Responsibilities and Instructional Time: Relationships Identified by Teachers in Self-Contained Classes for Students With Emotional and Behavioral Disabilities

Bettini, Elizabeth; Kimerling, Jenna; Park, Yujeong; Murphy, Kristin M.

doi:10.1080/1045988x.2013.859561

Cited by 26 publications

(41 citation statements)

References 28 publications

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“…Special education classrooms show a continuing demand for effective instructional techniques and arrangements that meet the needs of students with disabilities. Barriers to certain instructional models and interventions become compounded when cost(s) and/or feasibility are issues (e.g., staff/personnel requirements and necessary training; Bettini et al, 2015). Cross-age tutoring has shown promise of effectiveness and feasibility for practitioner implementation, and may be suitable for addressing the intensive needs of students with/at risk of mathematics difficulties, while also providing tutors with EBD opportunities to practice and develop social and behavioral skills in an academic context (Watts et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…The academic and behavioral needs of students with emotional–behavioral disorders (EBD) are some of the most challenging to address (Kern, 2015). In addition, the high priority placed on special educators’ planning and instructional time has demanded a need for instructional techniques that are practical, low- or no-cost, and above all, effective (Bettini, Kimerling, Park, & Murphy, 2015; Watts, 2016). With these considerations in mind, special educators may need to focus on underutilized resources within their own schools, such as peers, to provide individualized instruction that meets both academic and behavioral needs.…”

Section: Students With Ebd As Cross-age Tutorsmentioning

confidence: 99%

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Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties

Watts

Bryant

Roberts

2019

Journal of Emotional and Behavioral Disorders

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Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects and collateral outcomes of utilizing cross-age tutors (i.e., older students) with/at risk of EBD to deliver a number line board game intervention to kindergarten students at risk of mathematics disabilities. A multiple baseline design across participants was utilized to evaluate the following research questions: (a) What are the effects of a number line game delivered by a cross-age tutor with EBD on the mathematics performance of kindergarten students with mathematics difficulties? (b) Can students with EBD implement tutoring procedures with fidelity? (c) What are the effects of the cross-age tutoring training and implementation on the tutors’ classroom behaviors and risk-status for EBD? Tutoring sessions took place for 25–30 min, 3 times per week, over 10 weeks. Results suggest cross-age tutoring to be an effective and feasible model for improving mathematics performance of at-risk kindergarteners and, to a lesser extent, the behavioral performance of students with EBD.

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Section: Discussionmentioning

confidence: 99%

Section: Students With Ebd As Cross-age Tutorsmentioning

confidence: 99%

Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties

Watts

Bryant

Roberts

2019

Journal of Emotional and Behavioral Disorders

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“…Consistent with this, special educators often report that having time to carefully plan contributes substantially to the quality of their instruction (Bettini et al, 2019). In contrast, special educators without adequate planning time sometimes report using instructional time for planning and paperwork, suggesting that providing more planning time could translate into more time for instruction (Bettini et al, 2015). In addition, researchers have consistently found that special educators’ ratings of planning time are associated with their emotional exhaustion (a component of burnout that is related to instructional quality) and intent to continue teaching (Bettini et al, 2020).…”

Section: Administrators’ Roles In Supporting Special Educators’ Readimentioning

confidence: 99%

“…Extra responsibilities may also limit planning time (Bettini et al, 2015). Special educators have extensive paperwork and supervision responsibilities (Vannest & Hagan-Burke, 2010), which they report take time and attention away from planning instruction (DeMik, 2008).…”

Section: Administrators’ Roles In Supporting Special Educators’ Readimentioning

confidence: 99%

Administrators’ Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students With EBD

et al. 2020

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Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators’ working conditions to improve the reading instruction that students with EBD receive in self-contained settings.

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“…We also know they spend most of their time monitoring and responding to individual students within a whole-group environment, and a substantial amount of time on non-instructional tasks (Bettini, Kimerling, Park, & Murphy, 2015;Harbort et al, 2007;Moin et al, 2009;Murawski, 2006;Vannest, Hagan-Burke, Parker, & Soares, 2011).…”

Section: Current Research and Limitationsmentioning

confidence: 99%

Specialized Instruction in Co-Taught High School Classes

Rodgers¹

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Co-teaching, in which a general and special educator collaboratively teach a class comprised of students with and without disabilities, is a common service delivery model school districts employ to increase inclusion of students with disabilities (SWD) in general education.Co-teaching is intended to provide access to the general curriculum for SWD and to provide the specialized instruction they need. However, despite the widespread use of co-teaching in schools and the high cost of placing two teachers in one classroom, there is still no clear, agreed-upon definition in the literature for what co-teaching should look like in practice (what "specialized instruction" means, for example), nor is there evidence of its effectiveness in improving students' academic outcomes.Using joint outcome production theory as a foundation for the conceptual framework, this study adds to the research base on co-teaching by closely examining specialized instruction in co-taught high school classrooms. According to this theory, as SWD are included in general education classrooms, the demand on teachers' resources increases. Adding a second teacher to the classroom should address that increase and result in a gain in resources that should benefit all students in the class. The question becomes how to best deploy those additional resourceswhether the two teachers should be filling different roles in the classroom or doubling up on existing roles. This study employed a concurrent mixed methods design to answer the following research questions: a) What does instruction look like in co-taught high school classrooms? b)What school-level structural factors are in place surrounding co-teaching? and c) What teacher-, classroom-, and school-level factors are related to observed patterns of instruction? To answer these questions, I conducted observations in two rural schools across 10 co-taught classrooms and in corresponding solo-taught classrooms to identify specific examples of specialization. In addition, participating teachers and three administrators were interviewed to determine their approaches to co-teaching and their experiences with the ways in which it is implemented in their schools. Teachers also completed a survey about their experiences with co-teaching and the details of their daily schedules.I conducted two or three observations of each individual class using an observational tool called the Classroom Teaching Scan across all 10 teams for a total of 60 observations and 64 hours. Statistics were calculated regarding time use in each classroom, rates of questions and feedback, and amount of time spent in specific instructional practices. Data were also collected and analyzed on the implementation of key instructional practices, in order to compare the methods used to those recommended by the research with regard to effective instruction for SWD. I compared these data across settings and teams to create detailed descriptions of the instruction provided in co-taught classes and its adherence to evidence-based practices. I...

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Responsibilities and Instructional Time: Relationships Identified by Teachers in Self-Contained Classes for Students With Emotional and Behavioral Disabilities

Cited by 26 publications

References 28 publications

Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties

Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties

Administrators’ Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students With EBD

Specialized Instruction in Co-Taught High School Classes

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