An Intensive Onsite Technical Assistance Model to Promote Inclusive Educational Practices for Students with Disabilities in Middle School and High School

Abstract

The authors examined the effects of an intensive onsite technical assistance (IOTA) model on the inclusive practices of special educators. Three special educators received technical assistance that included performance assessments, workshops on inclusive practices, and intensive onsite follow-up support. Inclusive practices were measured using direct observations and interviews to document (a) the use of informal assessment, (b) development and implementation of quality individualized education plans, and (c) access to the general education curriculum. These results showed that the IOTA model was effective in improving the inclusive practices of special educators and the quality of instruction received by students. These findings offer an empirically validated approach to delivering technical assistance to improve the inclusive teaching practices of special educators.

The Development of Individualized Education Programs

“…Future research projects can continue to examine the extent to which IEPs are individually designed, through comparisons of IEPs within and across schools and districts. In addition, the expanded use of specific training models for improving IEP content (Campbell et al, 1998;Clark et al, 2004;Doren et al, 2013;Jorgensen et al, 2007;Rehfeldt et al, 2012) offers another potential avenue for improving the procedural and substantive content of IEPs. Implementation of any such models should include assessment and follow-up to ensure that school staff achieved and maintain stated goals and outcomes.…”

“…A range of training models were utilized in these studies: the Team Environmental Assessment Mapping System (Campbell et al, 1998), the Transition Planning Inventory (Rehfeldt et al, 2012), the Beyond Access model (Jorgensen et al, 2007), and on-site professional development and technical assistance (Clark et al, 2004;Doren et al, 2013). All were found to have positive effects on IEP content development.…”

“…As a possible means of addressing these types of challenges, five research studies (Campbell, Campbell, & Brady, 1998;Clark, Cushing, & Kennedy, 2004;Doren, Flannery, Lombardi, & Kato, 2013;Jorgensen, McSheehan, & Sonnenmeier, 2007;Rehfeldt, Clark, & Lee, 2012) examined the impact of specific training models on IEP content development. A range of training models were utilized in these studies: the Team Environmental Assessment Mapping System (Campbell et al, 1998), the Transition Planning Inventory (Rehfeldt et al, 2012), the Beyond Access model (Jorgensen et al, 2007), and on-site professional development and technical assistance (Clark et al, 2004;Doren et al, 2013).…”

Evidence-Based Staff Training: A Guide for Practitioners

“…On-the-job, or in-vivo, training increases the likelihood that performance of the target skill acquired during the training session generalizes to the usual work situation (Clark et al, 2004;Smith, Parker, Taubman, & Lovaas, 1992). On-the-job training involves trainers observing each trainee applying the target skill in the regular work environment and providing supportive and corrective feedback as described in Step 5 of the training protocol.…”

“…Researchers have continued to examine the effects of staff training strategies to allow for more effective and efficient use of behavioral procedures with individuals with disabilities. Despite this existing research, many staff in human service agencies often do not acquire the skills that the procedures are intended to train (Casey & McWilliam, 2011;Clark, Cushing, & Kennedy, 2004;Sturmey, 1998). Hence, if behavior analysts are to successfully fulfill their staff-training responsibilities, additional guidance on best-practice implementation of staff training strategies is warranted.…”