Personal Thoughts on Early Childhood Special Education Research: An Historical Perspective, Threats to Relevance, and Call to Action

Strain, Phillip S.

doi:10.1177/1053815117750411

Cited by 14 publications

(14 citation statements)

References 11 publications

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“…For example, explicit communication intervention need not be dependent upon a once or twice per week visit by the SLP nor is motor skills development only available when the PT is on-site. Importantly, we know that positive child and family outcomes are dependent, in part, on the delivery of an adequate dosage of intervention (Sheldon & Rush, 2013;Strain, 2018).…”

mentioning

confidence: 99%

The More the Merrier: Using Collaborative Transdisciplinary Services to Maximize Inclusion and Child Outcomes

Rausch

Bold

Strain

2020

Young Exceptional Children

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A local education agency (LEA) preschool program serving 3-to 5-year-old children is committed to high-quality inclusion for young children with disabilities and their neurotypical peers. The school is investing in using evidence-based practices to support all children in learning and development, building meaningful friendships, and a sense of belonging in the community. Each classroom is staffed with a BA-level lead teacher and BA-level teaching assistant. The related service providers including early childhood special educator (ECSE), occupational therapist (OT), speech language pathologist (SLP), and physical therapist (PT) each spend one day in the preschool every week. On that one day, the specialists visit all three classrooms and work individually with each of the children whom they serve. It is becoming increasingly clear to the educational team that this is not enough time for the specialists to serve all the children on their caseload to the desired degree and children are not able to capitalize on learning opportunities throughout their school day. The team is looking at ways to better serve all children and provide more opportunities for children to learn during the natural routines of the day.

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mentioning

confidence: 99%

The More the Merrier: Using Collaborative Transdisciplinary Services to Maximize Inclusion and Child Outcomes

Rausch

Bold

Strain

2020

Young Exceptional Children

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“…Only in inclusive environments did social skills generalize (Bryant & Fox, 1995;Hecimovic et al, 1985;Strain, 1984aStrain, , 1985. We also know that the power of peer-mediated intervention, when delivered over as much as 2 years, yields levels of behavior change that result in individuals with autism engaging in amounts and types of social behavior indistinguishable from that exhibited by typical peers (Strain, 2018;Strain & Bovey, 2011).…”

Section: Rethinking Procedural Fidelity To Include Assessing Access To Typically Developing Peersmentioning

confidence: 96%

On Expanding the Definition and Use of Procedural Fidelity

Strain

Fox

Barton

2021

Research and Practice for Persons with Severe Disabilities

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Although our field has made significant progress in the measurement of procedural fidelity in research studies, we argue for a more nuanced and expansive perspective on procedural fidelity. Specifically, we review the status quo of procedural fidelity measurement in intervention research along with specific suggestions for increasing both precision and focused research on the levels of procedural fidelity that are needed to maximize outcomes for individual participants. Second, we offer an expanded example of procedural fidelity by examining the data on the influence of typical peers, particularly on how the data influence a broad range of skills for individuals with severe disabilities. Finally, we examine the need for multiple layers of procedural fidelity assessment if we are to fully understand the vast array of contextual variables that can influence both procedural fidelity and child outcomes, particularly in a progression of research from initial efficacy assessment through scale-up and replication. We utilize the program-wide implementation of the Pyramid Model for illustrative purposes.

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“…The result is a regulatory agenda that promotes "reform" efforts untested with actual children and teachers (see AERA, 2015;Berliner & Glass, 2014;Cook, 2002;Lewis & Young, 2013). By contrast, most education reformers with expertise within the disciplines of public education advocate that schools improve by enacting policies and practices that have undergone rigorous, field-based evaluations or have established a high degree of "practice-based evidence" of effectiveness (i.e., have been established as EBPs) (Cook et al, 2015;Strain, 2018). Although some critics have proposed that randomized controlled trials (RCTs) are the primary way to establish EBPs (Cook, 2002;Whitehurst, 2012), a broad array of research and practice actions have been used across various educational disciplines to establish practices that are effective including non-experimental group research designs (Chwalisz, 2003;Flay et al, 2005), qualitative inquiry (Giangreco & Taylor, 2003), single case experimental strategies (Horner et al, 2005;Kratochwill et al, 2013), and a focus on evidence informed by practice (McKnight & Morgan, 2019;Strain, 2018).…”

Section: De-evolution Of Expectations For Evidence-based Practices In Public Education In the United Statesmentioning

confidence: 99%

“…Such traditions, however, have numerous critics, who point out that experimental methods are only one class of procedures that generate actionable evidence, and who paint the evidence with a binary logic-either effective or not. Effective practices are better considered as being informed by evidence, and this evidence should include knowledge gained through implementation and delivery of services (Head, 2016;Lingard, 2013;McCall & Green, 2004;Strain, 2018).…”

Section: How Are We Abandoning Our Commitment To Evidence-based Practice?mentioning

confidence: 99%

De-evolution of expectations for evidence-based practices in public education in the United States

Brady

Hazelkorn²

2019

EPAA

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Public education in the United States has been undergoing a shift from an empirical tradition in which practices and policies are derived from research, practice, reflection, and implementation. In this empirical tradition, professionals embrace a culture and commitment to evidence-based practices (EBPs) and expect that practices and policies in the field are supported by rational, data-driven models. In this paper, we present an argument and three cases that illustrate how educators have been undergoing a gradual shift away from empiricism toward a de-evolution of EBP. We propose that this gradual shift is based on a political-social context, in which practices and policies are implemented using the language of an accountability model of reform, in which national and state regulations, and accreditation bodies, establish expectations often devoid of an empirical basis for the practices they mandate.

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Personal Thoughts on Early Childhood Special Education Research: An Historical Perspective, Threats to Relevance, and Call to Action

Cited by 14 publications

References 11 publications

The More the Merrier: Using Collaborative Transdisciplinary Services to Maximize Inclusion and Child Outcomes

The More the Merrier: Using Collaborative Transdisciplinary Services to Maximize Inclusion and Child Outcomes

On Expanding the Definition and Use of Procedural Fidelity

De-evolution of expectations for evidence-based practices in public education in the United States

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