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The Relationship between Severity of Disability and Segregated Placements for Students with Complex Support Needs
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Jennifer A. Kurth; Tyler A. Hicks; Karrie A. Shogren; Alison L. Zagona; J. Matt Jameson; Lewis Jackson; Martin Agran; Diane Ryndak – Journal of Special Education, 2025
Most students with complex support needs are taught in separate special education classrooms; one reason is teams that inappropriately use the intensity of support needs as the basis for placement in more restrictive placements. This study used Bayesian multilevel modeling to determine whether the intensity of student support needs predicted…
Descriptors: Students with Disabilities, Severity (of Disability), Student Placement, Student Needs
Exploring the Relationship between Self-Determination and Economic Hardship Constructs among Adolescents with and without Disabilities
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Allison R. Lombardi; Graham G. Rifenbark; Karrie A. Shogren; Ashley Taconet; Tyler A. Hicks – Remedial and Special Education, 2025
In this registered report, we examined interrelationships between established constructs of self-determination and economic hardship using data from the National Longitudinal Transition Study 2012 (NLTS2012). We tested the hypothesized factor structure of selected NLTS2012 items assessing constructs associated with self-determination (i.e.,…
Descriptors: Self Determination, Financial Problems, Adolescents, Students with Disabilities
Educational Placement and Goal Quality for Students with Complex Support Needs
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Karrie A. Shogren; Kathleen N. Zimmerman; Kathryn M. Burke; Alison L. Zagona; Jennifer A. Kurth; Elisabeth J. Malone; Roxanne Loyless; Daria Gerasimova; Jesse R. Pace; Tyler A. Hicks – Grantee Submission, 2023
This study examined reading, math, writing, social, behavioral, and communication learning goals for a large, national sample of elementary students with complex support needs served in one of four types of educational placements. Each goal was coded for three quality characteristics: (1) strengths-focus, (2) inclusion of self-determination…
Descriptors: Elementary School Students, Special Needs Students, Students with Disabilities, Individualized Education Programs
Educational Placement and Goal Quality for Students with Complex Support Needs
Peer reviewed Peer reviewed
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Karrie A. Shogren; Kathleen N. Zimmerman; Kathryn M. Burke; Alison L. Zagona; Jennifer A. Kurth; Elisabeth J. Malone; Roxanne Loyless; Daria Gerasimova; Jesse R. Pace; Tyler A. Hicks – Inclusion, 2023
This study examined reading, math, writing, social, behavioral, and communication learning goals for a large, national sample of elementary students with complex support needs served in one of four types of educational placements. Each goal was coded for three quality characteristics: (1) strengths-focus; (2) inclusion of self-determination…
Descriptors: Elementary School Students, Special Needs Students, Students with Disabilities, Individualized Education Programs
Quality of IEPs for Students with Complex Support Needs: Is There Alignment across IEP Components?
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Jennifer A. Kurth; Elissa Lockman Turner; Daria Gerasimova; Tyler A. Hicks; Alison Zagona; Kirsten Lansey; Mary Curran Mansouri; J. Matt Jameson; Roxanne Loyless – Exceptionality, 2025
Educators and families develop individualized education programs (IEPs) to address unique needs of individual students with disabilities. Addressing all student needs is critical to ensuring students receive a free and appropriate public education. To understand how IEP teams address the needs of students with complex support needs, we examined…
Descriptors: Individualized Education Programs, Students with Disabilities, Student Needs, Teamwork
Self-Report and Administrative Data on Disability and IEP Status: Examining Differences and Impacts on Intervention Outcomes
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Karrie A. Shogren; Jesse R. Pace; David C. Wittenburg; Sheida K. Raley; Tyler A. Hicks; Graham G. Rifenbark; Kathleen Lynne Lane; Mark H. Anderson – Grantee Submission, 2022
Differences in perceptions of disability between students and administrators can play a role in youth's educational experience. This study used data from a cluster randomized controlled trial (C-RCT) of the Self-Determined Learning Model of Instruction (SDLMI) to first compare student self-report of disability status to matched administrative data…
Descriptors: Students with Disabilities, Individualized Education Programs, Intervention, Self Determination