The Regular Education Initiative: Patent Medicine for Behavioral Disorders

Braaten, Sheldon; Kauffman, James M.; Braaten, Barbara; Polsgrove, Lewis; Nelson, C. Michael

doi:10.1177/001440298805500102

Cited by 112 publications

(34 citation statements)

References 28 publications

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“…Accordingly, a teacher's goal for referral might be to have the child tested and placed elsewhere for support services, rather than to intervene and maintain the child in the regular classroom (Ysseldyke, Christenson, Pianta, & Algozzine, 1983). This shift in goals, may be particularly true for teachers who do not feel confident in their ability to manage disruptive behaviors when delivering instruction (Braaten, Kauffman, Braaten, Polsgrove, & Nelson, 1988;Kauffman & Wong, 1991).…”

Section: Treatment Integrity Defined and Appliedmentioning

confidence: 99%

Designing effective interventions for children at‐risk for antisocial behavior: An integrated model of components necessary for making valid inferences

Lane

Beebe-Frankenberger

Lambros

et al. 2001

Psychology in the Schools

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Children demonstrating antisocial behavior patterns are at-risk for a host of negative outcomes including school failure, peer and teacher rejection, academic difficulties, and future delinquency. These children are undoubtedly in need of effective and appropriate interventions to address problem areas in both behavioral and academic domains. To ensure that academic and sociobehavioral interventions will be more successful, three main components: (a) social validity, (b) treatment integrity, and (c) generalization and maintenance must be addressed when designing the interventions. The purpose of this article is to (a) describe the pertinent characteristics (e.g., definition, application, and assessment issues) of each of these components as they relate to school-based interventions, and (b) introduce an integrated model that illustrates the interrelatedness of these essential intervention components. © 2001 John Wiley & Sons, Inc.In an effort to understand how to better serve children with learning and behavior problems, the research and teaching communities have been participating in school-based intervention research. The primary focus has been on identifying effective and efficient strategies to either prevent the development of or ameliorate the effects of a specific problem (Bullis & Walker, 1994). Although strides have been taken to link interventions to assessment results, too often the intervention is missing essential components necessary for making accurate interpretations of the intervention outcomes (Lane, Umbreit, & Beebe-Frankenberger, 1999). If the gap between research and practice is to be bridged, consumers of research must be able to affirm that the treatment outcomes are, in fact, attributable to the intervention. Too often, studies report only the research design and the reliability of the dependent variables. Yet, additional information is necessary (e.g., the accuracy with which the independent variable, namely the intervention, is implemented) to confidently conclude that the results are due to the intervention and not other extraneous factors. The purpose of this article is to introduce an integrated model of components necessary for making valid inferences from intervention research. Specifically, the necessity of components such as social validity, treatment integrity, and generalization and maintenance will be discussed.Although these intervention components serve as a core foundation for all intervention research, this article will specifically apply this model to research conducted with children at-risk for antisocial behavior. We find this focus particularly important given that (a) without effective intervention, these children and youth are likely to experience numerous longterm, negative consequences (e.g., academic failure, drop-out, criminality, substance abuse, and welfare services) which result in tremendous costs to society and the individual students themselves (Lane, 1999;Walker, Colvin, & Ramsey, 1995), and (b) there are a substantial number of children who constitute this...

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Section: Treatment Integrity Defined and Appliedmentioning

confidence: 99%

Designing effective interventions for children at‐risk for antisocial behavior: An integrated model of components necessary for making valid inferences

Lane

Beebe-Frankenberger

Lambros

et al. 2001

Psychology in the Schools

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“…By focusing on the REI and inclusive schools movement, we give short shrift to those who view some reformers' characterizations of special education as distorted and unfair. Writing in support of a strong, independent special education, many researchers and advocates have claimed that general education cannot be trusted always to respect the needs of special needs children (e.g., Braaten, Kauffman, Braaten, Polsgrove, & Nelson, 1988;Hallahan, Keller, McKinney, Lloyd, & Bryan, 1988;Kauffman, 1989;Kauffman, Gerber, & Semmel, 1988;Keogh, 1988a, b;Megivern, 1987;Singer, 1988;Vergason & Anderegg, 1989;Walker & Bullis, 1991). Evidence from surveys of parents of stu-295 dents with disabilities (Harris, cited in Kauffman, 1991) and recent policy statements from several special and general education professional organizations (e.g., Commission on the Education of the Deaf, 1988; The Council for Exceptional Children, 1993;Learning Disabilities Association, 1993;National Education Association, 1992) also indicate support for a strong multifaceted special education system.…”

mentioning

confidence: 99%

Inclusive Schools Movement and the Radicalization of Special Education Reform

Fuchs

1994

Exceptional Children

464

260

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This article examines the inclusive schools movement and compares it to that of the REI. After contrasting the movements' respective advocates, goals, tactics, and understanding of and links to general education, we argue that thefield's rhetoric has become increasingly strident and its perspective increasingly insular and disassociatedfrom general education's concerns. We offer a pessimistic prediction about the current movement's success inforging a productive alliance with general education.

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“…The largest subgroup of mainstreamed students has been identified as students with learning disabilities (LD). While the regular education initiative has been debated among special education professionals (e.g., Braaten, Kauffman, Braaten, Polsgrove, & Nelson, 1988;Reynolds, Wang, & Walberg, 1987), the burden for providing an appropriate education for students with LD in the general education classroom is on general education teachers.…”

mentioning

confidence: 99%

What Do Students with Learning Disabilities Think When Their General Education Teachers Make Adaptations?

1993

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The purpose of this study was to investigate the perceptions of mainstreamed students with learning disabilities (LD) regarding adaptations (e.g., altering tests, homework, assignments, instruction) made by general education teachers. Furthermore, their responses were compared with those of low achieving (LA) and average/high achieving (A/HA) classmates. One hundred seventy-nine students participated in this study: 60 mainstreamed students with LD, 59 low achieving students, and 60 average/high achieving students. Students were selected from 60 teachers' classrooms (20 elementary, 20 middle school, and 20 high school). Results from the elementary level indicate that students with LD differ from their LA and A/HA classmates in that the former indicate a stronger preference for opportunities to work in groups with different students, and prefer the teacher to make adaptations when they have difficulty learning. High school and middle school students from both the LA and A/HA groups, but not the LD group, preferred the teacher who made no adaptations in homework and textbooks. Discussion focuses on the role of students' perceptions in teacher decision making.

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The Regular Education Initiative: Patent Medicine for Behavioral Disorders

Cited by 112 publications

References 28 publications

Designing effective interventions for children at‐risk for antisocial behavior: An integrated model of components necessary for making valid inferences

Designing effective interventions for children at‐risk for antisocial behavior: An integrated model of components necessary for making valid inferences

Inclusive Schools Movement and the Radicalization of Special Education Reform

What Do Students with Learning Disabilities Think When Their General Education Teachers Make Adaptations?

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