A rapid expansion of charter schools is occurring across the United States in spite of the fact that significant issues have come to light in relation to charter schools educating students with disabilities. The School District of Philadelphia is currently relying on charters to educate more than a quarter of all public school students and the demographic make-up of these charters does not mirror the sending district schools in relation to students with disabilities. These students may not have access to the same educational opportunities as their non-disabled peers. Policy governing charters is foundational to the implementation of charter school reform and, therefore, a potential key factor driving disproportionate access. This project examines applicable state law, interpretation of federal and state law into local policy, and the relative strengths and weaknesses of these policies regarding students with severe disabilities accessing free and appropriate public education in Philadelphia charter schools. The theoretical framework I apply is critical ableism. The analytical framework I utilize is based on the Bardach's methodology. My findings from this analysis of charter policy are that there is theoretical support in policy for the socially desirable outcomes of equal access and non-discrimination, though none for a comprehensive definition of diversity. In practical, implementation-related policies significant problems arise. When applied to students with disabilities, there are inherent flaws in the market-based model that is supposed to drive innovation and competition. Policies do not aggressively promote charters vying for the opportunity to educated disabled students. Charter schools are disincentivized to educate students with severe disabilities by fiscal and accountability measures in current policy. Effective remedies to these problematic areas will require fundamental changes in approach to educating disabled students, not simply privatizing current special education practice. / Urban Education

Children and adolescents transitioning from partial hospitalization programs-to-schools have both mental health and educational needs. As the leading mental health experts in schools, school psychologists are uniquely suited to address the needs of these students. However, their role in this transition process has yet to be explored. This study begins to fill the gap in the empirical literature by investigating the actual role and function of school psychologists in partial hospitalization program-to-school transitions, the perceived barriers to successful transitions, and the school psychologist characteristics that predict involvement in the transition process. In addition, school psychologists' perceptions of the sufficiency of their training and the effectiveness of their current transition procedures were explored. Seventy-one school psychologists practicing around the country who had at least one student on their caseload attend a partial hospitalization program during the previous two years participated in an anonymous, internet-based survey. Results indicate that school psychologists had high levels of involvement in partial hospitalization program-to-school transitions, most frequently engaging in activities related to special education services (i.e., IEP meetings, psychoeducational assessments) and consultation with teachers. School psychologists with smaller caseloads had significantly higher levels of involvement than those with larger caseloads. The strongest barrier to successful transitions was insufficient communication among schools and partial hospitalization programs. School psychologists who served on a team specifically designed to address the needs of students transitioning from a hospital-to-school setting perceived their procedures to be more effective than non-team members. Overall, school psychologists perceived their training to transition students from partial hospitalization programs-to-school to be moderately sufficient; however, they perceived their current procedures to be moderately ineffective. Recommendations to improve the effectiveness of partial hospitalization program-to-school transitions are provided. / School Psychology

The effects of long school breaks, such as summer vacation, on students' achievement has been an area of interest among educators and researchers for many years (e.g. Austin, Rogers & Walbesser, 1972; Ballinger, 1987, 1988; Borman, Benson & Overman, 2005; White, 1906). Research specific to children and youth with disabilities and the level of regression over summer months, however, is sparse. On the whole, both researchers and special educators have agreed that students with more severe disabilities tend to regress more than students with mild disabilities (Cornelius & Semmel, 1982; Edgar, Spence & Kenowitz, 1977; Shaw, 1982). These challenges can make extended breaks from school particularly detrimental for these children. A group of students that may be especially affected by a long break in schooling are children with autism spectrum disorders (ASD). These children often have slower rates of skill acquisition and more difficulties with maintenance/generalization of skills across time (Arnold- Saritepe, 2009). The current study explored the extent to which students with ASD maintained cognitive, behavioral and social skills over the summer vacation months with differing levels of summer programming. Additionally, this study examined whether students of varying functioning levels differed in their maintenance of skills during the summer. A pre-post quasi-experimental design was utilized in which the May assessments were treated as baseline data and September assessments for the following academic year were treated as outcome data. Participants included 139 students aged 5-9 years with an ASD diagnosis given by their school district. Three different groups of Extended School Year support were compared, including students who received no ESY support, students who received standard ESY support from their school district, and students who received ESY support along with individualized programming. Overall, students maintained skills from pre- to post-test in most key areas. When group comparisons were made between children who attended ESY (ESY group and ESY with individualized support group) and those who did not receive ESY programming few differences were found. While students who received the most intensive level of ESY support were found to decrease significantly in the presentation of hyperactivity and noncompliance, ESY was generally effective in maintaining skills over the summer break. / School Psychology

Block scheduling is a newer school scheduling structure, first appearing at the middle school level in the mid-1990's (Juvonen, Le, Kagenoff, Augustine, & Constant, 2004). Middle school advocates have supported block scheduling because research shows it meets the social-emotional and developmental needs of middle school children. Yet, little research on the impact of block scheduling on middle school standardized test scores currently exists. Using a sample of classrooms from a suburban public school in New Jersey, this study sought to compare standardized test scores in math, language arts literacy, and science of 8th grade students before and after the implementation of the block schedule. Twenty-seven one-way ANOVAs (accounting for subject, gender, and special education population) were conducted to assess for significant differences between testing years. Post hoc analyses were also conducted when differences were found. Overall, the study found no significant differences in standardized test scores in the area of science. A planned comparison of pre and post block scheduling standardized test scores revealed statistically significant decreases in mathematics and language arts literacy scores, but a second planned comparison which used data from fewer years revealed only significant decreases in language arts literacy scores which is believed to be a result of the 50% decrease in language arts literacy class time. Varied results by gender were also found. In contrast, special education students' test scores remained the same in all content areas over the seven years. While there are many limitations to the generalizability of these results, it is clear that further research on block scheduling at the middle school level could inform educational practice in these times of high stakes testing. / School Psychology

The current study evaluated the effects of a Behavioral Skills Training (BST) package on parental implementation of escape extinction in a feeding clinic. Three parents of children enrolled in a clinic-based three-week intensive feeding disorder treatment program participated. The goal of the current study was to improve the already existing parent training component of the clinic’s program by utilizing BST to teach the participants critical skills needed to implement the feeding interventions at home. The BST package included verbal instruction, modeling, and role play with feedback. Generalization probes were conducted during parent-child feeding trials. A multiple baseline across behaviors design demonstrated the effectiveness of the BST package for all participants: percentage of steps implemented correctly increased to high levels for each skill. This study was limited by aspects of the experimental design and lack of generalization data. Future research should aim to close the gaps in the feeding disorder literature regarding parent training; additional research is needed in this subject area. / Applied Behavioral Analysis

This study sought to describe the current implementation of behavioral strategies across Tiers 1, 2 and 3 of the preschool Positive Behavior Interventions & Supports (PBIS) model by preschool special education professionals in the state of Pennsylvania (PA). Both federal and state mandates have urged and required the use of PBIS in early childhood settings to alleviate issues of challenging behavior, while simultaneously reducing suspension and expulsion at the early childhood level. As such, the current study attempted to outline the level of preparation and training received by preschool special education professionals, across all disciplines, in the area of PBIS by higher education entities, as well as through their preschool special education employers. Furthermore, the study looked to analyze the reported implementation of PBIS strategies across tiers by the special education professionals within early childhood settings across regions of PA. Approximately 780 preschool special education professionals were surveyed and a total of 248 responded, resulting in a 31.8% response rate. A descriptive survey approach was utilized and univariate analyses, as well as one-way ANOVA and correlational analyses were conducted. Results showed the current state of PBIS implementation in PA through preschool special education professionals remains variable, inconsistent and possibly under-supported by employers and higher education entities. A large percentage of the overall population, 62%, reported having taken 0 credits in PBIS-related content at the higher education level. Approximately 65% reported two or fewer trainings offered by their employer in the past two years, however, 70% of the respondents reported being offered coaching in PBIS. Behavior Support Specialists, Special Education Teachers and Occupational Therapists are among the top three defined professional roles that consistently report implementing strategies with higher frequencies than other defined disciplines. Tier 1 strategies are implemented at higher frequencies than Tier 2 strategies and Tier 2 strategies are implemented with higher frequencies than Tier 3 strategies. Specific, targeted areas of global PBIS requirements can be increased to possibly result in an overall increase in the fidelity of PBIS strategy implementation and a decrease in reported suspensions and expulsions, these include the use of preschool special education professionals on early childhood-based PBIS leadership teams and an increase in the frequency of data collection and analysis. There are also a number of reported barriers, including capacity of early childhood program staff and parental and familial involvement that reportedly inhibit preschool special education professionals from successfully and consistently implementing PBIS in early childhood settings. / Special Education

The Center for Disease Control estimates that one in 88 births result in a diagnosis of autism (CDC, 2012). Of those individuals diagnosed with autism approximately 25-61% fail to develop vocal output capabilities (Weitxz, Dexter, & Moore, 1997). The use of Augmentative and Alternative Communication (AAC) systems, such as Picture Exchange (PE) and Voice Output Communication Aids (VOCA) has been demonstrated as effective for those individuals to acquire a mand repertoire (Mirenda, 2003). The focus of the current study was to compare mand acquisition using PE and the iPad as a VOCA, in terms of acquisition rate and participant device preference, and with regard to collateral effects on vocalizations and disruptive behaviors. Additionally, the study evaluated the effectiveness of a teaching strategy using constant time delay with full-physical prompts (Sigafoos, Doss, & Reichel, 1989) in the acquisition of a mand repertoire using PE and the iPad as a VOCA, in five preschool aged children with autism. Finally, the devices were assessed in terms of their social validity. Three participants acquired the ability to communicate using the iPad as a VOCA more readily and two participants acquired the ability to communicate more quickly using PE, while the overall rate of independent manding was higher for four participants using the VOCA. The results of the study also indicate that the use of a constant time delay procedure with full-physical prompts was effective in the acquisition of both PE and the VOCA device. Regarding preference, four participants demonstrated a clear preference for the VOCA device and one for PE, when presented with the option to respond with either device. With respect to collateral effects, the data were largely inconclusive. For one participant there was an overall increase in vocalizations, for one participant there was an overall decrease in vocalizations, for the remaining three there was no systematic change in their rate of vocalizations during or following communication training. Regarding disruptive behaviors, an overall decrease in the occurrence was seen for two participants, for the remaining three the rates of occurrence did not change systematically following communication training. Finally, in terms of social validity, both the VOCA device and PE were found to be acceptable communication tools, with educators reporting that they would not only include such training within their classroom routines, but would also recommend its use in the future. / Educational Psychology

Adults with autism spectrum disorder (ASD) are characterized by difficulties in social interactions and functional communication skills, and the presence of repetitive behaviors and restrictive interests (American Psychiatric Association, 2013). These characteristics can adversely affect the daily functioning of individuals with ASD and pose problems for them in obtaining and maintaining stable employment. In addition, their limited ability to engage in leisure activities can also diminish their quality of life (Garcia-Villamisar, & Dattilo, 2010; Patterson, & Pegg, 2009). Employing an iPad2®, the present study used a multiple-probe design across six participants to investigate the effects of a most-to-least prompting procedure on independent leisure engagement with iPad2® apps. Data on the duration of leisure engagement was also addressed. In addition, this study examined the impact of a visual schedule on the participants’ independent transitioning between leisure activities on the iPad2® as a part of daily routines. The results suggest the intervention was effective in increasing the level of independence and leisure engagement of the participants. However, differences in screen touch-sensitivity and limited compatibility between apps caused difficulties for some of the participants at times. In addition, the caregivers of the participants responded to a survey regarding the social validity of the interventions, including their social perceptions of the use of these commonly available devices, and the stigma associated with these devices. The results indicated the caregivers felt the interventions with the iPad2® were effective improving participants’ independence and leisure engagement. They also thought the individuals would stand out less in the community with the use of the iPad2®. / Special Education

Adaptive Behavior skills are the conceptual, social, and practical skills that individuals learn to be able to function in their everyday lives (AAIDD, 2008). Measuring adaptive behavior is a way to summarize the effectiveness with which individuals meet the standards of personal independence and social responsibility expected for their age and cultural group. This paper discusses the history and development of adaptive behavior as a construct, its measurement, and its relationship to intelligence. Previous research has examined the relationship between adaptive and intellectual functioning; this study investigates adaptive performance among children with disabilities while controlling for the influence of intellectual level. Children with autism, specific learning disabilities, and mental retardation were studied to determine how they fared in the adaptive subdomains of communication, socialization, and activities of daily living. Data for the study were gathered by reviewing archives from special education records in a large, urban school district. Results indicated a positive and moderate relationship between intelligence and adaptive behavior, but only in the autism group. The groups differed in their performance on the subdomains of adaptive behavior; however, the pattern of adaptive skills for each diagnostic group was unique. Children with autism were found to have deficits in socialization, children with learning disabilities were found to have deficits in communication, and children with mental retardation showed deficits in all domains. These patterns held up even when IQ was controlled; however, the groups no longer differed on communication skills, suggesting that IQ is most strongly related to communication. Finally, the study revealed that full scale IQ, activities of daily living, and communication skills discriminate mental retardation from the other groups while socialization skills discriminate autism from the other groups. Implications of these findings are discussed relative to assessment practices, differential diagnosis, program development, and progress monitoring. / School Psychology

Previous research has evaluated error correction procedures to assess their effectiveness, yet few studies have evaluated preferences for these procedures. An alternating treatments design was used to compare the effects of four error correction procedures: model, single response repetition (SRR), multiple response repetition (MRR), and single response repetition with an embedded distracter trial (SRR-D), on the acquisition of sight words for three adolescent males. Preference for the procedures was assessed by using a concurrent chains procedure consisting of forced choice and free choice presentations. Results demonstrated that all participants performed best with a specific error correction procedure. Participant 1 showed a moderate preference for his most effective error correction procedure. Participant 2 demonstrated a slight preference for the SRR procedure which did not correlate with his most effective error correction procedure, SRR-D, and participant 3 did not demonstrate preference for any of the procedures. These findings suggest that error correction procedures should be evaluated and individualized for each learner. Although a moderate preference for a procedure was demonstrated with only one participant, future research should continue to use and refine these procedures to incorporate learner preference in all teaching strategies. / Teaching & Learning