2024-03-29T13:21:43Zhttps://kuscholarworks.ku.edu/oai/requestoai:kuscholarworks.ku.edu:1808/83252019-04-16T16:58:45Zcom_1808_3892col_1808_18180col_1808_3929
Efficacy of Learning Strategies Instruction in Adult Basic Education
Hock, Mike
Mellard, Daryl F.
Adult Literacy
Strategic Instruction
Learning Strategies
Results from randomized controlled trials of learning strategies instruction with 375 adult basic
education (AE) participants are reported. Reading outcomes from whole group strategic instruction in one of four learning strategies were compared to outcomes of reading instruction delivered in the context of typical adult education units on social studies, history, and science. Both experimental and control conditions experienced high attrition and low attendance, resulting in only 105 control and 100 experimental participants’ data in outcome analyses for the trials of the four learning strategies. Reading outcomes for these completers were not significantly different between experimental and control conditions, and each group achieved minimal gains. We discuss possible reasons for the non-significant effect from the intervention, including insufficient instructional dosage.
2011-11-01
2011-11-01
2011
Article
Hock, M., & Mellard, D.F. (2011). Efficacy of learning strategies instruction in adult basic education. Journal of Research on Educational Effectiveness. 4(2), 134-153.
http://hdl.handle.net/1808/8325
en_US
openAccess
Journal of Research on Educational Effectiveness
oai:kuscholarworks.ku.edu:1808/110242018-02-23T19:40:08Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
Don't water down: Enhance content learning through the unit organizer routine
Bouda, Daniel J.
Lenz, B. Keith
Bulgren, Janis A.
Schumaker, Jean B.
Deshler, Donald D.
High school
Teaching methods
Lesson plans
Unit method of teaching
This is the publisher's version, also found here: http://impactofspecialneeds.weebly.com/uploads/3/4/1/9/3419723/dont_water_down.pdf
The writer considers a content enhancement routine called the unit organizer routine. This routine focuses on how a teacher introduces, builds, and gains closure on a content area unit's critical ideas and information. In terms of content, teachers can use the unit organizer to help students understand where they have been, where they are, and where they are going. Teachers use a visual device called the unit organizer to introduce and teach the information in a unit. They follow a set of instructional steps, called linking steps, that are embedded within an instructional sequence called the cue-do-review sequence during the interactive presentation of the unit organizer. A discussion of each of these critical components is provided.
2013-04-15
2013-04-15
2000
Article
Bouda, D.J., Lenz, B.K., Bulgren, J.A., Schumaker, J.B., & Deshler, D.D. Don't water down: Enhance content learning through the unit organizer routine. Teaching Exceptional Children, 32(3), 48-57.
http://hdl.handle.net/1808/11024
en_US
http://impactofspecialneeds.weebly.com/uploads/3/4/1/9/3419723/dont_water_down.pdf
openAccess
Council for Exceptional Children
oai:kuscholarworks.ku.edu:1808/162982019-04-12T14:54:09Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
Parental and Staff Expectations for the Future Achievement of Learning Disabled Students
Sinning, H. Kent
Hudson, Floyd G.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The results of this study indicated that: (a) the difference between the expectations of mothers and fathers of LD youth was generally insignificant in most areas of achievement, (b) in most areas of achievement, school staff members' expectations were found to be insignificantly different from each other. (c) in most areas of achievement, school staff members' expectations were significantly lower for LD children than their parents, and (d) the child's birth order had a significant effect upon parental expectations for future achievement. Significant differences were found between parents in the areas of Total Achievement Potential and Social-Personal Adequacy. No significant differences were found in parental expectations in the Academic Adequacy and Economic Adequacy areas.
2015-01-16
2015-01-16
1980-02-01
Book
Sinning, H. K., Hudson, F. G. & Deshler, D.D. (1980) Parental and Staff Expectations for the Future Achievement of Learning Disabled Students [Research Report 28]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16298
Research Report / Institute for Research in Learning Disabilities;28
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162912019-04-12T14:54:04Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Use of Support Systems
Deshler, Donald D.
Alley, Gordon R.
Warner, Michael M.
Schumaker, Jean B.
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
2015-01-16
2015-01-16
1980-01-01
Book
Deshler, D. D., Alley, G. R., Warner, M. M., Schumaker, J. B. & Clark, F. L (1980) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Use of Support Systems [Research Report 19]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16291
Research Report / Institute for Research in Learning Disabilities;19
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/69162019-04-12T14:41:11Zcom_1808_3892col_1808_18180col_1808_3929
Working Healthy & Medicare Part D: Findings From Participant Surveys
Hall, Jean P.
Medicare Part D
Working Healthy Participants
Drug Utilization Data
In February and March 2006, KU researchers developed and administered a telephone survey to assess the actual experiences of Working Healthy enrollees with Part D transition. The survey addressed information and access issues and gave participants the opportunity to share positive and negative feedback about Part D. A random sample of 600 dually-eligible Working Healthy participants was contacted and 328 persons completed the survey, for a response rate of 55%. Demographically, the survey respondents were similar to he larger Working Healthy population. An analysis of claims data for these individuals showed that mental illnesses were the predominant disability type experienced by the group
2010-12-16
2010-12-16
2006-10
Article
Hall, Jean, P. (2006, October). Working Healthy & Medicare Part D: Findings From Participant Surveys. Working Healthy Policy Brief Number 8. Lawrence: University of Kansas
http://hdl.handle.net/1808/6916
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Working Healthy Policy Brief Number 8. Lawrence: University of Kansas
oai:kuscholarworks.ku.edu:1808/162842019-04-12T14:53:50Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
The Homogeneity of Identifaction Decisions by Different Groups on LD Adolescents
Deshler, Donald D.
Alley, Gordon R.
Mellard, Daryl F.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Three related studies were designed to address some key issues confronting the learning disability field concerning the identification of learning disabled adolescents. The first study (Research Report No. 9) addressed the question of which group(s) of professionals or parents make the most homogeneous identification decisions on learning disabilities' criteria. In the second study, (Research Report No. 10) the temporal and interscorer reliability as well as the construct and content validity of the Modified Component Disability Instrument was investigated. The reliability and validity of the Modified Component Disability Checklist and Secondary Test battery were investigated in the third study (Research Report No. 11).
2015-01-16
2015-01-16
1980-01-01
Book
Deshler, D. D., Alley, G. R. & Mellard, D. F. (1980) The Homogeneity of Identifaction Decisions by Different Groups on LD Adolescents [Research Report 9]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16284
Research Report / Institute for Research in Learning Disabilities;9
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/166602019-04-12T14:52:45Zcom_1808_3892col_1808_18180col_1808_10789
Realizing Health Reform’s Potential Early Implementation of Pre-Existing Condition Insurance Plans: Providing an Interim Safety Net for the Uninsurable
Hall, Jean P.
Moore, Janice M.
The Pre-Existing Condition Insurance Plan (PCIP) is a temporary program implemented under the Patient Protection and Affordable Care Act to make health insurance
coverage available to uninsured individuals with preexisting conditions until 2014, when exchange-based health insurance becomes available to all. The PCIP program began enrolling applicants in July 2010. This issue brief examines enrollment trends, early
changes to plan structures and premiums, and estimates of out-of-pocket costs by utilization pattern and type of plan. It also provides information about the age and medical conditions of early PCIP enrollees. Although PCIP enrollment has been lower than expected
due to affordability issues, a lack of public awareness, and the requirement that applicants be uninsured for six months, the plans are nonetheless playing an important role in making
coverage available to otherwise uninsurable Americans with preexisting conditions.
2015-02-13
2015-02-13
2011-06
Article
http://hdl.handle.net/1808/16660
https://orcid.org/0000-0001-7236-1807
en_US
http://www.commonwealthfund.org/~/media/files/publications/issue-brief/2011/jun/1509_hall_early_implementation_pcip_613_v2.pdf
openAccess
The Commonwealth Fund
oai:kuscholarworks.ku.edu:1808/39702015-02-23T18:58:44Zcom_1808_3892col_1808_18180col_1808_3929oai:kuscholarworks.ku.edu:1808/162472019-04-12T14:53:46Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
Toward the Development of an Intervention Model for Learning Disabled Adolescents
Schumaker, Jean B.
Deshler, Donald D.
Alley, Gordon R.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
2015-01-14
2015-01-14
1982-07-01
Book
Schumaker, J. B., Deshler, D. D., Alley, G. R. & Warner, M. M., (1982) Toward the Development of an Intervention Model for Learning Disabled Adolescents [Research Monograph 14]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16247
Research Monograph / Institute for Research in Learning Disabilities;14
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163492019-04-12T14:54:34Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
Barriers to Planning for At-Risk students Implications for Teacher Planning
Lenz, B. Keith
Kissam, Brenda
Roth, Janet
Bulgren, Janis A.
Melvin, Jeff
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Most studies to date of teacher planning have focused on teachers at the elementary level. The research reported here seeks to expand our knowledge of teacher planning to include the experiences of secondary teachers planning for academically diverse classes. Specifically, we sought to identify barriers perceived by teachers in their planning of diverse classes which may include learning disabled and other at-risk students.
2015-01-22
2015-01-22
1992-08-01
Book
Lenz, B. K., Melvin, J., Kissam, B., Bulgren, J. & Roth, J. (1992) Barriers to Planning for At-Risk students Implications for Teacher Planning [Research Report 72]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16349
Research Report / Institute for Research in Learning Disabilities;72
openAccess
oai:kuscholarworks.ku.edu:1808/69152019-04-12T14:33:37Zcom_1808_3892col_1808_18180col_1808_3929
Will Medicaid Buy-In Participants Work and Earn More if Social Security Rules Change
Hall, Jean P.
Social Security
Medicaid Buy-in
Beneficiaries With Disabilities
Jensen and Silverstein (2005) reviewed federal actuarial estimates of potential increased earnings and program savings with a benefit offset and examined current employment and earnings trends among Social Security beneficiaries with disabilities. Preview federal studies projected that only 0.6% of SSDI beneficiaries would have earnings sufficient to reduce their cash benefits with a benefit offset program. Depending on various assumption, Jensen and Silverstein predicted that about 2-4% of current SSDI beneficiaries would increase their earnings to the point of reducing their federal cash benefits with the $1 for $2 federal demonstration model. We surveyed participants in the Kansas Working Healthy Medicaid Buy-In to assess how many people likely increase their employment and earnings under a gradual offset program and the characteristics of those who thought the would do so.
2010-12-16
2010-12-16
2007-08
Article
Hall, Jean, P. (2007, August). Will Medicaid Buy-In Participants Work and Earn More if Social Security Rules Change. Working Healthy Policy Brief Number 9. Lawrence: University of Kansas
http://hdl.handle.net/1808/6915
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Working Healthy Policy Brief Number 9. Lawrence: University of Kansas
oai:kuscholarworks.ku.edu:1808/177882019-04-12T14:56:45Zcom_1808_3892com_1808_60col_1808_18180col_1808_132
Examining Non-Linear Relationships between Human Resource Practices and Manufacturing Performance
Chadwick, Clint
Copyright by Cornell University. This is the publisher's version, also available electronically from http://ilr.sagepub.com.
One little-explored question concerning innovative human resources practices is how the intensity of their implementation affects their impact on establishment performance: is the relationship linear, or more complex? This analysis, using U.S. Census Bureau data for 1997 from a sample of 1,212 private sector manufacturing establishments, investigates the possibility of non-linearities in the relationship between establishment performance and six human resource practices. The author finds departures from linearity that are both statistically significant and substantively meaningful for four of the six practices. He concludes that linear estimations of these relationships could mislead theorists and result in faulty recommendations to practitioners.
2015-05-18
2015-05-18
2007-07-01
Article
Chadwick, Clint. (2007). "Examining Non-Linear Relationships between Human Resource Practices and Manufacturing Performance." Industrial and Labor Relations Review, 60(4):499-521. http://ilr.sagepub.com/content/60/4/499.short.
http://hdl.handle.net/1808/17788
http://ilr.sagepub.com/content/60/4/499.short
openAccess
Industrial and Labor Relations Review
oai:kuscholarworks.ku.edu:1808/69132019-04-12T14:33:27Zcom_1808_3892col_1808_18180col_1808_3929
The Kansas Demonstration to Maintain Independence and Employment: Preventing or Forestalling Disability Among Participants in the Kansas High Risk Insurance Pool
Hall, Jean P.
Moore, Janice M.
DMIE
High Risk Insurance Pool
Section 204 of TWWIIA authorized the development of another program targeted at disability prevention. Demonstrations to Maintain Independence and Employment (DMIEs) provide health care coverage to working people iwth potentially disabling conditions to test the hypothesis that providing health care and other supports can prevent or forestall the onset of full disability and eventual dependence on federal disability programs
2010-12-16
2010-12-16
2008-12
Article
Hall, Jean, P., & Moore, J.M. (2008, December). The Kansas Demonstration to Maintain Independence and Employment: Preventing or Forestalling Disability Among Participants in the Kansas High Risk Insurance Pool. Working Healthy Policy Brief Number 11. Lawrence: University of Kansas
http://hdl.handle.net/1808/6913
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Working Healthy Policy Brief Number 11. Lawrence: University of Kansas
oai:kuscholarworks.ku.edu:1808/166642019-04-12T14:29:07Zcom_1808_3892col_1808_18180col_1808_10789
Poor oral health as an obstacle to employment for Medicaid beneficiaries with disabilities
Hall, Jean P.
Kurth, Noelle K.
Chapman, Shawna L. C.
Objectives: To inform policy with better information about the oral health-care
needs of aMedicaid population that engages in employment, that is, people ages 16
to 64 with Social Security-determined disabilities enrolled in a Medicaid Buy-In
program.
Methods: Statistically test for significant differences among responses to aMedicaid
Buy-In program satisfaction survey that included oral health questions from the
Centers for Disease Control and Prevention’s Behavioral Risk Factor Surveillance
System and the Oral Health Impact Profile (OHIP) to results for the state’s general
population and the US general population.
Results: All measures of dental care access and oral health were significantly worse
for the study population as comparedwith a state general population or aUS general
population. Differences were particularly pronounced for the OHIP measure for
difficulty doing one’s job due to dental problems, which was almost five times higher
for the study population.
Conclusions: More comprehensive dental benefits for the study population could
result in increased oral and overall health, and eventual cost savings to Medicaid as
more people work, have improved health, and pay premiums for coverage.
2015-02-13
2015-02-13
2012
Article
http://hdl.handle.net/1808/16664
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
American Association of Public Health Dentistry
oai:kuscholarworks.ku.edu:1808/109402019-04-12T14:40:18Zcom_1808_3892com_1808_267col_1808_18180col_1808_16904
Tier one teacher-implemented self-regulated strategy development for students with and without behavior challenges: A randomized controlled trial
Lane, Kathleen Lynne
This is the publisher's version, which may also be found here: http://www.press.uchicago.edu/index.html
This study took place in the context of schools collaborating with a local university to implement an evidence-based, 3-tiered model of prevention and supports targeting academic, behavioral, and social goals. We examined whether Self-Regulated Strategy Development (SRSD) instruction, delivered by grade 2 and 3 general education teachers to all students (Tier 1), would improve story or opinion essay writing among students with and without behavioral challenges, and whether differential effects existed. SRSD instruction was effective for both groups of students in terms of genre elements and quality. Students without challenging behaviors made greater gains than those with challenging behaviors on some outcome measures. Teachers implemented SRSD with fidelity; SRSD was viewed as socially valid by teachers and students. No results were found for academic engaged time or overall level of behavioral problems. Finally, students' cognitive capabilities were a weak and inconsistent predictor of SRSD writing gains.
2013-04-03
2013-04-03
2012
Article
Lane, K. L.. (2012). Tier one teacher-implemented self-regulated strategy development for students with and without behavior challenges: A randomized controlled trial. University of Chicago Press, 113, 4-9160-191.
http://hdl.handle.net/1808/10940
en_US
openAccess
University of Chicago Press
oai:kuscholarworks.ku.edu:1808/163112019-04-12T14:54:14Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
Production Deficiency vs. Processing Dysfunction: An Experimental Assessment
Mellard, Daryl F.
Alley, Gordon R.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
According to Torgesen (1977), LD students deficient performance is not reflective of cognitive processing deficits but of a production deficiency. The student is capable of satisfactory achievement, but does not achieve at such a level due to a passive approach to learning. This
study evaluated these hypotheses using a discrimination learning task and varied reinforcement . LD students were matched with nonhandicapped peers and administered discrimination learning problems with treatment (reinforcement, response cost) and control conditions . Torgesen's hypothesis was not supported. Processing deficits were identified in the LD students ability to code, recode, and recall information compared to regular class students. They also were deficient in benefiting from explicit feedback. All students in the control group demonstrated overall superior performance to those in the reinforcement, response cost condition. The findings were related to influencing behavioral traits and cognitive deficits.
2015-01-20
2015-01-20
1981-04-01
Book
Mellard, D. F. & Alley, G. R. (1981) Production Deficiency vs. Processing Dysfunction: An Experimental Assessment [Research Report 40]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16311
Research Report / Institute for Research in Learning Disabilities;40
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162972019-04-12T14:54:09Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
A Comparison of Learning Disabled Adolescents with Specific Arithmetic and Reading Disabilities
Pieper, Edward L.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Forty-three junior high learning disabilities programs were surveyed to identify students who were specifically disabled in either arithmetic or reading. The results indicated that students with a specific disability in arithmetic were found in larger LD programs. There was no difference between the two groups and WISC Verbal scores. However, students specifically disabled in arithmetic were significantly lower on WISC Performance scores.
2015-01-16
2015-01-16
1980-01-01
Book
Pieper, E. L. & Deshler, D. D. (1980) A Comparison of Learning Disabled Adolescents with Specific Arithmetic and Reading Disabilities [Research Report 27]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16297
Research Report / Institute for Research in Learning Disabilities;27
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162962019-04-12T14:54:09Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
Analysis of Cognitive Abilities of Adolescents Learning Disabled Specifically in Arithmetic Computation
Pieper, Edward L.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This investigation identified a group of adolescents homogeneously defined as specifically learning disabled in arithmetic and examined whether cognitive processes measured by visual-spatial, visual-reasoning, and visual-memory tasks are related to this task failure. The results indicate that a relationship exists between two major components in the LD definition --academic
task failure and specific cognitive abilities. There is validity to these two components when a very specific population of students disabled in arithmetic have been identified.
2015-01-16
2015-01-16
1980-01-01
Book
Pieper, E. L. & Deshler, D. D. (1980) Analysis of Cognitive Abilities of Adolescents Learning Disabled Specifically in Arithmetic Computation [Research Report 26]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16296
Research Report / Institute for Research in Learning Disabilities;26
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162382019-04-12T14:53:39Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
A Research Strategy for Studying Learning Disabled Adolescents and Young Adults
Schumaker, Jean B.
Alley, Gordon R.
Warner, Michael M.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Unique problems related to adolescents and young adults which researchers must consider in designing interventions are discussed. These unique factors associate with the condition of learning disabilities in adolescents and young adults requires the development of a comprehensive and systematic research strategy. The authors present an argument for an epidemiology data base as a research strategy. An operational definition, advantages, and
problems of this research strategy are outlined. In addition, a brief synopsis of major findings from the IRLD's epidemiology research on LD adolescents and young adults is presented.
2015-01-14
2015-01-14
1980-01-01
Book
Schumaker, J. B., Alley, G. R., Warner, M. M., Deshler, D. D. (1980) A Research Strategy for Studying Learning Disabled Adolescents and Young Adults [Research Monograph 6]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16238
Research Monograph / Institute for Research in Learning Disabilities;6
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163472019-04-12T14:54:19Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
Obstacles to Teaching in the Face of Academic Diversity: Implcations for Planning for Students with Disabilities
Lenz, B. Keith
Kissam, Brenda
Bulgren, Janis A.
Melvin, Jeff
Roth, Janet
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study was a collaborative project the incorporated the concerns and insights of 52 secondary science and social studies teachers in identifying the major obstacles in planning to teach academically diverse groups of students. These teachers participated in a series of Cooperative Study Groups (CSG ) to answer questions related to teaching and planning for their most academically diverse classes. The results of the first question posed at the CSG meetings are presented here. That question was "Thinking back on the last year of teaching, what would you say has been the most difficult obstacle that you have had to overcome in teaching science or social studies to an academically diverse group of students."
2015-01-22
2015-01-22
1992-08-01
Book
Lenz, B. K., Melvin, J., Kissam, B., Bulgren, J. & Roth, J. (1992) Obstacles to Teaching in the Face of Academic Diversity: Implcations for Planning for Students with Disabilities [Research Report 70]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16347
Research Report / Institute for Research in Learning Disabilities;70
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/42062019-04-12T14:33:32Zcom_1808_3892col_1808_18180col_1808_3929
Strategies for transition to postsecondary educational settings
Mellard, Daryl F.
Learning Disabled Children
Students With Disabilities
Learning Disabled
Secondary Education
Postsecondary Education
Special Education
Higher Education
The article focuses on the transition of students with learning disabilities (LDs) from high school to postsecondary education. The process of a student's transition from high school is described. Social, psychological, and economic benefits of postsecondary education are highlighted. Characteristics of students with LDs who successfully transition to postsecondary education are described. Recommendations are offered to high school educators for improving a student's skills prior to transition to postsecondary education. Services for students with LDs in postsecondary education are described, including evaluation and accommodation.
2008-09-22
2008-09-22
2005-05
Article
Strategies for transition to postsecondary educational settings. By: Mellard, Daryl. Focus on Exceptional Children, May2005, Vol. 37 Issue 9, p1-19, 19p
0015-511X
http://hdl.handle.net/1808/4206
en_US
openAccess
Love Publishing Company
oai:kuscholarworks.ku.edu:1808/111002018-02-26T18:09:57Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
Learning Strategies: An Instructional Alternative for Low-Achieving Adolescents
Deshler, Donald D.
Schumaker, Jean B.
This is the publisher's version also found at http://sped.org/
ABSTRACT: As mildly handicapped students move from elementary to secondary school, they
are expected to deal with increased curricular demands. The University of Kansas Institute for
Research in Learning Disabilities has designed and validated a set of task-specific learning
strategies as an instructional alternative for these students. Learning strategies teach students
"how to learn" so that they can more effectively cope with increased curriculum expectations.
2013-05-08
2013-05-08
1986
Article
Deshler, Donald D. and Schumaker, Jean B. (1986) Learning Strategies: An Instructional Alternative for Low-Achieving Adolescents, 52.6, 583-590.
http://hdl.handle.net/1808/11100
en_US
openAccess
The Council for Exceptional Children.
oai:kuscholarworks.ku.edu:1808/163222019-04-12T14:54:13Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
Visual Imagery and Self-Questioning: Strategies to Improve Comprehension of Written
Clark, Frances L.
Warner, Michael M.
Alley, Gordon R.
Deshler, Donald D.
Schumaker, Jean B.
Vetter, Alice F.
Nolan, Susan
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Two learning strategies, visual imagery and-self-questioning, designed to increase reading comprehension were taught to six learning disabled students using a multiple-baseline across strategies design. Results of the study indicate that LD students can learn the two strategies and can apply them in both reading-ability level and grade-level materials. The students' use of the strategies resulted in greater comprehension scores from the pretest in baseline to the posttest after training.
Instructional time for each strategy ranged from five to seven hours.
2015-01-20
2015-01-20
1981-06-01
Book
Clark, F. L., Warner, M. M., Alley, G. R., Deshler, D. D., Schumaker, J. B., Vetter, A. F., & Nolan, S. M. (1981) Visual Imagery and Self-Questioning: Strategies to Improve Comprehension of Written [Research Report 51]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16322
Research Report / Institute for Research in Learning Disabilities;51
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/109442018-02-26T19:21:04Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
Strategy Mastery by At-Risk Students: Not a Simple Matter
Deshler, Donald D.
Schumaker, Jean B.
This is the publisher's version, also found here: http://www.jstor.org/stable/1001966
Teachers have succeeded in teaching at-risk students,
including those with learning disabilities,
to master and apply complex learning strategies.
The majority of this instruction has been provided
in resource rooms or other remedial settings
where intensive and systematic instruction
has been possible. Increasingly, teachers in regular
classrooms are being asked to provide learning
strategy instruction to diverse classes that
include students with disabilities. This expectation
presents many challenges to the classroom
teacher, including the creation of an instructional
balance between content and strategies instruction
while at the same time ensuring both the
interest and growth of all students in an academically
diverse class. In this article we review
the results of a line of programmatic research on
learning strategies instruction that has been conducted
on students with learning disabilities.
From this research, a set of instructional principles
about how to teach learning strategies to
at-risk students has emerged. These principles
and implications for teaching strategies to at-risk
students in regular classrooms are presented.
2013-04-03
2013-04-03
1993
Article
Deshler, Donald D. and Schumaker, Jean B.. (1993). Strategy Mastery by At-Risk Students: Not a Simple Matter. Elementary School Journal, 94, 153-167.
http://hdl.handle.net/1808/10944
en_US
openAccess
University of Chicago Press
oai:kuscholarworks.ku.edu:1808/109762019-04-12T14:42:09Zcom_1808_3892com_1808_267col_1808_18180col_1808_16904
Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities
Lane, Kathleen Lynne
Carter, Erik W.
Sisco, Lynn
This is the publisher's version, also found here: http://cec.metapress.com/content/lq6v516h2rn178ut/?p=f618223ce7404c508a820fb0873297e2&pi=5
Although enhancing students' self-determination is advocated as a central element of high-quality special education and transition services, little is known about the ways in which paraprofessional are involved in promoting self-determination or the extent to which they share teachers' views regarding its importance. The authors surveyed 223 paraprofessional from 115 randomly selected public school to examine their perspectives on promoting self-determination among students with high-incidence disabilities. Overall, paraprofessional attributed high ievel of importance to each of the 7 component elements of self-determination (i.e., choice making, decision making, problem solving, goal setting and attainment, self-advocacy and leadership, self-management and self-regulation, and self-awareness and self-knowledge). The extent to which paraprofessional reported providing instruction addressing each of the 7 components of self determination was moderate, with average ratings all slightly above the midpoint of the scale. This article presents implications for the involvement of paraprofessional in supporting the development of self-determination among students with high-incidence disabilities, along with recommendations for future research.
2013-04-09
2013-04-09
2012
Article
Lane, Kathleen Lynne. (2012). Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities. Exceptional Children, 78(2), 237-251.
http://hdl.handle.net/1808/10976
en_US
openAccess
Council for Exceptional Children
oai:kuscholarworks.ku.edu:1808/112862019-04-12T14:31:48Zcom_1808_3892col_1808_18180col_1808_10789
Employment as a Health Determinant for Working-age, Dually-eligible People with Disabilities
Hall, Jean P.
Kurth, Noelle K.
Hunt, Suzanne L.
Dual Eligibles
Disabilities
Determinant
Employment
Background: Individuals with disabilities are a health disparity population with high rates of risk factors, lower overall health status, and greater health care costs. The interacting effect of employment, health and disability has not been reported in the research.
Objective: This study examined the relationship of employment to health and quality of life among people with disabilities.
Methods: Self-reported survey data and secondary claims data analyses of 810 Kansans ages 18 to 64 with disabilities who were dually-eligible for Medicare and Medicaid; 49% were employed, with 94% working less than 40 hours per week. Statistical analyses included ANOVA for differences between the employed and unemployed groups’ health status, risk scores, and disease burdens; chi-square analyses for differences in prevalence of health risk behaviors and differences in quality of life by employment status; and logistic regression with health status measures to determine factors associated with higher than average physical and mental health status.
Results: Findings indicated participants with any level of paid employment had significantly lower rates of smoking and better quality of life; self-reported health status was significantly higher, while per person per month Medicaid expenditures were less. Employment, even at low levels, was associated with better health and health behaviors as well as lower costs. Participants reported being discouraged from working by medical professionals and federal disability policies.
Conclusions: Although cause-effect cannot be established from this study, findings strongly support changes to provider practices and federal disability policy to support employment at all levels for people with disabilities.
2013-06-20
2013-06-20
2013-04
Article
Jean P. Hall, Noelle K. Kurth, Suzanne L. Hunt, Employment as a health determinant for working-age, dually-eligible people with disabilities, Disability and Health Journal, Volume 6, Issue 2, April 2013, Pages 100-106, ISSN 1936-6574, http://dx.doi.org/10.1016/j.dhjo.2012.11.001.
(http://www.sciencedirect.com/science/article/pii/S1936657412001264)
Keywords: Disability; Employment; Health disparity; Dual-eligible
http://hdl.handle.net/1808/11286
10.1016/j.dhjo.2012.11.001
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Disability and Health Journal
oai:kuscholarworks.ku.edu:1808/163282019-04-12T14:54:12Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
The Development of a Self-Rating Instrument to Screen for Learning Disabilities Among Adolescents and Young Adults
Alley, Gordon R.
Deshler, Donald D.
Warner, Michael M.
White, Warren J.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The research described in this report represents the further development of a series of studies to develop and test screening procedures for learning disabilities among adolescent and young adult populations. The classification of students on a checklist in which they responded to self-statements concerning learning problems remained similar for most students across two successive administrations of the checklist. The validity of the checklist was only partially supported. The checklist was effective in discriminating LD students from normally-achieving students, but less effective in discriminating between LD and low-achieving students.
2015-01-20
2015-01-20
1982-06-01
Book
Alley, G. R., Deshler, D. D., Warner, M. M. & White, W. J. (1982) The Development of a Self-Rating Instrument to Screen for Learning Disabilities Among Adolescents and Young Adults [Research Report 59]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16328
Research Report / Institute for Research in Learning Disabilities;59
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/83262019-04-16T16:58:46Zcom_1808_3892col_1808_18180col_1808_3929
Literacy Practices Among Adult Education Participants
Mellard, Daryl F.
Patterson, Margaret
Prewett, Sara
GED
Literacy
Readers’ individual literacy practices involve a variety of materials such as books, newspapers, magazines, technical materials and work documents. This study explored the relationship between readership (reading as a form of communication, an advancement of culture, and the development of the individual) and readers’ choice of materials for participants in adult education, whose skills varied from very low literacy to high school/General Education Development (GED) levels. In this study we reviewed adult education participants’ pattern of reading materials and the frequency of usage among participants. A representative sample of 273 adult education participants was recruited from 12 Kansas adult education programs. Their literacy practices were evaluated in terms of age, education level, and reading skill levels. Our results pointed to differences based on age but not educational completion level. The implications are discussed in terms of matching curricular materials used in instruction to salient learner characteristics. Recommendations for literacy instructors are provided that could enhance the learners’ persistence and success.
2011-11-01
2011-11-01
2007
Article
Mellard D.F., Patterson, M.B., & Prewett, S. (2007). Reading practices among adult education participants. Reading Research Quarterly, 42(2), 188-213.
http://hdl.handle.net/1808/8326
en_US
openAccess
Reading Research Quarterly
oai:kuscholarworks.ku.edu:1808/162872019-04-12T14:53:51Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
A Multi-Trait Multi-Method Analysis of the Bayesian Screening Instrument and Test Battery for LD Adolescents
Alley, Gordon R.
Deshler, Donald D.
Mellard, Daryl F.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Three related studies were designed to address some key issues confronting the learning disability field concerning the identification of learning disabled adolescents . The first study (Research Report No. 9) addressed the question of which group(s) of professionals or parents make the most homogeneous identification decisions on learning disabilities' criteria. ·In the second study, (Research Report No. 10) the temporal and interscorer reliability as well as the construct and content validity of the Modified Component Disability Instrument was investigated. The reliability and validity of the Modified Component Disability Checklist and Secondary Test battery were investigated in the third study (Research Report No. 11).
2015-01-16
2015-01-16
1980-01-01
Book
Alley, G. R., Deshler, D. D., Mellard, D. F. & Warner, M. M. (1980) A Multi-Trait Multi-Method Analysis of the Bayesian Screening Instrument and Test Battery for LD Adolescents [Research Report 11]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16287
Research Report / Institute for Research in Learning Disabilities;11
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/171932019-04-12T14:53:37Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Behavioral and Emotional Status From the Perspective of Parents and Teachers
Alley, Gordon R.
Warner, Michael M.
Schumaker, Jean B.
Deshler, Donald D.
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults.
Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characteristics to gain a more complete profile of the older LD individual.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
2015-03-24
2015-03-24
1980-01-01
Book
Alley, G.R., Warner, M.M., Schumaker, J. B., Desher, D. D. & Clark, F.L. (1980) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Behavioral and Emotional Status From the Perspective of Parents and Teachers [Research Report 16]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/17193
Research Report / Institute for Research in Learning Disabilities;16
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/111432018-02-26T19:53:18Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
Making Learning Easier: Connecting New Knowledge to Things Students Already Know
Deshler, Donald D.
Schumaker, Jean B.
Bulgren, Janis A.
Lenz, B. Keith
Jantzen, Jean-Ellen
Adams, Gary
Carnine, Douglas
Grossen, Bonnie
Davis, Betsy
Marquis, Janet
This is the publisher's version, also found at http://sped.org/
2013-05-14
2013-05-14
2001
Article
Deshler, Donald D., et al. (2001) Making Learning Easier: Connecting New Knowledge to Things Students Already Know. TEACHING Exceptional Children, 33.4, 82-85.
http://hdl.handle.net/1808/11143
en_US
openAccess
The Council for Exceptional Children
oai:kuscholarworks.ku.edu:1808/162952019-04-12T14:54:08Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
Performance of Learning Disabled High School Students on the Armed Services Vocational Aptitude Battery
Harnden, G. Mack
Meyen, Edward L.
Alley, Gordon R.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study examined the performance of 24 LD high school students on the Armed Services Vocational Aptitude Battery, A total of 29.2/. of the LD subjects ware found to qualify for enlistment in the Army based on the requirements for high school graduates, while 16.7% qualified based on the non-high school graduate requirements. Based on high school graduate requirements, 33.3% qualified for the Marine Crops, 37.5% qualified for the Navy, and 4.2% qualified for the Air Force. The vocational areas in which the students qualified most frequently were Skilled Technical. Clerical, Combat Arms, Machine and Vehicle Operators, Food Service, and General Maintenance.
2015-01-16
2015-01-16
1980-01-01
Book
Harnden, G. M., Meyen, E. L., Alley, G.R. & Deshler, D. D. (1980) Performance of Learning Disabled High School Students on the Armed Services Vocational Aptitude Battery [Research Report 24]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16295
Research Report / Institute for Research in Learning Disabilities;24
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/149302019-04-12T14:44:29Zcom_1808_3892col_1808_18180col_1808_10789
Asset building: One way the ACA may improve health and employment outcomes for people with disabilities
Hall, Jean P.
Kurth, Noelle K.
Averett, Ellen P.
Health Care
Medicare
Medicaid
Employment
Disabilities
Policy
Working-age individuals with disabilities are often forced to live in poverty to maintain Medicaid coverage. This study
explored the relationship between having assets in excess of usual Medicaid limits and health and quality of life in a sample
of Medicaid Buy-In participants. Using self-reported survey data, we compared groups with US$2,000 or less in cash assets
(the usual Medicaid limit) and those with more than US$2,000. Participants with higher assets had significantly better health
status and quality of life. Males, younger respondents, and respondents with intellectual disabilities were most likely to have
higher assets. Although many Buy-Ins allow assets greater than US$2,000, assets are still capped for most individuals. The
Affordable Care Act’s Medicaid expansion does not limit assets in determining eligibility. Especially for younger individuals
with disabilities, expansion coverage might allow greater asset accumulation and better health and quality of life, while
avoiding lifelong dependence on disability programs.
2014-08-19
2014-08-19
2014-08
Article
Hall, J.P, Kurth, N.K., & Averett, E.P. (2014). Asset building: One way the ACA may improve health and employment outcomes for people with disabilities. Journal of Disability Policy Studies. DOI: 10.1177/1044207314544370
DOI: 10.1177/1044207314544370
http://hdl.handle.net/1808/14930
10.1177/1044207314544370
https://orcid.org/0000-0001-7236-1807
en_US
http://dps.sagepub.com/content/early/2014/08/11/1044207314544370
openAccess
Sage and Hammill Institute on Disabilities
oai:kuscholarworks.ku.edu:1808/61322019-04-12T14:39:22Zcom_1808_3892col_1808_18180col_1808_3929
Reading profiles for adults with low-literacy: Cluster analysis with power and speeded measures
Mellard, Daryl F.
Fall, Emily C.
Mark, Caroline Ann
Adult Education
Low Literacy
The United States’ National Institute for Literacy’s (NIFL) review of adult literacy instruction research recommended adult education (AE) programs assess underlying reading abilities in order to plan appropriate instruction for low-literacy learners. This study developed adult reading ability groups using measures from power tests and speeded tests of phonemic decoding, word recognition, fluency, and comprehension. A multiple cluster analysis of these reading ability scores from 295 low-literacy AE participants yielded seven reading ability groups. These groups are described in terms of instructional needs relevant to an instructor’s planning and activities.
2010-04-09
2010-04-09
2009
Article
Reading & Writing, 22(8), 975–992; doi 10.1007/s11145-008-9136-8
0922-4777
http://hdl.handle.net/1808/6132
10.1007/s11145-008-9136-8
en_US
openAccess
Springer Netherlands
oai:kuscholarworks.ku.edu:1808/87062019-04-12T14:43:00Zcom_1808_3892col_1808_18180col_1808_3929
Discrepancy among Behavioral Risk Factor Surveillance System, Social Security, and functional disability measurement
Hall, Jean P.
Kurth, Noelle K.
Fall, Emily C.
Disabilities
BRFSS
Social Security
This article was published as a Brief, without the abstract.
The Affordable Care Act (ACA) of 2010 (P.L. 111-148) Section 4302 requires the development of federal standards for the measurement of disability status in order to monitor health disparities and quality of care among this population. The validity and reliability of disability measurement instruments are important to all those who will use these data. The construct validity of BRFSS disability items is examined using a sample of adults who met the more stringent SSA definition of disability and compared to a seven-part functional disability question. Findings show that among 368 working-age adults with SSA-determined disabilities, the BRFSS disability questions had a sensitivity of 80.7%; 19.3% would not have been included in the state’s BRFSS disability prevalence estimate.
2012-02-01
2012-02-01
2012-01
Article
Hall, JP, Kurth, NK, & Fall, EC (2012). Discrepancy among Behavioral Risk Factor Surveillance System, Social Security, and functional disability measurement. Disability and Health Journal, 5, 60-63. doi: 10.1016/j.dhjo.2011.08.004
http://hdl.handle.net/1808/8706
10.1016/j.dhjo.2011.08.004
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Disability and Health Journal
oai:kuscholarworks.ku.edu:1808/110992018-02-26T18:09:22Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
Are There Learning Disabilities After High School?
White, Warren J.
Alley, Gordon R.
Deshler, Donald D.
Schumaker, Jean B.
Warner, Michael M.
Clark, Frances L.
This is the published version, also found at http://sped.org/
2013-05-08
2013-05-08
1982
Article
White, Warren J., Alley, Gordon R., Deshler, Donald D, et al. (1982) Are There Learning Disabilities After High School? Exceptional Children, 49.3, 273-274.
http://hdl.handle.net/1808/11099
en_US
openAccess
The Council for Exceptional Children
oai:kuscholarworks.ku.edu:1808/69012019-04-12T14:33:33Zcom_1808_3892col_1808_18180col_1808_3929
Impact of current health care reform proposals on people with chronic illnesses
Hall, Jean P.
Moore, Janice M.
Otto, Barbara
Salley, Sara
Insurance Pools
Health Care Reform
Chronic Illness
High Risk
Outlines the most challenging issues facing people with special health care needs. There is a need for the Medicaid Infrastructure Grants and other grants to identify cost effective strategies for providing access to coverage for individuals with chronic conditions.
2010-12-14
2010-12-14
2009-11-07
Article
Otto, B., Salley, S., Hall, Jean, P., & Himmelstein, J. (2009, November). Impact of current health care reform proposals on people with chronic illnesses. Health & Disability Advocates. Available at http://www.nchsd.org/library/file.asp?id=300779
http://hdl.handle.net/1808/6901
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Health & Disability Advocates
oai:kuscholarworks.ku.edu:1808/69042019-04-12T14:31:30Zcom_1808_3892col_1808_18180col_1808_3929
Narrowing the Breach: Can Disability Culture and Full Educational Inclusion Be Reconciled?
Hall, Jean P.
Disability Culture
Inclusion
Because of the long history of exclusion of people with disabilities, total inclusion in the educational
environment has many outspoken proponents. People and organizations favoring inclusion, however, are overlooking the value of the disability culture that is fostered when children with disabilities have the opportunity to associate with and learn alongside other individuals who share similar identities and life experiences.The history of the disability rights movement clearly illustrates that major changes do not occur unless people with disabilities band together to address shared injustices (e.g., Shapiro, 1993). The phenomenon of a disability culture has been convincingly demonstrated by many researchers and writers, and its importance to the development and self-esteem of students with disabilities is discussed. Although the current special education system has many negative aspects, changes
to the existing system rather than a movement to full inclusion will be more effective in supporting
disability culture and, ultimately, the needs of children with disabilities.
2010-12-14
2010-12-14
2002
Article
Hall, Jean, P. (2002). Narrowing the breach: Can disability culture and full educational inclusion be reconciled? Journal of Disability Policy Studies, 13(3), 144-152
http://hdl.handle.net/1808/6904
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Journal of Disability Policy Studies
oai:kuscholarworks.ku.edu:1808/69182019-04-12T14:41:37Zcom_1808_3892col_1808_18180col_1808_3929
Working Healthy: The First Step is Work
Hall, Jean P.
Disabilities
Employment Opportunities
Ticket To Work
Working Healthy, the Kansas Medicaid Buy-In program, allows people with disabilities to enter or increase employment and keep their Medicaid coverage. One of the first requirements to quality for Working Healthy is to have a job. In a Satisfaction Survey mailed to participants in June 2003, we asked how each person found his or her more recent employment. By far the most common way respondents had found their jobs was by themselves, through such means as word of mouth.
2010-12-16
2010-12-16
2004-03
Article
Hall, Jean, P. (2004, March). Working Healthy: The First Step is Work. Working Healthy Policy Brief Number 5. Lawrence: University of Kansas
http://hdl.handle.net/1808/6918
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Working Healthy Policy Brief Number 5. Lawrence: University of Kansas
oai:kuscholarworks.ku.edu:1808/162352019-04-12T14:53:39Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
A Model for Conducting Research with Learning Disabled Adolescents and Young Adults
Meyen, Edward L.
Schiefelbusch, Richard L.
Deshler, Donald D.
Alley, Gordon R.
Schumaker, Jean B.
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Issues from the field of learning disabilities and the field of education in general which impact the learning disabled individual are discussed as they relate to research with learning disabled adolescents and young adults . Based on this knowledge of the context in which the LD adolescent is required to function, a research model that allows a commitment to programmatic research leading to the validation of interventions as well as the generation and investigation of new research questions is presented. Critical questions within the three research areas of the Institute epidemiology, intervention, and generalization-- are discussed as they relate to this research model.
2015-01-14
2015-01-14
1980-01-01
Book
Meyan, E. L., Schiefelbush, B. L., Deshler, D. D., Alley, G. R., Schumaker, J.B. & Clark, F. L. (1980) A Model for Conducting Research with Learning Disabled Adolescents and Young Adults [Research Monograph 3]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16235
Research Monograph / Institute for Research in Learning Disabilities;3
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/110752018-02-23T19:39:30Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
Bright futures for exceptional learners: An action plan to achieve quality conditions for teaching and learning for every exceptional learner
Kozleski, Elizabeth B.
Mainzer, Richard W.
Deshler, Donald D.
This is the publisher's version, also found here: http://www.sped.org
2013-04-24
2013-04-24
2000
Article
Kozleski, Elizabeth, Mainzer, Richard, and Deshler, Donald D. (2000) Bright futures for exceptional learners: An action plan to achieve quality conditions for teaching and learning for every exceptional learner. Teaching Exceptional Children, 32.6, 56-69.
http://hdl.handle.net/1808/11075
en_US
openAccess
Council for Exceptional Children
oai:kuscholarworks.ku.edu:1808/162492019-04-12T14:53:47Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
Identification of Learning Disabled Adolescents: A Bayesian Approach
Alley, Gordon R.
Deshler, Donald D.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The identification of learning disabled adolescents for program placement is a major concern of school personnel. The identification model discussed in this article addresses an array of problems associated with identification of LD populations. The Bayesian approach is an alternative to traditional methods that rely primarily on psychometric data or classroom/clinical observation for identification decisions.
2015-01-14
2015-01-14
1980-01-01
Book
Alley, G. R., Deshler, D. D. & Warner, M. M. (1980) Identification of Learning Disabled Adolescents: A Bayesian Approach [Research Report 2]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16249
Research Report / Institute for Research in Learning Disabilities;2
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/109872018-02-23T19:36:15Zcom_1808_3892com_1808_267col_1808_18180col_1808_16904
A function-based intervention to decrease disruptive behavior and increase academic engagement
Lane, Kathleen Lynne
This is the publisher's version, also found here: http://www.eric.ed.gov/PDFS/EJ805537.pdf
A range of interventions exist to prevent and
respond to disruptive classroom behavior. This study
documents the efficacy of a function-based intervention conducted using a multiple baseline across
settings design. Despite moderately variable levels
of treatment fidelity, results suggest a functional
relation between the introduction of a package
intervention and corresponding increases in academic
engagement and decreases in disruption. Limitations and implications for future research are presented.
Keywords: function based intervention; treatment integrity.
2013-04-09
2013-04-09
2007
Article
Lane, Kathleen Lynne, et al. (2007). A function-based intervention to decrease disruptive behavior and increase academic engagement. Journal of Early and Intensive Behavioral Intervention, 3.4-4.1, 348-364.
http://hdl.handle.net/1808/10987
en_US
http://www.eric.ed.gov/PDFS/EJ805537.pdf
openAccess
Joseph Cautilli
oai:kuscholarworks.ku.edu:1808/162992019-04-12T14:54:11Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
A Comparison of Youths Who Have Committed Delinquent Acts with Learning Disabled, Low-Achieving, and Normally Achieving Adolescents
Lenz, B. Keith
Warner, Michael M.
Alley, Gordon R.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study compared a group of youths who had committed delinquent acts with LD, low-achieving, and normally-achieving adolescents. Youths who had committed delinquent acts most resembled the low-achieving group based on student and parent interview responses. The delinquent youth group generally indicated below average grade point averages; however, their achievement test scores were average. In addition, family relationships and difficulty in problem solving appeared to distinguish this group from all three groups.
2015-01-16
2015-01-16
1980-12-01
Book
Lenz, B. K., Warner, M. M., Alley, G. R. & Deshler, D. D. (1980) A Comparison of Youths Who Have Committed Delinquent Acts with Learning Disabled, Low-Achieving, and Normally Achieving Adolescents [Research Report 29]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16299
Research Report / Institute for Research in Learning Disabilities;29
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162502019-04-12T14:53:42Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
Identification Decisions: Who is the Most Consistent?
Alley, Gordon R.
Deshler, Donald D.
Mellard, Daryl F.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study was designed to: (a) examine the type of judgments on LD characteristics rendered by multidisciplinary team members and (b) explore which of the groups typically represented on a staffing team was most homogeneous in making decisions on LD students. The consistency of judgment among groups were comparable when making judgments on LD and non-LD characteristics. Thus, the findings were supportive of the multidisciplinary approach to identification and evaluation of LD children and youth.
2015-01-14
2015-01-14
1980-01-01
Book
Alley, G. R., Deshler, D. D., Warner, M. M. (1980) Identification Decisions: Who is the Most Consistent? [Research Report 3]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16250
Research Report / Institute for Research in Learning Disabilities;3
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/112882019-04-12T14:38:11Zcom_1808_3892col_1808_18180col_1808_10789
Dually-Eligible Working-Age Adults with Disabilities: Issues and Challenges as Health Reform is Implemented
Hall, Jean P.
Dual Eligibles
Working-age
Disabilities
Reform
This special section on working-age adults with disabilities dually eligible for Medicare and Medicaid is based on two panel presentations at the June 2012 meeting of the AcademyHealth Disability Research Interest Group. The papers included here consider the issues of health care access and outcomes as well as employment for this group of approximately four million individuals, many with complex health care needs and high costs.i
2013-06-20
2013-06-20
2013
Article
Jean P. Hall, Dually-eligible working-age adults with disabilities: Issues and challenges as health reform is implemented, Disability and Health Journal, Volume 6, Issue 2, April 2013, Pages 72-74, ISSN 1936-6574, http://dx.doi.org/10.1016/j.dhjo.2013.01.004.
(http://www.sciencedirect.com/science/article/pii/S1936657413000058)
Keywords: Disability; Dual-eligible; Health reform; Employment
http://hdl.handle.net/1808/11288
10.1016/j.dhjo.2013.01.004
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Disability and Health Journal
oai:kuscholarworks.ku.edu:1808/69122019-04-12T14:33:27Zcom_1808_3892col_1808_18180col_1808_3929
Working Healthy Participants: Earning More & Costing Less
Hall, Jean P.
Kurth, Noelle K.
Working Healthy
Medicaid Buy-in
Kansans With Disabilities
This Policy Brief summarizes research findings about the earnings, taxes paid, and Medicaid expenditures of people enrolled in Working Healthy using recently published data (Kurth, Fall, & Hall, 2008). In a nutshell, participants' earnings increased, as did the amounts of taxes and premiums they paid, while Medicaid costs per person decreased over time
2010-12-16
2010-12-16
2009-03
Article
Hall, Jean, P., & Kurth, N.K. (2009, March). Working Healthy Participants: Earning More & Costing Less. Working Healthy Policy Brief Number 12. Lawrence: University of Kansas
http://hdl.handle.net/1808/6912
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Working Healthy Policy Brief Number 12. Lawrence: University of Kansas
oai:kuscholarworks.ku.edu:1808/171992019-04-12T14:53:38Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Classification and Discrimination of Learning Disabled and Low-Achieving Adolescents
Warner, Michael M.
Alley, Gordon R.
Deshler, Donald D.
Schumaker, Jean B.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults.
Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characterisecs to gain a more complete profile of the older LD individual.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
2015-03-24
2015-03-24
1980-01-01
Book
Warner, M.M., Alley, G.R., Desher, D. D. & Schumaker, J. B. (1980) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Classification and Discrimination of Learning Disabled and Low-Achieving Adolescent [Research Report 20]. Institute for Research in Learning Disabilities, Lawrence, KS
http://hdl.handle.net/1808/17199
Research Report / Institute for Research in Learning Disabilities;20
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/39712015-01-12T21:23:31Zcom_1808_3892col_1808_18180col_1808_3929oai:kuscholarworks.ku.edu:1808/166452019-04-12T14:50:14Zcom_1808_3892col_1808_18180col_1808_10789
Realizing Health Reform’s Potential The Affordable Care Act’s Pre-Existing Condition Insurance Plan: Enrollment, Costs, and Lessons for Reform
Hall, Jean P.
Moore, Janice M.
The Pre-Existing Condition Insurance Plan (PCIP) is the temporary, federal
high-risk pool created under the Affordable Care Act to provide coverage to uninsured
individuals with preexisting conditions until 2014, when exchange coverage becomes avail-
able to them. Nearly 78,000 people have enrolled since the program was implemented
two years ago. This issue brief compares the PCIP with state-based high-risk pools that
existed prior to the Affordable Care Act and considers programmatic differences that may
have resulted in lower-than-anticipated enrollment and higher-than-anticipated costs for
the PCIP. PCIP coverage, like state high-risk pool coverage, likely remains unaffordable
to most lower-income individuals with preexisting conditions, but provides much needed
access to care for those able to afford it. Operational costs of these programs are also quite
high, making them less than optimal as a means of broader coverage expansion.
2015-02-11
2015-02-11
2012-09
Article
http://hdl.handle.net/1808/16645
https://orcid.org/0000-0001-7236-1807
en_US
http://www.commonwealthfund.org/~/media/files/publications/issue-brief/2012/sep/1627_hall_pcip_enrollment_costs_lessons_rb.pdf
openAccess
The Commonwealth Fund
oai:kuscholarworks.ku.edu:1808/163442019-04-12T14:54:20Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
Efforts to Enhance Personal Growth When Teaching Academically Diverse Classes
Lenz, B. Keith
Melvin, Jeff
Kissam, Brenda
Bulgren, Janis A.
Roth, Janet
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study was undertaken to identify what kinds of professional growth experiences teachers value within the context of the challenge presented by academic diversity in their classrooms. The research was carried out With teachers participating in small Cooperative Study Groups discussing issues related to professional growth in teaching. Teacher responses were then analyzed to discern trends and patterns.
2015-01-22
2015-01-22
1992-08-01
Book
Lenz, B. K., Melvin, J., Kissam, B., Bulgren, J. & Roth, J. (1992) Efforts to Enhance Personal Growth When Teaching Academically Diverse Classes [Research Report 67]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16344
Research Report / Institute for Research in Learning Disabilities;67
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/42512019-04-12T14:29:14Zcom_1808_3892col_1808_18180col_1808_3929
What providers and Medicaid policymakers need to know about barriers to employment for people with disabilities
Hall, Jean P.
Fox, Michael H.
People With Disabilities
Drugs
Employment
Medicaid Buy-in
Policy Sciences
Insurance
Work Incentives
Medicaid Buy-Ins provide a new and exciting opportunity for people with disabilities to engage in meaningful employment while maintaining Medicaid coverage. Through interviews with participants in the Kansas Medicaid Buy-In, we examined perceived external influences on the decision to acquire or increase employment by people with disabilities. Two major external barriers were identified. First, physicians, therapists and case workers had frequently discouraged participants from getting jobs or increasing employment levels. Difficulty accessing adequate and consistent medical care and/or medications through Medicaid was also an issue in preventing participants from being able to acquire or increase employment.
2008-10-06
2008-10-06
2004
Article
Hall, Jean P., Fox, Michael H. Journal of Health & Social Policy, 2004, Vol. 19 Issue 3, p37-50, 14p
0897-7186
http://hdl.handle.net/1808/4251
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Haworth Press
oai:kuscholarworks.ku.edu:1808/162462019-04-12T14:53:44Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
Learning Disabilities in Adolescents and Young Adult Populations: Research Implications Part 2
Alley, Gordon R.
Deshler, Donald D.
Clark, Frances L.
Schumaker, Jean B.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
2015-01-14
2015-01-14
1982-07-01
Book
Alley, G. R., Deshler, D. D., Clark, F. L., Schumaker, J. B. & Warner, M. M. (1982) Learning Disabilities in Adolescents and Young Adult Populations: Research Implications Part 2 [Research Monograph 13]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16246
Research Monograph / Institute for Research in Learning Disabilities;13
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/66682019-04-12T14:27:56Zcom_1808_3892col_1808_18180col_1808_3929
Historical Disability Outcomes of Enrollees in the Kansas High Risk Pool: A White Paper presented to CMS by the Kansas DMIE Project January, 2006
Hall, Jean P.
Moore, Janice M.
This white paper reports the historical rates of disability outcomes (e.g., transition to Social Security disability status) for people enrolled in Kansas' state high-risk health insurance pool.
2010-09-20
2010-09-20
2006-01
Technical Report
http://hdl.handle.net/1808/6668
https://orcid.org/0000-0001-7236-1807
http://das.kucrl.org/images/materials/dmie/WhitePaperJanuary2006.pdf
openAccess
University of Kansas, Center for Research on Learning, Division of Adult Studies
oai:kuscholarworks.ku.edu:1808/69192019-04-12T14:41:28Zcom_1808_3892col_1808_18180col_1808_3929
Working Healthy: Getting the Job Done
Hall, Jean P.
Ticket To Work
Medicaid Buy-in
When the Ticket to Work/Work Incentives Improvement Act (TW-WIIA) was passed in 1999, Congress acknowledges that the potential loss of Medicaid and/or Medicare coverage for people with disabilities who attained or increased employment was a serious disincentive to their meaningful participation in work. Medicaid Buy-In programs were offered as an option to states to extend Medicaid coverage to people with disabilities who wanted to work. Evaluation activities of the Kansas Medicaid Buy-In, Working Healthy, have demonstrated that Medicaid remains a crucial element in the ability of Kansans with disabilities to work
2010-12-16
2010-12-16
2003-11
Article
Hall, Jean, P. (2003, November). Working Healthy: Getting the Job Done. Working Healthy Policy Brief Number 4. Lawrence: University of Kansas
http://hdl.handle.net/1808/6919
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Working Healthy Policy Brief Number 4. Lawrence: University of Kansas
oai:kuscholarworks.ku.edu:1808/111422018-02-26T19:56:04Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
Tape recording educational materials for secondary handicapped students
Deshler, Donald D.
Graham, Steven
This is the publisher's version, also found at http://sped.org/
2013-05-14
2013-05-14
1980
Article
Deshler, Donald D and Graham, Steven. (1980) Tape recording educational materials for secondary handicapped students. TEACHING Exceptional Children, 12.2, 52-54.
http://hdl.handle.net/1808/11142
en_US
openAccess
The Council for Exceptional Children
oai:kuscholarworks.ku.edu:1808/69232019-04-12T14:41:11Zcom_1808_3892col_1808_18180col_1808_3929
Working Healthy-A Medicaid Buy-In for Kansas
Hall, Jean P.
Fox, Michael H.
Working Healthy
Medicaid Buy-in
Unemployment
Disabilities
While official national unemployment estimates hover between 5-7%, reported unemployment for persons with disabilities are almost ten times that, estimated at a disturbing 70% (National Organization on Disability, 2000). A significant majority of unemployed persons with disabilities want to work, but the sharp increase in persons receiving Social Security Disability Income (SSDI) or Supplemental Security Income (SSI) benefits in the past five years belies state and federal efforts to wean people from benefits they need to survive. To return to work for many would be to jeopardize health insurance coverage, a sig- nificantly stronger disincentive than is the promise of increased earnings. It became clear to many disability policy analysts and the disability community that even after passage of the Americans with Disabilities Act (ADA), additional legislation would be needed to balance the intent of state and federal programs to assure minimal social security with the goal of increasing independence and social integration among persons with disabilities seeking work. State Medicaid programs were viewed as one vehicle for helping achieve this balance.
2010-12-20
2010-12-20
2002-10
Article
Hall, Jean, P., & Fox, M.H. (2002, October). Working Healthy-A Medicaid Buy-In for Kansas. Working Healthy Policy Brief Number 1. Lawrence: University of Kansas
http://hdl.handle.net/1808/6923
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Working Healthy Policy Brief Number 1. Lawrence: University of Kansas
oai:kuscholarworks.ku.edu:1808/171982019-04-12T14:53:38Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Social Status, Peer Relationships, Time Use and Activities In and Out of School
Deshler, Donald D.
Schumaker, Jean B.
Warner, Michael M.
Alley, Gordon R.
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults.
Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characteristics to gain a more complete profile of the older LD individual.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
2015-03-24
2015-03-24
1980-01-01
Book
Desher, D. D, Schumaker, J. B., Warner, M.M., Alley, G.R. & Clark, F.L. (1980) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Social Status, Peer Relationships, Time Use and Activities In and Out of School [Research Report 18]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/17198
Research Report / Institute for Research in Learning Disabilities;18
openAccess
oai:kuscholarworks.ku.edu:1808/69222019-04-12T14:41:05Zcom_1808_3892col_1808_18180col_1808_3929
Early Enrollment in Working Healthy: Program Features Make a Difference
Hall, Jean P.
Fox, Michael H.
Working Healthy
Medicaid Coverage
Disabilities
Working Healthy allows persons with disabilities the opportunity to increase their earnings and assets without jeopardizing their Medicaid health insurance coverage. Working Healthy has been in operation in Kansas for almost a year now. In that time, enrollment has steadily increased and premium payers continue to constitute more than half of all enrollees. The initial accomplishments of Working Healthy are especially gratifying in the current depressed economic setting. Through their enrollment, many people with disabilities are now working more, paying taxes, and putting money into the state’s economy by virtue of having additional disposable income—all without fear of losing their health insurance coverage. However, there are a few areas of concern in its early stages that are explored in this article
2010-12-20
2010-12-20
2003-05
Article
Hall, Jean, P., & Fox, M.H. (2003, May). Early Enrollment in Working Healthy: Program Features Make a Difference. Working Healthy Policy Brief Number 3. Lawrence: University of Kansas
http://hdl.handle.net/1808/6922
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Working Healthy Policy Brief Number 3. Lawrence: University of Kansas
oai:kuscholarworks.ku.edu:1808/113752019-04-12T14:12:02Zcom_1808_3892col_1808_18180col_1808_10789
Health Care Behaviors and Decision-Making Processes Among Enrollees In A State High Risk Insurance Pool: Focus Group Findings
Hall, Jean P.
Carroll, Shawna L.
Moore, Janice M.
Purpose-To better understand the relationship between health insurance coverage and health care behaviors of persons with potentially disabling conditions enrolled in a state high risk insurance pool.
Approach or Design-Six focus groups with risk pool enrollees in two sites.
Setting-Suburban areas in the state of Kansas.
Participants-Forty-two individuals ages 29 to 62 years, all with potentially disabling physical or mental health conditions.
Method-Qualitative analysis of focus group transcripts using pile sorting and theme identification.
Results-High premiums and deductibles limit participants’ ability to afford basic health services and access to prescription medications despite their middle-class socioeconomic status. Participants report delaying or forgoing needed medical care due to lack of coverage and/or out-of-pocket costs. They employ numerous and potentially dangerous strategies to minimize costs, especially for prescription medications. Some report “saving up” needed procedures until their total costs will exceed that year’s deductible.
Conclusion-Individuals in the risk pool were making medical decisions on the basis of cost rather than need. Many shared stories of medical complications as a result of delayed care and most expressed stress related to the difficulty of making decisions about their care and use of prescribed medications. The individual, nongroup insurance market, with its higher out-of-pocket costs, may not meet the needs of people with chronic health conditions.
2013-07-03
2013-07-03
2010-05
Article
Jean P. Hall, Shawna L. Carroll, and Janice M. Moore (2010) Health Care Behaviors and Decision-Making Processes Among Enrollees in a State High-Risk Insurance Pool: Focus Group Findings. American Journal of Health Promotion: May/June 2010, Vol. 24, No. 5, pp. 304-310.
http://hdl.handle.net/1808/11375
10.4278/ajhp.080613-QUAL-91
http://ajhpcontents.org/doi/abs/10.4278/ajhp.080613-QUAL-91
https://orcid.org/0000-0001-7236-1807
en_US
Vol. 24;No. 5
http://ehis.ebscohost.com/ehost/detail?sid=458ef24b-49c1-4dfb-a709-aa17ecdcb391%40sessionmgr4&vid=1&hid=15&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=s3h&AN=50460997
openAccess
American Journal of Health Promotion,
oai:kuscholarworks.ku.edu:1808/109752018-02-23T19:32:19Zcom_1808_3892com_1808_267col_1808_18180col_1808_16904
An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/or Behavioral Disorders Attending Middle and High Schools
Lane, Kathleen Lynne
Kalberg, Jemma Robertson
Shepcaro, Jenna Courtney
This is the publisher's version, also found here: http://cec.metapress.com/content/1148w42712524u44/?p=f5b6879fc6f54654a233e1f54366335f&pi=3
The authors field-tested the core quality indicators and standards for evidence-based practices for single-case design studies developed by Homer and colleagues (2005) by applying them to the literature exploring functional assessment-based interventions conducted with secondary-age students with emotional and/or behavioral disorders (EBD). First, we evaluated this knowledge base by applying the indicators to determine if the studies identified (n = 12) were of acceptable methodological quality. Second, we analyzed studies meeting the recommended quality indicators to determine whether function-based interventions with students with EBD might be considered an evidence-based practice. Results reveal that only 1 study addressed all proposed quality indicators, suggesting that function-based interventions are not yet an evidence-based practice for this population per these indicators and standards. Limitations and recommendations are posed.
2013-04-09
2013-04-09
2009
Article
Lane, Kathleen Lynne. (2009) An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/or Behavioral Disorders Attending Middle and High Schools. Exceptional Children, 75(3), 321-340.
http://hdl.handle.net/1808/10975
en_US
openAccess
Council for Exceptional Children
oai:kuscholarworks.ku.edu:1808/163032019-04-12T14:54:11Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
Multipass: A Learning Strategy for Improving Academic Performance of LD Adolescents
Schumaker, Jean B.
Deshler, Donald D.
Denton, Pegi
Alley, Gordon R.
Clark, Frances L.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Multipass, a complex learning strategy for gaining information from textbook chapters, was taught !9 eight learning disabled adolescents. Students learned the strategy following the institution of training and generalized their use of the strategy to grade level textbooks. Their grades on tests covering the textbook material improved after learning the strategy.
2015-01-16
2015-01-16
1981-04-01
Book
Schumaker, J. B., Deshler, D. D., Denton, P., Alley, G. R., Clark, F. L. & Warner, M. M. (1981) Multipass: A Learning Strategy for Improving Academic Performance of LD Adolescents [Research Report 33]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16303
Research Report / Institute for Research in Learning Disabilities;33
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/166442019-04-12T14:50:11Zcom_1808_3892col_1808_18180col_1808_10789
The Medicaid Medically Improved Group: Losing Disability Status and Growing Earnings
Hall, Jean P.
Thomas, Kathleen C.
disability, Medicaid, earnings, Affordable Care Act
Objectives: Under the Ticket to Work and Work Incentives Improvement Act (PL 106-170), states may
extend Medicaid Buy-In coverage to a medically improved group. Improved group coverage allows adults
with disabilities to retain Medicaid coverage even once they lose disability status due to medical
improvement, as long as they retain the original medical impairment. The goal of this paper is to describe
who participated, the patterns of their participation, and employment outcomes.
Methods: The study population consists of all individuals (n=315) who participated in medically
improved group coverage 2002–2009 in the seven states with coverage by 2009 (Arizona, Connecticut,
Kansas, New York, North Carolina, Pennsylvania, and West Virginia). Linked data from state Medicaid
Buy-In finder files and Social Security Administration Ticket Research and Master Earnings Files were
used to describe improved group participants and their patterns of enrollment.
Results: Although enrollment has been limited, with 255 participants in 2009, it has doubled annually on
average with little churning and drop-out. Participants’ earnings grew nearly 200 dollars per month after
two years, likely reflecting increased work hours and/or higher pay rates.
Conclusions: Improved group participants represent an unusually successful group of individuals with
disabilities, many of whom have recently moved off Social Security cash benefit rolls or who were diverted
from them. Specifics of insurance eligibility and coverage for improved group participants are uncertain
under the Affordable Care Act. The challenge remains to provide a pathway for adults with disabilities to
increase work and assets without loss of adequate health insurance.
2015-02-11
2015-02-11
2014
Article
2159-0354
http://hdl.handle.net/1808/16644
https://orcid.org/0000-0001-7236-1807
en_US
http://www.cms.gov/mmrr/Downloads/MMRR2014_004_01_a02.pdf
openAccess
Centers for Medicare & Medicaid Services, Office of Information Products & Data Analytics
oai:kuscholarworks.ku.edu:1808/162452019-04-12T14:53:45Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
Learning Disabilities in Adolescents and Young Adult Populations: Research Implications Part 1
Deshler, Donald D.
Schumaker, Jean B.
Alley, Gordon R.
Warner, Michael M.
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
2015-01-14
2015-01-14
1982-07-01
Book
Deshler, D. D., Schumaker, J. B., Alley, G. R., Warner, M. M. & Clark, F. L. (1982) Learning Disabilities in Adolescents and Young Adult Populations: Research Implications Part 1 [Research Monograph 12]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16245
Research Monograph / Institute for Research in Learning Disabilities;12
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163412019-04-12T14:54:36Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
Identification and Intervention Procedures for the Learning Disabled in the Earle C. Clements Job Corps Report
Alley, Gordon R.
Brownlee, Jean E.
Deshler, Donald D.
White, Warren J.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This report details the procedures and findings of a program to identify and to intervene with LD corps members at a Job Corps training- center. The findings indicate that a valid LD identification procedure was developed and implemented, and that a modified learning strategies intervention procedure was implemented that markedly enhanced the academic performance of identified LD corps members.
2015-01-22
2015-01-22
1982-08-01
Book
Alley, G.R., Brownlee, J. E., Deshler, D. D. & White, W. J. (1982) Identification and Intervention Procedures for the Learning Disabled in the Earle C. Clements Job Corps Report [Research Report 64]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16341
Research Report / Institute for Research in Learning Disabilities;64
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/109782018-02-23T19:34:09Zcom_1808_3892com_1808_267col_1808_18180col_1808_16904
Promoting access to the general curriculum by teaching self-determination skills
Palmer, Susan B.
Wehmeyer, Michael L.
Gipson, Krista
Agran, Martin
This is the publisher's version, also found here: http://cec.metapress.com/content/n23q22vg138l1743/?p=1daf45ab76d7452d837d521d71d3684c&pi=2
Although participation and progress in the general curriculum is mandated for all students, models to achieve such access often neglect students with more severe disabilities. Promoting self-determination linked to standards is an entry point to ensuring access to the general curriculum for all students, including students with severe disabilities. In this study, middle school students with intellectual disabilities alternately learned problem-solving and study planning skills linked to language arts, science, and social studies standards. Students in both intervention groups showed significantly more capacity on the targeted skill as compared to the alternating control group, and all students achieved goals at better than average levels. Promoting self-determination provides students with disabilities with additional strategies to access the general curriculum.
2013-04-09
2013-04-09
2004
Article
Palmer, S.B. Lane, K.L, et al. (2012). Promoting access to the general curriculum by teaching self-determination skills.Exceptional Children, 70(4), 427-439.
http://hdl.handle.net/1808/10978
en_US
openAccess
Council for Exceptional Children
oai:kuscholarworks.ku.edu:1808/162422019-04-12T14:53:39Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
Research Approaches to Studying the Link Between Learning Disabilities and Juvenile Delinquency
Hazel, J. Stephen
Schumaker, Jean B.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
A relationship between learning disabilities and juvenile delinquency has been hypothesized for a period of time. Research on this relationship has been clouded with methodological difficulties. These problems include the definitions of learning disabilities and juvenile delinquency, the use of appropriate experimental designs, and the difficulty of obtaining informed consent in the court system. A current study through The University of Kansas Institute for Research in Learning Disabilities which is intervening with learning disabled youth in the juvenile court is described. Finally, key questions in the field are proposed with suggestion for future research.
2015-01-14
2015-01-14
1980-01-01
Book
Hazel, J. S., Schumaker, J. B., Deshler, D. D. (1980) Research Approaches to Studying the Link Between Learning Disabilities and Juvenile Delinquency [Research Monograph 9]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16242
Research Monograph / Institute for Research in Learning Disabilities;9
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/109692018-02-23T19:29:11Zcom_1808_3892com_1808_267col_1808_18180col_1808_16904
Self-Determination Skills and Opportunities of Transition-Age Youth With Emotional Disturbance and Learning Disabilities
Carter, Erik W.
Lane, Kathleen Lynne
Pierson, Melinda R.
Glaeser, Barbara
This is the publisher's version, also found here: http://cec.metapress.com/content/l5vq400577228810/?p=7708b4ddb79e4484ae1a1fc3d5bafcb6&pi=4
This study examined the self-determination of adolescents with emotional disturbance
(ED) and learning disabilities (LD)from the perspectives of special educators, parents, and the students
themselves. Differences in self-determination ratings were associated with both disability
group and respondent Specifically, adolescents with ED were found to have lower ratings of selfdetermination
than students with LD, with the most pronounced differences evident from the
teacher perspective. Eurthermore, students with ED identified infrequent opportunities at school
and home for engaging in self-determined behavior, whereas educators and parents differed in their
assessments of opportunities in each setting. Implications regarding increasing the self-determination
skills and opportunities of adolescents with disabilities are discussed.
2013-04-08
2013-04-08
2006
Article
Carter, E.W., Lane, K.L., Pierson, M.R., Glaeser, B. (2006) Self-Determination Skills and Opportunities of Transition-Age Youth With Emotional Disturbance and Learning Disabilities. Exceptional Children, 72 (3), 333-346.
http://hdl.handle.net/1808/10969
en_US
openAccess
Council for Exceptional Childen
oai:kuscholarworks.ku.edu:1808/39682019-04-12T14:33:52Zcom_1808_3892col_1808_18180col_1808_3929
Adult learning disabilities screening using an internet-administered instrument
Lancaster, Sean
Mellard, Daryl F.
Learning Disability Assessment
Adult Learning Disabilities
Screening
Computerized Testing
Internet-based Testing
The article validates an Internet-administered version of Adult Learning Disabilities Screening (ALDS), e-ALDS, by comparing 122 adult education participants who completed the ALDS in paper-and-pencil vs. Internet formats. Adults with undiagnosed specific learning disabilities (SLD) often experience under- or unemployment, lack of independent living, low self-esteem, and emotional health problems. Thus, high societal and personal costs of failing to recognize and intervene with adults with SLD have been identified in numerous studies. The use of computer-based testing has increased steadily since the concept was introduced in the 1950s.
2008-07-17
2008-07-17
2005-09
Article
Adult learning disabilities screening using an internet-administered instrument. By: Lancaster, Sean; Mellard, Daryl. Learning Disabilities -- A Contemporary Journal, Sep2005, Vol. 3 Issue 2, p62-73, 12p
http://hdl.handle.net/1808/3968
en_US
openAccess
Learning Disabilities Worldwide
oai:kuscholarworks.ku.edu:1808/179002018-12-18T21:00:46Zcom_1808_3892com_1808_267col_1808_18180col_1808_16904
The Scaled Arrival of K-12 Online Education: Emerging Realities and Implications for the Future of Education
Basham, James D.
Smith, Sean Joseph
Greer, Diana L.
Marino, Matthew T.
Bioinfo Publications
Dramatic increases in K—12 online education for all students,
including those in traditionally underserved populations, necessi2
tate a reconceptualization in the way educators plan and implement
instruction. In this article the authors examine the complex array of
variables and implementation models that must be accounted for
during the pivot from a purely brick-and-mortar educational sys2
tem to one that makes use of both virtual and blended environ2
ments. The authors call for enhanced emphasis on instructional
goals and design principles, rather than the capabilities of available
technology. They conclude that educational leaders and researchers
must play a role in three key areas: using technology to enhance the
accessibility and usability of curricular materials to meet the needs
of different types of learners, advancing the understanding and
practices of in-service and pre-service teachers through preparation
that focuses on online learning, and fostering collaboration between
educational researchers and technology innovators and developers
to build a research base that will inform K—12 online education.
2015-05-29
2015-05-29
2013
Article
Basham, James D., Sean J. Smith, Diana L. Greer, and Matthew T. Marino. "The Scaled Arrival of K-12 Online Education: Emerging Realities and Implications for the Future of Education." Journal of Education 193.2 (2013): 51-59. Web.
http://hdl.handle.net/1808/17900
openAccess
Bioinfo Publications
oai:kuscholarworks.ku.edu:1808/69052019-04-12T14:46:53Zcom_1808_3892col_1808_18180col_1808_3929
Transition to Medicare Part D: An Early Snapshot of Barriers Experienced by Younger Dual Eligibles With Disabilities
Hall, Jean P.
Kurth, Noelle K.
Moore, Janice M.
Medicare
Dual Eligibles
Barriers
Part D
Transition to Medicare Part D affected not only 35.4 million elderly enrollees but also 6.4 million younger enrollees with disabilities, 2.5 million of whom have low incomes and previously obtained medications through Medicaid. Because Part D was conceived primarily as a benefit for elders, we sought to examine its effects on a dually eligible, younger group of beneficiaries who have significantly different, more expensive, and often unstable health conditions.
2010-12-14
2010-12-14
2007-01
Article
Hall, Jean, P., Kurth, N.K., & Moore, J.M. (2007). Transition to Medicare Part D: An early snapshot of barriers experienced by younger dual eligibles with disabilities. American Journal of Managed Care, 13(1), 14-18.
http://hdl.handle.net/1808/6905
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
American Journal of Managed Care
oai:kuscholarworks.ku.edu:1808/163512019-04-12T14:54:30Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
Planning in the Face of Academic Diversity: Whose Questions Should We Be Answering?
Lenz, B. Keith
Schumaker, Jean B.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The goal of this investigation was to identify how regular high school and middle school social studies and science teachers approach teaching their most academically diverse class. Specifically, we sought to determine whether or not the typical special education model of individualization could be part of the framework of approaching academically diverse classes.
Information from this study will serve as the basis for conceptualizing interventions that will enable regular classroom teachers to better plan and teach students with mild handicaps.
2015-01-22
2015-01-22
1991-03-01
Book
Lenz, B. K., Schumaker, J. B. & Desher, D. D. (1991) Planning in the Face of Academic Diversity: Whose Questions Should We Be Answering? [Research Report 74]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16351
Research Report / Institute for Research in Learning Disabilities;74
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/162902019-04-12T14:54:01Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Health and Medical Aspects
Alley, Gordon R.
Deshler, Donald D.
Warner, Michael M.
Schumaker, Jean B.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
2015-01-16
2015-01-16
1980-01-01
Book
Alley, G. R., Deshler, D. D., Warner, M. M. & Schumaker, J. B. (1980) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Health and Medical Aspects [Research Report 15]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16290
Research Report / Institute for Research in Learning Disabilities;15
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/108832018-02-26T19:13:04Zcom_1808_3892com_1808_267col_1808_18180col_1808_16904
Addressing Antisocial Behavior in the Schools: A Call for Action
Lane, Kathleen Lynne
Wehby, Joseph H.
This is the publisher's official version, also available from:http://go.galegroup.com/ps/retrieve.do?sgHitCountType=None&sort=DA-SORT&inPS=true&prodId=AONE&userGroupName=ksstate_ukans&tabID=T002&searchId=R1&resultListType=RESULT_LIST&contentSegment=&searchType=AdvancedSearchForm¤tPosition=2&contentSet=GALE|A89970425&&docId=GALE|A89970425&docType=GALE&role=
Due to the co-occurrence of externalizing behaviors and academic deficits, children with or at-risk for antisocial behavior are among the most difficult children to teach. Therefore, it is important for general and special educators alike to become more familiar with strategies for identifying and intervening with these children. The intent of this article is to (a) describe the behavioral and academic characteristics of children with antisocial behavior, (b) discuss the challenges of educating these children, and (c) provide suggests for identifying and serving children with or at-risk for anti-social behavior. The rate of violent, antisocial acts committed by children is alarming. Approximately 2.6 million juvenile arrests were made in 1998 (Office of Juvenile Justice and Delinquency Prevention, 1999) with 17% of all violent crimes being perpetrated by juveniles. Although boys tend to exhibit more behavior problems relative to girls, antisocial behavior demonstrated by females is increasing and the behaviors are becoming more violent in nature (OJJDP, 1999). Thus, the number of children demonstrating antisocial behavior patterns is staggering, and the problem is not specific to males. However, these circumstances are not surprising given that youngsters who demonstrate behaviors predictive of antisocial behavior are currently ignored until their behavior becomes explosive. Antisocial behavior refers to persistent violations of socially acceptable behavior patterns (Walker, Colvin, & Ramsey, 1995). Children with antisocial behavior exhibit a range of aggressive and coercive behaviors some of which include: physical aggression, caustic verbalizations, noncompliance, and criminality. Children with antisocial behavior also demonstrate impulsivity, poor interpersonal skills, ineffective cognitive-problem solving skills, and academic deficiencies that negatively impact teacher- and peer-related adjustment. In fact, antisocial behavior is the number one reason cited for referring a youngster to mental health services. The prevalence of conduct disorder, which stems from antisocial behavior, amongst children ranges from 2-6% of the general population - 1.3 to 3.8 million cases -- with dramatic increases in adolescence (Frick, 1998). Although it is possible that children with antisocial behavior may, at some point, qualify for special education, it is important to note that the label of antisocial behavior does not qualify children for special education services. Many of these children begin their educational careers in the general education setting. Consequently, they are educated by general educators who report feeling ill equipped to manage the challenging behaviors exhibited by some of their students (Schumm & Vaughn, 1995). Thus, it is critical that general educators and administrators become familiarized with the characteristics of this population and strategies for better serving them in general education classrooms. Accordingly, the intent of this article is three fold. First, the behavioral and academic characteristics of children with antisocial behavior will be discussed. Second, the challenges of educating these children will be addressed. Third, suggestions for better serving this population will be provided.
2013-03-05
2013-03-05
2002
Article
Lane, K. L., & Wehby, J. (2002). Addressing antisocial behavior in the schools: A call for action.
Academic Exchange Quarterly, 6, 4-9.
http://hdl.handle.net/1808/10883
en
http://go.galegroup.com/ps/retrieve.do?sgHitCountType=None&sort=DA-SORT&inPS=true&prodId=AONE&userGroupName=ksstate_ukans&tabID=T002&searchId=R1&resultListType=RESULT_LIST&contentSegment=&searchType=AdvancedSearchForm�_tPosition=2&contentSet=GALE|A89970425&&docId=GALE|A89970425&docType=GALE&role=
openAccess
Rapid Intellect
oai:kuscholarworks.ku.edu:1808/246922019-04-12T14:23:27Zcom_1808_3892col_1808_18180
Dispositional factors affecting motivation during learning in adult basic and secondary education programs
Mellard, Daryl F.
Krieshok, Thomas S.
Fall, Emily C.
Woods, Kari
Adult literacy
Persistence
Motivation
Goals
Hope
The final publication is available at Springer via http://dx.doi.org/10.1007/s11145-012-9413-4.
Research indicates that about a quarter of adult students separate from formal adult basic and secondary education (ABE/ASE) programs before completing one educational level. This retrospective study explores individual dispositional factors that affect motivation during learning, particularly students’ goals, goal-directed thinking and action based on hope theory and attendance behaviors, and self-perceptions of competency based on affective domain attributions about external and internal obstacles to learning and employment, and demographic factors. Among 274 ABE/ASE students, those learners who made an education gain in 1 year significantly differed from those who did not in only a few dispositional or demographic variables; and by educational level they significantly differed in a wide variety of dispositional and demographic variables. These findings suggest researchable questions and programmatic considerations that may lead to future innovations that improve learner persistence.
2017-06-28
2017-06-28
2013-04-01
Article
Mellard, D. F., Krieshok, T., Fall, E., & Woods, K. (2013). Dispositional factors affecting motivation during learning in adult basic and secondary education programs. Reading and Writing, 26(4), 515–538. http://doi.org/10.1007/s11145-012-9413-4
http://hdl.handle.net/1808/24692
10.1007/s11145-012-9413-4
PMC3668796
openAccess
Springer Verlag
oai:kuscholarworks.ku.edu:1808/69062019-04-12T14:33:28Zcom_1808_3892col_1808_18180col_1808_3929
Unintended Consequences: The Potential Impact of Medicare Part D on Dual Eligibles with Disabilities in Medicaid Work Incentive Programs
Hall, Jean P.
Moore, Janice M.
Shireman, Theresa I.
Medicare
Medicaid
Dual Eligibles
Work Incentive Programs
Common sense suggests that a safety net is required for situations in which enrollees are
unable to obtain critical or life-sustaining medications. Such situations can arise when either the
drug is not on formulary and/or is being used off-label and the appeals process has been
exhausted, or when patients cannot afford the co-payments for the numerous medications they
need. Given the vulnerability of this population, immediate action is needed to address these
issues in the short time remaining before Part D is implemented.
2010-12-14
2010-12-14
2005-06
Article
Hall, Jean, P., Moore, J.M., & Shireman, T.I. (2005, June). Unintended Consequences: The Potential Impact of Medicare Part D on Dual Eligibles with Disabilities in Medicaid Work Incentive Programs (#7330). The Henry J. Kaiser Family Foundation
http://hdl.handle.net/1808/6906
https://orcid.org/0000-0001-7236-1807
https://orcid.org/0000-0001-6846-8783
en_US
openAccess
The Henry J. Kaiser Family Foundation
oai:kuscholarworks.ku.edu:1808/163502019-04-12T14:54:35Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
The Plans of Secondary Social Studies and Science Teachers for Teaching an Academically Diverse Class
Lenz, B. Keith
Kissam, Brenda
Roth, Janet
Bulgren, Janis A.
Melvin, Jeff
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The goal of this research was to learn how teachers plan for instruction of their classes made up of academically diverse students. We sought to identify not only what they plan to teach, but also what resources they draw on in their planning and what pedagogical methods they view as most effective with academically diverse groups of students.
2015-01-22
2015-01-22
1992-08-01
Book
Lenz, B. K., Melvin, J., Kissam, B., Bulgren, J. & Roth, J. (1992) The Plans of Secondary Social Studies and Science Teachers for Teaching an Academically Diverse Class [Research Report 73]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16350
Research Report / Institute for Research in Learning Disabilities;73
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/246932019-04-12T14:23:46Zcom_1808_3892col_1808_18180
Understanding oral reading fluency among adults with low literacy: Dominance analysis of contributing component skills
Mellard, Daryl F.
Anthony, Jason L.
Woods, Kari
Adult literacy
Adult education
Oral reading fluency
Reading
The final publication is available at Springer via http://dx.doi.org/10.1007/s11145-011-9322-y.
This study extends the literature on the component skills involved in oral reading fluency. Dominance analysis was applied to assess the relative importance of seven reading-related component skills in the prediction of the oral reading fluency of 272 adult literacy learners. The best predictors of oral reading fluency when text difficulty was fixed at a single reading level was word reading efficiency. When text difficulty varied based on readers’ comprehension levels, word reading efficiency was also the best predictor with vocabulary and auditory working memory emerging as important predictors as well. Our findings suggest the merit of investigations into whether adults with low literacy may need vocabulary and auditory working memory strategy interventions to improve their reading fluency.
2017-06-28
2017-06-28
2012-07
Article
Mellard, D.F., Anthony, J.L. & Woods, K.L. Read Writ (2012) 25: 1345. doi:10.1007/s11145-011-9322-y
http://hdl.handle.net/1808/24693
10.1007/s11145-011-9322-y
PMC3733547
openAccess
Springer Verlag
oai:kuscholarworks.ku.edu:1808/162372019-04-12T14:53:41Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
Assumptions and Strategies for Conducting Research with Learning Disabled Adolescents and Young Adults
Meyen, Edward L.
Schiefelbusch, Richard L.
Deshler, Donald D.
Alley, Gordon R.
Moran, Mary Ross
Clark, Frances L.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This paper details the assumptions about learning disabled adolescents and young adults as well as assumptions about conducting research with this population held by researchers at the Kansas Institute. Strategies developed to facilitate the development and implementation of programmatic, institutional research are presented. The relationship among the research assumptions, goals and objectives, and strategies is an interactive process with each contributing to the development of and also evolving from the others.
2015-01-14
2015-01-14
1980-01-01
Book
Meyen, E. L., Schiefelbusch, R. L., Deshler, D. D., Alley, G. R., Moran, M. R., Clark, F. L. (1980) Assumptions and Strategies for Conducting Research with Learning Disabled Adolescents and Young Adults [Research Monograph 5]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16237
Research Monograph / Institute for Research in Learning Disabilities;5
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/163452019-04-12T14:54:35Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
Factors Inhibiting Personal Growth When Teaching Academically Diverse Classes
Lenz, B. Keith
Melvin, Jeff
Kissam, Brenda
Bulgren, Janis A.
Roth, Janet
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
This study seeks to identify the factors that inhibit personal growth in teaching as teachers work to meet the needs of all students in academically diverse groups of learners. To identify these factors, researchers worked collaboratively with 42 secondary science and social studies teachers. Cooperative Study Groups were formed to discuss questions related to professional growth in teaching.
2015-01-22
2015-01-22
1992-08-01
Book
Lenz, B. K., Melvin, J., Kissam, B., Bulgren, J. & Roth, J. (1992) Factors Inhibiting Personal Growth When Teaching Academically Diverse Classes [Research Report 68]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16345
Research Report / Institute for Research in Learning Disabilities;68
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/110692018-02-26T18:04:34Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
Big ideas (plus a little effort) produce big results
Grossen, Bonnie
Caros, Jennifer
Carnine, Douglas
Davis, Betsy
Deshler, Donald D.
Schumaker, Jean B.
Bulgren, Janis A.
Lenz, B. Keith
Adams, Gary
Jantzen, Jean-Ellen
Marquis, Janet
This is the publisher's version, also found here: http://www.cec.sped.org/Publications/CEC-Journals/Exceptional-Children
2013-04-23
2013-04-23
2002
Article
Deshler, Don, et al. (2002) Big ideas (plus a little effort) produce big results. Teaching Exceptional Children, 34.4, 70-74.
http://hdl.handle.net/1808/11069
en_US
http://www.cec.sped.org/Publications/CEC-Journals/Exceptional-Children
openAccess
Council for Exceptional Children
oai:kuscholarworks.ku.edu:1808/61332019-04-12T14:39:31Zcom_1808_3892col_1808_18180col_1808_3929
A path analysis of reading comprehension for adults with low literacy
Mellard, Daryl F.
Fall, Emily C.
Woods, Kari
Adult With Low Literacy
Reading Comprehension
Adult literacy interventions often rely on models of reading validated with children or adult
populations with a broad range of reading. Such models do not fully satisfy the need for
intervention research and development for adults with low literacy. Thus, the authors
hypothesized that a model representing the relationship between reading component skills would
be predictive of reading comprehension for an adult population with low literacy and beneficial
to adult literacy researchers. Using data from 174 adults participating in adult basic education
and secondary education programs, the authors performed a path analysis of component skills’
contribution to reading comprehension. The findings are clear that existing reading models do
not describe this population. The implications are discussed in terms of instructional and
curricular interventions.
2010-04-09
2010-04-09
2010-04
Article
Journal of Learning Disabilities, 43(2), 154–165; doi 10.1177/0022219409359345
0022-2194
http://hdl.handle.net/1808/6133
10.1177/0022219409359345
en_US
openAccess
Sage Publications
oai:kuscholarworks.ku.edu:1808/69032019-04-12T14:33:38Zcom_1808_3892col_1808_18180col_1808_3929
Medicaid’s expenditures for newer pharmacotherapies for adults with disabilities
Shireman, Theresa I.
Hall, Jean P.
Rigler, Sally K.
Moore, Janice M.
Medicaid
Adults With Disabilities
Expenditures
Medicaid's drug expenditures have grown at double-digit inflation rates since 2000. These prescription drug costs are important contributors to increasing health care costs for disabled persons. In spite of this knowledge, little has been reported about specific patterns of medication use among disabled enrollees. We analyzed Kansas Medicaid data to describe trend in medication use patterns across 3 years among disabled beneficiaries. The marked shifts toward newer medications and disproportionate contributions of newer, more expensive medications to overall prescription costs for antipsychotics, antidepressants, anticonvulsants, antiulcer medications, anti-inflammatory agents, and opioids have implications for both policy and practice.
2010-12-14
2010-12-14
2007
Article
Shireman, T.I., Hall, Jean, P., Rigler, S.K., & Moore, J.M. (2007). Medicaid’s expenditures for newer pharmacotherapies for adults with disabilities. Health Care Financing Review, 28(4), 31-41.
http://hdl.handle.net/1808/6903
https://orcid.org/0000-0001-7236-1807
https://orcid.org/0000-0001-6846-8783
en_US
openAccess
Health Care Financing Review
oai:kuscholarworks.ku.edu:1808/166612019-04-12T14:52:44Zcom_1808_3892col_1808_18180col_1808_10789
Realizing Health Reform’s Potential: Why a National High-Risk Insurance Pool Is Not a Workable Alternative to the Marketplace
Hall, Jean P.
The Pre-Existing Condition Insurance Plan (PCIP) was a national
high-risk pool established under the Affordable Care Act (ACA) to provide
coverage for individuals with preexisting conditions who had been uninsured for
at least six months. It was intended to be a temporary program: PCIPs opened in
2010 and closed in April 2014. At that point, those with preexisting conditions
could shop for health insurance in the marketplaces, where plans are prevented
from using applicants’ health status to deny coverage or charge more. This issue
brief draws on the PCIP experience to outline why national high-risk pools,
which continue to be proposed as policy alternatives to ACA coverage expansions,
are expensive to enrollees as well as their administrators and ultimately
unsustainable. The key lesson—and the principle on which the ACA is built—is
that insurance works best when risk is evenly spread across a broad population.
2015-02-13
2015-02-13
2014-12
Article
http://hdl.handle.net/1808/16661
https://orcid.org/0000-0001-7236-1807
en_US
http://www.commonwealthfund.org/~/media/files/publications/issue-brief/2014/dec/1792_hall_highrisk_pools.pdf
openAccess
The Commonwealth Fund
oai:kuscholarworks.ku.edu:1808/110732018-02-26T19:48:25Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
The content literacy continuum: A school reform framework for improving adolescent literacy for all student
Lenz, B. Keith
Ehren, Barbara J.
Deshler, Donald D.
This is the publisher's version, also found here: http://www.sped.org
!n this column. Bridging Research and
Practice, three of the federally funded special
education research institutes report to you,
the practitioner, on their progress in areas
that will be particularly helpful to you in
working with your students. The U.S. Office
of Special Education Programs (OSEP) has
funded these three research institutes to
study specific curricular and instructional
interventions that will accelerate the learning
of students with disabilities in curricular
Center on Accelerating Student Learning
(CASL) focuses on accelerating reading,
math, and writing development in Grades
K-3. The Directors of CASL are Lynn and
Doug Fuchs of Vanderbilt University.
Principal Investigators include Joanna
Williams at Columbia University and Steve
Graham and Karen Harris at Vanderbilt
University.
Research Institute to Accelerate Content
Learning Through High Support for
Students With Disabilities in Grades 4-8
(REACH) is examining interventions that
reflect high expectations, content, and support
for students. The Director of REACH is
Catherine Cobb Morocco at Education
Development Center in Newton, MA.
Research partners include the University of
Michigan (Annemarie Palincsar and Shirley
Magnusson), the University of Delaware
(Ralph Ferretti, Charles MacArthur, and
Cynthia Okolo), and the University of Puget
Sound [John Woodward).
The Institute for Academic Access (IAA) is
conducting research to develop instructional
methods and materials to provide students
with authentic access to the high school general
curriculum. The Institute Directors are
Don Deshler and Jean Schumaker of the
University of Kansas, Lawrence. Research
partners include the University of Oregon
and school districts in Kansas. California,
Washington, and Oregon.
This issue features the CASL.
2013-04-24
2013-04-24
2005
Article
Lenz, Keith, Ehren, Barbara J., and Deshler, Don. (2005) The content literacy continuum: A school reform framework for improving adolescent literacy for all student. Teaching Exceptional Children, 37.6, 60-63.
http://hdl.handle.net/1808/11073
en_US
openAccess
Council for Exceptional Children
oai:kuscholarworks.ku.edu:1808/214122018-07-16T16:45:03Zcom_1808_3892col_1808_18180
Adult Education Instructional Environments and Interaction Patterns Between Teachers and Students: An ecobehavioural assessment
Mellard, Daryl F.
Scanlon, David
Kissam, Brenda
Woods, Kari
Researchers who hope to develop improvements to adult basic education have very few quantitative studies on which to base their work. By conducting an ecobehavioural assessment of two adult education programs, this study provides empirical data describing two programs that primarily use one-to-one instructional methods. A significant discernible portion of the observations identified lost instructional time - time when teachers were not focused on students, no discernible subject was being instructed, no identifiable materials were being used, and teacher behaviours as well as student behaviours did not correspond to any of the recognised categories related to learning and instruction.
2016-08-24
2016-08-24
2005
Article
Mellard, D & Scanlon, D & Kissam, B & Woods, K (2005). Adult education instructional environments and interaction patterns between teachers and students : An ecobehavioural assessment. In Literacy and Numeracy Studies. 14 (1), 49-68.
http://hdl.handle.net/1808/21412
http://creativecommons.org/licenses/by/4.0/
openAccess
This work is licensed under a Creative Commons Attribution 4.0 International License.
UTS ePRESS
oai:kuscholarworks.ku.edu:1808/61642019-04-12T14:39:20Zcom_1808_3892col_1808_18180col_1808_3929
Reading practices among adult education participants
Mellard, Daryl F.
Patterson, Margaret
Prewett, Sara
Adult Education
Low Literacy
Reading Practices
This study extends the literature on the relation between reading practices and individual characteristics of participants in adult education who have low literacy skills. Reading practices describe individuals' reading frequency for different types of written material, such as books, newspapers, magazines, technical materials, and work documents. Our survey of 213 participants considered individual characteristics such as age, gender, education level, reading level, learning disability status, and employment status. Univariate, bivariate, and multivariate analyses identified differences in reading practices by age, gender, learning disability status, and reading level. Complex interactions among these learner characteristics were also identified. We discuss the implications of our findings for educators of adults when matching curricular materials to salient learner characteristics, which could enhance the learners’ persistence and success.
2010-04-26
2010-04-26
2007-04
Article
Reading Research Quarterly, 42(2), 188-213
http://hdl.handle.net/1808/6164
10.1598/RRQ.42.2.1
en_US
openAccess
International Reading Association
oai:kuscholarworks.ku.edu:1808/109742018-02-23T19:30:40Zcom_1808_3892com_1808_267col_1808_18180col_1808_16904
Promoting self-determination for transition-age youth: Views of high school general and special educators
Carter, Erik W.
Lane, Kathleen Lynne
Pierson, Melinda R.
Stang, Kristin K.
This is the published version, also found here: http://cec.metapress.com/content/m5781621105k3332/?p=a26d6505487b4343b14b0042308735be&pi=2
Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research.
2013-04-09
2013-04-09
2008
Article
Carter, E.W., Lane, K.L., et al. (2008) Promoting self-determination for transition-age youth: Views of high school general and special educators. Exceptional Children, 75(1), 55-70.
http://hdl.handle.net/1808/10974
en_US
openAccess
Council for Exceptional Children
oai:kuscholarworks.ku.edu:1808/83232019-04-12T14:39:24Zcom_1808_3892col_1808_18180col_1808_3929
Program Characteristics that Predict Improved Learner Outcomes
Patterson, Margaret
Mellard, Daryl F.
Adult Education
Learner Outcomes
This study identifies adult education program characteristics that predict improved learner outcomes through statistical analyses of data across four years in a single state. Data indicate that, collectively, several predictors contribute to our understanding of learner outcomes, including (a) learner entry level, (b) size of community, (c) staff qualifications, and (d) learner exposure to high quality services. A surprising finding was the lack of robust outcome predictors that maintain consistency from one year to another.
2011-11-01
2011-11-01
2007-06
Article
Patterson, M.B., & Mellard, D.F. (2007). Program characteristics that predict improved learner outcomes. Adult Basic Education and Literacy Journal, 1(2), 83-92.
1934-2322
http://hdl.handle.net/1808/8323
en_US
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=7082700f-9722-4df2-9bba-57844c4e9bc7%40sessionmgr13&vid=2&hid=19
openAccess
Adult Basic Education and Literacy Journal
oai:kuscholarworks.ku.edu:1808/69252019-04-12T14:41:14Zcom_1808_3892col_1808_18180col_1808_3929
Assessing the Health Care Needs of Kansas' Young Adults with Disabilities
Hall, Jean P.
Starrett, Barbara
Health Care Needs
Young Adults With Disabilities
Youth with disabilities comprise a special category of children with disabilities because they are in transition from a health care environment that includes parental and school-based supports to one that requires independence and self-advocacy. In addition, as these youth enter adulthood, they become part of a national population segment, 18 to 24 year olds, who are least likely to have a usual place to go to for medical care (U.S. Dept of Health and Human Services, 2006). Thus, healthy care providers need to be aware of their special needs for access to health care services and information, as well as their need for opportunities to participate in decisions about their own health care.
2010-12-22
2010-12-22
2007-08
Article
Hall, Jean, P., & Starrett, B. (2007). Assessing the Health Care Needs of Kansas' Young Adults with Disabilities. The Kansas Nurse, 82(7), 5-7.
http://hdl.handle.net/1808/6925
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
The Kansas Nurse
oai:kuscholarworks.ku.edu:1808/166632019-04-12T14:28:59Zcom_1808_3892col_1808_18180col_1808_10789
The Validity of Claims-Based Risk Estimation in Underinsured Populations
Hall, Jean P.
Moore, Janice M.
Objectives: To demonstrate a threat to validity in using claims-based risk tools with chronically ill, underinsured populations. Study Design: We tracked disease burden of highrisk pool beneficiaries with potentially disabling health conditions receiving enhanced health insurance benefits through a federally funded research demonstration. At baseline, beneficiaries paid high premiums and cost sharing for risk pool coverage, and most met common criteria for underinsurance. Study benefits provided intervention group members premium and cost-sharing subsidies and additional coverage; control group members paid usual premiums and coinsurance and received usual benefits. We hypothesized that enhanced benefits for the intervention group would increase or stabilize health status measures and decrease case-mix weights, reflecting stabilized or reduced disease burden. Methods: The SF-12v2 health survey was used to measure health status and the Johns Hopkins Adjusted Clinical Groups (ACGs), Version 8.2 with DX-PM model and prior cost for a non-elderly population, was used to measure disease burden. Findings: Over a 3-year period, SF-12v2 scores showed stable health status for the intervention group and significant decline for the control group, while ACG case-mix weights, major illnesses, and chronic condition counts rose significantly for the intervention group but remained stable for the control group. Increased resource utilization for the intervention group appears to have driven increases in ACG measures. Conclusions: When high cost-sharing constrains access to care, risk tools that rely on medical claims may not provide an accurate measure of disease burden. - See more at: http://www.ajmc.com/articles/The-Validity-of-Claims-Based-Risk-Estimation-in-Underinsured-Populations/#sthash.Px74PGmZ.dpuf
2015-02-13
2015-02-13
2012-12
Article
http://hdl.handle.net/1808/16663
https://orcid.org/0000-0001-7236-1807
en_US
http://www.ajmc.com/articles/The-Validity-of-Claims-Based-Risk-Estimation-in-Underinsured-Populations/
openAccess
Methods
oai:kuscholarworks.ku.edu:1808/113722019-04-12T14:28:34Zcom_1808_3892col_1808_18180col_1808_10789
Preventing Disability Among Working Participants in Kansas’ High-risk Insurance Pool: Implications for Health Reform
Hall, Jean P.
Moore, Janice M.
Welch, Greg W.
Health conditions that prevent individuals from working full time can restrict their access to health insurance. For people living in the 35 states that offer high-risk pools, coverage is available but premiums are 125–200% of standard rates. Additionally, high cost-sharing means enrollees often defer needed care because they must pay large amounts out of pocket. Lack of access may lead to poor health outcomes and disability. The Kansas DMIE investigated whether improving insurance coverage for such a group would improve their health status and reduce their risk of transition to full Social Security disability. Half of the 508 participants received enhanced benefits and nurse case management, the other half received usual risk pool coverage. Outcomes were measured through telephone surveys, focus groups, and claims analysis. Utilization of services increased and health status stabilized for the intervention group, while health status of the control group significantly declined. These findings have broad implications because some plans to be offered under the Patient Protection and Affordable Care Act of 2010 (P.L. 111–148) have similarly high out-of-pocket costs. Considering the long-term cost of full disability, providing adequate health insurance benefits for individuals at high risk of disability may be cost effective.
2013-07-03
2013-07-03
2011-01-01
Article
Journal Title - Journal of Vocational Rehabilitation
Article Title - Preventing disability among working participants in Kansas' high-risk insurance pool: Implications for health reform
Volume - Volume 34
Issue - 2
First Page - 119
Last Page - 128
Issue Cover Date - 2011-01-01
Author - Jean P. Hall
Author - Janice M. Moore
Author - Greg W. Welch
DOI - 10.3233/JVR-2010-0540
Link - http://iospress.metapress.com/content/M171461057769007
http://hdl.handle.net/1808/11372
10.3233/JVR-2010-0540
https://orcid.org/0000-0001-7236-1807
en_US
Volume 34;Issue 2
http://iospress.metapress.com/content/m171461057769007/
http://ehis.ebscohost.com/ehost/detail?sid=190a5d97-42f9-4a82-9178-2ff8e539fe7e%40sessionmgr198&vid=1&hid=115&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=63268211
openAccess
Journal of Vocational Rehabilitation
oai:kuscholarworks.ku.edu:1808/110742018-02-26T19:49:55Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
Reading strategy interventions: Can literacy outcomes be enhanced for at-risk adolescents?
Schumaker, Jean B.
Deshler, Donald D.
Woodruff, Susan K.
Hock, Mike
Bulgren, Janis A.
Lenz, B. Keith
This is the publisher's version, also found here: http://cec.metapress.com/content/2291w8088ww6h881/?p=923c764b8696461a9525ee9886460c33&pi=9
2013-04-24
2013-04-24
2006
Article
Schumaker, Jean B., Deshler, Donald D., et al. (2006) Reading strategy interventions: Can literacy outcomes be enhanced for at-risk adolescents? Teaching Exceptional Children, 38.3, 64-68.
http://hdl.handle.net/1808/11074
en_US
openAccess
Council for Exceptional Children
oai:kuscholarworks.ku.edu:1808/83242019-04-12T14:39:22Zcom_1808_3892col_1808_18180col_1808_3929
Reading Comprehension Strategies for Adult Literacy Outcomes
Hock, Mike
Mellard, Daryl F.
Adult Literacy
GED
Reading Comprehension Strategies
Although research on improving child literacy is converging, no such body of research exists for adult literacy. Yet the need is no less significant. This study extends the knowledge garnered with younger populations by determining the reading comprehension strategies most important to adults' success on adult literacy outcome measures and aligning them with previously researched interventions. According to an analysis of key adult literacy outcome measures (i.e., competency-based, standardized tests of literacy commonly accepted as reasonable proxies for the global construct of adult literacy: Comprehensive Adult Student Assessment System [CASAS], General Educational Development [GED], and National Assessment of Educational Progress [NAEP]), adults should benefit from strategies that teach looking for clues in or generating questions about a text. Additionally, adults need to learn how to summarize and draw inferences in order to address higher-level literacy demands. Adult learners also need a metacognitive strategy to self-regulate reading behavior (e.g., choose a strategy to use, evaluate its effectiveness, and abandon and choose another strategy if necessary.) Furthermore, when using a competency-based standardized test, adult learners need to be coincidentally taught test- taking skills to reduce the test-related task demands and produce a better index of a learner's reading comprehension skills.
2011-11-01
2011-11-01
2005-11
Article
Hock, M., & Mellard, D.F. (2005). Reading comprehension strategies for adult literacy outcomes. Journal of Adolescent & Adult Literacy, 49(3), 192-200.
1081-3004
http://hdl.handle.net/1808/8324
en_US
http://www.jstor.org/stable/40017582
openAccess
International Literacy Association
oai:kuscholarworks.ku.edu:1808/171972019-04-12T14:53:38Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: The Relationship of Family Factors to the Condition of Learning Disabilities
Schumaker, Jean B.
Deshler, Donald D.
Alley, Gordon R.
Warner, Michael M.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
In recent years, professionals in the field of learning disabilities have begun to address the impact of learning disabilities on adolescents and young adults. Although substantial attention has been directed to the manifestations of learning disabilities in elementary school age populations, the significantly different and increasingly complex demands on adolescents both in and out of school necessitate the development of systematic research on this population. The University of Kansas Institute for Research in Learning Disabilities has collected a broad array of data to form an epidemiological data base on LD adolescents and young adults.
Data have been collected from learning disabled, low-achieving, and normal-achieving adolescents as well as from their parents and teachers. In addition, information from the environmental setting of the LD adolescents which pertains to interventions applied on behalf of the student, relationships with others, conditions under which he/she operates and support systems available for his/her use has also been collected. These data have been considered in relation to data on specific learner characteristics to gain a more complete profile of the older LD individual.
Research results presented in Research Reports 12 through 20 detail findings from this comprehensive epidemiology study conducted during 1979-80 by the Institute. It is important for the reader to study and view each of these individual reports in relation to this overall line of research. An understanding of the complex nature of the learning disability condition only begins to emerge when each specific topic or finding is seen as a partial, but important, piece of a larger whole.
2015-03-24
2015-03-24
1980-01-01
Book
Schumaker, J. B., Desher, D. D., Alley, G.R. & Warner, M.M. (1980) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: The Relationship of Family Factors to the Condition of Learning Disabilities [Research Report 17]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/17197
Research Report / Institute for Research in Learning Disabilities;17
openAccess
Institute for Research in Learning Disabilities, Lawrence, KS
oai:kuscholarworks.ku.edu:1808/172012019-04-12T14:53:22Zcom_1808_3892com_1808_8219com_1808_7165col_1808_15801col_1808_18180col_1808_8220col_1808_7166
An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Performance on a Serial Recall Task and the Role of Executive Control
Warner, Michael M.
Schumaker, Jean B.
Alley, Gordon R.
Deshler, Donald D.
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Success on tasks requiring deliberate memorization depends, in part, on a student's ability to exert appropriate executive control during the learning session. Executive processes are invoked whenever an individual is required to match a specific mnemonic strategy to the requirements of a given task. Deficiencies in executive control are increasingly being implicated in mildly handicapped students' failure to transfer and generalize what they have learned. Very little data exist which describe the executive functioning of adolescents. The present study investigated the executive performance of learning disabled (LD) adolescents using a self-paced, serial recall task. LD adolescents' performance was compared to that of a group of low-achieving and a group of high-achieving adolescents. Both in terms of accuracy of recall and use of an appropriate memorization strategy, the high-achieving group outperformed a combined group of low achievers and LD students. With one exception, the performance of low-achieving and LD students did not differ when achievement was statistically controlled. For all three groups, accuracy of recall was significantly correlated with degree of use of an optimal mnemonic strategy. Finally, a large proportion of the LD adolescents were found to employ an appropriate executive strategy and, thus, could not be characterized as demonstrating deficient executive functioning.
2015-03-24
2015-03-24
1982-06-01
Book
Warner, M.M., Schumaker, J.B., Alley, G.R. & Deshler, D.D. (1982) An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Performance on a Serial Recall Task and the Role of Executive Control [Research Report 55]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/17201
Research Report / Institute for Research in Learning Disabilities;55
openAccess
Institute for Research in Learning Disabilities
oai:kuscholarworks.ku.edu:1808/109702018-02-23T19:29:50Zcom_1808_3892com_1808_267col_1808_18180col_1808_16904
Teacher expectations of student's classroom behavior across the grade span: Which social skills are necessary for success?
Lane, Kathleen Lynne
Wehby, Joseph H.
Cooley, Cristy
This is the publisher's version, also found here: http://cec.metapress.com/content/63820428261730n7/?p=82097d4b932443728efac908538b9810&pi=1
This study explored teachers' (N = 717) expectations of student behavior along school
level (elementary vs. middle vs. high), pro-am type (general vs. special education), and school type
(high risk vs. low risk). Results indicated that all elementary and middle school teachers shared
similar views regarding the importance of self-control skills, whereas high school special education
teachers viewed self-control skills as significantly more important than did high school general education
teachers. High school teachers rated assertion skills as significantly less important relative to
elementary or middle school teachers. Results also indicated that teachers at high-risk schools
viewed self-control and assertion skills as more critical for success than did teachers at low-risk
schools.
2013-04-08
2013-04-08
2006
Article
Lane, Kathleen Lynne. (2006) Teacher expectations of student's classroom behavior across the grade span: Which social skills are necessary for success? Exceptional Children, 72(2), 153-167.
http://hdl.handle.net/1808/10970
en_US
openAccess
Council for Exceptional Children
oai:kuscholarworks.ku.edu:1808/69112019-04-12T14:46:32Zcom_1808_3892col_1808_18180col_1808_3929
Working Healthy Enrollees Report New and Persisting Challenges
Chapman, Shawna L. C.
Fall, Emily C.
Hall, Jean P.
Working Healthy
Challenges
Working Healthy participants are sent an annual satisfaction survey to evaluate their experiences with the program. Participants have consistently said that Working Healthy is a good program that allows them to work and maintain their health benefits, which reduces their stress and eliminates worry about whether or not they will be able to afford the health care and medication they need. Working Healthy not only benefits the state through premium collection and increased taxes paid, participants say it improves their mental health and quality of life
2010-12-16
2010-12-16
2010-09
Article
Chapman, S., Fall, E., & Hall, Jean, P. (2010, September). Working Healthy Enrollees Report New and Persisting Challenges. Working Healthy Policy Brief Number 13. Lawrence: University of Kansas
http://hdl.handle.net/1808/6911
https://orcid.org/0000-0001-7236-1807
en_US
openAccess
Working Healthy Policy Brief Number 13. Lawrence: University of Kansas
oai:kuscholarworks.ku.edu:1808/166622019-04-12T14:29:06Zcom_1808_3892col_1808_18180col_1808_10789
Medicaid managed care: Issues for beneficiaries with disabilities
Hall, Jean P.
Kurth, Noelle K.
Chapman, Shawna L. C.
Shireman, Theresa I.
Background: States are increasingly turning to managed care arrangements to control costs in their Medicaid programs. Historically,
such arrangements have excluded people with disabilities who use long-term services and supports (LTSS) due to their complex needs.
Now, however, some states are also moving this population to managed care. Little is known about the experiences of people with disabilities
during and after this transition.
Objective: To document experiences of Medicaid enrollees with disabilities using long-term services and supports during transition to
Medicaid managed care in Kansas.
Methods: During the spring of 2013, 105 Kansans with disabilities using Medicaid long-term services and supports (LTSS) were
surveyed via telephone or in-person as they transitioned to managed care. Qualitative data analysis of survey responses was conducted
to learn more about the issues encountered by people with disabilities under Medicaid managed care.
Results: Respondents encountered numerous disability-related difficulties, particularly with transportation, durable medical equipment,
care coordination, communication, increased out of pocket costs, and access to care.
Conclusions: As more states move people with disabilities to Medicaid managed care, it is critically important to address these identified
issues for a population that often experiences substantial health disparities and a smaller margin of health. It is hoped that the early
experiences reported here can inform policy-makers in other states as they contemplate and design similar programs.
2015-02-13
2015-02-13
2015
Article
http://hdl.handle.net/1808/16662
https://orcid.org/0000-0001-7236-1807
https://orcid.org/0000-0001-6846-8783
Disability and Health Journal;
http://www.disabilityandhealthjnl.com/article/S1936-6574(14)00138-1/pdf
openAccess
Elsevier
oai:kuscholarworks.ku.edu:1808/163432019-04-12T14:54:34Zcom_1808_3892com_1808_7165col_1808_15801col_1808_18180col_1808_7166
Characteristics of Good Collegiality Among Secondary Social Studies and Science Teachers When Teaching Academically Diverse Classes
Lenz, B. Keith
Melvin, Jeff
Kissam, Brenda
Bulgren, Janis A.
Roth, Janet
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
The purpose or this study was to explore with teachers the characteristics of good collegiality that would enhance teacher satisfaction and effectiveness in facing the challenges presented by teaching academically diverse classes. The study was carried out by working with groups of secondary science and social studies teachers in Cooperative Study Groups. These groups discussed issues related to teacher professional growth and collegiality with a view toward identifying what characterized good collegiality of these teachers.
2015-01-22
2015-01-22
1992-08-01
Book
Lenz, B. K., Melvin, J., Kissam, B., Bulgren, J. & Roth, J. (1992) Characteristics of Good Collegiality Among Secondary Social Studies and Science Teachers When Teaching Academically Diverse Classes [Research Report 66]. Institute for Research in Learning Disabilities, Lawrence, KS.
http://hdl.handle.net/1808/16343
Research Report / Institute for Research in Learning Disabilities;66
openAccess
Institute for Research in Learning Disabilities
etdms///col_1808_18180/100