Prelims

Half Title Page

The Next Big Thing in Learning and Behavioral Disabilities

Series Title Page

Advances in Learning and Behavioral Disabilities

Series Editors: Bryan G. Cook, Melody Tankersley and Timothy J. Landrum

Recent Volumes:

Title Page

Advances in Learning and Behavioral Disabilities Volume 31

The Next Big Thing in Learning and Behavioral Disabilities

Edited By

Bryan G. Cook

University of Virginia, USA

Melody Tankersley

Kent State University, USA

Timothy J. Landrum

University of Louisville, USA

United Kingdom – North America – Japan India – Malaysia – China

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Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2021

Editorial matter and selection copyright © Bryan G. Cook, Melody Tankersley and Timothy J. Landrum, 2021. Published under an Exclusive Licence by Emerald Publishing Limited. Individual chapters copyright © Emerald Publishing Limited, 2021.

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A catalogue record for this book is available from the British Library

ISBN: 978-1-80071-750-3 (Print)

ISBN: 978-1-80071-749-7 (Online)

ISBN: 978-1-80071-751-0 (Epub)

ISBN: 0735-004X (Series)

About the Contributors

Bhawandeep K. Bains, MA, is a graduate student in the School Psychology Program of the Graduate School of Education at the University of California, Riverside. Her research interests include behavior assessment and intervention, measurement issues contributing to ethnic/racial disproportionality in special education, and factors contributing to the research-to-practice gap.

David F. Bateman, PhD, is a Professor at Shippensburg University. He recently co-authored A Principal's Guide to Special Education, Special Education Leadership: Building Effective Programming in Schools and Current Trends and Issues in Special Education. He was recently co-editor of an issue of TEACHING Exceptional Children focusing on IEPs. He is a co-founder of the Journal of Disability Law and Policy in Education.

Lydia A. Beahm is a doctoral student in the Special Education Program at the Curry School of Education and Human Development at the University of Virginia. Her interests include making behavior evidence-based practices feasible for teachers and bridging the research-to-practice gap. She was a special education teacher in West Virginia for seven years.

Seyma Birinci is a PhD student in Educational Psychology Department at the University of Minnesota, with a specialty in Special Education. Her interests include academic interventions, data-based decision-making, and teacher training. Throughout her academic career so far, she has worked on research projects and presented at national conferences.

Molly K. Buren, PhD, is a Postdoctoral Research Coordinator at University of Illinois at Urbana-Champaign. Dr. Buren's research focuses on family–school relationships and the experiences of historically marginalized families with special education advocacy in order to support more equitable collaboration and positive advocacy outcomes.

Lindsay M. Carlisle attained her BS in Elementary Education from Lebanon Valley College and MS in Special Education from Longwood University. She spent seven years as a special educator in middle school math classrooms before pursuing her PhD from the University of Virginia. Dr. Michael Kennedy is her advisor.

Jacquelyn Chovanes, PhD, is an Assistant Professor at Shippensburg University. Her research interests include academic and behavioral interventions for students with autism spectrum disorder (ASD) and high-incidence disabilities, culturally responsive pedagogy, and best practices in teacher preparation. Prior to earning her PhD at Lehigh University, Dr. Chovanes was a special education teacher and consultant for 20 years.

Silvia Siu-Yin Clement-Lam, PhD, completed her degree in Communication Sciences and Disorders at Northwestern University. She is a postdoctoral fellow at the University of Connecticut. Her research examines the brain-behavioral basis of children’s literacy acquisition by employing multimodal behavioral and neuro- imaging methods.

Bryan G. Cook, PhD, is a Professor of Special Education at the School of Education and Human Services at the University of Virginia. Dr. Cook’s primary lines of inquiry include meta-research in education, open science, and evidence-based practices for students with disabilities. He is the former coeditor of Behavioral Disorders, Past President of the Council for Exceptional Children’s Division for Research, and chaired the working group that developed the Council for Exceptional Children’s standards for evidence-based practices in special education.

Lauren K. Couch, PhD, is a Pediatric Psychologist at CHOC Children's. Dr. Couch's research interests include evidence-based behavioral assessment and intervention strategies for children with neurodevelopmental disabilities. Dr. Couch is a licensed psychologist with the California Board of Psychology and credentialed school psychologist with the California Commission on Teacher Credentialing.

Jaclyn M. Dynia received her PhD from the Ohio State University and is currently a Senior Research Specialist at the Crane Center for Early Childhood Research and Policy. Previously, she taught children with ASD as a reading specialist. Her research focuses on the emergent-literacy development of children with ASD.

Heather J. Forbes is a doctoral student in special education at the University of Kansas. She is a certified speech-language pathologist and board-certified behavior analyst who previously consulted and taught in public school special education classrooms for students with autism.

Michael Gregory is a Clinical Professor of Law at Harvard Law School and a Member of the Faculty at the Harvard Graduate School of Education. He is Managing Attorney for the Trauma and Learning Policy Initiative, a collaboration between HLS and Massachusetts Advocates for Children, a statewide child advocacy organization.

Alyssa Henry, PhD, is currently a National Center for Special Education Research Postdoctoral Fellow (funded by the Institute of Education Sciences) at the School of Education and Human Development at the University of Virginia. Her research focuses on reading and social development in individuals with ASD.

Austin H. Johnson, PhD, is an Assistant Professor in the School Psychology Program of the Graduate School of Education at the University of California, Riverside. Dr. Johnson's research interests focus on the identification and implementation of evidence-based behavioral assessment and intervention practices to support teacher success and equitable, positive student outcomes. He is an associate editor for the Journal of School Psychology as well as a licensed psychologist with the California Board of Psychology and a board-certified behavior analyst.

Jenee Vickers Johnson is a doctoral student at the University of Kansas, studying instructional design and technology. She is a special educator and board-certified behavior analyst who previously taught students with low-incidence disabilities in elementary and early childhood settings.

James M. Kauffman is Professor Emeritus of Education at the University of Virginia, where he joined the faculty of the Curry School of Education in 1970. His EdD is from the University of Kansas. He has been a classroom teacher and has published widely in special education and related fields.

Devin M. Kearns, PhD, is an Associate Professor of Special Education in the Department of Educational Psychology in the Neag School of Education at the University of Connecticut and a Haskins Laboratories research scientist. He studies how to identify, prevent, and help students who have reading disabilities including dyslexia.

Michael J. Kennedy is an Associate Professor of Special Education at the University of Virginia. His focus is the intersection of teacher learning and quality, multimedia, and learning needs of students with disabilities.

Stephen P. Kilgus, PhD, is an Associate Professor in the School Psychology Program at the University of Wisconsin-Madison. He conducts research in school mental health, with a focus on both assessment and intervention. He has authored and contributed to a number of assessment and interventions, including the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) and the Resilience Education Program (REP).

David A. Klingbeil, PhD, is an Assistant Professor in the School Psychology Program at the University of Wisconsin-Madison. His research focuses on multiple aspects of multitiered systems of support. He seeks to identify evidence-based practices that support the academic and social-behavioral development of all students and identify ways that increase the efficiency of evidence-based practices to make them more feasible for use in schools.

Timothy J. Landrum, PhD, is a Professor in the Department of Special Education, Early Childhood, and Prevention Science at the University of Louisville. His research interests include emotional and behavioral disorders, classroom and behavior management, the identification of evidence-based practices, and the translation of research into practice. He has contributed as author or editor to more than 80 publications and has served as editor of two journals. He is a past President of the Council for Exceptional Children’s Division for Research (CEC-DR), and is presently Vice President of CEC’s Council for Children with Behavioral Disorders (CCBD).

Airey Nga-Lui Lau, PhD, received her degree at Columbia University and is a postdoctoral fellow at the University of Connecticut. She integrates neuroimaging techniques, behavioral genetics, and behavioral science methods to study the intergenerational transmission of learning (dis)abilities and comorbid developmental disorders.

Megan R. Ledoux Galligan, MA, BCBA, is a doctoral candidate in Special Education at the University of California, Riverside and a graduate student researcher at the SEARCH Family Autism Resource Center. Her research interests focus on training for educators, therapists, and parents in evidence-based practices to support individuals with ASD.

Erica S. Lembke, PhD, is a Professor in the Department of Special Education and Interim Dean of the College of Education at the University of Missouri. Her work focuses on data-based individualization support for teachers in academic areas including early writing and middle school mathematics.

Daniel M. Maggin, PhD, is an Associate Professor at the University of Illinois at Chicago (UIC). His research focuses on procedures for identifying empirically supported practices and disseminating those practices to professionals working to support students with emotional and behavioral disorders.

Richard E. Mattison, MD, is a Professor in the Department of Psychiatry of the Penn State College of Medicine. His professional career's clinical and research interests have focused on school consultation for students in special education for their emotional/behavioral disorders.

Nancy S. McIntyre, PhD, is an Assistant Professor in Communication Sciences and Disorders at the University of Central Florida. She studies language and reading development in, and targeted interventions for, school-aged children and adolescents with ASD or those with or at risk for reading disabilities.

Nicole McKevett is a research associate at the Center for Applied Research and Educational Improvement and a school psychology doctoral candidate at the University of Minnesota. Nicole is a researcher/consultant on the implementation of multitiered systems of support and using data for instructional planning for students who need interventions in mathematics and writing.

Kristen L. McMaster, PhD, is Stern Family Professor of Reading Success and Chair of the Department of Educational Psychology, University of Minnesota. Her research focuses on (1) promoting teachers' use of data-based instructional decision-making and (2) developing individualized interventions for students for whom generally effective instruction is not sufficient.

Anna Moriah Myers is an 18-year veteran special educator and a doctoral student in the Special Education Program at the Curry School of Education and Human Development at the University of Virginia. Her primary research interests are teacher preparation, dyslexia, and reading instruction. She is also an avid cook and food writer.

Anne O. Papalia, PhD, is an Assistant Professor at Shippensburg University. She teaches courses on instructional methods for students with high-incidence disabilities, students with low-incidence disabilities, and collaboration. Her research interests include service dogs in schools, the impact of therapy dogs on students with disabilities, and suicide prevention for people with disabilities.

Jessica Simpson is a doctoral candidate studying Behavior Disorders with an emphasis in Mental Health in the Special Education Department at the University of Missouri. Jessica also has her master's degree in Special Education. Prior to entering the PhD program at Mizzou, Jessica was a resource specialist at both the elementary and secondary levels

Emily J. Solari, PhD, is a Professor of Reading Education in the School of Education and Human Development at the University of Virginia. Her work concentrates on identification and remediation of reading difficulties in subgroups of children who demonstrate reading risk including individuals with ASDs.

Melody Tankersley, PhD, is the Senior Vice President and Provost at Kent State University and is a Professor of Special Education. Her academic expertise is in the social and behavioral development of children and youth, with particular interest in the identification and implementation of evidence-based practices. Dr. Tankersley earned her doctoral degree from the University of Virginia and was appointed a postdoctoral fellowship at the University of Kansas. Since then, she has been a faculty member and administrator at Kent State University.

Jason C. Travers is an Associate Professor and Behavior Analyst at Temple University where he coordinates the special education and applied behavior analysis programs. Jason earned his doctorate at University of Nevada, Las Vegas and is a former public school special educator for learners with autism.

Victoria J. VanUitert is a doctoral student in the special education program at the University of Virginia. Her research focuses on the development of interventions to support knowledge growth and participation in science among students with disabilities and enhancing teacher practices to further facilitate science achievement.

Sarah Emily Wilson is a former special education teacher and current doctoral student in the Special Education Program at the University of Virginia. She studies the role of social communication in accessing classroom content and community for students with autism. She is currently the editorial assistant for Exceptional Children.

Dr Mitchell Yell's professional interests include special education law, IEP development, and progress monitoring. He has published 132 journal articles, 6 textbooks, and 34 book chapters. In 2020, he received the Research Award of the Council for Exceptional Children. Prior to working in higher education, he was a special education teacher in Minnesota for 14 years.

List of Contributors