Journal of the American Academy of Special Education Professionals
type: channel
description: JAASEP is an online peer reviewed journal committed to advancing the professional development of special education professionals through research, policy, and practice.
publisher: National Association of Special Education Teachers (NASET)
language: en
publication name: Journal of the American Academy of Special Education Professionals
issn: 2325-7466
items: The Forgotten Path: Facility Partner Perceptions on Youth Transitions from a Residential Treatment Facility School to Neighborhood Schools
items: Transitioning from High School Special Education to College: Aligning Programs with Policies and Expectations
items: Teacher Salaries and Graduation Rates: Correlations Across U.S. States and Demographics
items: COVID-19’s Impact on the Education of Students with Disabilities: Multiple Perspectives
items: Another Form of Our Clinical Work: Exploring the Collaborative Experiences of School-based Speech-language Pathologists
items: A Practitioner’s Guide to Creating Multimedia Simulated Instruction for Students with Intellectual Disability
items: In Parents’ Voices: To What Extent Do Practitioners Need to Treat Stereotypical and Repetitive Behavior of Children Diagnosed with Autism Spectrum Disorder?
items: The Value of Mentorship in Special Education Programs
items: The Effectiveness of Self-Management Interventions on the Nonacademic Behaviors of Students with Emotional Disturbance: A Review of the Literature
items: A Framework for Integrating the Common Core Standards to a Functional Skills Curriculum in High School
items: Interactive Shared Reading Case Study of a Student with Complex Support Needs
items: Special Education Teachers Serving Students with Extensive Support Needs: An Exploratory Job Analysis
items: Special education and trauma: Are we correctly identifying our students?
items: Retaining special education teachers in a rural Southern United States school district
items: Special education and AAC devices: Teachers’ perspectives on training needs and support
items: Understanding preservice special education teachers’ culturally responsive self-efficacy: A mixed methods study
items: The lived experiences of teachers working with young students with autism
items: Perceptions of creative self-efficacy of students with Learning Disabilities
items: Math teachers’ perceptions, practices, and self-efficacy related to supporting Latinx students with learning disabilities
items: IEP quality in focus: legal, research, and practical perspectives
items: Effectiveness of a peer-mediated intervention on writing skills for students with autism
items: Current challenges and practices in co-teaching in K-12 school
items: Precorrection for Youth with EBD in Alternative Education Settings: Implementation Suggestions
items: Initial Validation Study of a Scale for Itinerant Vision Professionals to Determine Workload
items: From Research to Practice: The Creation and Implementation of Activity Schedules for Students with Autism Spectrum Disorders
items: A Descriptive Study of Special Educator Student Teachers Using Assistive Technology
items: Effectiveness of Using Telehealth to Increase Parent Skill Acquisition and Implementation of Behavioral Protocols
items: Modeling Co-Teaching for Collaborative Proficiency
items: Supporting Pre-service Teacher Pedagogical Development with Mursion and Video Analysis: A Pilot Study
items: Seclusion and Restraint: A Scoping Review of the Peer-Reviewed Published Literature Since the GAO Congressional Hearing of 2009 Through the End of the 2020 COVID-19 Pandemic

The Forgotten Path: Facility Partner Perceptions on Youth Transitions from a Residential Treatment Facility School to Neighborhood Schools
type: item
description: Youth with emotional and behavioral disorders (EBD) may be negatively impacted by their behavioral excesses and deficits across academic, behavioral, and transition domains requiring more intensive supports as part of their education resulting in some of these youth receiving their education a residential treatment facility (RTF). Once they complete their treatment, they integrate back into the community including for some, enrollment in a neighborhood school. This transition pathway is the focus of this intrinsic, instrumental, and descriptive qualitative case study. The purpose of this study was to determine components of transition for these youth enrolling back in neighborhood schools. The constructed themes align with the best practices of transition literature.
subject: Articles
  topic: section
subject: Emotional and behavioral disorder
  topic: keywords
subject: Transition
  topic: keywords
subject: Residential
  topic: keywords
creator: Kimberly P. Odom
creator: Kristine Jolivette
creator: Stephanie Anne Shelton
rights: Copyright (c)
date: 2026-07-02
publication date: 2026-07-02
starting page: 81
ending page: 92

Transitioning from High School Special Education to College: Aligning Programs with Policies and Expectations
type: item
description: Curriculum from a rural central-Midwestern high school special education transition program was analyzed and compared to the college policies and expectations of a private college in the rural central Midwest. Data from student files of college students with disabilities were compared to high school special education transitional curriculum and college policies and expectations. The study identified a misalignment between the identified areas of concern of students with disabilities in higher education, as evidenced by their student files and the skills taught to high school special education students in preparation for college. Additionally, this study identified gaps between high school special education transition program outcomes and college expectations.
subject: Articles
  topic: section
subject: Special education
  topic: keywords
subject: Records review
  topic: keywords
subject: Transitional curriculum
  topic: keywords
subject: College readiness
  topic: keywords
creator: Brianna N. Sutton
rights: Copyright (c)
date: 2026-07-02
publication date: 2026-07-02
starting page: 69
ending page: 80

Teacher Salaries and Graduation Rates: Correlations Across U.S. States and Demographics
type: item
description: This study examines the association between average teacher salaries and high school graduation rates across U.S. states during the 2018–19 academic year, with a focus on both racial/ethnic groups and vulnerable student populations. State-level graduation outcomes were analyzed for White, Asian, Black, Hispanic, and American Indian/Alaska Native students, as well as for economically disadvantaged students, students with disabilities, homeless students, foster care students, and students with limited English proficiency. Using Pearson correlation coefficients, the study assessed whether higher teacher salaries were consistently linked to improved graduation rates across these diverse groups. Findings indicate moderate positive correlations for Asian, Black, and Hispanic students, suggesting that higher teacher pay may support stronger graduation outcomes for these populations. In contrast, weak or negligible correlations were observed for White and American Indian/Alaska Native students, and negative or near-zero correlations emerged for economically disadvantaged students, students with disabilities, homeless students, and foster care students. These results suggest that while competitive teacher compensation may contribute to improved outcomes for some student groups, salary increases alone are insufficient to address longstanding disparities affecting vulnerable populations. A more comprehensive policy approach—pairing competitive compensation with targeted academic, social-emotional, and wraparound supports—may be necessary to promote equitable graduation outcomes across states.
subject: Articles
  topic: section
subject: Teacher salaries
  topic: keywords
subject: Graduation rates
  topic: keywords
subject: Demographics
  topic: keywords
subject: Vulnerable students
  topic: keywords
subject: Educational policy
  topic: keywords
creator: Melissa Beck Wells
rights: Copyright (c)
date: 2026-07-02
publication date: 2026-07-02
starting page: 63
ending page: 68

COVID-19’s Impact on the Education of Students with Disabilities: Multiple Perspectives
type: item
description: This paper explores the disproportionate impact of school closures and remote learning on students with disabilities during the COVID-19 pandemic. Multiple narratives, including those of a student with a disability, a parent, a special education teacher, a student teacher, teacher educators, and disability researchers, illustrate how the pandemic disrupted the special education system. The paper delves into how the experiences of learners and teachers intersected, revealing how the pandemic complicated and interfered with the shared goal of educating students with disabilities. Using Bronfenbrenner’s ecological systems theory and critical disability theory, the authors synthesize these perspectives to demonstrate the ripple effect of the pandemic across various educational systems—from classrooms to higher education to educational research. These narratives reflect diverse experiences across different states, towns, school districts, and universities, collectively highlighting the significant and disproportionate challenges faced by students with disabilities during this period.
subject: Articles
  topic: section
subject: Barriers
  topic: keywords
subject: Disabilities
  topic: keywords
subject: Disproportionality
  topic: keywords
subject: Education
  topic: keywords
subject: Pandemics
  topic: keywords
subject: Special education
  topic: keywords
creator: Marcia L. Montague
creator: Elizabeth Ducy
creator: Sungyoon Lee
creator: Kayla Sweet
creator: Patricia S. Lynch
creator: Isabella Miracle Smith
creator: Arroya S. Beard
creator: Laura M. Stough
rights: Copyright (c)
date: 2026-07-02
publication date: 2026-07-02
starting page: 47
ending page: 62

Another Form of Our Clinical Work: Exploring the Collaborative Experiences of School-based Speech-language Pathologists
type: item
description: A qualitative focus group design was utilized to investigate the collaborative experiences of SLPs as members of K-12 special education teams in U.S. public schools. The authors sought to explore how one describes their collaborative experiences as similar or different given an individual’s sociocultural identity and background. The participants were 12 school-based SLPs from differing sociocultural backgrounds, including age, geographic location, and racial identity. A semi-structured interview protocol was used to guide participants’ discussion around their perceptions of collaboration, factors impacting their ability to collaborate, and recommendations to improve collaboration. This study's findings suggest that SLPs perceive school-based collaboration as highly variable and complex and that many factors impact collaborative outcomes. Preliminary findings also illustrate the need to consider the role an SLP’s identity plays in their school-based collaborative perceptions and interactions. Implications for future research and practice are discussed.
subject: Articles
  topic: section
subject: Collaboration
  topic: keywords
subject: SLPs
  topic: keywords
subject: Schools
  topic: keywords
subject: Special education
  topic: keywords
creator: Imani O. Evans
creator: Christine M. Spence
creator: LaRon A. Scott
creator: Wendy J. Rodgers
creator: Rachel W. Bowman
creator: Meagan Dayton
rights: Copyright (c)
date: 2026-07-02
publication date: 2026-07-02
starting page: 33
ending page: 46

A Practitioner’s Guide to Creating Multimedia Simulated Instruction for Students with Intellectual Disability
type: item
description: Students with intellectual disability benefit from direct instruction of community-referenced skills. Community-referenced skills are frequently taught through community-based instruction (CBI) however, CBI presents logistical barriers that can be difficult. Multimedia simulated instruction (MMSI) combines visual, auditory, and interactive elements to simulate real-world scenarios, providing a dynamic and engaging learning experience. This paper presents a framework for practitioners to develop MMSI that addresses the unique cognitive and learning needs students. A seven-step blueprint to creating MMSI, with careful and practical considerations given at each step, is presented with an illustrative scenario to demonstrate the practicality of MMSI. Key steps include deciding which skills to teach and the components of MMSI, analyzing transportation and logistical barriers, creating the materials and progress monitoring tools, and considering multimedia simulated components of the intervention. The paper emphasizes the benefits (cost, time, replication) of MMSI for both the student and practitioner.
subject: Articles
  topic: section
subject: Intellectual disability
  topic: keywords
subject: Multimedia instruction
  topic: keywords
subject: Framework
  topic: keywords
creator: Chelsey Simmons
creator: Nicole Uphold
creator: Sharon Richter
rights: Copyright (c)
date: 2026-07-02
publication date: 2026-07-02
starting page: 15
ending page: 32

In Parents’ Voices: To What Extent Do Practitioners Need to Treat Stereotypical and Repetitive Behavior of Children Diagnosed with Autism Spectrum Disorder?
type: item
description: Stereotypy—restricted and repetitive behaviors characteristic of autism spectrum disorder (ASD)—can influence children’s independence and self-determination. Limited research has explored how parents perceive these behaviors and the need for intervention. This qualitative study, conducted in the Midwestern United States, examined the perspectives of nine parents of children with ASD. Semi-structured interviews were analyzed using thematic analysis, revealing four themes: (a) type and topography of stereotypical behaviors; (b) reactions from parents, siblings, teachers, peers, and community members; (c) perceived need for treatment; and (d) behavioral strategies used at home. Parents described stereotypical behaviors as both challenging and beneficial to their child’s functioning. Most did not view intervention as necessary except when behaviors created medical or safety concerns. Findings underscore the importance of understanding parent perspectives to inform educators and practitioners in developing compassionate, evidence-based supports that honor both family priorities and neurodiversity.
subject: Articles
  topic: section
subject: autism spectrum disorder
  topic: keywords
subject: stereotypy
  topic: keywords
subject: repetitive and restrictive movements
  topic: keywords
subject: parent perspectives
  topic: keywords
subject: intervention
  topic: keywords
subject: treatment
  topic: keywords
creator: Evan Borisinkoff
rights: Copyright (c) 2026 Journal of the American Academy of Special Education Professionals
date: 2026-02-11
publication date: 2026-02-11
starting page: 1
ending page: 14
doi: 10.64546/jaasep.600

The Value of Mentorship in Special Education Programs
type: item
description: This study investigates the critical role of mentorship in preparing pre-service special education teachers for the challenges of the classroom. We surveyed pre-service special education teachers before and after engaging in a year-long mentorship experience with a veteran teacher. We also followed up with study participants one year after the mentorship experience ended, during their first year of teaching, to examine longer-term perceptions of mentorship. Findings indicate that participants reported increased readiness in instructional practice, classroom management, and confidence in their teaching abilities. However, participants reported ongoing gaps in preparation, particularly related to case management and working with students from diverse backgrounds. Implications for educator preparation programs and future research are discussed.
subject: Articles
  topic: section
subject: special education
  topic: keywords
subject: educator preparation
  topic: keywords
subject: teacher preparation
  topic: keywords
subject: mentorship
  topic: keywords
creator: Belkis Choiseul-Praslin
creator: Brittany Auernig-Roan
creator: Jonathan S. Toccoli
creator: Charlene Starks
creator: Bruce B. Mercado
creator: Taylor Mestres
rights: Copyright (c) 2026 Journal of the American Academy of Special Education Professionals
date: 2026-02-11
publication date: 2026-02-11
starting page: 15
ending page: 27
doi: 10.64546/jaasep.615

The Effectiveness of Self-Management Interventions on the Nonacademic Behaviors of Students with Emotional Disturbance: A Review of the Literature
type: item
description: Previous research suggests that self-management interventions are effective across a variety of disabilities, behaviors, and settings to curb maladaptive classroom behaviors. However, based on a recent literature review, there is an overall lack of research focused specifically on interventions for the Emotionally Disturbed (ED) student population and an even greater void of research studies that intervened on non-academic behaviors with his population (Garwood et al., 2021). Thus, this current study sought to expand the 2021 review by 1) focusing on only on intervention studies and 2) going beyond flagship EBD journals to be more inclusive of published peer-review work. As a result, the current study reviewed 34 studies (1990-2021) that implemented self-management interventions on the behaviors of 97 students with ED. Each of these studies were carefully reviewed to investigate the effectiveness of the interventions on the participant’s target behavior. Using percentage of nonoverlapping data (PND) and percentage of data exceeding the median (PEM) to calculate effectiveness, findings suggest that self-management interventions were moderately to highly effective across settings, including the general education setting, and across target behaviors. All findings are presented detailing the specific intervention’s effectiveness based on behavior targeted. In addition, social validity and limitations are discussed to aid in the continuation of research that delves into strategies that help teachers address the unique behavioral characteristics associated with students with ED.
subject: Articles
  topic: section
subject: self-management
  topic: keywords
subject: emotional disturbance
  topic: keywords
subject: social validity
  topic: keywords
subject: percentage of nonoverlapping data
  topic: keywords
subject: percentage of data exceeding the mean
  topic: keywords
creator: Jessica P. Hubbard
creator: James N. Meindl
creator: Laura B. Casey
creator: Diana Delgado
creator: Thouraya L. Al-Nasser
rights: Copyright (c) 2026 Journal of the American Academy of Special Education Professionals
date: 2026-02-11
publication date: 2026-02-11
starting page: 28
ending page: 48
doi: 10.64546/jaasep.616

A Framework for Integrating the Common Core Standards to a Functional Skills Curriculum in High School
type: item
description: A holistic framework that integrates Common Core State Standards (CCSS) with functional skills instruction for high school students with extensive support needs (ESN) is urgently needed for high schools to comply with recent legislation like the California Assembly Bill 181 (2022), that established an alternate diploma pathway that is aligned with alternate academic standards. This paper argues against the false dichotomy between academic and functional curricula and, instead proposes a framework that integrates CCSS into functional activities by isolating specific skills (e.g., literacy, mathematics, collaboration, or technology use) and aligns them with evidence-based practices such as task analysis, video modeling, systematic instruction, prompting, and peer-mediated interventions. Instructional transparency is encouraged through visible classroom standards and academic subject labeling, supporting shared understanding among educators, families, and administrators. Further, the paper posits that functional skills are naturally an authentic context for standards-based instruction, allowing educators to maintain academic rigor while promoting skills needed for post-school readiness. This integrated framework offers a practical approach to curriculum design and instructional planning for students with extensive support needs to prepare students for meaningful postsecondary education, employment, and community life.
subject: Articles
  topic: section
subject: extensive support needs
  topic: keywords
subject: functional skills curriculum
  topic: keywords
subject: Common Core State Standards
  topic: keywords
subject: alternate diploma pathway
  topic: keywords
subject: secondary special education
  topic: keywords
creator: Sudha V. Krishnan
rights: Copyright (c) 2026 Journal of the American Academy of Special Education Professionals
date: 2026-02-11
publication date: 2026-02-11
starting page: 49
ending page: 58
doi: 10.64546/jaasep.617

Interactive Shared Reading Case Study of a Student with Complex Support Needs
type: item
description: Shared reading approaches with school-aged students who have complex support needs (CSN) and complex communication needs (CCN) typically focus on increasing the rate and accuracy of student responses to adult prompts and questions. This descriptive mixed method case study focused on the implementation of a shared reading approach designed to increase the engagement and expressive communication of a student with CSN and CCN. Increases in the teacher’s use of interactive strategies and demonstration of augmentative and alternative communication (AAC) occurred concurrently with increases in student engagement, initiations, and expressive symbolic communication. Implications for teacher practice and teacher preparation programs are discussed.
subject: Articles
  topic: section
subject: shared reading
  topic: keywords
subject: complex support needs
  topic: keywords
subject: AAC
  topic: keywords
subject: initiation
  topic: keywords
subject: communication
  topic: keywords
creator: Nancy A. Quick
creator: Kathryn E. Dorney
creator: Karen A. Erickson
rights: Copyright (c) 2026 Journal of the American Academy of Special Education Professionals
date: 2026-02-11
publication date: 2026-02-11
starting page: 59
ending page: 83
doi: 10.64546/jaasep.618

Special Education Teachers Serving Students with Extensive Support Needs: An Exploratory Job Analysis
type: item
description: Job demands and poor working conditions of special education teachers are one of the main reasons for teacher attrition, one of the most pressing issues in special education today. This study explored the job characteristics and working conditions specific to special education teachers of students with extensive support needs. Sixty-six special education teachers completed a survey of 74 job tasks, indicating the importance of each task, their confidence level, and available time and materials. The results confirmed the importance of 73 out of the 74 tasks. The analysis of the working conditions yielded six patterns, the largest pattern consisting of 35 tasks that were perceived as important but for which the teachers lacked the confidence, time, and materials for implementation. The findings are discussed in the context of demoralization of special education teachers, as well as in terms of school district policies and training of teachers in special education.
subject: Articles
  topic: section
subject: Special educators
  topic: keywords
subject: Working conditions
  topic: keywords
subject: Students with extensive support needs
  topic: keywords
creator: Corrine Aramburo
creator: Kathleen Mortier
creator: Carmen Gomez Mandic
rights: Copyright (c)
date: 2026-07-02
publication date: 2026-07-02
starting page: 1
ending page: 14

Special education and trauma: Are we correctly identifying our students?
type: item
description: The number of students who have experienced trauma is impacting education in greater numbers. This trauma manifests as behavioral or academic issues that result in the students being placed in a special education setting. However, special education classrooms may not be the correct setting for these students. The needs of trauma students are in some cases very similar to those in special education, however, research shows that there are additional needs that today’s teachers are ill-prepared to address in the traditional special education classroom setting. This pilot study examines the knowledge of special education teachers and how the identification of trauma students as special education students impacts their daily teaching. As a result of this pilot study, it is evident that more research is needed to determine the best course of action for students identified as having trauma and how to help them succeed in a classroom setting.
subject: Articles
  topic: section
subject: trauma
  topic: keywords
subject: special education
  topic: keywords
subject: professional development
  topic: keywords
subject: behavior
  topic: keywords
creator: Gretchen A. Bagley
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 13
ending page: 21
doi: 10.64546/jaasep.586

Retaining special education teachers in a rural Southern United States school district
type: item
description: Rural school districts across the United States need help to recruit and retain special education teachers. This study presents findings based on special education teachers’ experiences teaching within one rural Southern United States school district. This instrumental single case study investigates the factors that encourage special education teachers to remain in their current position within a rural Southern United States school district. Qualitative data is analyzed from 11 participants: nine current special educators, one special education director, and one retired special education teacher. All participants are from one rural Southern United States school district to gain insight from their experiences and perspectives. Significant findings include factors that positively influence the retention of special education teachers within one rural Southern United States school district: the small scale of the district, administration support, student rapport, positive school culture, extended family living in the local area, and the supportive culture of the rural community.
subject: Articles
  topic: section
subject: special education teacher retention
  topic: keywords
subject: rural school district teacher recruitment
  topic: keywords
creator: Eric R. Gotte
creator: Jessie S. King
creator: Karen Farley
creator: Paula Rose-Greer
creator: Annette R. Hux
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 37
ending page: 56
doi: 10.64546/jaasep.588

Special education and AAC devices: Teachers’ perspectives on training needs and support
type: item
description: This study investigates special education teachers’ perceptions of the effectiveness of support and training received while working with Augmentative and Alternative Communication (AAC) device users. The research evaluates important components of AAC implementation, such as the range of support available, quality of training programs, degrees of adaptation, and levels of inter-professional support from a teacher’s perspective. The conclusions drawn from this study indicate a need for continuous professional development, which necessitates personalized, individual training approaches and interdisciplinary collaboration to enhance the use of AAC devices. The study also confirms that individualized training is crucial in meeting the unique requirements of AAC users and special education teachers. These findings are meaningful in understanding AAC device use in special education classes, leading to appropriate interventions and improved communication outcomes among individuals using low- and high-tech devices.
subject: Articles
  topic: section
subject: augmentative and alternative communication
  topic: keywords
subject: functional communication
  topic: keywords
subject: special education
  topic: keywords
subject: teacher training
  topic: keywords
creator: Mark E. Wildmon
creator: Jamie Moss
creator: Mattie Williams
creator: MacKenzie D. Sidwell
creator: Julie C. Herbstrith
creator: Kasee K. Stratton
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 147
ending page: 161
doi: 10.64546/jaasep.594

Understanding preservice special education teachers’ culturally responsive self-efficacy: A mixed methods study
type: item
description: There have been increases in the culturally and linguistically diverse (CLD) student population over the last two decades; however, these changes have not been realized in the diversification of educators in the field. This sequential explanatory mixed methods study examined preservice special education teachers’ (N = 54) culturally responsive self-efficacy beliefs and the factors and experiences that influenced their self-efficacy through semi-structured interviews (n = 8). This study sought to extend the work of Siwatu (2011a) by administering the culturally responsive teaching self-efficacy (CRTSE) scale and modifying it to include the language of disability (Chu & Garcia, 2014). Results indicate special education preservice teachers have moderately high CRTSE for teaching CLD learners with disabilities. Differences and commonalities between high and low self-efficacy groups are discussed.
subject: Articles
  topic: section
subject: preservice teachers
  topic: keywords
subject: special education
  topic: keywords
subject: culturally responsive
  topic: keywords
subject: culturally and linguistically diverse
  topic: keywords
subject: self-efficacy
  topic: keywords
subject: teacher education programs
  topic: keywords
subject: mixed methods
  topic: keywords
creator: Krystal Lewis-Pratl
creator: Yojanna Cuenca-Carlino
creator: Tara Kaczorowski
creator: Mark Zablocki
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 117
ending page: 135
doi: 10.64546/jaasep.592

The lived experiences of teachers working with young students with autism
type: item
description: In the last 5 years, teachers have reported challenging experiences while educating young children with autism spectrum disorder (ASD) as the diagnostic numbers have increased from one in 60 in 2019 to one in 33 in 2021, impacting the classroom ratios and social dynamics (Artigas-Pallarès & Paula, 2020; Maenner et al., 2020; Rosen et al., 2021). The increase in the prevalence of ASD diagnosis is impactful, specifically for teachers educating these students in the classroom. Educational psychology and ASD research highlights the issues students with ASD have during the school day, struggling with social skills, social communication, and social exchanges with their peers and teachers (Baron-Cohen, 1988, 2006, 2017; Silverman, 2015; Simó-Pinatella et al., 2021). This trend made a study regarding teachers’ lived experiences (i.e., social interactions) essential for informing professional development content for special education teachers working with students with ASD (Baron-Cohen, 1988, 2001, 2006, 2017; Josilowski, 2019; Silverman, 2015). This transcendental phenomenological study, using constructivist research questions, captured teachers’ lived experiences of social activities with students with ASD. Educational psychologists, educators, and professionals in the ASD field will benefit from better understanding of the lived experiences, specific knowledge about teacher-student social interactions to inform training practices, and detailed evidence to enhance professional development.
subject: Articles
  topic: section
subject: autism spectrum disorder
  topic: keywords
subject: constructivism
  topic: keywords
subject: teacher-student relationship
  topic: keywords
subject: social interaction
  topic: keywords
subject: special education
  topic: keywords
creator: Suzy Lea Juarez
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 100
ending page: 116
doi: 10.64546/jaasep.591

Perceptions of creative self-efficacy of students with Learning Disabilities
type: item
description: Creative self-efficacy, a subcomponent of creativity, is the belief in one’s ability to be creative. It is a necessary construct for a well-developed sense of creativity. With creativity being a vital skill cited by employers for employees to be prepared for 21st century careers, it is necessary to research creative self-efficacy early on and with all students. Limited research regarding students with learning disabilities and creativity, creative thinking, and creative self-efficacy exists. Because higher creativity is necessary for greater positive post-secondary outcomes, research in creative self-efficacy is needed. This study examined the perceptions of creative self-efficacy of students in the third, fourth, and fifth grades (n=495). A comparison between students with learning disabilities and their peers in general education and peers with gifts and talents was made. Results indicate similar perceptions of creative self-efficacy amongst students with learning disabilities and students in general education. However, a significant difference was indicated between students with learning disabilities and students with gifts and talents.
subject: Articles
  topic: section
subject: creative self-efficacy
  topic: keywords
subject: learning disabilities
  topic: keywords
subject: creativity
  topic: keywords
subject: 21st century
  topic: keywords
subject: creative thinking
  topic: keywords
creator: Jennifer E. Smith
creator: Tracy G. Spies
creator: Kyle Higgins
creator: Monica R. Brown
creator: Joseph J. Morgan
creator: Randal K. Boone
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 136
ending page: 146
doi: 10.64546/jaasep.593

Math teachers’ perceptions, practices, and self-efficacy related to supporting Latinx students with learning disabilities
type: item
description: Latinx students with learning disabilities (LD) possess inherent strengths and bring valuable contributions to math learning, yet teachers often view them through a deficit-oriented lens. These students frequently experience limited opportunities to participate in math learning beyond learning procedures. This limiting exposure to math learning can adversely affect their self-perception as competent math learners. In this study, we administered surveys to general education (GE) middle school math teachers. Subsequently, we interviewed a subset to delve deeper into their perceptions, practices, and confidence in teaching this population. Our research yielded three main insights: (a) While teachers typically endorsed the inclusion of these students in GE math settings and recognized their potential for math achievement, there was also a sentiment that students lacked foundational knowledge and motivation; (b) the teaching methodologies employed reflected these beliefs; and (c) teachers expressed confidence in their ability to instruct Latinx students with disabilities effectively.
subject: Articles
  topic: section
subject: special education
  topic: keywords
subject: disability
  topic: keywords
subject: Latino
  topic: keywords
subject: Hispanic
  topic: keywords
subject: teacher education
  topic: keywords
creator: Geraldo Tobon
creator: Marie T. Hughes
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 79
ending page: 99
doi: 10.64546/jaasep.590

IEP quality in focus: legal, research, and practical perspectives
type: item
description: Individualized Education Programs (IEPs) are crucial for the educational planning and service provision for students with disabilities (SWDs) in special education. Within the IEP, the Present Level of Academic Achievement and Functional Performance (PLAAFP) statement forms the basis for developing goals and interventions. Despite its importance, there is limited empirical research on the quality and consistency of PLAAFP statements. In this paper, we underscore the necessity of evaluating IEP and PLAAFP quality, tracing the evolution of special education laws and their impact on the academic and functional expectations for the individual progress of each SWD. By examining various IEP assessment rubrics and psychometric considerations, we highlight the relationship between IEP quality and student outcomes, as well as its implications for teacher preparation and retention amidst special education teacher shortages. With our findings, we advocate for further investigation into IEP quality to enhance outcomes for both SWDs and educators.
subject: Articles
  topic: section
subject: Individualized Education Plan (IEP)
  topic: keywords
subject: Special Education
  topic: keywords
subject: Education Policy
  topic: keywords
subject: Progress Monitoring
  topic: keywords
creator: Christopher M. Claude
creator: Sarah A. Nagro
creator: Frederick J. Brigham
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 22
ending page: 36
doi: 10.64546/jaasep.587

Effectiveness of a peer-mediated intervention on writing skills for students with autism
type: item
description: The current study aimed to investigate the effectiveness of a Peer-Mediated Intervention (PMI) on writing skills for students with autism spectrum disorder (ASD) in the inclusive classroom. The participants in this study were two seventh-grade students, one neurotypical student who acted as a tutor and has achieved high academic outcomes in the area of writing, the other participant is the tutee, who had been diagnosed with autism spectrum disorder (ASD) and struggled with development of writing skills. The study utilized multiple-baseline design across behaviors to identify the effectiveness of a PMI on writing skills for the student with ASD in three areas of writing skills (i.e., subject-verb agreement, capitalization/spelling, punctuation). The results of the present study showed that PMI yielded significant improvements in academic achievement for the target student. This study suggests that further studies replicate the current study with an intensive focus on other academic skills, such as reading comprehension and mathematics.
subject: Articles
  topic: section
subject: autism spectrum disorder
  topic: keywords
subject: inclusive education
  topic: keywords
subject: peer tutoring
  topic: keywords
subject: writing skills
  topic: keywords
subject: multiple-baseline design
  topic: keywords
creator: Siddiq Ahmed
creator: Mohammed Al Jaffal
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 1
ending page: 12
doi: 10.64546/jaasep.585

Current challenges and practices in co-teaching in K-12 school
type: item
description: The inclusive classroom has become an increasingly popular classroom model but is not consistently implemented in schools. This paper seeks to find which collaborative teaching practices are commonly used in K-12 schools today, how teachers perceive the effectiveness of co-teaching methods, how teachers are prepared for co-teaching and their perception of the effectiveness of their training, the current challenges of co-teaching, and how those challenges are resolved. To achieve this, a survey was conducted amongst 54 anonymous and voluntary participants to compare the perceptions and experiences of those currently co-teaching with varying years of teaching and co-teaching experience. The results show that most teachers enjoy co-teaching and collaborating with their co-teaching partners, but the most common challenge of co-teaching is finding time to meet and plan. Similarly, most are not adequately prepared for pre-service or in-service teaching training, leading many to use ineffective co-teaching practices.
subject: Articles
  topic: section
subject: Co-teaching
  topic: keywords
subject: inclusive classrooms
  topic: keywords
subject: teacher preparation
  topic: keywords
creator: Sarah Horne
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 57
ending page: 78
doi: 10.64546/jaasep.589

Precorrection for Youth with EBD in Alternative Education Settings: Implementation Suggestions
type: item
description: Many of the youth with emotional and behavioral disorders (EBD) who are served within alternative education settings experience behavioral challenges including displaying behaviors of concern while having difficulty demonstrating the expected behaviors. Through the low-intensity behavioral strategy of precorrection, staff in alternative education settings can proactively assist youth with EBD in reaching behavioral and academic goals. The following article details the eight specific steps of precorrection, including a review of the prior literature, steps for implementation by staff in alternative education settings, and considerations for implementation.
subject: Articles
  topic: section
subject: Behavior Disorders
  topic: keywords
subject: Behavior Modification
  topic: keywords
subject: Emotional Disturbances
  topic: keywords
subject: Environmental Influences
  topic: keywords
subject: Expectation
  topic: keywords
subject: Experience
  topic: keywords
creator: Ashley S. Virgin
creator: Kristine Jolivette
creator: Sara Sanders
creator: Robin Parks Ennis
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 205
ending page: 217
doi: 10.64546/jaasep.584

Initial Validation Study of a Scale for Itinerant Vision Professionals to Determine Workload
type: item
description: Teacher workload leading to burnout is a significant problem facing many teachers today. The "Visual Impairment Scale of Staffing Pattern Analysis (VISSPA)" was designed to address the workload of vision professionals, teachers of students with visual impairments, and orientation and mobility specialists who work itinerantly with students who are visually impaired. This study attempted to determine the validity and reliability of the "VISSPA" through a mixed methods design. The study results indicated a high degree of validity and reliability of the new scale, based on feedback from 45 participants on a Likert scale and open-ended questions. Construct validity, consequential validity, and social validity of the tool were measured and found to all be supported by the data. The "VISSPA" was also found to be a reliable tool with a Cronbach alpha of 0.983, indicating a high degree of internal consistency. Ninety-one percent (n=45) of participants said they would use the "VISSPA" in the future to determine their workload.
subject: Articles
  topic: section
subject: Faculty Workload
  topic: keywords
subject: Itinerant Teachers
  topic: keywords
subject: Measures (Individuals)
  topic: keywords
subject: Specialists
  topic: keywords
subject: Students with Disabilities
  topic: keywords
subject: Test Reliability
  topic: keywords
creator: Rona L. Pogrund
creator: Beth Jones
creator: Maria Carlson
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 161
ending page: 174
doi: 10.64546/jaasep.581

From Research to Practice: The Creation and Implementation of Activity Schedules for Students with Autism Spectrum Disorders
type: item
description: This paper aims to inform other practitioners working with students with autism spectrum disorder about how to create and implement activity schedules for use in schools. This paper includes a review of research regarding the effectiveness of activity schedules on on-task behavior and the ability to transition. Creating these schedules has been broken down into seven steps for practitioners to follow. Suggestions are included to facilitate practitioners using this intervention for multiple situations. Several case examples are also included to highlight how activity schedules may be implemented in a school setting.
subject: Articles
  topic: section
subject: Activities
  topic: keywords
subject: Autism Spectrum Disorders
  topic: keywords
subject: Behavior Modification
  topic: keywords
subject: Cues
  topic: keywords
subject: Intervention
  topic: keywords
subject: Prompting
  topic: keywords
creator: Lisa Swindull
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 191
ending page: 204
doi: 10.64546/jaasep.583

A Descriptive Study of Special Educator Student Teachers Using Assistive Technology
type: item
description: This descriptive research study was done at a small, rural-serving, liberal arts university within an online, graduate-level special education teacher preparation program. Participants were graduate students (n = 9) who were provided a technology kit as a recruitment tool. All participants were completing their licensure coursework over one year in an asynchronous format while working full-time as alternative special education teachers. The descriptive research project will detail the impacts of authentic Assistive Technology (AT) use as part of the teacher preparation program. Participants received instruction on using AT for their learning and teaching, emphasizing two primary topics: multimodal literacy AT tools and AT tools for accessibility and accommodation using the features native to the devices supplied in the technology toolkit. The study’s findings provide a lens into the positive impacts of implementing AT learning throughout a teacher preparation program resulting in increased implementation and teacher self-confidence.
subject: Articles
  topic: section
subject: Assistive Technology
  topic: keywords
subject: Best Practices
  topic: keywords
subject: Constructivism (Learning)
  topic: keywords
subject: Elementary Secondary Education
  topic: keywords
subject: Graduate Students
  topic: keywords
subject: Literacy Education
  topic: keywords
creator: Tara Mason
creator: Kimberly Yadon
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 139
ending page: 160
doi: 10.64546/jaasep.580

Effectiveness of Using Telehealth to Increase Parent Skill Acquisition and Implementation of Behavioral Protocols
type: item
description: The purpose of this study is to determine the effects of parent training via telehealth to decrease noncompliance in 3 children diagnosed with Autism Spectrum Disorder using the Applied Behavior Analytic (ABA) technique, Behavior Skills Training. Behavior Skills Training includes four critical components: instructions, modeling, rehearsal, and feedback. A multiple baseline design is used to evaluate the effects of this approach on three participants. Pre- and post-assessments were used to evaluate a parent’s skill set with regard to understanding and effectively managing behavior from an Applied Behavior Analytic perspective. Training modules were presented by supervising behavior analysts and student interns at a university. The present results provide evidence demonstrating the effectiveness of telehealth-based parent-training modalities. All parents indicated that they were satisfied with the interventions provided via telehealth.
subject: Articles
  topic: section
subject: Applied Behavior Analysis
  topic: keywords
subject: Autism Spectrum Disorders
  topic: keywords
subject: Behavior Modification
  topic: keywords
subject: Children
  topic: keywords
subject: Compliance (Psychology)
  topic: keywords
subject: Distance Education
  topic: keywords
creator: Kathleen Quinn
creator: Karrie Lindeman
creator: Faye Wakenfeld
creator: Kayla Finuf
creator: Nancy LoPrete
creator: Emily Burkert
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 119
ending page: 138
doi: 10.64546/jaasep.579

Modeling Co-Teaching for Collaborative Proficiency
type: item
description: Co-taught lessons representing four co-teaching models (One-Teach, One-Observe; One-Teach, One-Assist; Station-Teaching; Team-Teaching) were developed and implemented by one science education faculty, one mathematics education faculty, and one special education faculty as part of the one-semester science and mathematics education coursework for K-6 preservice teachers. Procedures for implementation of the co-teaching models are described. Focus-group interview data were gathered from a purposeful sample of 10 preservice teachers to explore the participants’ perceptions concerning the benefits of modeled co-teaching to their own collaborative preparation. Findings reveal that the preservice teachers viewed co-teaching favorably in terms of increasing their own knowledge of and ability to implement collaborative teaching practices.
subject: Articles
  topic: section
subject: Elementary Education
  topic: keywords
subject: Mathematics Education
  topic: keywords
subject: Methods Courses
  topic: keywords
subject: Modeling (Psychology)
  topic: keywords
subject: Preservice Teacher Education
  topic: keywords
subject: Preservice Teachers
  topic: keywords
creator: Todd Johnson
creator: Kelly O. Byrd
creator: Elizabeth Allison
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 88
ending page: 105
doi: 10.64546/jaasep.577

Supporting Pre-service Teacher Pedagogical Development with Mursion and Video Analysis: A Pilot Study
type: item
description: Technology integration throughout educator preparation programs is an essential component that allows pre-service teachers to learn how to better facilitate and become proficient in pedagogical practices that can enhance teaching skills to support students with varied abilities. One approach to assisting pre-service teachers develop teaching skills is through targeted skills practice in a virtual environment coupled with reflecting using the video analysis model. Pre-service teachers need multiple opportunities to practice the use of explicit instruction in order to effectively implement the strategy in their future classrooms and this can be achieved through virtual reality platforms such as Mursion. The purpose of this study was to investigate the impact of Mursion simulated learning experiences and video analysis on the performance and self-efficacy of preservice teacher education students using explicit instruction. Findings suggest that the use of Mursion coupled with video analysis is a promising method for developing pre-service teachers’ pedagogical skills.
subject: Articles
  topic: section
subject: Computer Simulation
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Preservice Teacher Education
  topic: keywords
subject: Preservice Teachers
  topic: keywords
subject: Self Efficacy
  topic: keywords
subject: Skill Development
  topic: keywords
creator: Randa G. Keeley
creator: Maria B. Peterson-Ahmad
creator: Schuyler Beecher
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 106
ending page: 118
doi: 10.64546/jaasep.578

Seclusion and Restraint: A Scoping Review of the Peer-Reviewed Published Literature Since the GAO Congressional Hearing of 2009 Through the End of the 2020 COVID-19 Pandemic
type: item
description: Aversive procedures such as seclusion and restraint are generally viewed as emergency only procedures in school settings. However, they are still used too often to respond to student behaviors in schools. The purpose of this scoping review was to determine which types of documents have been published in peer-reviewed journals, the degree of progress that has been made toward the reduction in the inappropriate use of seclusion and restraints, and how these practices have impacted students with emotional and behavioral disorders (EBD) and/or emotional disturbance (ED). Our summary includes the type of article, antecedent and preventative variables, parent and student perspectives, policies, preventative measures, and legal cases in the literature across 32 peer-reviewed articles from 2009 to 2022. Key findings reveal an increase in the use of seclusion and restraint procedures, despite growing awareness and attention within the education sector. Additionally, the ongoing lack of staff training in emergency procedures suggest that the small number of staff employing these measures may be causing greater harm than previously reported in prior years. Further, we found individuals with disabilities (in particular students ED) and students of color or with linguistic diversity were much more likely to be secluded or restrained in school than their peers. Finally, the varied documents present within the peer-reviewed literature suggest an ongoing interest in advocating for students and their families who have experienced seclusion and/or restraints in school settings. Recommendations for research, practice, and policy are discussed.
subject: Articles
  topic: section
subject: At Risk Students
  topic: keywords
subject: Behavior Disorders
  topic: keywords
subject: Civil Rights Legislation
  topic: keywords
subject: Competence
  topic: keywords
subject: Court Litigation
  topic: keywords
subject: Discipline
  topic: keywords
creator: Kristina E. Ingles
creator: Heather M. Dulas
creator: Humberto Peña Jr
creator: Sarah Nichols
creator: Elliott McFarlane
creator: Megan Benzel
creator: Lisa Bowman-Perrott
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 53
ending page: 87
doi: 10.64546/jaasep.576