The Next Big Thing in Learning and Behavioral Disabilities

Bryan G. Cook, Melody Tankersley, Timothy J. Landrum

• Publisher: Emerald Publishing Limited
• Year: 2021
• Print ISBN:
  9781800717503
• eBook ISBN:
  9781800717510
• Topic: Bildung
• Subtopic: Bildungspsychologie

Responding to the need for educational stakeholders to be equipped to plan for constantly evolving developments in policy and practice for learners with learning and behavioral disabilities, this edited collection collates contributions from authors who predict what the next big things in the field will be, and offer recommendations on how to prepare for the future they envision. 

The chapters cover a broad range of topics that include developments related to students' legal rights and services, how research is utilized by practitioners, using practice-based evidence to promote the use of evidence-base practices, open science, neuroscience and special education, professional development for teachers, adaptive tier-2 interventions, the field of emotional and behavioral disorders, reading and students with autism spectrum disorder, and innovations in early writing. Chronicling, too, the concerns and cautions that the authors have about what they see as the next big thing, this collection is a compelling resource for anyone looking to the future of the field, and thinking about how they can be at the front of developments in order to navigate change in a way that generates positive effects.

INDEX

Academic achievement, 50–51, 149–150

Academic Competence Evaluation Scales (ACES), 116

Accessibility, 32, 51, 118

Acquisition and performance deficit classification model (APDCM), 114–115, 117

FBAs, 116–117

skill-based adaptation, 115–116

Actual intervention protocols, 67

Adaptive Tier 2 behavioral intervention, 113

APDCM, 115–117

approach to adaptation, 113–114

decision rules, 120

domain-based approach, 114

measurement, 118–119

methods to provide, 117–118

questions to addressed, 115–117

rates of behavior function, 118

training and demands on staff, 119

Alphabet knowledge, 154–155

Ambiguous standards for progress, 197–199

Analytic code, 66–67

Arcuate fasciculus (AF), 81–82

Arousal/modulatory systems, 130–131

Artificial intelligence (AI), 126–128

Artificial reproductive technologies (ART), 128–130

Attention-deficit hyperactivity disorder (ADHD), 129

Autism Rights Movement (ARM), 129

Autism spectrum disorders (ASDs), 6, 129, 149–150

better understanding of classroom environment, 164

connection between emergent literacy and later reading outcomes, 162–163

future research in reading with individuals with ASD, 162–166

oral language and listening comprehension, 152–153

reading development in elementary, middle, and high school, 156–159

reading development in individuals with, 151–154

reading skill heterogeneity, 152

social communication, 153–154

specific comprehension skill difficulties, 160–162

specific reading subcomponent skills, 154–156

specific research on comprehension deficits, 163–164

testing efficacy of dual-purpose interventions, 164–166

Balanced literacy approach, 197

Behavior Assessment System for Children, Third Edition...

Table of contents

• Cover
• Series Editors
• Title
• Copyright
• Contents
• About the Contributors
• List of Contributors
• The Next Big Thing in Learning and Behavioral Disabilities: Introduction to the Volume
• The Endrew F. Decision and the Future of IEPs and FAPE
• Research Utilization in Special Education
• Merging Practice-based Evidence and Evidence-based Practices to Close the Research-to-Practice Gap
• Open Science and Special Education Research
• Neuroscience and Special Education: An Attempt to Break Down walls between Complementary (but Divergent) Disciplines
• Professional Development: What We Know and What We Need to Find Out
• Adaptive Tier 2 Behavioral Intervention: What We Know and What Remains Unseen
• Core Values, Technologies, Neuroscience, and LAW/Policy: Next Big Things for Emotional and Behavioral Disorders
• Reading Development for Individuals with ASD: Current Knowledge and a Roadmap for Next Steps
• Innovations in Early Writing Intervention: What Teachers Should Know
• Some Concerns about the Next Big Thing in Special Education: Persistency of Fads
• Index