, Agency Cooperation, Young Adults, Disabilities
Key, Alexandra P.; Venker, Courtney E.; Sandbank, Micheal P. – American Journal on Intellectual and Developmental Disabilities, 2020
It can be challenging to accurately assess speech and language processing in preverbal or minimally verbal individuals with neurodevelopmental disabilities (NDD) using standardized behavioral tools. Event-related potential and eye tracking methods offer novel means to objectively document receptive language processing without requiring purposeful…
Descriptors: Speech Impairments, Language Impairments, Language Processing, Neurological Impairments
Videira, Katherine – Online Submission, 2018
How do art educators find out if the art lesson they just taught made sense to every student in their classroom? Due to the increasing prevalence of inclusion and need for accountability in schools, art teachers need information about how students with special needs interact with assessments. However, the literature that highlights the debate over…
Descriptors: Inclusion, Disabilities, Art Teachers, Art Education
Maniccia, Angelo – ProQuest LLC, 2018
Many special education (SPED) students are failing the Ontario Secondary School Literacy Test (OSSLT) despite writing instruction provided by SPED teachers. The purpose of this study was to understand teachers' perceptions about why students were failing the literacy/writing test and document whether evidence-based assessment and writing practices…
Descriptors: Special Education, Disabilities, Writing Instruction, Teacher Attitudes
Center for IDEA Early Childhood Data Systems (DaSy), 2021
This report includes guidance, considerations, and resources for state staff and local practitioners who are determining Part C eligibility remotely. As a result of COVID-19, many states are having to determine a child's eligibility for Part C services remotely using a variety of approaches such as teleconference, videoconference, and sharing…
Descriptors: Educational Legislation, Federal Legislation, Disabilities, Equal Education
Tesfaye, Rackeb; Courchesne, Valerie; Yusuf, Afiqah; Savion-Lemieux, Tal; Singh, Ilina; Shikako-Thomas, Keiko; Mirenda, Pat; Waddell, Charlotte; Smith, Isabel M.; Nicholas, David; Szatmari, Peter; Bennett, Terry; Duku, Eric; Georgiades, Stelios; Kerns, Connor; Vaillancourt, Tracy; Zaidman-Zait, Anat; Zwaigenbaum, Lonnie; Elsabbagh, Mayada – Autism: The International Journal of Research and Practice, 2019
Most research regarding youth with autism spectrum disorder has not focused on their first-person perspectives providing limited insight into methodologies best suited to eliciting their voices. We conducted a synthesis of methods previously used to obtain the first-person perspectives of youth with various disabilities, which may be applicable to…
Descriptors: Autism, Pervasive Developmental Disorders, Youth, Disabilities
