Journal Club!

Please read the 3 following peer-reviewed journal articles and prepare for
a discussion.

Article 1: Are Leaders Influenced by Advocates in Decisions on

Special Education Advocacy?

http://predator.oldwestbury.edu:2048/login?url=http://search.ebscohost.co
m/login.aspx?direct=true&db=eue&AN=118893540&site=ehost-live

Article 2: In the Voices of Parents: Suggestions for the Next IDEA

Reauthorization

http://predator.oldwestbury.edu:2048/login?url=http://search.ebscohost.co
m/login.aspx?direct=true&db=eue&AN=108397200&site=ehost-live

doi:10.1177/1540796915585109

Article 3: Response to Instruction in Preschool: Results of Two

Randomized Studies With Children at Significant Risk of Reading
Difficulties.

http://predator.oldwestbury.edu:2048/login?url=http://search.ebscohost.co
m/login.aspx?direct=true&db=eue&AN=112138795&site=ehost-live

doi:10.1037/edu0000054
Discussion
In the first article Kirkland and Bauer (2016) studied the influence of the
opinions of private practitioners and education advocates on the decision
making process of instructional leaders regarding special education
eligibility. Special education eligibility decisions are made by a
multidisciplinary team and can be influenced by multiple stakeholders
including parents who may seek assistance from a private practitioner or an
educational advocate (Kirkland & Bauer, 2015). The authors conclude that
there is significant influence upon administrators (Kirkland & Bauer, 2015).

The second article discusses what parents of children with intellectual and
developmental disabilities would like to see in the next reauthorization of
the Individuals with Disability Education Act (IDEA). The authors analyzed
the testimonials of 49 parents. Burke and Sandman (2015) identified the
following features. Parents suggest the addition of two services: applied
behavior analysis therapy and the regulation of student-teacher ratios.
Transition provisions need to be strengthened according to parents, with
transition services available at an earlier age and specific transition
services listed in the IDEA. Another suggested addition is strengthening the
least restrictive environment (LRE) including stronger language. Parents
would like the IDEA to clarify the eligibility criteria for learning disability and
to specifically provide guidance about response to intervention (RTI).
Parents feel this will lead to earlier diagnosis and research-based
interventions. Full (i.e., 40%) federal funding of IDEA is also suggested so
that students with disabilities (SWD) get appropriate services. Parents also
would like paperwork provisions be maintained to ensure good
communication with schools.

In the third article Lonigan and Phillips (2016) investigate the response to
intervention (RTI) of preschoolers identified as substantially delayed in the
acquisition of early literacy skills despite exposure to high-quality,
evidence-based classroom instruction. In this study children receiving Tier
1 instruction were randomized into two groups distinguished by different
Tier 2 instruction. Group 1 Tier 2 instruction included variations of activities
for code- and language-focused domains with prior evidence of efficacy in
non-RTI contexts, this group experienced minimal impact (Lonigan &
Phillips, 2016). Group 2 Tier 2 instructional activities were narrower in
scope, more intensive and delivered to smaller groups of students, this
group demonstrated significant and moderate-to-large impacts (Lonigan &
Phillips, 2016). However the authors also state that even with effective Tier
2 instruction the Group 2 students did not result achieve normalization of
skills. Of note, the Tier 2 instruction was only 11 weeks in duration. To
improve results the authors suggest there is a need for substantial
improvement of Tier 1 instruction in preschools and suggest the adoption of
evidence-based curricula and high quality professional development
(Lonigan & Phillips, 2016). The authors conclude that even with effective
Tier II instruction, the gap between preschool children who fail to make
significant progress when exposed to high-quality, evidence-based
classroom instruction and preschool children with typical development
remains substantial; and additional research is needed (Lonigan & Phillips,
2016). The authors also feel that traditional RTI instruction may be difficult
to implement due to numerical density of children at risk they identified in
preschools.