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…

Occupational therapy practitioners working in school settings must articulate their distinct value in supporting student participation and educational performance. Using a systems-level practice, they weave their knowledge and skills as leaders at the district-, building-, classroom-, and student-levels to achieve "health, well-being, and…

For Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a…

The primary purpose of this paper is to introduce essential elements of cognitive information processing (CIP) theory, research, and practice as they existed at the time of this writing. The introduction that follows describes the nature of career choices and career interventions, and the integration of theory, research, and practice. After the…

Assessing treatment integrity is essential to understanding how well school-based interventions are delivered. The assessment of treatment integrity is especially challenging for interventions that provide one-on-one peer support over the phone. To address this gap, we explored treatment integrity approaches used for the "Parent…

Assessing treatment integrity is essential to understanding how well school-based interventions are delivered. The assessment of treatment integrity is especially challenging for interventions that provide one-on-one peer support over the phone. To address this gap, we explored treatment integrity approaches used for the "Parent…

This study focused on parents' satisfaction with the special education and care services proposed to their child with autism spectrum disorders (ASD). Data were collected in three regions of France, using a questionnaire designed for the purpose of this study. Among the 530 families contacted, 212 filled in the questionnaire (response rate =…

Video prompting is effective for teaching a variety of skills (e.g., daily living, communication) to students with autism and intellectual disability; yet, little research exists on the efficacy of these strategies on academic skills, in inclusive settings, and with typical intervention agents. Authors collaborated with paraprofessionals to select…

Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students (CIRCLES) is a transition-planning service delivery model designed to guide schools in implementing interagency collaboration. This study examined the impact of CIRCLES on students' self-determination and participation in individualized education program…

For too many years the phrase "after care, an after thought" summed up the lack of attention given to preparing young people in care for adult life and to the development of leaving-care and aftercare services. That stance has changed in the United Kingdom, however, and indeed has shifted positively and dramatically over the last decade.…

Recently, consensus among researchers and professionals has emerged about factors that contribute to postschool success of youth with disabilities. Prominent among these factors are targeted academic preparation, family involvement, youth empowerment, and service collaboration and linkages. Work experience and paid employment have been identified…

To successfully launch the 2020-2021 school year for students with disabilities, state education agencies (SEAs) have an essential leadership role to play in supporting local school systems to plan for multiple scenarios, including services delivered in-person, through distance learning, and via blended approaches. There are two overarching…

School-based speech-language pathologists are obligated to apply evidence-based practice and document progress of their students' response to intervention in compliance with federal law. The purpose of this preliminary study was to explore the effects of an augmentative and alternative communication (AAC)-based intervention provided in a camp…

There is limited evidence surrounding the ability of families of children with autism spectrum disorders to access and implement recommended interventions following diagnosis. The distress a family may encounter with regard to inability to access recommended services is also poorly understood. In this study, we present preliminary data regarding…

There is a national shortage of school-based Speech Language Pathologists (SLP). Schools located in rural and geographically remote areas are often impacted by the shortage, and as a result students with an autism spectrum disorder may not receive services that are mandated by their Individual Education Plan. This study examined the use of…