Council for Learning Disabilities | CLD



Denotes Diversity Spotlight SessionFriday9:00-10:30PostersHidalgoSession ACLD Corner1. Council for Learning Disabilities Conference- Richmond 2020The 2020 Council for Learning Disabilities Conference will be held in Richmond, Virginia, October 15-16 at the Richmond Marriott. Stop by and learn more about the conference and Richmond!Lisa Morin- Old Dominion UniversityJugnu Agrawal- George Mason University2. Council for Learning Disabilities Membership CommitteeThis presentation describes benefits of CLD membership and provides information on how to become involved?in maintaining an organization with a clear mission and focused vision for individuals with learning disabilities.?Kristi Santi, University of HoustonNanette Fritschmann, National University3. Council for Learning Disabilities Diversity CommitteeThe Council for Learning Disabilities Diversity Committee will showcase current work of our members as they strive to enhance equity for students with learning disabilities. This poster presentation will highlight committee members’ work as well as the current efforts of the group as CLD continues to celebrate diversity and equitable efforts in the CLD organization.Brenda Barrio, University of North Texas4. Council for Learning Disabilities Research to Practice CornerLearn about CLD’s research committee and the work that they have completed over the past year that support parents, teachers, and university faculty in the understanding of best practices that are relevant to many areas of learning disabilities.Margaret Flores, Auburn University5. Council for Learning Disabilities Leadership Development CommitteeThe roles and activities of the Leadership Development Committee are featured in this interactive poster. Learn more about how the work of this committee helps to fulfill the mission of the Council for Learning Disabilities.Minnie Mize, Winthrop University Esther Lindstr?m, Lehigh UniversityReading6. Interpersonal Contributions to Literacy Motivation of Adolescents with Learning DisabilitiesThis study, grounded in expectancy-value theory, investigated processes underlying literacy motivation for adolescents with LD. Findings indicated that interpersonal factors were uniquely impactful on development of self-perceptions that undergirded students’ literacy motivation. This is intended to inform design and implementation of instructional strategies, such that literacy supports are delivered effectively. Rebecca Louick, St. John's UniversitySamantha Daley, University of Rochester7. A Synthesis: Morphological Awareness Interventions and the Effects on Literacy OutcomesThe research in this poster describes a synthesis of the current literature on the effects of morphological awareness intervention on literacy outcomes with struggling readers, including those with learning disabilities. The synthesis describes the types of morphological interventions that have been used to increase reading outcomes. Findings suggest that morphological awareness intervention positively affects literacy outcomes in reading, spelling, and vocabulary.Stacie Brady, George Mason UniversityLinda Mason, George Mason University 8. Supporting Students with LD in Reading and Behavior: A SynthesisWe synthesize findings from combined behavior and reading interventions to examine their effect on reading outcomes for students with learning disabilities. Findings from included single-case studies (N= 6) suggest some reading growth and retention and/or behavior improvement attributed to interventions with both reading and behavioral components. Esther Lindstr?m, Lehigh UniversityEmma Gratton-Fisher, Lehigh University9. Special Education Teacher Candidates Field Experience - Using Evidence-Based Practices in Teaching Reading to Students with Learning DisabilitiesTeacher-preparation programs have an opportunity to make a positive difference in the education and preparation of future special education teachers. Providing opportunities for special education teacher candidates to work alongside with a strong practicing special education teacher in the field can be an incredible and long-lasting experience. The focus of this presentation is to demonstrate how one teacher preparation program has provided such an experience for special education teacher candidates. Leslie Loughmiller, St. Edward's University10. Applying UDL to Improve Literacy for Secondary Students with LD It is essential for secondary students with LD to develop critical literacy in order to achieve reading and writing goals. In this session, participants will learn how to implement Universal Design for Learning (UDL) strategies in order to increase achievement in reading and writing across secondary grade and ability levels. Anne Brawand, Kutztown UniversityRuby Owiny, Trinity International UniversityJanet Josephson, Millersville University11. The 4 "P's" of Reading Comprehension InstructionProficient readers actively engage with text through questioning and comprehension monitoring. Teachers need to explicitly teach struggling readers, including students with language-based learning disabilities, to approach text in the purposeful and strategic ways used by good readers. This session will demonstrate evidence-based instructional practices for improving reading Sheri Berkeley, George Mason UniversitySharon Ray, George Mason University12. Using Peer Assisted Learning Strategy (PALS) to Increase Reading ComprehensionThis review of literature covers school-based implementation of PALS for students with and without disabilities illustrates a number of observations. PALS strategies have been demonstrated as effective in increasing reading comprehension across a range of grade and ability levels.Patricia Flint, Texas Woman's University13. Basic Literacy Skills of Fourth Grade Urban Students with/without LDThis study examines standardized assessment scores for Sight Word and Nonsense Word reading subtests (TOWRE; Test of Word Reading Efficiency) and Logical Sentences and Sentence Combining subtests (TOWL; Test of Written Language) for fourth grade students with and without learning disabilities from a diverse, high poverty urban district.Chloe Butler, Texas State UniversityChelsea Zawadzki, Texas State UniversityAndrea Stephens, Texas State University14. Increasing College Entrance Vocabulary for Students with High Incidence DisabilitiesThis presentation will demonstrate a functional relation between a computer-based graphic organizer and vocabulary knowledge for secondary students with high incidence disabilities. Researchers used a graphic organizer published by Dr. Edwin Ellis' to target ACT vocabulary. Outcome: improved vocabulary skills, validated the use of computer-generated graphic organizers, and reported program satisfaction.Cynthia Massey, Auburn University15. Reading Comprehension: Supporting the Teachers of ELs with LDTeachers of ELs with LD are tasked with meeting the students’ academic language and individual learning needs. The MAAPPS, the teacher self-evaluation checklist, constructed based on the evidence-based reading comprehension interventions may assist teachers to support ELs with LD. The purpose of this presentation is to share the use and benefits of the MAAPPS.Suheyla Sarisahin, University of Nevada, Las VegasFatmana Deniz, University of Nevada, Las Vegas16. Reading Screening of Students from Culturally and Linguistically Diverse BackgroundsThis presentation discusses preliminary findings from a study of the diagnostic accuracy of computer adaptive tests (CATs) in screening for reading difficulty in culturally and linguistically diverse students. Results support the inclusion of a measure of oral language, as well as a multivariate screening approach. Implications for practice are discussed.Shawn Kent, University of HoustonWriting17. Lights! Camera! Action! Teaching Screenwriting Elements to Increase Reading Comprehension Enhancing students’ visualization as they read and interact with texts improves their meaning-making. Participants will discuss a 2-week unit that teaches elements of screenwriting to high school students with LD. Students start by analyzing movies for the elements and transfer their skills to analyzing texts, for improved visualization and comprehension.Lori Ann Dunn, Boston College18. A Synthesis of Science Writing Interventions for Struggling LearnersThis synthesis systematically evaluates studies on writing instruction in science classrooms for students with learning disabilities (LD) and students who are English learners. Results from 15 studies published between 1990 and 2018 suggest that teaching linguistic forms and the writing process are effective ways to improve domain-general and domain-specific writing. Yewon Lee, University of Maryland at College Park19. Sentence Level Writing Interventions for Students with Learning DisabilitiesAttendees will learn about research-based instruction in sentence-level writing skills for at-risk students and students with learning disabilities in the upper elementary grades. Sample mini-lessons will be provided for teaching skills related to sentence construction, sentence fluency, and vocabulary. Next steps and literature gaps will be highlighted for researchers.Alex Smith, University of Southern MississippiStephen Ciullo, Texas State UniversityErica Lembke, University of MissouriShawn Datchuk, University of Iowa20. Student Vlogging SAT Verbal StrategiesThe proposal examines the effect of students’ vlog production on SAT Verbal scores for urban high school students. Tamla Lee, Temple University21. Research on Using Technology for Writing for Individuals with LDThe purpose of this literature review was to understand writing interventions for individuals with LD using digital technology from 1990 - 2018. It includes an overview of the type of technologies and interventions studied, the study designs, the age of participants, and the results of using the technologies on student writing. April Whitehurst, University of North Carolina at GreensboroKathy Ewoldt, University of Nevada, Las Vegas Janet Josephson, Millersville University of Pennsylvania22. Social Media Writing Practices of Students with LDThis multi-case study highlights the use of social media by high school students with LD who struggle to write. Utilizing interviews and samples of posts from social media, how these particular teens navigate and use the Internet for educational, social, and entertainment is explored. April Whitehurst, University of North Carolina at Greensboro23. Increasing Teachers’ Use of Modeling During Writing Instruction Through Professional DevelopmentThis single case experiment examined effects of a professional development intervention designed to improve teachers’ modeling during writing instruction. Three 8th grade English teachers received a professional development intervention consisting of instructional modeling videos, customizable instructional supports, and coaching. Results demonstrated a functional relationship between the intervention and dependent variable. John Romig, University of Texas at Arlington24. Evidence-Based Reading and Writing Strategies for Composing Historical Arguments This session assists teachers in developing students’ capacity to engage in disciplinary literacy in history. Participants learn to use IREAD and How to Write, parts of an evidence-based intervention for students to understand what an author is saying, judge the veracity of claims in primary sources, and write historical arguments. Daniel Wissinger, Indiana University of Pennsylvania25. Effects of Writing Interventions on CWS Via Meta-Analysis of SCDWe present results from a meta-analysis of writing interventions that sought to improve the text writing of students with disabilities. The results of 15 single-case design studies, featuring 80 participants, were synthesized using a mixed-effects regression model. Our major findings suggest that intervention had differential effects by age (i.e., older students) and type of dependent variable (i.e., sentence text writing).Shawn Datchuk, University of IowaMathematics26. Evidence-Based Practices for Teaching Place Value to Struggling LearnersThis presentation provides teachers with evidence-based practices for teaching place value to students with math difficulties and learning disabilities through understanding sets of ten, positions of digits in numbers, patterns in numbers, composing and decomposing numbers in flexible ways, and the conceptualization of larger numbers.Megan Rojo, University of Texas at AustinDiane Bryant, University of Texas at Austin27. Supporting Students with Learning Disabilities Mathematical Understanding via Visual RepresentationsEffective mathematical practices include students’ academic discussion of ideas supported by relevant visual representations. The purpose of this qualitative study was to deepen the understanding of teachers’ visual representations use in primary math classrooms to support the academic needs of students with learning disabilities.Gloria Carcoba Falomir, University of Nevada, Las Vegas28. Planning for Mathematics Instruction: What Resources do Teachers Consult?Teachers have access to large amounts of resources when planning for mathematics instruction. Identifying what resources teachers use to provide instruction is important for two reasons (a) to identify where research-based instructional practices should be disseminated and (b) to coach teachers on how to become critical consumers. Taylor Werthen, University of OklahomaCorey Peltier, University of OklahomaTiffany Peltier, University of OklahomaAndy Heuer, University of OklahomaCassie Lynch, University of Oklahoma29. Result of a 2-year 7th Grade Algebra Readiness Study This presentation reports results and instructional implications from a 2-year, Tier 2 randomized control trial study. Results of the study will be presented, as will lesson content for a 7th grade algebra readiness Integers, Ratios and Proportional Reasoning, and Expressions and Equations modules.Brian Bryant, University of Texas at AustinDiane Bryant, University of Texas at AustinMeijia Liu, University of Texas at AustinMaryam Nozari, University of Texas at AustinSoyoung Park, University of Texas at Austin30. Computation Intervention for Second Grade Students At-Risk for Mathematics FailureThe session will present research conducted with elementary students receiving tier two mathematics interventions. Attendees will learn about an intervention that emphasized conceptual understanding, number sense, and problem solving associated with addition between 10 and 20. Presenters will describe implementation and practical results. Margaret Flores, Auburn UniversityVanessa Hinton, Auburn UniversityCulturally and Linguistically Diverse Learners31. Latino Male College Students with Learning Disabilities and Requesting AccommodationsSession will begin with a brief overview of the study, including background, rationale, a review of literature, and methodology, followed by a review of communication strategies with regards to requesting accommodations. Challenges and barriers to requesting accommodations will be examined. Results of the study will be discussed.Alex Chambers, William Paterson University32. Examining Relationships Between Non-Cognitive Skills and Achievement in Traditionally Marginalized Middle-SchoolersTraditionally marginalized groups of students still struggle with achievement. Non-cognitive skills are being explored here as a potential contribution to improving academic achievement. To clarify that a set of non-cognitive scales are being validated with traditionally marginalized middle-schoolers (i.e., English learners and students with learning disabilities). Cristina Reding, University of Nevada Las Vegas33. Effects of Dialogic Read-Alouds on Spanish-Speaking English Language Learners Receptive Vocabulary: A Systematic ReviewThe purpose of this review was to synthesize data on the effects of dialogic read-aloud interventions on Spanish-speaking ELLs’ receptive vocabulary. Eight studies that met eligibility criteria with 14 different dialogic read-aloud interventions are reviewed. Effect sizes, common components, and implications for practitioners and future research are discussed. Danielle Leuschen de Pico, University of Florida34. Differentiating Peer-Mediated Instruction for ELs and other Struggling ReadersPeer-mediated learning can be beneficial to adolescent struggling readers, including ELs. We describe ways urban middle school teachers incorporated and differentiated peer-mediated learning opportunities to meet diverse student needs as part of an OSEP-funded adolescent literacy model demonstration project, Promoting Adolescents Comprehension of Text (PACT) Plus.Leigh Ann Kurz, University of MarylandInstructional Planning35. Can School Districts Increase Academic Outcomes for Students with Disabilities?Participants learn to identify and locate levels of data in their institution; identify potential pain points for student achievement/outcomes; and, develop a plan to isolate challenges and develop potential interventions to support students with learning disabilities in a classroom, in a school, and in a district.Jacqueline Hawkins, University of HoustonPennee Hall, University of Houston36. Examining Instructional Quality of Small Group Intervention Across Time Evaluating the quality of interventions is critical to accelerate learning. To support these efforts, an observation tool was developed to monitor intervention delivery and student response. Eight instructional groups were videoed delivering interventions for ten weeks. These videos will be coded to examine how intervention quality changed across time. Tasia Brafford, University of OregonRonda Fritz, Eastern Oregon UniversityBeth Harn, University of Oregon37. Interprofessional Teaming to Meet the Needs of All StudentsInterprofessional teaming is a curricular innovation which exemplifies students learning from, with, and among one another while studying the components of an Individual Education Plan (IEP) through the unique perspective of an interprofessional framework from the lens of population health. Clarissa Rosas, Concordia University38. Bringing More to the Table: Tables of Specification for PlanningTables of Specification (TOS) guide instructional decisions through levels of content assessment. TOS provide content standards and frequently assessed skill levels (e.g. remember, apply, analyze). Assessments are created for each level leading to the desired outcome. TOS supports clear student performance communication. This session includes completed TOS examples and teacher comments. Lindsay Watkins, George Mason University Frederick J. Brigham, George Mason University Michele Brigham, Freedom High School, Loudoun County Public Schools39. Integrating Inquiry and Explicit Instruction for Elementary Students with LDThis study tested the effectiveness of an inquiry approach to teach area/perimeter to students with LD in an inclusive math classroom. We describe the intervention and discuss findings related to students’ engagement in math, content knowledge, math self-efficacy, as well as student perception of the usefulness of intervention components.Jennifer Krawec, University of MiamiAlyssa Greaney, University of MiamiMarissa Steinberg, University of Miami40. Incorporating Formative Assessment Strategies into Daily Lesson Planning: How to Motivate, Engage, and AssessCreating lessons that are engaging and motivating help educators keep students on-task and learning. Both students and educators are evaluated on a consistent basis. Due to teacher accountability standards, educators must show that students are progressing annually. These formative assessment strategies provide immediate feedback to educators and help them to make decisions about where to go next with that concept (i.e. Do I need to re-teach? Can I move forward?) to improve student learning and make the best use of classroom instructional time.Toni Mild, Slippery Rock UniversityJessica Hall-Wirth, Slippery Rock University41. Building Capacity in Inclusive ClassroomsThis presentation highlights support models, isolates effective teaching practices, describes collaborative support delivery and, proposes a professional development plan for a co-teaching model that can be implemented in inclusive classrooms.Jacqueline Hawkins, University of Houston42. Revisiting the Chronic Absenteeism Benchmark for Students with Learning DisabilitiesThe proposed presentation shares findings to an ex post facto study involving 52921 student cases over two consecutive school years to test the accuracy of two common benchmarks of chronic absenteeism among students with and without learning disabilities. Results suggest that negative achievement trends start well before both common benchmarks. Jed Locquiao, University of Nevada, RenoOlga Mesina, Truckee Meadows Community CollegeTammy Abernathy, University of Nevada, RenoTeacher Preparation43. Teacher Training to Improve Self-Determination Skills for Students with Disabilities Preservice teacher preparation programs strive to prepare general and special education teacher candidates for inclusion of students with disabilities in general education classrooms. Teaching self-determination skills to students with disabilities requires the use of practical methods of providing accommodations in ways that empower the student with disabilities require further study. This study examined preservice general and special education teacher candidates at a university to determine 1) the preservice teacher candidates provision of accommodations in their general education inclusion classroom practicum placement, 2) the candidates’ provision of accommodations that were teacher-directed versus student-directed requests, and 3) the teachers’ preferences for teacher-directed versus student-directed requests for accommodations. Janna Brendle, Texas Tech UniversityDonna Brown, Texas Tech UniversityAngie Elkins, Texas Tech UniversityRobin Lock, Texas Tech University44. Questions Co-Teachers Ask About Specially Designed Instruction, Accommodations, and AssessmentsStudents with learning disabilities often participate in general education through co-teaching, especially at the secondary level. Co-teachers in our in-service training sessions consistently asked about balancing co-teaching with IEP requirements for specially designed instruction and assessment modifications. Expert panelists in this session address these and other questions. Laura Hedin, Northern Illinois UniversityLydia Gerzel-Short, Northern Illinois University45. Using a Targeted Observation Tool to Measure Inclusive Practices This session includes the findings of a research study including observations of inclusive, secondary classrooms for the type, frequency, and duration of instructional strategies incorporated for students that have disabilities, those that are culturally and linguistically diverse, and those students with disabilities that are also culturally and linguistically diverse. Randa Keeley, Texas Woman's University46. Teaching Literacy to Incarcerated Youth: Impact on Pre-Service Teacher EfficacyService-learning programs vary from the traditional teaching settings because it promotes critical thinking skills in fieldwork experiences with special populations that cannot be gained through standard teaching processes. Our presentation will explore the preservice teacher perspectives and attitudes towards students of color and disabilities and how it affects their efficacy.John Kelly, University of Houston-DowntownBernardo Pohl, University of Houston-Downtown47. Teaching Pre-Service Teachers to Understand and Use Assessment DataSpecial education teachers are expected to use data to develop IEP goals, but often receive minimal training in interpreting assessment data. We used behavior skills training (BST) to teach pre-service teachers to use basic Cattell-Horn-Carroll (CHC) theory to identify current strengths and weaknesses. A protocol, implications, and recommendations are discussed.David Rehfeld, Baylor UniversityMarie Kirkpatrick, Baylor UniversityTracey Sulak, Baylor University48. Examining Small Group Instructional Delivery Trends to Guide Professional Development Title I teachers were trained on a structured observation tool and conducted in-vivo observations of their educational assistants (EAs). Observation scores were analyzed for trends in delivery across time, which were then used to guide professional development. The observation tool will be presented and trends in scores guiding professional development will be discussed. Beth Harn, University of OregonTasia Brafford, University of Oregon49. Teaching Teachers to Teach with 3D PrintingWe will present the process and findings from a research project to develop and deliver a professional development workshop for pre-service and in-service teachers to teach with 3D printing technology as a method for enhancing STEM learning of students with learning disabilities. Sam Choo, University of OregonNancy Nelson, University of Oregon50. Supporting Exceptional and Diverse Learners: Strategies for Novice EducatorsNovice practitioners are challenged to meet the instructional needs of an increasingly diverse student population. Diverse and exceptional students often benefit from instructional strategies that enhance the accessibility of course content. This presentation shares five evidence-based strategies: building prior knowledge, vocabulary, explicit instruction, visual representation, and opportunities to respond.Katrina Hovey, Western Oregon UniversityRhonda Miller, Coastal Carolina UniversityElisheba Kiru, University of Texas at AustinYan Wei, Southern Connecticut State University Jerae Kelly, University of Maryland, College Park 51. Simulations in Teacher Preparation Programs: The Advantages and DisadvantagesSimulations involve participating in a very real learning experience that closely resembles an actual setting. This presentation will delineate what we know and do not know about the use of simulations in teacher preparation programs. Based on a literature review, the advantages and disadvantages will be shared with the audience. Roberta Gentry, Virginia State University52. Intentional Reflection of High Leverage Transformative Instructional Practices by Pre-service TeachersThis presentation focuses on meeting the needs of all learners with mild/moderate disabilities by preparing teachers to proactively plan their lesson plans and review and reflect on lesson delivery after academic instruction takes place. The focus of planning and reflection center on ensuring lessons are clear and connected to previous learning, incorporating strategies, resources, and technologies that engage all learners, and finally to provide a safe, respectful, and well-organized learning environment. Teacher preparation programs that support pre-service teachers to gain these skills will provide learning opportunities for students at-risk, students of cultural diversity, and students with varying academic learning needs.Lisa Finnegan, Florida Atlantic UniversityLD Identification53. Evidence-Based Practices for LD Identification: RTI vs. PSW MethodsWe review research on two prominent methods for learning disabilities (LD) identification: response to intervention and methods based on an intra-individual pattern of processing strengths and weaknesses. The presentation details the necessary components of a comprehensive assessment, highlights inherent unreliability for individual identification, and provides recommendations for improved identification processes. Jeremy Miciak, University of Houston54. Trends in the Prevalence and Identification of Students with LDIn this session we provide results of a series of studies examining links to prevalence of LD and the methods used for identification. These studies include the examination of the interstate variability and the trends of prevalence of LD from the inception of the field to present. Paige Pullen, University of Florida55. Beyond Eligibility: Testing Outcomes Impact instruction, Educational Decisions, and PDParticipants will have the opportunity to learn to review testing outcomes with an eye to making instructional, environmental, and educational decisions for students and to adjust professional development for teachers. A particular focus on the supports and decisions for Hispanic students identified as SLD is provided. Mertie Gomez, Sam Houston State UniversityJacqueline Hawkins, University of Houston56. Biased, Not Me! Future Assessment Personnel Reflections About Hidden BiasesThis study examines the self-reflections of graduate level students who participated in online bias-identification tests. Participants completed a minimum of two different bias-identification tests of their choice. They discussed whether they viewed the results as accurate or surprising. They also reflected upon how the information might inform their professional relationships.Donna Brown, Texas Tech University9:50-10:30Interactive Papers (Posters)HidalgoSession BCLD Corner1. Council for Learning Disabilities Conference- Richmond 2020The 2020 Council for Learning Disabilities Conference will be held in Richmond, Virginia, October 15-16 at the Richmond Marriott. Stop by and learn more about the conference and Richmond!Lisa Morin- Old Dominion UniversityJugnu Agrawal- George Mason University2. Council for Learning Disabilities Membership CommitteeThis presentation describes benefits of CLD membership and provides information on how to become involved?in maintaining an organization with a clear mission and focused vision for individuals with learning disabilities.?Kristi Santi, University of HoustonNanette Fritschmann, National University3. Council for Learning Disabilities Diversity CommitteeThe Council for Learning Disabilities Diversity Committee will showcase current work of our members as they strive to enhance equity for students with learning disabilities. This poster presentation will highlight committee members’ work as well as the current efforts of the group as CLD continues to celebrate diversity and equitable efforts in the CLD organization.Brenda Barrio, University of North Texas4. Council for Learning Disabilities Research to Practice CornerLearn about CLD’s research committee and the work that they have completed over the past year that support parents, teachers, and university faculty in the understanding of best practices that are relevant to many areas of learning disabilities.Margaret Flores, Auburn University5. Council for Learning Disabilities Leadership Development CommitteeThe roles and activities of the Leadership Development Committee are featured in this interactive poster. Learn more about how the work of this committee helps to fulfill the mission of the Council for Learning Disabilities.Minnie Mize, Winthrop University Esther Lindstr?m, Lehigh UniversityPolicy6. Evaluation Procedures Under IDEA: Paper to PracticeInterviews of 31 Educational Diagnosticians across Texas will be conducted and analyzed to determine adherence to and implementation of federal law by districts and educational diagnosticians in the field. Results may be used to inform preparation programs of the importance of federal law review and implications of decisions made during the evaluation process. Angie Elkins, Texas Tech UniversityDonna Brown, Texas Tech UniversityJanna Brendle, Texas Tech UniversityRobin Lock, Texas Tech University7. Congressional Initiatives and Policy Changes: You Can Influence Important DecisionsThis session provides background information on influencing legislation and policy by becoming an advocate for individuals with learning disabilities. Status for proposed legislation, impact of recently passed legislation and policy changes will be included with steps to follow to make ourselves heard by Congress members and key policy makers.Roberta Strosnider, Towson UniversityDebi Gartland, Towson University8. Legal Landscape of PK-12 Services for Students with Learning DisabilitiesResearchers examine outcomes of recent case law specific to students with learning disabilities that are related to provisions of a free and appropriate education. Findings of case law will be synthesized to provide the participants with a framework to provide appropriate programming for the PK-12 student with a learning disability.Cynthia A. Dieterich, Baldwin Wallace UniversityKathy B. Ewoldt, University of Nevada, Las Vegas9. Special Education Due Process Hearings Involving Students with Specific Learning DisabilitiesThis session will present findings and implications from a multi-state study of special education due process hearings involving students with specific learning disabilities. The information presented will include an in-depth discussion of the issues frequently addressed in these due process hearings, including evaluation procedures, IEP development, service delivery, qualifications of providers, and location of services. William Blackwell, Sam Houston State UniversityJennifer Buss, Lewis University10. Rethinking LRE for Students with Disabilities: Considerations for Virtual EducationFrom the original concept of the cascade of services to the current usage of LRE, identifying and providing appropriate educational placement options for students is a requirement within every IEP. The impact of virtual education may suggest it is time to reframe the LRE discussion to include online educational placements. Sharon Goldrup, University of Nevada, Reno11. Developing Quality IEPs for Students with Specific Learning DisabilitiesEndrew F. focuses on three points related to IEPs for students with learning disabilities: (1) Addressing the student’s unique needs, (2) Involvement of parents and educators, and (3) Monitoring to ensure students are making progress toward goals. This poster highlights the impact of Endrew F. on IEP development and practices.David Bateman, Shippensburg UniversityJacquelyn Chovanes, Shippensburg UniversityLisa Goran, University of MissouriBrittany Hott, University of OklahomaAnne Papalia, Shippensburg UniversityMitchell Yell, University of South Carolina12. FAPE Related Issues: Employing Modified Endrew Educational Benefit StandardThe IDEA has been critical in ensuring a free appropriate public education (FAPE) to qualified students with disabilities. In Endrew and subsequent case law, the educational benefit should be considered in light of the child’s circumstances. Case law employing the Endrew’s ruling and implications for practice will be discussed. Friggita Johnson, Clemson University13. Connecting IDEA to Relevant Court CasesThis presentation addresses the intricacies of the Individuals with Disabilities Education Act (IDEA) tying special education laws to courts cases that have set precedents nationwide. Through the Legal Framework, an interactive online source, participants will examine ten pressing topics relevant to the education of children with disabilities.Lee Lentz-Edwards, Region 18 Education Service CenterRebecca Bilyeu, Region 18 Education Service Center14. How Section 504 Impacts Students with Learning DisabilitiesThe academic needs of students with learning disabilities are primarily met through the Individuals with Disabilities Education Act (IDEA). Section 504, which is civil rights legislation for persons with disabilities, also impacts students with LD. This presentation provides an overview of the impact of 504 on students with learning disabilities. Tom Smith, University of ArkansasReading15. Teacher Knowledge of Dyslexia: A Survey of Over 900 TeachersResearch has shown that students with dyslexia benefit from early intervening services. In order to intervene, teachers need adequate knowledge of the disability. A survey was conducted of over 900 elementary teachers in the state of Oklahoma. Results suggests most teachers would benefit from further training on dyslexia basics.Tiffany Peltier, University of OklahomaCorey Peltier, University of Oklahoma16. Beyond Internal Validity: Re-conceptualizing Measuring and Including Implementation Fidelity in ResearchImplementation fidelity is mostly used as an indicator of internal validity in reading intervention research. Measurement, conceptualization, and modeling of implementation fidelity in outcome models are expanding. A clear understanding of confounding factors in research design can help better explain the relation between implementation fidelity and student outcomes. Wilhelmina van Dijk, University of FloridaHolly Lane, University of FloridaValentina Contesse, University of Florida17. Observation Studies on Vocabulary Instruction for SLDs: A Literature ReviewObservation studies were reviewed to determine what evidence-based practices (EBP) occurred in classrooms for students with learning disabilities (LD) including those learning English. The types of EBPs, time provided for instruction, and the fidelity of implementation were the focus in this study. Results and implications provided at the end.Kelly Liu, George Mason University18. Expanding Teachers' Knowledge of the Science of ReadingExperienced educational trainers and higher education instructors have collected data on changes in teacher knowledge about the science of reading from full day training and university courses. Analysis of this data combined with the evidence from coaching teacher candidates in structured language lesson delivery will be presented. Emily Sharp, Colonial Intermediate Unit 20Jacquelyn Chovanes, Shippensburg University19. Pre-service General and Special Educators CAN Collaborate on ReadingEffective implementation of RTI has implications for the way’s educators should work together, yet preservice teachers often have limited opportunities for interdisciplinary collaboration. This session describes the implementation and impact of a reading clinic where preservice general and special educators collaborated to serve elementary students in need of reading supports.Phyllis Robertson- Texas A&M University- Corpus Christi20. Using Therapy Dogs to Improve Reading for Students with LDEarly reading failure has severe consequences for students, including classification as LD. One way to improve reading skills is to increase time spent reading. The use of therapy dogs to decrease anxiety and improve motivation to read has shown promise. Issues and effects of therapy dog reading interventions will be discussed.Jacquelyn Chovanes, Shippensburg UniversityAnne Papalia, Shippensburg University21. An Intensive Literacy Intervention for Students with Reading DisabilitiesStudents with reading disabilities require more explicit, systematically designed, and intensive instruction than their typically developing peers. UFLI-Intensive was developed to meet the needs of students with reading disabilities by using an explicit, systematic, and intensive approach. Participants will be provided concrete implementation examples using intervention materials.Valentina Contesse, University of FloridaWilhelmina van Dijk, University of Florida22. Digital Storytelling: Research and Applications for Students with Learning DisabilitiesThis study explores the trends in digital storytelling research in terms of target population, research methods, target skills/behaviors, intervention, and findings. Implications for research and practice will be discussed to improve academic and social/emotional outcomes of students with learning disabilities through digital storytelling.Eunhye Choi, University of Nevada, Las VegasHaerin Park, Boston College23. Long-term Effects of Reading Interventions for Struggling Adolescent Readers - A Synthesis A majority of reading-related intervention studies aiming to remediate middle and high school struggling readers reading outcomes focus on students’ posttest scores to make statistical inferences of intervention effects. Few studies collect follow-up data to measure the sustainability of treatment effects post-intervention. To better understand how well reading-related intervention effects are sustained for this population of students, a systematic search was conducted to identify studies that report follow-up data. Johny Daniel, University of Texas at Austin Mathematics24. Real Apps, Real learning: iPad-Based Math Interventions for Students Three math intervention apps will be discussed, and participants will receive free access to at least one app (while supplies last). KinderTEK, NumberShire, and Precision Mathematics provide math instruction to students with mathematics difficulties. Come learn the features of each program that might make them good fits for your classroom.Jessica Turtura, University of OregonSam Choo, University of OregonNancy Nelson, University of Oregon25. Co-Teaching Models in Mathematics: Developing Teacher Knowledge, Confidence, and InterestCo-teaching models help teachers to build capacity in mathematics to improve student outcomes. Participants can assess their stages of concern and their level of use of the models in mathematics.Jacqueline Hawkins, University of HoustonKellian Hughes, University of Houston26. Building Co-Teaching Strategies for Math InstructionOne hurdle in planning for specific math instruction for students with learning disabilities is the process of co-planning between special & general education teachers in order to meet specific student IEP needs. This study will disseminate findings regarding the effectiveness math co-planning through analysis of ReadyMath & teacher focus group data.Matthew Gillette, Western Oregon University/Salem-Keizer School DistrictMaria Peterson-Ahmad, Western Oregon UniversityKatrina Hovey, Western Oregon University27. Using Technology to Explicitly Teach Mathematics to Students with LDThe effects of two studies will be presented, both of which used explicit instruction, video modeling, and augmented reality to teach mathematics skills to fourth and eighth grade students with learning disabilities. The results found a functional relation between the intervention and the students’ mathematics performance on the skills.Jared Morris, Pennsylvania State UniversityElizabeth Hughes, Pennsylvania State UniversityJames Stocker, University of North Carolina, Wilmington28. STREAM education: An Emerging Interdisciplinary Approach for Student with LDThe study expands STEM to STREAM interdisciplinary approach by adding reading goals and embedding arts. The overall goal is to introduce a package of lesson plans with aligned math, science, and reading objectives with integration of technology and arts components to promote students’ academic achievement and motivation toward learning STEM.Jiwon Hwang, California State University BakersfieldSam Choo, University of Oregon29. Special Education Pre-service Teachers Perspectives on Teaching Geometry Pre-service teachers’ perceptions on teaching geometry is vital for their future teaching practice in real classrooms. It is important to understand special education teachers’ perceptions of teaching geometry to students with mathematics disabilities. A qualitative study employing phenomenological analysis was conducted and results of the analysis was reported.Meijia Liu, University of Texas at AustinDiane Bryant, University of Texas at Austin30. Making Sense of How We Teach Number SenseEffective instructional choices are fundamental to the learning of mathematics; these decisions are paramount for students with learning disabilities. Understanding current practice is critical in shaping research and professional development. A survey of over 1000 early elementary mathematics teachers affirms the need for professional development focused on research-based instructional practices.Andy Heuer, University of OklahomaCorey Peltier, University of OklahomaTiffany Peltier, University of OklahomaTaylor Werthen, University of OklahomaCassie Lynch, University of Oklahoma31. Algebra Interventions Using CRA-I and a Mnemonic Strategy This poster presentation will provide teachers with information about a pilot algebra intervention for high school students with disabilities. The researchers used the CRA-I sequence and a mnemonic strategy to teach students to multiply linear expressions and factor quadratic expressions. The pilot intervention resulted in improved student performance. Alexcia Moore, Auburn UniversityTransition32. Supporting Students with LD in the Transition to High School: What Works?The poster will present results from an analysis of HSLS:09, a nationally representative survey of students from 9th grade to the completion of high school, investigating the relation between school-based support for the transition to high school and school engagement, academic outcomes, and school completion for students with learning disabilities.Lindsay Foreman-Murray, Vanderbilt University33. Understanding Accommodations in Higher Education: Transition Team PreparationThis session will focus on the fundamental guidelines for accommodations in higher education that need to be considered when transition teams are making recommendations and decisions for students choosing to pursue college. Larry Phillippe, Texas Tech University34. Transition: Finding a College in the Goldilocks ZoneLearn what support services are available for students with disabilities transitioning from high school to postsecondary schools and the documentation students must provide to determine eligibility.Jacqueline Hawkins, University of HoustonElizabeth McDaniel, University of HoustonSocial, Emotional, and Behavioral Interventions35. Evaluating the Effects of Behavioral Skills Training with Pre-service TeachersWe used behavioral skills training (BST) to teach undergraduate students enrolled in a special education field-based course to implement a token economy with children with mild disabilities. A single-case research design was used to assess implementation accuracy. Results indicated that BST was effective. Limitations and future research directions are discussed.Marie Kirkpatrick, Baylor UniversityDavid Rehfeld, Baylor UniversityTracey Sulak, Baylor University36. Effective Interventions for Students with High Incidence Disabilities: LD, ADHD, HFATeachers must provide effective instruction to diverse groups of learners. Students with high-incidence disabilities (LD, ADHD, and high-functioning autism [HFA]) share common learning needs and behavioral characteristics. Common evidence-based practices can be used across students with HID, increasing the efficiency of instructional planning for busy teachers.Jacquelyn Chovanes, Shippensburg UniversityEmily Sharp, Colonial Intermediate Unit 2037. ADHD-Specific Knowledge and Attitudes of TeachersThis presentation will discuss the ADHD-specific knowledge and attitudes of government school teachers in NSW, Australia. This research suggests that the results can be generalised to Anglophone countries and therefore might be useful when considering course for pre-service teachers in a variety of countries.Sarah Mulholland, UNSW Australia38. Supporting Students with ADHD-type Behaviours in the ClassroomResearch suggests that teachers still believe some myths about ADHD and overwhelmingly want more information about ADHD, and how to manage ADHD-type behaviours in the classroom. This presentation will provide teachers with evidence-based practices to support student who display ADHD-type behaviours in the classroom.Sarah Mulholland, UNSW Australia39. Riding the Mindfulness Waves of Co-teaching with SEL Awareness. Classroom Management and academic performance is affected by every students' present level of awareness and social emotional well-being. Incorporating strategies of mindfulness and social emotional check-ins into your daily schedule can support the overall well-being of students and staff in all academic settings, especially the co-taught setting. Michelle Hoven, Carl Sandburg High School, CHSD 230Meagan Fridrych, Carl Sandburg High School, CHSD 23040. Using Work Systems to Promote On-task Behavior for Students with Learning DisabilitiesStructured teaching is an instructional framework that emphasizes the use of environmental and visual supports to maximize independence and reduce the need for adult prompting and redirection (Schopler, Mesibov, & Hearsey, 1995). Work systems, one of the primary components of structured teaching, are organized sets of visual information that inform a student about participation in academic, vocational, or recreational tasks (Hume & Odom, 2007).Given that many individuals with learning disabilities have difficulties with attention (Kotkin, Forness, & Kavale, 2001), a structured work system could improve their ability to engage in on-task behavior through the clear identification of task expectations.Brittany Desnoyer, University of Nevada Las VegasInclusive Practices41. A Literature Review of Interviews with Adolescents with Learning DisabilitiesThis presentation reports findings from a systematic literature review of qualitative research on the perspectives of youth with learning disabilities (LD) on their transition planning experiences. The themes across studies addressed culturally responsive practices, individualized planning, and collaboration between support systems. Research findings are translated into strategies for practice. Kristopher Yeager, University of Nevada, Las Vegas42. Importance of Being Tech Savvy in the Inclusive ClassroomAs the inclusive classroom continues to become more diverse, it is important for pre-service teachers to have a strong understanding of technology and educational applications. Research has demonstrated that the integration of technology into the curriculum has many benefits including problem-solving skills, multi-literacies and critical thinking (Garcia & Friedman, 2011). Jessica Hall-Wirth, Slippery Rock University Toni Mild, Slippery Rock University 43. Training Teacher Preparation Faculty about Differentiation for Students with LDDifferentiated instruction is an important method of teaching for all students but a way students with learning disabilities can access the general curriculum. This presentation will discuss how a universal assignment for preservice educators in their field experience can help their understanding of these key concepts. Included will be thoughts about in-service points for university faculty.Maria Stetter, Roosevelt University44. Technology Supports for Students with Learning Disabilities in the General Education ClassroomAmong students ages 6-21 served under IDEA, the percentage with a specific learning disability who spend 80% or more of their time in a general education classroom increased from 47% - 63% between 2000-2015. It is imperative that technology supports are available to support individualized learning goals in the general classroom.Maria Stetter, Roosevelt UniversityMaria Peterson-Ahmad, Western Oregon University45. Pre-Service Teachers' Self-Efficacy on Behavior Management The purpose of this study is to examine the influence of a behavior management course for pre-service education teachers in general and special education on self-efficacy of behavior management. This research study preliminary evaluation of showed an increase in their self-efficacy in the area of behavior management and strategies used. Stephanie Hopkins, University of Missouri Post-Secondary Education46. The Practice of using Accommodations by Postsecondary Students with LDKey findings are highlighted from an investigation of perspectives pertaining to the practice of postsecondary students with LD using accommodations, the utility of accommodations, facilitators and barriers to the use of accommodations, and how an understanding of disability law contributes to the use of accommodations.Lisa Sigafoos, University of Texas at Austin47. Is Pair Programming an Effective Approach for Undergraduate Students with LD?Individuals with LD are underrepresented in computer science and technology fields. In this study, we examined the use of pair programming as a collaborative intervention for students with LD in computing programming courses. Results showed that pair programming holds promise as an educational intervention for students with and without LD.Silvana Watson, Old Dominion University48. Lifespan Writing Development and Students with Learning DisabilitiesThis session provides a brief overview of the writing literature specific to students with learning disabilities across the lifespan. This presentation is informed by a lifespan perspective of writing that recognizes that writing development is complex and variable (Bazerman et al., 2018). Implications for research and practice are provided. Apryl Poch, Duquesne UniversityTechnology49. Translating Research into Practice: Effectively Using Technology in Inclusive ClassroomsAssistive and instructional technologies (AT/IT) play a key role in the education of students with learning disabilities (LD). As students with LD increasingly attend general education classrooms for content instruction AT/IT can support the individualization of instruction for this population. This presentation will offer participants research-based suggestions for implementing AT/IT.Melanie Chong, San Jose State UniversityMatthew Love, San Jose State University50. Issues in Implementation of Technology for Students with Learning Disabilities (LD)A review of existing research regarding the use of instructional and assistive technology for students with LD will be presented to: (a) examine teachers’ perspectives about instructional and assistive technology; (b) analyze factors that influence the implementation of such technology in classrooms; and (c) the implications of the research findings. Iffat Jabeen, University of Texas at San Antonio51. Cultivating Opportunities for Communication and Collaboration in an Online Teacher Preparation CourseThis study sought to engage students enrolled in an online undergraduate teacher preparation course focused in assessing special populations. Results from the study will aim to determine what level of interaction students in the target course engaged in opportunities to interact directly with each other and the course instructor. Laura Brown, Texas Tech UniversityDonna Brown, Texas Tech UniversityJanna Brendle, Texas Tech UniversityAngie Elkins, Texas Tech University52. Incorporating Mobile Devices into Academic InterventionsTouch-based mobile devices are becoming increasingly popular as a learning tool, but successful integration of mobile devices requires teachers’ knowledge of the pedagogical and practical use of these devices for student learning. This study aims to provide evidence-based strategies for the successful integration of apps for special education teachers. Jiyeon Park, University of Texas at AustinDiane Bryant, University of Texas at Austin10:45 – 12:00PanelsSupporting Adolescent Reading: Effective Reading Programs, Student Self-Perception, and Instructional CoachingEncinoResearchers will present results from multiple studies of adolescent reading programs and interventions. Panel participants will discuss: a) results from two studies of intensive adolescent reading interventions, b) data on student self-perception and motivation, and c) data from a virtual instructional coaching model used to support implementation. Michael Hock, University of Kansas Center for Research on LearningIrma Brasseur-Hock, University of Kansas Mary Beth Calhoon, University of MiamiJocelyn Washburn, Virginia Tech Suzanne Myers, University of KansasUsing Data-Based Individualization to Improve Computation and Problem-Solving PerformanceLantanaThe purpose of this study was to examine the effects of Data-Based Individualization (DBI) on computation and problem solving of high school students with specific learning disabilities or ADHD. Results showed student computation and problem-solving performance, as measured by independent measures, improved significantly for all three participants.Minyi Dennis, Lehigh UniversityEmma Gratton-Fisher- Lehigh UniversityJacquelyn Chovanes- Shippensburg UniversityRoundtablesMaderoModerator: Janet Josephson, Millersville UniversityTable 1Assistive Technology TalkJ. Lee Wiederholt Distinguished Lecturer, Dr. Michael Behrmann, will lead an informal question and answer session offering an opportunity to discuss the role of assistive technology in supporting students Michael Berhmann- George Mason UniversityRecommendations for Flipping Your Classroom: A Case StudyThe flipped classroom inverts the instructor’s lecture time to out of class and reserves class time for engaging, content related activities. A case study was conducted comparing a flipped special education secondary education course in a teacher preparation program to other methods of instruction (i.e., online courses, lecture-based courses).Randa Keeley, Texas Woman’s UniversityTable 2Can Computer-Based Assessments Describe Abilities of Students with LD?With the increase of computer-based systems to assess students, it is critically important to examine the effect that this method of delivery may have on students with reading LD and their teachers using this data to plan instruction to meet their students’ varying needs. Attendees will discuss this issue and brainstorm on how educators can help students perform better on technology-based testing. Beverly Weiser, Southern Methodist UniversityTraining Pre-service Teachers to Match Assistive Technology to Needs of Students with Specific Learning Disabilities (SLD)This session will share a training module for exposing pre-service educators to assistive technology and preparing them to apply the SETT framework to select appropriate assistive technology (AT) for students with specific learning disabilities (SLDs). Participants will be provided resources for training implementation in teacher preparation programs.Beth Jones, Texas A&M University-CommerceMaria Peterson-Ahmad, Western Oregon UniversityTable 3Mathematics Computation Interventions that Focus on Conceptual Understanding The session will present research conducted with elementary students who were English language learners receiving tiered mathematics interventions. Presenters will describe an intervention that emphasized conceptual understanding and problem solving associated with the inverse operations of addition and subtraction and multiplication and division. Presenters will describe implementation and practical results. Margaret Flores, Auburn UniversityDustin Mancl, Clark County SchoolsIncreasing At-Risk Middle School Student Performance Through a Multi-Part InterventionThis presentation will highlight a middle school intervention. Students received regularly scheduled individualized mentoring. Workforce development focused on career ready software and job site college visits. Academic support included intensive reading strategies. Participants will learn about absenteeism, discipline referrals, state test scores, standardized reading performance, and future implications.Dan Boudah, East Carolina UniversityTable 4Post-Secondary Academic Barriers for Adolescents with Learning DisabilitiesAdolescents with learning disabilities account for a majority of the students who attend college that have a disability. The students with disabilities also account for the largest population of students who fail or drop out of college due to academic issues. This review examines this issue and its associated barriers.William Woods, University of Nevada, Las VegasAccessibility Services for Postsecondary Students with LDAccessibility services are important for the academic success of students with LD, but available services provided under the Americans with Disabilities Act vary across postsecondary institutions. This lack of consistency and continuity can create barriers for postsecondary students with LD. This study investigates accessibility and related services at degree-granting institutions. Jiyeon Park, University of Texas at AustinYeji Kim, University of Texas at AustinStructured PostersVillaModerator: Jungu Agrawal, George Mason University1. English Learners with Disabilities: What is Published Across the Field?The research in this poster synthesizes current research literature on ELs with disabilities (ELSWD) published in special education journals from 2002 to 2018. Research questions examined research topics, design, and interventions published regarding ELs in special education. Carlos Lavin, George Mason UniversityLinda Mason, George Mason University2. Special Education Teacher Preparedness to Work with Immigrant and Culturally Diverse Students The increase of immigrant and culturally diverse students who have a disability is a challenge for schools in terms of curricula adjustments. (Artiles & Ortiz, 2002, Barrio, 2017). The need to prepare special educators to provide appropriate instruction to ELLs is crucial for positive learning outcomes (Goodwin, 2017, Shyyan et al., 2008). Lidia Sedano, Clark County School District3. Embracing Environments: Strategies for Engaging Diverse FamiliesFamily-school collaboration has potential to enhance student achievement, particularly for students who are culturally and linguistically diverse (CLD) with learning disabilities. Unfortunately, commonly practiced parent involvement strategies include biases about how families want to be involved. This presentation will explore family engagement strategies that connect CLD families to the school.Lydia Gerzel-Short, Northern Illinois UniversityRhonda D. Miller, Coastal Carolina UniversityKatrina Hovey, Western Oregon UniversityYun-Ju Hsiao, Washington State University Tri-CitiesElly Kiru, USD 501, Topeka Public Schools4. Poverty and Racial Disparity in SLD IdentificationThis study examines the correlation among race and ethnicity, poverty, and specific learning disabilities (SLD). Two secondary datasets (ECLS and HSLS) were used to investigate the roles of racial inequality and poverty in identifying SLD. Results indicated that minority students and/or those living in poverty were overrepresented in SLD identification over time. Yeji Kim, University of Texas at AustinJiyeon Park, University of Texas at Austin5. Early Literacy Interventions in Africa: A Systematic Review of the EvidenceLiteracy has been linked to a country’s economic growth and better life outcomes for their citizens. This synthesis explored early literacy interventions that have been conducted in African countries and the effects on reading outcomes for K-3 students. The characteristics of the effectiveness of these interventions and implications for future research are discussed. Zainab Umar, The University of Texas at Austin6. Disability, Race, and the Juvenile System Meet at SchoolMinoritized youth (i.e., racial/ethnic groups) experience disproportionate contact with the juvenile justice system. Specifically, culturally and linguistically diverse youth with learning and emotional disabilities are overrepresented in the juvenile justice system. Such contacts, due to long-standing policies and practices in the schools have placed disparate impact on families and communities.Monica Brown, University of Nevada, Las Vegas7. Equity and Inequality in Education in Germany and the USAGerman and US-American researchers will share knowledge and present research on equity and inequality in education in Germany and the USA. The influence of socio-economic status on students’ performance on PISA 2015, and nation-specific challenges to improve equity in educational opportunities, especially for students with LD, will be discussed.Michael Paal, Oldenburg, GermanyAnna-Maria Hintz, Oldenburg, GermanyDavid Scanlon, Boston College8. No Longer Bound: Effectively Educating Black Males with Dis/abilitiesAlthough IDEA mandates a free and appropriate education, Black males with disabilities struggle excelling academically. This qualitative study examined how this population perceived their teachers and the impact on their academic success. This session will discuss their experiences, lessons learned, and practical strategies for educating Black males with disabilities. Benita Kluttz-Drye, Rowan University9. Autonomy, Competence, and Relatedness: The Winding Road of Self-Determination for Diverse StudentsSelf-determination is considered critical in transition planning. However, students with disabilities often struggle to develop self-determination skills, particularly, those from culturally and linguistically diverse (CLD) families. This proposal will share strategies in collaboration with IEP team members to enhance self-determination skills for students with disabilities from CLD families. Yan Wei, Southern Connecticut State UniversityLydia Gerzel-Short, Northern Illinois UniversityRhonda Miller, Coastal Carolina UniversityYun-Ju Hsiao, Washington State University Tri-CitiesJerae Kelly, University of Maryland, College Park 10. Comparing Diagnostic Efficiency of Spanish Screeners for Identifying Reading RiskThis study compares the concurrent and predictive validity and diagnostic efficiency for comparing two Spanish reading screening assessments for identifying reading risk in Spanish or English for Spanish-speaking ELs in Grades 3-5. Results suggest a comprehensive screener may have greater predictive utility within and across languages.Deni Basaraba, Bethel School District #52Leanne Ketterlin-Geller, Southern Methodist University11. STEM Practices and Students with Disabilities who are Learning EnglishMore must be done to ensure students with disabilities who are learning English have equitable access to STEM pathways. The purpose of this qualitative study was to examine teaching practices supportive of the academic and linguistic needs of students with disabilities who are ELs in elementary math and science classrooms.Tracy Spies, University of Nevada, Las VegasGloria Carcoba-Falomir, University of Nevada, Las Vegas1:00 – 2:30PanelsImproving the Historical Writing of Struggling Learners: An Experimental InvestigationEncinoWe examined the effects of two interventions for enhancing the historical writing of 273 struggling elementary writers. Results indicated students who learned historical reasoning strategies wrote qualitatively better and longer essays after instruction and six-weeks later. Findings suggest this approach can be beneficial for young learners with and without LD. Daniel Wissinger, Indiana University of PennsylvaniaSteven Ciullo, Texas State UniversityCameron Butler, University of MarylandEngaging Culturally and Linguistically Diverse Families in the IEP ProcessLantanaThe current session would provide an overview of the barriers and challenges related to the participation and engagement of culturally and linguistically diverse families of students with disabilities in the IEP process. Practical strategies for increasing family participation and home-school collaboration will be discussed. Recent research and strategies on preparing culturally and linguistically responsive teachers will also be shared.Discussant: Jerae Kelly, University of MarylandEndia Lindo, University of North TexasJugnu Agrawal, George Mason UniversityLidia Sedano, Clark County School District Monica Brown, University of Nevada, Las VegasRoundtablesMaderoModerator: Cathy Thomas, Texas State UniversityTable 1Teaching Practicum Candidates How to Understand & Eliminate Classroom Hidden CurriculumsThis presentation presents a definition of and a number of perspectives on hidden curriculums as they relate to students with LD. It also examines a four-part cyclical teaching system to help pre-service teachers become aware of the hidden curriculum within their own practicum experiences and ways to address it. Kay Hanson, University of South Carolina, AikenThe Special Educator’s Role in School Absenteeism and HospitalizationStudents with special learning needs are at a greater risk of academic failure due to absences. Coordinated special effort is required to transition the student back to school when absent due to hospitalization. With current available resources, special educators can help fill vital gaps in advocacy, programs and policy design.Rene Grimes, University of Texas at AustinDiane Bryant, University of Texas at AustinTable 2Self-regulated Strategy Development: Framework for Reading, Writing, and Mathematics InstructionThis presentation provides an overview of the self-regulated strategy development (SRSD) framework to enhance instruction for students with Learning Disabilities (LD) across academic areas of reading, writing, and mathematics. Examples of SRSD across academic areas will highlight its use to improve academic outcomes and self-regulation strategies for students with LD.Michelle Popham, Clemson UniversityPreparing the Child for the Road: Counteracting Three Popular MythsThe three popular myths: (a) we are fragile, (b) we should always trust our feelings, and (c) people are either good or evil and their damaging influence are described in detail. Case studies from current special education practice illustrate the myths and their effects. Includes suggestions for counterbalancing these influences.Frederick J. Brigham, George Mason UniversityMichele Brigham, Loudoun County Public SchoolsTable 3Classroom Observations: A Comprehensive Approach in SLD EvaluationClassroom observations provide important information when it comes to a specific learning disability (SLD) evaluation and the development of appropriate programming. In this presentation, participants will analyze practical recommendations, strategies, and tools for conducting and documenting direct classroom observations in the evaluation process and instructional planning for students with SLD.Mariya Davis, Texas A&M University – San AntonioJulie Southward, Richardson Independent School DistrictRethinking the RTI Process for ELLs: A Call for Collaborative EffortsThe appropriate application of RTI for English Language Learners (ELLs) with learning difficulties demands the attention of policymakers, researchers, and practitioners. The purpose of this session is to examine possible ways for increasing the RTI efficacy by realigning the timeframes, addressing the interventions shortfall, and increasing the pedagogical expertise of practitioners.Mariya Davis, Texas A&M University- San AntonioEric Lopez, Texas A&M University- San AntonioTable 4Supporting Science Conversations: Students with Disabilities who are Learning EnglishAcademic conversations are particularly important in science for the co-construction of discipline-specific knowledge and the development of precise communication skills characteristic of science. This qualitative study examined academic talk in general education science classrooms to better understand scaffolds to support students with disabilities in accessing and capitalizing on academic conversations.Tracy Spies, University of Nevada, Las VegasGloria Carcoba Falomir, University of Nevada, Las VegasExamining Oral Scientific Argumentation Engagement Among Secondary Students with DisabilitiesScientific argumentation is an authentic science practice that students should be taught starting in kindergarten. Little research exists that addresses instruction in scientific argumentation and students with learning disabilities. Original research was conducted with ninth and twelfth grade students with learning disabilities. Findings indicate that explicit instruction in scientific argumentation improves engagement for students with learning disabilities. Mindy Gumpert, Old Dominion UniversityStructured PostersVillaModerator: Melissa Jenkins, Prince William County Public Schools Mathematics1. Effect of Student Verbalizations on Mathematical Problem Solving The study employed a single case experimental design to investigate the effectiveness of verbalizations on the mathematical problem solving of children with MLD. The visual and statistical analysis of data suggested a functional relation between student verbalizations and increase in mathematical proficiency after 12 sessions of mathematics intervention.Emmanuel Taiwo, Johns Hopkins University 2. Effects of Mathematics Manipulatives on Student Outcomes: A Meta-AnalysisWe aimed to evaluate single-case experimental designs that implemented an intervention using manipulatives to improve outcomes for students at-risk or identified with a disability. A total of 53 studies were included in the review with an omnibus effect size of 0.91. Moderator analyses revealed that effects were consistent across variables.Corey Peltier, University of Oklahoma3. Teacher Efficacy and Perceptions of Number Sense in Elementary StudentsPromoting number sense of students at-risk or identified with a learning disability is necessary, yet teachers fail to promote these skills (Gersten & Chard, 1999). We explored teacher efficacy in instruction and assessment related to number sense and the importance placed on intrinsic and extrinsic factors related to number sense development. Cassie Lynch, University of OklahomaAndy Heuer, University of OklahomaTiffany Peltier, University of OklahomaTaylor Werthen, University of Oklahoma4. Characteristics of Mathematical Writing and Reasoning for Students with LDStudents with learning disabilities (LD) face unique challenges developing and communicating mathematical reasoning. This mixed-method study analyzed written expression of mathematical reasoning for 51 students with LD to evaluate the dimensions of mathematical reasoning to solve word problems. Also, error analysis was conducted to explore misunderstandings in students mathematical reasoning.Joo-Young Lee, Pennsylvania State UniversityElizabeth Hughes, Pennsylvania State University5. A Comparison of Virtual and Physical Manipulatives in Increasing Math Fact FluencyWhile physical math manipulatives have been used for many years by educators as a best-practice intervention, teachers looking for new and engaging interventions have started using virtual manipulatives in hopes to better help struggling learners. We aim to compare the effectiveness/influence of using physical and virtual manipulatives on math fact fluencyJiwon Hwang, California State University Bakersfield6. What Does Research Say about Tier 2 Mathematics InterventionsSupplemental interventions are intended to provide targeted instruction for students who are not making adequate progress. This meta-analysis of Tier 2 type mathematical interventions for students with mathematics difficulties will present findings of the overall effectiveness of mathematics interventions and identify intervention or design features that moderate intervention effectiveness.Asha Jitendra, University of California, RiversideNicole McKevett, University of Minnesota7. Project STAIR (Supporting Teaching of Algebra: Individual Readiness) Preliminary FindingsWe present the year one findings of this model demonstration project aimed at improving the algebra readiness of middle school students with learning disabilities or difficulties in the area of mathematics. In addition, we will report on the essential features of Project STAIR including DBI, instructional practices and assessment.Elizabeth Tipton, University of MissouriErica Lembke, University of MissouriLeanne Ketterlin-Geller, Southern Methodist University8. Synthesis of Mathematics Achievement Trajectories of Students with Learning Disabilities This study investigates mathematics achievement trajectories of students with learning disabilities (LD) through a synthesis of findings from national and state level longitudinal studies. Integrating findings from large-scale secondary analysis studies is essential to develop a national understanding of overall trends of mathematics achievement for students with LD. Soyoung Park, University of Texas at AustinDiane Bryant, University of Texas at Austin9. Using Video Modeling to Teach Graphing Linear Equations to Students with LDThis research talk will discuss the findings of two single-subject research studies assessing the benefits of video modeling to teach algebraic curricula to secondary students with learning disabilities. Results from both studies demonstrated a functional relationship between the technology and their participants' performance scores.Rajiv Satsangi, George Mason University10. Finding the Factors: Targeting Algebra Readiness Skills in Middle SchoolsSuccess in algebra is necessary for long term achievement. Unfortunately, many students receiving special education services lack the prerequisite skills to be successful in Algebra. This presentation will review how three model demonstration projects are facing common implementation challenges while targeting algebra readiness skills in middle schools. Kathleen Pfannenstiel, American Institutes for ResearchErica Lembke, University of Missouri 2:45 – 4:15PanelsEstablishing Evidence on New Practices for Students with Learning DisabilitiesEncinoIn response to concerns about the rigor and modern applicability of older evidence-based practices, researchers will present new efforts to improve learning outcomes for students with LD. Participants will learn about current studies and instructional theories for moving research and practice forward.Deborah Reed, Iowa Reading Research Center, University of IowaJoseph Morgan, University of Nevada, Las VegasWendy Rodgers, University of Nevada, Las VegasPromoting Equitable Learning Opportunities in STEM for Students with LDLantanaIncreasing diversity, equity, and inclusion in STEM education is a national priority. This presentation will discuss findings from three, large-scale projects focused on promoting early STEM outcomes for students with LD. Effective instructional practices in STEM and the current evidentiary basis of STEM interventions will be discussed in this session.Christian Doabler, University of Texas at AustinSteven Maddox, University of Texas at AustinBen Clarke, University of OregonSuzanne Forsyth, University of Texas at AustinRoundtables MaderoModerator: Michele Brigham, Loudon County Public Schools Table 1Using Reading Comprehension Assessments with Students with Learning DisabilitiesReading comprehension assessments are often used to estimate student academic achievement and to evaluate instructional needs for students with learning disabilities (LD). This session will review recent research on this topic and discuss the implications for using reading comprehension assessments with students with LD. Alyson A. Collins, Texas State UniversityEsther R. Lindstr?m, Lehigh UniversityApplying Reverse Engineering to Expository Paragraph Writing Instruction This session presents application of reverse engineering principles to expository paragraph writing for students with mild to moderate disabilities, some of whom are also English learners, in three urban middle school resource classrooms. Participants will understand novel applications of reverse engineering and the implications on their own writing instruction methods.Kathy B. Ewoldt, University of Nevada, Las VegasTable 2Strategies to Support Students with Reading Disabilities: Educator Preparation ApproachesGeneralization of learned reading strategies is the primary goal for all special education teacher candidates; however, to what extent are skills specific to reading instruction transferred to clinical placements? This presentation will disseminate data from two educator preparation programs regarding effectiveness of reading instruction specific to students with learning disabilities.Maria Peterson-Ahmad, Western Oregon UniversityVicki Luther, Mercer UniversityPre-Service Educators’ and Non-Educators’ Knowledge about Dyslexia and Perceptions of Responsibility The Knowledge and Insights of Dyslexia Survey (KIDS) was administered to 243 university students. Responses of students majoring in education (EM) were compared to non-education majors (NEM). The results indicated no significant differences in knowledge between EM and NEM. EM felt responsible, but unprepared to work with students with dyslexia.Jennifer White, University of ArizonaTable 3Using the Concrete-Representational-Abstract Sequence and Strategies for Multiplication with RegroupingThe concrete-representational-abstract (CRA) sequence and strategies are effective for teaching multi-digit computation with an emphasis on conceptual and procedural knowledge. This session will provide research findings, demonstrations, and practice related to the CRA sequence and strategies for multiplication with regrouping (partial products and standard algorithm) along with suggestions for implementation.Bradley Kaffar, St. Cloud State University Margaret Flores, Auburn University Implementation Fidelity, Equity, and the Design of a Fractions InterventionAuthors share a paper on implementation fidelity as accepted for publication in Learning Disability Quarterly. Interventions are implemented with greater fidelity when their core intent is made explicit. The core intent of this intervention was to increase access to higher-order learning opportunities for students with learning disabilities or difficulties in mathematics.Lindy Crawford, Texas Christian UniversityTable 4A Synthesis of Self-Regulated Instruction and Motivation OutcomesThis systematic review focuses on self-regulated intervention research containing motivation outcomes of K-12 students with or at risk of having LD. Results of 35 studies between 1985 and 2017 suggest that the relationship between self-regulated learning and motivation is considerably less clear than relationships between such interventions and academic outcomes. Cameron Butler, University of MarylandMeta-Analysis of the Relations Between Engagement, Achievement, and MotivationThis meta-analysis aims to estimate the overall associations among academic engagement, achievement, and motivation in school-age children with and without LD and explore substantive and methodological predictors of individual study effect size. Implications for research, policy, and practice will be discussed relative to the strengths and limitations of meta-analysis.Emma Gratton-Fisher, Lehigh UniversityEsther Lindstr?m, Lehigh UniversityStructured PostersVillaModerator: Wilhelmina van Dijk, University of FloridaTeacher Preparation1. Project RURAL TAPS Recruiting Underrepresented Rural Aspiring Teacher Leaders: Training and Partnerships for Special EducationThis session shares a rural Gown Your Own program that provides pre-service teachers with a quality, year-long teaching experience in response to identified rural district needs. The intensive regional training model resulted in high quality, dually certified teachers that have the skills necessary to serve rural and remote districts. Brittany Hott, University of OklahomaBeth Jones, Texas A&M-Commerce2. Pre-service Teachers’ Sense-Making of Inclusion in Inquiry-Framed Discussions Pre-service teachers’ sense-making of inclusion during inquiry-framed group discussions (Quality Conversations) was studied. Discourse analysis revealed not only varying conceptualizations of inclusion based on classroom contexts but an underlying we-they dichotomy viewpoint when referring to disability/otherwise diverse students. Implications for curriculum development to advance inclusion understandings will be discussed. Haerin Park, Boston CollegeDavid Scanlon, Boston College3. Does Training Predict Second Grade Teachers’ Use of Student Data for Decision Making in Reading and Math?Student data plays a central role in the identification of students with or at-risk for learning disabilities, yet many teachers struggle to use data effectively. Previous research indicates data literacy training improves immediate teacher outcomes, yet knowledge of long-term use in practice is limited. This study further explores the link between training and practice through analysis of ECLS:K data. Marissa Filderman, University of Texas at AustinJessica Toste, University of Texas at Austin 4. Supporting SPED Teachers’ Choice in On-Going Professional Development Via Technology This presentation addresses supporting special educators’ choice in technology coaching and its effect on the academic performances of students with reading learning disabilities in grades K-8. Participants will learn about technology coaching model, the effect of varying teacher participation in the technology, and the benefits of our coaching program from teacher feedback.Beverly Weiser, Southern Methodist University5. The Impact of Simulation on Pre-service Teachers’ Self-EfficacyThis study will investigate the effectiveness of virtual simulation in developing pre-service teachers' self-efficacy, which is one of the key factors in working successfully with students having disabilities. The changes in pre-service teachers' perceptions of efficacy will be measured before and after simulations to investigate the impact of simulation. Okyoung Lim, Marian University6. Teacher Candidate Micro Lessons: Practice-Based Teacher Education Through utilizing high-leverage teaching practices in methods courses teacher candidates are able to engage in modeling content, practices, and strategies at a high level, being able to elicit and interpret individual students’ thinking. Having students practice identifying particular common patterns of student thinking and development in a subject matter domain.Miriam White, Bemidji State University7. Implementing UDL in Teacher Preparation to Increase Pre-Service Teachers' Understanding The presenters will share a framework for implementing Universal Design for Learning, UDL, into teacher preparation courses for the purpose of increasing students’ understanding and abilities to implement UDL principles when teaching all students, including students with learning disabilities. Multiple examples supporting all UDL guidelines will be discussed and demonstrated.Christie Cavanaugh, University of North Carolina Greensboro8. Teachers’ Instructional Practices and Perceptions of Written Expression Special education teachers in two states were surveyed about their written expression instruction, beliefs, preparation, and needs. This session will discuss the findings of this survey, as well as practical implication for preparing preservice and supporting in-service special education teachers to teach writing to students with learning disabilities. Sara Flanagan, University of MaineKatie Miller, Florida Atlantic University9. Supporting Teachers in Early Writing: The Coaching ProcessThe Early Writing Project gives teachers the tools and support to implement data-based instruction to struggling writers in grades 1-3. A key aspect of the project is coaching in one-on-one sessions. This support is critical to ensuring that teachers implement evidence-based writing instruction and make timely data-based decisions with fidelity.Nicole Weber, University of MinnesotaElizabeth Tipton, University of MissouriErica Lembke, University of Missouri10. The Critical Features of Field Experiences for Preservice Special EducatorsIn teacher training programs candidates complete field experiences. The features often vary. In this session discussion focuses on defining the critical features of those experiences. The need to measure candidate’s reflective ability is one critical feature and yet there are several others. How to measure candidate’s growth will be explained. Laurie deBettencourt, Johns Hopkins University11. Impact of Grow Your Own on Students with LD and Teacher PreparationGrow Your Own Teacher Programs are rapidly growing across the country. They are becoming popular in urban and rural areas that have more students with learning disabilities and students of color. We will explore the impact on students with LD and teacher preparation programs in this synthesis of the literature.Brittany Hott, University of OklahomaWilhelmina van Dijk, University of Florida ................
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