Prior reviews (e.g., Gevarter et al., 2016; Hart Barnett & Cleary, 2015; King, Lemons, & Davidson... more Prior reviews (e.g., Gevarter et al., 2016; Hart Barnett & Cleary, 2015; King, Lemons, & Davidson, 2016) on mathematics interventions for students identified with Autism Spectrum Disorder have provided useful information for practitioners and have identified areas for additional research. We aim to extend prior work by updating the literature search and evaluating the boundaries of intervention effects through multilevel modeling procedures.
Research in Developmental Disabilities, Oct 1, 2020
Students with extensive support needs (ESN; i.e., autism spectrum disorder, intellectual disabili... more Students with extensive support needs (ESN; i.e., autism spectrum disorder, intellectual disability, or both), have the ability to learn a variety of mathematical skills when taught using scientifically validated strategies (e.g.
In the current climate of universal accessibility, it is not surprising that more students with d... more In the current climate of universal accessibility, it is not surprising that more students with disabilities are being served in inclusive contexts. Although the reported increase in inclusion rates are promising, the rate of increase of students with moderate to severe disabilities is thought to be much lower and inclusion is still a struggle for the students with the highest needs. Questions emerge regarding the effectiveness of teaching practices in relation to progress towards specific curricular goals, at least in part because of concerns about dependence on sophisticated teacher skills for meaningful inclusion to occur. General consensus in the field is that professional development may provide support to teachers to adequately serve students with disabilities. We sought to implement a model of professional development which first explored the unique strengths and needs of an individual student or small group of students with a moderate or severe disability who were already being served in the general education classroom. We were able to tailor the learner-centered professional development package based on the needs of the team as they work directly with this population to implement embedded instruction and team collaboration to address the content areas.
The Rural Special Education Quarterly, Sep 1, 2016
With the increase in the use of online professional development resources, especially for rural e... more With the increase in the use of online professional development resources, especially for rural educators, this study evaluated the effects of online training modules on in-service teachers' ability to collect and use instructional progress monitoring data to make instructional decisions for students with significant disability (i.e., moderate to severe intellectual disability, autism). In this randomized control study, 29 teachers across three states participated in online data collection or data collection plus data-based decision making training. In addition, the generalization of teachers' ability to use data-based decisions with their own student outcome data were measured. Results indicated that while the modules did support teachers' acquisition of new information, they were not sufficient to carry over to applied use on their own students' data. Further discussion on the use of module-based professional development will be presented as well as how teachers in rural areas can access this information.
Using best-practices and supports that apply the least dangerous assumption (LDA) is a powerful t... more Using best-practices and supports that apply the least dangerous assumption (LDA) is a powerful tool for increasing overall student quality of life and keeping alive a vision of high achievement for all students. This presentation will focus on research and evidence based strategies to promote the LDA for students with significant disabilities regarding accessing personally relevant academic instruction with meaningful student centered outcomes. OBJECTIVES: By the end of this session, participants will be able to: a) identify four criteria to promote Least Dangerous Assumption b) discuss ways to successfully implement the four criteria in their classroom to meet the needs of a wide range of diverse students with significant disabilities c) identify resources that incorporate these four criteria and are applicable to students from diverse background
Over the past decade, an emphasis on academic content, standards-based assessment and instruction... more Over the past decade, an emphasis on academic content, standards-based assessment and instruction for students with moderate and severe disabilities (MSD) has been present in public school education (Kleinert & Kearns, 2010). Under the Every Student Succeeds Act (ESSA, 2015) and amendments to the Individuals with Disabilities Education Improvement Act (IDEA, 2004), this population of students is mandated to receive access to the general education curriculum and be held accountable in state alternate assessments
Education and training in autism and developmental disabilities, Mar 1, 2015
This study investigated the effect of systematic early numeracy skill instruction on grade-aligne... more This study investigated the effect of systematic early numeracy skill instruction on grade-aligned 4 th and 5 th grade Common Core math skill acquisition for three 4 th and 5th grade students with a significant intellectual disability. Students were taught early numeracy skills (e.g., number identification, making sets to five items, simple addition) using theme based lessons, systematic prompting and feedback, manipulatives and graphic organizers. Four Common Core math standards were task-analyzed to identify the early numeracy skills needed to access the standard. A multiple probe across students design was used to examine the effects of the early numeracy instruction on the number of steps completed on each of the grade-aligned math standards task-analysis. Results indicated a functional relationship between the early numeracy skill instruction and students independent correct responses on grade-aligned math. Implications for practice and future research are discussed.
Journal of Special Education Technology, Mar 26, 2018
Advances in and the decreased cost of technology has resulted in a significant increase in educat... more Advances in and the decreased cost of technology has resulted in a significant increase in educational programming that incorporates technology into the school curriculum. Specifically, the use of iPads has become quite common to support students social, communication, and academic outcomes in recent years; however, many students with moderate to severe disability do not have the access skills necessary to navigate these devices independently. This study investigated the effect of graduated guidance on iPad accessibility skill acquisition for three high school students with severe intellectual disability. Students were taught to swipe, drag, touch tap, minimize, and enlarge images on an iPad to access high-interest websites, images, and instructional resources. A multiple probe across students design was used to examine the effects of graduated guidance on the number of trials completed independently on each accessibility skill. Results indicated a functional relationship between the use of graduated guidance and student independent correct physical responses for all three students. Implications for practice and future research are discussed.
In this article, we focus on pairing instructional approaches with a strong evidence base in math... more In this article, we focus on pairing instructional approaches with a strong evidence base in math with evidence-based practices for students with extensive support needs. To do so we draw on two sources. We use the 2021 Practice Guide from the Institution for Education Sciences (Fuchs et al., 2021). In addition, we use identified evidence-based practices specific for teaching mathematics to students with extensive support needs (Root et al., 2021; Spooner et al., 2017). We describe considerations for implementation of these practices identified by the IES practice guide by describing how to implement them with learners with ESN using additional evidence-based practices and supports.
Inclusive opportunities for students with extensive support needs are a predictor of both in scho... more Inclusive opportunities for students with extensive support needs are a predictor of both in school and post-school outcomes; however, successful inclusion must consider how student learning needs and evidence-based practices are incorporated. Potential exists to align evidence-based instruction for students with extensive support needs utilizing the Multi-tiered System of Support (MTSS) framework for all students within the inclusive math classroom across tier 2 and tier 3. Findings of this single-case, multiple probe, across student research study suggest that embedded instruction is an effective and feasible instructional practice to support specially designed instruction in early numeracy within a tiered support model for students with extensive support needs in the inclusive math classroom. Based upon our findings, we sought to develop a model of practice for specially designed instruction (SDI) within tiered systems of support for students with extensive support needs that edu...
This presentation highlights teachers\u27, who were chosen for an Office of Special Education Pro... more This presentation highlights teachers\u27, who were chosen for an Office of Special Education Programs Teacher preparation grant, experiences in implementing evidence based practices. Specifically, the presenters share their experiences of applying evidence based practices in their classrooms with the goal to increase inclusion for students with significant disabilities. The presenters will share the strategies that they have found most successful and discuss how to implement these strategies to promote inclusion. Learning Objectives: 1) Be able to identify 3-5 evidence based practices that address a variety of learning needs of students with significant disabilities. 2) Generate 2-3 ideas to increase inclusive practices by implementing evidence based practices for people with significant disabilities. 3) Share their own experiences in implementing evidence based practices in the classroom to improve inclusive practices for persons with significant disabilities. To do this, the presenters, who are teachers selected as part of an OSEP funded teacher preparation grant, will discuss how they have applied their knowledge of evidenced based practices to improve the inclusive practices for persons with significant disabilities at their schools. Under the guidance of their faculty mentors, several teachers will provide information about a variety of evidence based practices, how they implemented the practices within their school setting (pre-k to 21) and any obstacles they faced as well as how they overcame each obstacle. Topics may include the following: (a) self-determination, (b) family involvement, (c) person centered planning, (d) teaching academic skills (e) positive behavioral supports, and (f) data based decision making (Browder, Wakeman, et al., 2007; Jimenez, Mims, Browder, 2012; McDonnell; Copeland, 2011; Westling & Fox, 2009; Wood, Fowler, Uphold, Test, 2005). The presenters will also share the outcomes of their implementation of strategies. This session is unique as it encourages engagement between attendees and several practitioners with demonstrated leadership skills who are passionate about increasing evidenced based inclusive practices to promote change within their school setting for students with significant disabilities. The teachers who will be presenting work with students from culturally, linguistically and economically diverse backgrounds. Individualized attendee needs will be considered throughout the presentation to ensure full participation by all. Information will be presented through visual and auditory means
This study investigated the effects of an early numeracy intervention package on early numeracy s... more This study investigated the effects of an early numeracy intervention package on early numeracy skill attainment for participants with moderate intellectual disabilities, including autism. The intervention taught students to use nonstandard and standard measurement, counting skills, calendar skills, how to create sets, and how to identify and work with patterns. A single-subject design across three classrooms was employed to evaluate the intervention package. Specifically, three special education teachers used engaging story-based math lessons with embedded systematic instruction to promote the early math concept acquisition of five students with intellectual disability. Results found that all students showed a significant increase in early numeracy skill acquisition after receiving the intervention package. The study's contributions to research, limitations, need for future research, and implications for practice are discussed.
The purpose of this study was to determine the effect of systematic instruction with a concrete r... more The purpose of this study was to determine the effect of systematic instruction with a concrete representation on the acquisition of an algebra skilUfor students with moderate developmental disabilities. Three high school students with moderate developmental disabilities participated in this study. A multiple probe across participants research design was used to evaluate the effectiveness of the treatment. Finally, this study was the first to teach an algebra skill to students with moderate developmental disabilities. Students were successful at learning how to solve an algebraic equation through the use of systematic instruction with a concrete representation, including mastery with generalization across materials and settings. Mathematics instruction for students with developmental disabilities has typically focused on functional skills such as money management, telling time, or basic number identification. The ability of students with moderate developmental disabilities to acquire functional math skills like counting or identifying money is well documented (Browder & Grasso, 1999). What is less clear is whether this population can acquire other skills of mathematics that are typically taught in the general curriculum. General mathematics curriculum has five major strands according to The National Council for Teachers of Mathematics including operations, algebra, geometry, measurement, and data analysis/probability (http:// www.nctm.org). The NCTM notes that the amount of coverage given to these components varies across years. For example, students may learn patterns and other pre-algebra content in the early grades, but spend more time on number concepts. Algebra content then becomes a stronger focus at the secondary level. The NCTM also emphasizes that mathematics has processes including
All educators must use evidence-based practices to teach literacy to their students, including th... more All educators must use evidence-based practices to teach literacy to their students, including those who teach students with a severe disability. This may be a challenge, specifically for teachers who serve students with intensive communication needs and hearing loss. This exploratory study investigated the use of research in both severe disability and hearing loss to support two middle-school students, with a severe intellectual disability, in participating in literacy lessons aligned to grade level novels. The study used an abbreviated alternating treatment design to compare the effects of a story-based task analysis, with (SBL+) and without (SBL) embedded support for students with hearing loss, on student participation and comprehension of grade-aligned text. Results indicated increased student participation and correct responses from baseline to intervention for both the SBL+ and SBL interventions. Results were mixed regarding one treatment providing better student outcomes. Add...
This session will provide a framework for assisting culturally and linguistically diverse student... more This session will provide a framework for assisting culturally and linguistically diverse students with moderate-severe intellectual disability. Strategies for general curriculum access, academic instruction, meaningful collaboration with families and educators, as well as suggestions for enhancing postsecondary outcomes will be provided. . 1. Participants will identify components of the proposed culturally responsive framework (universal design for learning, self-determination, safe learning environments, technology, multiple opportunities to respond, primary language support, integration of culture in learning, and systematic/explicit instruction) to assist CLD students with moderate-severe ID in the preparation of postsecondary opportunities. 2. Participants will summarize strategies to increase parental involvement during academic and transition planning. 3. Participants will identify various postsecondary opportunities that exist nationwide for students with moderate-severe ID
Prior reviews (e.g., Gevarter et al., 2016; Hart Barnett & Cleary, 2015; King, Lemons, & Davidson... more Prior reviews (e.g., Gevarter et al., 2016; Hart Barnett & Cleary, 2015; King, Lemons, & Davidson, 2016) on mathematics interventions for students identified with Autism Spectrum Disorder have provided useful information for practitioners and have identified areas for additional research. We aim to extend prior work by updating the literature search and evaluating the boundaries of intervention effects through multilevel modeling procedures.
Research in Developmental Disabilities, Oct 1, 2020
Students with extensive support needs (ESN; i.e., autism spectrum disorder, intellectual disabili... more Students with extensive support needs (ESN; i.e., autism spectrum disorder, intellectual disability, or both), have the ability to learn a variety of mathematical skills when taught using scientifically validated strategies (e.g.
In the current climate of universal accessibility, it is not surprising that more students with d... more In the current climate of universal accessibility, it is not surprising that more students with disabilities are being served in inclusive contexts. Although the reported increase in inclusion rates are promising, the rate of increase of students with moderate to severe disabilities is thought to be much lower and inclusion is still a struggle for the students with the highest needs. Questions emerge regarding the effectiveness of teaching practices in relation to progress towards specific curricular goals, at least in part because of concerns about dependence on sophisticated teacher skills for meaningful inclusion to occur. General consensus in the field is that professional development may provide support to teachers to adequately serve students with disabilities. We sought to implement a model of professional development which first explored the unique strengths and needs of an individual student or small group of students with a moderate or severe disability who were already being served in the general education classroom. We were able to tailor the learner-centered professional development package based on the needs of the team as they work directly with this population to implement embedded instruction and team collaboration to address the content areas.
The Rural Special Education Quarterly, Sep 1, 2016
With the increase in the use of online professional development resources, especially for rural e... more With the increase in the use of online professional development resources, especially for rural educators, this study evaluated the effects of online training modules on in-service teachers' ability to collect and use instructional progress monitoring data to make instructional decisions for students with significant disability (i.e., moderate to severe intellectual disability, autism). In this randomized control study, 29 teachers across three states participated in online data collection or data collection plus data-based decision making training. In addition, the generalization of teachers' ability to use data-based decisions with their own student outcome data were measured. Results indicated that while the modules did support teachers' acquisition of new information, they were not sufficient to carry over to applied use on their own students' data. Further discussion on the use of module-based professional development will be presented as well as how teachers in rural areas can access this information.
Using best-practices and supports that apply the least dangerous assumption (LDA) is a powerful t... more Using best-practices and supports that apply the least dangerous assumption (LDA) is a powerful tool for increasing overall student quality of life and keeping alive a vision of high achievement for all students. This presentation will focus on research and evidence based strategies to promote the LDA for students with significant disabilities regarding accessing personally relevant academic instruction with meaningful student centered outcomes. OBJECTIVES: By the end of this session, participants will be able to: a) identify four criteria to promote Least Dangerous Assumption b) discuss ways to successfully implement the four criteria in their classroom to meet the needs of a wide range of diverse students with significant disabilities c) identify resources that incorporate these four criteria and are applicable to students from diverse background
Over the past decade, an emphasis on academic content, standards-based assessment and instruction... more Over the past decade, an emphasis on academic content, standards-based assessment and instruction for students with moderate and severe disabilities (MSD) has been present in public school education (Kleinert & Kearns, 2010). Under the Every Student Succeeds Act (ESSA, 2015) and amendments to the Individuals with Disabilities Education Improvement Act (IDEA, 2004), this population of students is mandated to receive access to the general education curriculum and be held accountable in state alternate assessments
Education and training in autism and developmental disabilities, Mar 1, 2015
This study investigated the effect of systematic early numeracy skill instruction on grade-aligne... more This study investigated the effect of systematic early numeracy skill instruction on grade-aligned 4 th and 5 th grade Common Core math skill acquisition for three 4 th and 5th grade students with a significant intellectual disability. Students were taught early numeracy skills (e.g., number identification, making sets to five items, simple addition) using theme based lessons, systematic prompting and feedback, manipulatives and graphic organizers. Four Common Core math standards were task-analyzed to identify the early numeracy skills needed to access the standard. A multiple probe across students design was used to examine the effects of the early numeracy instruction on the number of steps completed on each of the grade-aligned math standards task-analysis. Results indicated a functional relationship between the early numeracy skill instruction and students independent correct responses on grade-aligned math. Implications for practice and future research are discussed.
Journal of Special Education Technology, Mar 26, 2018
Advances in and the decreased cost of technology has resulted in a significant increase in educat... more Advances in and the decreased cost of technology has resulted in a significant increase in educational programming that incorporates technology into the school curriculum. Specifically, the use of iPads has become quite common to support students social, communication, and academic outcomes in recent years; however, many students with moderate to severe disability do not have the access skills necessary to navigate these devices independently. This study investigated the effect of graduated guidance on iPad accessibility skill acquisition for three high school students with severe intellectual disability. Students were taught to swipe, drag, touch tap, minimize, and enlarge images on an iPad to access high-interest websites, images, and instructional resources. A multiple probe across students design was used to examine the effects of graduated guidance on the number of trials completed independently on each accessibility skill. Results indicated a functional relationship between the use of graduated guidance and student independent correct physical responses for all three students. Implications for practice and future research are discussed.
In this article, we focus on pairing instructional approaches with a strong evidence base in math... more In this article, we focus on pairing instructional approaches with a strong evidence base in math with evidence-based practices for students with extensive support needs. To do so we draw on two sources. We use the 2021 Practice Guide from the Institution for Education Sciences (Fuchs et al., 2021). In addition, we use identified evidence-based practices specific for teaching mathematics to students with extensive support needs (Root et al., 2021; Spooner et al., 2017). We describe considerations for implementation of these practices identified by the IES practice guide by describing how to implement them with learners with ESN using additional evidence-based practices and supports.
Inclusive opportunities for students with extensive support needs are a predictor of both in scho... more Inclusive opportunities for students with extensive support needs are a predictor of both in school and post-school outcomes; however, successful inclusion must consider how student learning needs and evidence-based practices are incorporated. Potential exists to align evidence-based instruction for students with extensive support needs utilizing the Multi-tiered System of Support (MTSS) framework for all students within the inclusive math classroom across tier 2 and tier 3. Findings of this single-case, multiple probe, across student research study suggest that embedded instruction is an effective and feasible instructional practice to support specially designed instruction in early numeracy within a tiered support model for students with extensive support needs in the inclusive math classroom. Based upon our findings, we sought to develop a model of practice for specially designed instruction (SDI) within tiered systems of support for students with extensive support needs that edu...
This presentation highlights teachers\u27, who were chosen for an Office of Special Education Pro... more This presentation highlights teachers\u27, who were chosen for an Office of Special Education Programs Teacher preparation grant, experiences in implementing evidence based practices. Specifically, the presenters share their experiences of applying evidence based practices in their classrooms with the goal to increase inclusion for students with significant disabilities. The presenters will share the strategies that they have found most successful and discuss how to implement these strategies to promote inclusion. Learning Objectives: 1) Be able to identify 3-5 evidence based practices that address a variety of learning needs of students with significant disabilities. 2) Generate 2-3 ideas to increase inclusive practices by implementing evidence based practices for people with significant disabilities. 3) Share their own experiences in implementing evidence based practices in the classroom to improve inclusive practices for persons with significant disabilities. To do this, the presenters, who are teachers selected as part of an OSEP funded teacher preparation grant, will discuss how they have applied their knowledge of evidenced based practices to improve the inclusive practices for persons with significant disabilities at their schools. Under the guidance of their faculty mentors, several teachers will provide information about a variety of evidence based practices, how they implemented the practices within their school setting (pre-k to 21) and any obstacles they faced as well as how they overcame each obstacle. Topics may include the following: (a) self-determination, (b) family involvement, (c) person centered planning, (d) teaching academic skills (e) positive behavioral supports, and (f) data based decision making (Browder, Wakeman, et al., 2007; Jimenez, Mims, Browder, 2012; McDonnell; Copeland, 2011; Westling & Fox, 2009; Wood, Fowler, Uphold, Test, 2005). The presenters will also share the outcomes of their implementation of strategies. This session is unique as it encourages engagement between attendees and several practitioners with demonstrated leadership skills who are passionate about increasing evidenced based inclusive practices to promote change within their school setting for students with significant disabilities. The teachers who will be presenting work with students from culturally, linguistically and economically diverse backgrounds. Individualized attendee needs will be considered throughout the presentation to ensure full participation by all. Information will be presented through visual and auditory means
This study investigated the effects of an early numeracy intervention package on early numeracy s... more This study investigated the effects of an early numeracy intervention package on early numeracy skill attainment for participants with moderate intellectual disabilities, including autism. The intervention taught students to use nonstandard and standard measurement, counting skills, calendar skills, how to create sets, and how to identify and work with patterns. A single-subject design across three classrooms was employed to evaluate the intervention package. Specifically, three special education teachers used engaging story-based math lessons with embedded systematic instruction to promote the early math concept acquisition of five students with intellectual disability. Results found that all students showed a significant increase in early numeracy skill acquisition after receiving the intervention package. The study's contributions to research, limitations, need for future research, and implications for practice are discussed.
The purpose of this study was to determine the effect of systematic instruction with a concrete r... more The purpose of this study was to determine the effect of systematic instruction with a concrete representation on the acquisition of an algebra skilUfor students with moderate developmental disabilities. Three high school students with moderate developmental disabilities participated in this study. A multiple probe across participants research design was used to evaluate the effectiveness of the treatment. Finally, this study was the first to teach an algebra skill to students with moderate developmental disabilities. Students were successful at learning how to solve an algebraic equation through the use of systematic instruction with a concrete representation, including mastery with generalization across materials and settings. Mathematics instruction for students with developmental disabilities has typically focused on functional skills such as money management, telling time, or basic number identification. The ability of students with moderate developmental disabilities to acquire functional math skills like counting or identifying money is well documented (Browder & Grasso, 1999). What is less clear is whether this population can acquire other skills of mathematics that are typically taught in the general curriculum. General mathematics curriculum has five major strands according to The National Council for Teachers of Mathematics including operations, algebra, geometry, measurement, and data analysis/probability (http:// www.nctm.org). The NCTM notes that the amount of coverage given to these components varies across years. For example, students may learn patterns and other pre-algebra content in the early grades, but spend more time on number concepts. Algebra content then becomes a stronger focus at the secondary level. The NCTM also emphasizes that mathematics has processes including
All educators must use evidence-based practices to teach literacy to their students, including th... more All educators must use evidence-based practices to teach literacy to their students, including those who teach students with a severe disability. This may be a challenge, specifically for teachers who serve students with intensive communication needs and hearing loss. This exploratory study investigated the use of research in both severe disability and hearing loss to support two middle-school students, with a severe intellectual disability, in participating in literacy lessons aligned to grade level novels. The study used an abbreviated alternating treatment design to compare the effects of a story-based task analysis, with (SBL+) and without (SBL) embedded support for students with hearing loss, on student participation and comprehension of grade-aligned text. Results indicated increased student participation and correct responses from baseline to intervention for both the SBL+ and SBL interventions. Results were mixed regarding one treatment providing better student outcomes. Add...
This session will provide a framework for assisting culturally and linguistically diverse student... more This session will provide a framework for assisting culturally and linguistically diverse students with moderate-severe intellectual disability. Strategies for general curriculum access, academic instruction, meaningful collaboration with families and educators, as well as suggestions for enhancing postsecondary outcomes will be provided. . 1. Participants will identify components of the proposed culturally responsive framework (universal design for learning, self-determination, safe learning environments, technology, multiple opportunities to respond, primary language support, integration of culture in learning, and systematic/explicit instruction) to assist CLD students with moderate-severe ID in the preparation of postsecondary opportunities. 2. Participants will summarize strategies to increase parental involvement during academic and transition planning. 3. Participants will identify various postsecondary opportunities that exist nationwide for students with moderate-severe ID
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Papers by Bree Jimenez