Papers by Cheryl Fielding
Skills (TAAS) is a classic example of the high-stakes test ” (Gordon and Reese 1997, 347). Campus... more Skills (TAAS) is a classic example of the high-stakes test ” (Gordon and Reese 1997, 347). Campus and district ratings, student graduation, and accreditation investiga-tions are tied to this test (Texas Legislature Online 2001). Beginning with the 2002–03 school year, this test was renamed the Texas
The effective use of behavior management strategies and related policies continues to be a debate... more The effective use of behavior management strategies and related policies continues to be a debated issue in public education. Despite overwhelming evidence espousing the benefits of the implementation of procedures derived from principles based on the science of applied behavior analysis (ABA), educators often indicate many common misconceptions in this area. These misconceptions contribute to a reluctance on the part of educators to implement strategies utilizing what we know to be true about the operation of behavioral law. Further, these misconceptions often impede educator effectiveness and student progress. This paper reviews 3 common misperceptions: 1) ABA is used exclusively for children who have autism; 2) ABA may only be implemented using a teacher/student ratio of 1:1, and; 3) negative connotations of terminology associated with ABA. Important legal issues, procedures, research, and philosophical issues related to the implementation of ABA is explored along with concluding...
The Educational Forum, 2004
is indeed unfortunate that the state accountability system that was designed to improve the quali... more is indeed unfortunate that the state accountability system that was designed to improve the quality of education is now creating such negative consequences.
Journal of Autism and Developmental Disorders, 2007
This study examines the decision-making process used for differential diagnosis of a sample of Hi... more This study examines the decision-making process used for differential diagnosis of a sample of Hispanic children referred for autism spectrum disorders (ASDs). Of the sample of 28 children, 18 were diagnosed with ASDs. Of the 10 children who were not diagnosed with ASDs, 80% were found to have multiple diagnostic labels or comorbidities. Mann-Whitney U analyses determined the differences between the children with the most severe social impairment, children with less severe social impairment and the non-autistic children on several domains commonly used to assess ASDs. These analyses indicated significant differences in some characteristics of the children in the sample. Based on these results, a decision-tree for the diagnosis of children with and without ASDs with comorbid disorders was developed.
Journal of Autism and Developmental Disorders, 2007
This study examines the decision-making process used for differential diagnosis of a sample of Hi... more This study examines the decision-making process used for differential diagnosis of a sample of Hispanic children referred for autism spectrum disorders (ASDs). Of the sample of 28 children, 18 were diagnosed with ASDs. Of the 10 children who were not diagnosed with ASDs, 80% were found to have multiple diagnostic labels or comorbidities. Mann-Whitney U analyses determined the differences between the children with the most severe social impairment, children with less severe social impairment and the non-autistic children on several domains commonly used to assess ASDs. These analyses indicated significant differences in some characteristics of the children in the sample. Based on these results, a decision-tree for the diagnosis of children with and without ASDs with comorbid disorders was developed.
Journal of the American Academy of Special Education Professionals, 2013
The effective use of behavior management strategies and related policies continues to be a debate... more The effective use of behavior management strategies and related policies continues to be a debated issue in public education. Despite overwhelming evidence espousing the benefits of the implementation of procedures derived from principles based on the science of applied behavior analysis (ABA), educators often indicate many common misconceptions in this area. These misconceptions contribute to a reluctance on the part of educators to implement strategies utilizing what we know to be true about the operation of behavioral law. Further, these misconceptions often impede educator effectiveness and student progress. This paper reviews 3 common misperceptions: 1) ABA is used exclusively for children who have autism; 2) ABA may only be implemented using a teacher/student ratio of 1:1, and; 3) negative connotations of terminology associated with ABA. Important legal issues, procedures, research, and philosophical issues related to the implementation of ABA is explored along with concluding...
Journal of Special Education Technology, 2012
Academic Exchange Quarterly, 2010
Journal of Latinos and Education, 2010
... Hassinger, M. and Plourde, LA 2005. ... [Taylor & Francis Online] View all references... more ... Hassinger, M. and Plourde, LA 2005. ... [Taylor & Francis Online] View all references contended that positive interpersonal relationships (eg, high expectations from family) and individual factors (eg, goal setting, intrinsic motivation, internal locus of control, and high self-efficacy ...
Professional School Counseling, 2009
The Latino population is the fastest growing minority group in the United States (US Census Burea... more The Latino population is the fastest growing minority group in the United States (US Census Bureau, 2005), and it is projected that 25% of K-12 students will be Latinos by 2025 (Gregory, 2003). In addition, although 67% of Anglo students pursue higher education, ...
Journal of Learning Disabilities, 2004
Assessment personnel from the southern borderlands area of Texas participated in analyzing one of... more Assessment personnel from the southern borderlands area of Texas participated in analyzing one of four different hypothetical cases. Respondents were expected to defer making eligibility decisions due to language proficiency, environment, culture, or lack of data. When data were lacking, the investigators proposed that respondents would recognize the need for additional information and defer making a decision. Differences in eligibility decisions were found when the respondents analyzed cases in which a significant discrepancy existed and in cases in which language proficiency information was provided. Experience in assessment was significant in the determination that additional information was needed to reach a decision, F(2, 87) = 3.99, p < .05. A majority of the respondents (83%) made an eligibility decision using insufficient data.
Journal of Autism and Developmental Disorders, 2008
This study compared Autism diagnostic observation schedule (ADOS) algorithm scores of a sample of... more This study compared Autism diagnostic observation schedule (ADOS) algorithm scores of a sample of 26 children who were administered modules 1-3 of the ADOS with the scores obtained applying the revised ADOS algorithm proposed by Gotham et al. (2007). Results of this application were inconsistent, yielding slightly more accurate results for module 1. New algorithm scores on modules 2 and 3 remained consistent with the original algorithm scores. The Mann-Whitney U was applied to compare revised algorithm and clinical levels of social impairment to determine if significant differences were evident. Results of Mann-Whitney U analyses were inconsistent and demonstrated less specificity for children with milder levels of social impairment. The revised algorithm demonstrated accuracy for the more severe autistic group.
Journal of the American Academy of Special Education Professional, 2013
The effective use of behavior management strategies and related policies continues to be a debate... more The effective use of behavior management strategies and related policies continues to be a debated issue in public education. Despite overwhelming evidence espousing the benefits of the implementation of procedures derived from principles based on the science of applied behavior analysis (ABA), educators often indicate many common misconceptions in this area. These misconceptions contribute to a reluctance on the part of educators to implement strategies utilizing what we know to be true about the operation of behavioral law. Further, these misconceptions often impede educator effectiveness and student progress. This paper reviews 3 common misperceptions: 1) ABA is used exclusively for children who have autism; 2) ABA may only be implemented using a teacher/student ratio of 1:1, and; 3) negative connotations of terminology associated with ABA. Important legal issues, procedures, research, and philosophical issues related to the implementation of ABA is explored along with concluding recommendations for public school educators. Applied Behavior Analysis: Current Myths in Public Education Public education is, historically, a punitive institution. From suspensions and expulsions to verbal reprimands, the majority of consequences imposed by teachers and administrators are done with the idea that such consequences will decrease the rate of future behavior; thereby tolerance policies that involve removing a student from the classroom or campus for up to a year for certain offenses have been included in state and federal regulations (Skiba, 1999). Why are school policy-makers relying on zero tolerance policies over planning, prevention, and positive behavior supports? Axelrod, Moyer, & Berry (1990) writ process by which the most commonly used behavioral principle-positive reinforcement
Journal of the American Academy of Special Education Professional, 2013
The effective use of behavior management strategies and related policies continues to be a debate... more The effective use of behavior management strategies and related policies continues to be a debated issue in public education. Despite overwhelming evidence espousing the benefits of the implementation of procedures derived from principles based on the science of applied behavior analysis (ABA), educators often indicate many common misconceptions in this area. These misconceptions contribute to a reluctance on the part of educators to implement strategies utilizing what we know to be true about the operation of behavioral law. Further, these misconceptions often impede educator effectiveness and student progress. This paper reviews 3 common misperceptions: 1) ABA is used exclusively for children who have autism; 2) ABA may only be implemented using a teacher/student ratio of 1:1, and; 3) negative connotations of terminology associated with ABA. Important legal issues, procedures, research, and philosophical issues related to the implementation of ABA is explored along with concluding recommendations for public school educators. Applied Behavior Analysis: Current Myths in Public Education Public education is, historically, a punitive institution. From suspensions and expulsions to verbal reprimands, the majority of consequences imposed by teachers and administrators are done with the idea that such consequences will decrease the rate of future behavior; thereby tolerance policies that involve removing a student from the classroom or campus for up to a year for certain offenses have been included in state and federal regulations (Skiba, 1999). Why are school policy-makers relying on zero tolerance policies over planning, prevention, and positive behavior supports? Axelrod, Moyer, & Berry (1990) writ process by which the most commonly used behavioral principle-positive reinforcement
This study examines the decision-making process used for differential diagnosis of a sample of Hi... more This study examines the decision-making process used for differential diagnosis of a sample of Hispanic children referred for autism spectrum disorders (ASDs). Of the sample of 28 children, 18 were diagnosed with ASDs. Of the 10 children who were not diagnosed with ASDs, 80% were found to have multiple diagnostic labels or comorbidities. Mann-Whitney U analyses determined the differences between the children with the most severe social impairment, children with less severe social impairment and the non-autistic children on several domains commonly used to assess ASDs. These analyses indicated significant differences in some characteristics of the children in the sample. Based on these results, a decision-tree for the diagnosis of children with and without ASDs with comorbid disorders was developed.
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Papers by Cheryl Fielding