Those of us involved in education – administrators, teachers, parents, students, specialists, policy makers and researchers – must decide on the level of rigour that will take place in our classrooms. Decisions based on the least dangerous assumption (LDA) are providing outstanding results. Donnellan (1984) famously wrote that “we should assume that poor performance is due to instructional inadequacy rather than to student deficits” (p 142). This philosophy has been the foundation of recent research into the access available to the general curriculum and practice in the classroom by individuals who have a wide range of ability levels. As a result, these studies have repeatedly yielded data showing students with a range disabilities can make gains in a variety of areas including grade-aligned content. This keynote presentation will highlight important criteria to promote LDA including: evidence-based practices with scientifically researched curricula and materials, differentiated instruction that maintains rigour, consistent data capture, and decision making standards-based instruction. Throughout this presentation, specific studies conducted to reinforce these criteria when LDA has been the foundation for this work will be highlighted. Special education has a rich history in advocating for the individual needs of students with disabilities. As we move into the rigour of providing standards-based instruction, we see how much more they are capable of, as well as an opportunity to increase quality of life. - See more at: http://sydney.edu.au/education_social_work/professional_learning/teachers/2016/major-events/successful-learning-conference.shtml#sthash.hTRDzYbP.dpuf

The number of Social StoriesTM studies and reviews has increased in recent years, yet concerns regarding quality and effect sizes continue to be expressed. With the emphasis on evidence-based practices (EBPs) for the education and treatment of people with autism spectrum disorders (ASD), this issue becomes of paramount importance as professionals and parents attempt to select interventions for the people with ASD in their care. The current study makes a unique contribution in its use of an extensive EBP evaluation model to examine 33 single-subject studies across 13 peer-reviewed journals, a 12-year period, and a wide range of grouping variables. Using the Mayton, Wheeler, Menendez and Zhang (2010) EBP evaluation protocol, studies were investigated in terms of eight quality indicators comprised 23 operationally defined standards. Studies included in this analysis met the following criteria: (1) they were intervention studies using single-subject research designs; (2) they included only participants with disorders on the autism spectrum; and (3) the primary intervention was the use of a Social Story. Findings included on- or above-standard acceptability in EBP indicators related to important aspects of dependent variables within studies and below-standard acceptability in indicators related to both internal and external validity of studies.

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This presentation will inform participants of studies targeting both writing instruction and studentled research instruction via an App for middle school students with significant disabilities. Based on results two studies, participants will learn about supports to make persuasive writing and research instruction accessible for students with significant disabilities. Learner Outcomes: • Apply a persuasive writing intervention and a student-led KWHL research intervention that incorporates evidence-based practices in their classrooms. • Discuss ways to provide meaningful grade aligned access to ELA skills for students with significant disabilities from diverse backgrounds. • Incorporate technology (ipad) and grade aligned fictional and nonfiction novels that address complex and diverse themes into writing instruction as a means for increasing engagement and access for students with significant disabilities.

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This session will outline current research as it relates to activity schedules as an evidence-based practice and will offer suggestions for areas of continued research. Specific uses of activity schedules will be highlighted and various formats will be explored. Innovative approaches to using activity schedules will also be demonstrated. Learner Outcomes: • Participants will gain understanding of current research involving using activity schedules for promoting independence for individuals with intellectual disabilities in regard to quantity, quality, and future possibilities; • Participants will learn various uses of activity schedules to promote independence for individuals with intellectual disabilities during transitions and task analytic skills; and • Participants will explore various activity schedules and determine appropriate options based on individual needs (object vs. picture vs. written; high tech vs. low tech; etc.).

This study contributes to the existing literature on treatment integrity (TI) by presenting TI findings across interventions aimed at the development of social emotional skills in learners with emotional and behavioural disorders. Social and emotional skills were selected as the target for our investigation given the significance of these skills in relation to the academic and behavioural success of learners and the challenges most often faced in these skill areas by students with emotional and behaviour disorders (E/BD). The study analysed single-subject experimental studies from 2000 to 2009 in two leading journals in the field of emotional and behaviour disorders: Behavior Disorders and The Journal of Emotional Behavioral Disorders. The degree to which studies operationally defined independent variables and evaluated and reported measures of treatment integrity and associated risk factors is reported. Thirty-three studies met the inclusion criteria for the present study and TI was evaluated across six variables (1) year published, (2) dependent variable(s), (3) independent variables(s), (4) participant characteristics, (5) treatment agent and (6) assessment of TI. Results indicated that approximately 49% of the studies monitored and reported TI, meaning that they provided a description of the TI procedure and resultant data. Findings from the study point to the need for attention to TI both in the description of methods used and in the reporting of TI data.

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Research has long demonstrated the discrepancies that culturally and linguistically diverse (CLD) families and students with intellectual disability face within public schools as well as post-school outcomes. This presentation will highlight a culturally responsive framework that can prepare CLD families and their children to participate in postsecondary opportunities.

No description available.