Inside IES Research

In honor of Attention Deficit Hyperactivity Disorder (ADHD) Awareness Month, we would like to share an interview with Dr. Gregory Fabiano, who has been investigating the enhancement of Individual Education Programs (IEPs) for children with ADHD using daily report cards (DRC). The DRC provides a way to provide feedback to students, parents, and teachers on behavioral and social IEP goals on a daily basis. In the interview below, Dr. Fabiano shares how ADHD impacts student outcomes and how linking the DRC to IEP goals can improve social and academic outcomes above and beyond what an IEP alone can do.

What do we already know about how ADHD impacts academic and social outcomes in children in elementary school? How does this motivate your own research?

Like all people, individuals with ADHD have areas of strengths and weaknesses. If you wanted to create a situation where a person with ADHD is more likely to demonstrate weaknesses, you would likely construct a situation like an academic classroom—long periods of time where individuals are asked to complete rote tasks, attend to lectures, and follow strict rules about where they should be, what they can say, and when they can say it. The situation is highly likely to exacerbate challenges with staying on task and being productive. Through our team’s work with so many children with ADHD, we have seen first-hand how hard their caregivers and teachers work to support them and the good they can do when they are successful. That is why we are motivated to develop approaches to help every child with ADHD who may struggle in school.

The DRC has been used with students with ADHD for a while now. What can you tell us of the history of this intervention?

The DRC has been around since the 1960s when it was used by scholars such as Jon Bailey and colleagues at the University at Kansas and then by Dan and Sue O’Leary and their graduate student Bill Pelham at Stony Brook University. Since that time, the DRC has been disseminated to schools. It has the advantage of being practical and easy to understand across caregivers, educators, and the child. Throughout its use over the past 50 years, it has always included the same active ingredients: (1) clearly specified behavioral goals with objective criteria for meeting goals (for example, completes assigned work within time given, has no more than three instances of interruptions during the science lesson); (2) provision of progress feedback throughout the day; (3) daily communication between the teacher, caregiver, and child by sending the report home; and (4) contingent rewards provided at home for goals achieved.

What does a DRC introduce to a child’s IEP that can improve academic and social outcomes relative to an IEP without a DRC? 

Research, including our own work, has suggested that IEPs for children with ADHD may under-represent social/behavioral goals and objectives. They are even less effective at providing specific, ongoing evidence-based interventions for a student with ADHD. When the DRC is linked to IEP goals and objectives on a daily basis, educators and others are better able to focus their own attention on the most important areas of need. Further, it is flexible enough to quickly add worthy goals that may not have been on the IEP.

We think that the DRC is especially important at the elementary school level, where school is a particularly formative educational experience. We emphasize positive daily goals and contingent rewards for meeting goals. And because the DRC is implemented just for the one day, students start with a clean slate at the onset of each school day.

What impact do you hope that your study of the DRC intervention will have on the field, and for students with ADHD and their IEPs in particular?

One of the sobering findings of our IES-funded study was that the comparison group, which included special education as usual, did not improve in the main outcomes assessed at the end of the year. This leads our team to believe that we need to do much more to support students with ADHD on a daily and ongoing basis, beyond simply drafting an IEP. Because most students with ADHD spend the majority of their day in general education settings, even if they have an IEP, the DRC serves as a bridge to promote continuity and consistency of behavioral support across school personnel and across school days.

Is there anything else you would like to share about your project? 

It is important to note that some children with ADHD progress through school and find their footing successfully in college and/or career. Yet, we know from long-term follow-up studies that the educational outcomes for many with ADHD are poor. These outcomes do not occur suddenly, but instead are caused by the accumulation of negative school experiences. It is important to acknowledge that establishing an IEP alone is unlikely to influence these negative outcomes. It is the everyday support and intervention received by the child with ADHD in the classroom that makes the difference. Caregivers, educators, and the child must work together daily to make progress, celebrate successes, and problem solve to address any continued areas of need. The DRC is one way to do this and we are hopeful the field will continue to develop innovative ways to support individuals with ADHD using a competency-building approach.

This blog was authored by Skyler Fesagaiga, a Virtual Student Federal Service intern for NCSER and graduate student at the University of California, San Diego. Jackie Buckley, NCSER program officer, manages this grant.

In recognition of Hispanic Heritage Month, we interviewed Dr. Jeannette Mancilla-Martinez, associate professor at Vanderbilt University, who recently received a new NCSER grant to explore the associations among language comprehension skills in both Spanish and English, the processes involved in English reading comprehension, and special education placement decisions for elementary school students from Spanish-speaking homes. She believes the results of the study have the potential to mitigate English reading comprehension difficulties, improve school-based assessment practices to better inform special education decisions, and reduce disproportionate special education representation for students from Spanish-speaking homes.

How did you become interested in a career in education research?

My experience as an elementary school teacher in Southern California is what motivated me to pursue graduate studies. I taught five grade levels within a 3-year span in two very different elementary school contexts. Most students in the school commonly labeled as “diverse”—the same school I attended as a student—were of Mexican origin and from Spanish-speaking, low-income homes, whereas students in the other school actually represented a wide range of linguistic, socioeconomic, and racial/ethnic backgrounds.

I soon noticed a common thread across the two school contexts. The students who were English learners (ELs) tended to struggle with English language and reading development more than their English-proficient peers. This is not surprising given that EL students, by definition, are effectively still in the process of developing English proficiency. What I found disturbing were the discussions about routing ELs to special education services under the assumption of learning disabilities (LDs), which occurred far too frequently given the expected prevalence of LDs in this community of learners. Although ELs may benefit from additional services, I repeatedly found that many educators (including EL specialists and special education teachers) did not know how to determine whether ELs needed more time to develop English language and reading skills or had, in fact, a language-based disability.

I needed to learn more about typical and atypical language and reading development to help students, regardless of their language background, acquire the language and reading skills to thrive academically. What was supposed to be a 1-year stay to get a master’s degree to become a reading specialist turned into a life-changing, 6-year stay to get my PhD.

What has been the biggest challenge you have encountered and how did you overcome the challenge? 

Year after year, myths persist about linguistically diverse students in the United States. These include such misconceptions as assuming most linguistically diverse students are foreign-born or have limited English proficiency and, most troubling, that speaking a language other than English is a risk factor for low academic achievement. I have found that too many researchers, educators, and policymakers share these misconceptions about linguistically diverse learners.

This represents a significant challenge as the very people who have limited knowledge about linguistically diverse students are those in positions of power who can and do make high-stake decisions. These decisions influence the overall well-being and academic achievement of all students, including linguistically diverse students. I would love to say this challenge can be overcome, but I know that shifting away from the pervasive deficit mindset about this population will not be easy. For now, I continue to underscore the vast heterogeneity among linguistically diverse students in the United States, and I make clear in all my work that speaking a language other than English does not impede the ability to learn. This may sound obvious, but it is necessary for all to know.

In your area of research, what do you see as the greatest research needs or recommendations to address diversity, equity, and inclusion and to improve the relevance of education research for diverse communities of students and families?

We have a long way to go to ensure educational equity for historically underserved students and families. One area in need of attention is the common inequitable process for identifying—and reclassifying—ELs in U.S. schools. Typically, parents are required to complete a home language survey when they enroll their child in school. If parents report that a language other than English is used at home, the student is immediately flagged as potentially not having the academic English language skills necessary to access the curriculum in English and must take an English language proficiency assessment. The intent is to identify students who need academic English language support services.

The problem is that many ELs who receive EL services tend to face a cycle of watered-down instruction and low academic expectations. In fact, many ELs are never reclassified as English-proficient despite years of EL support and English-only instruction. In sharp contrast, if parents report English as the only language used in the home, the student is automatically assumed to have adequate academic English language skills; their academic English language proficiency is never assessed. If we had universal academic English language proficiency screeners, I hypothesize that a sizable proportion of the “English-only” school-age population would show language profiles similar to that of ELs. It seems clear to me that there is inequity in the EL identification process and that ELs are arguably held to a higher academic standard, without the accompanying rigorous academic English language instructional support.

What advice would you give to emerging scholars from underrepresented, minoritized groups that are pursuing a career in education research?

All emerging scholars must prioritize their research (from idea generation to grant writing to manuscript development) over other pulls on their time. However, emerging scholars from underrepresented, minoritized groups must be extra cautious to avoid overcommitting their time. It is almost a given that, precisely because they are from underrepresented, minoritized groups, there will be more service requests of all sorts for this subset of emerging scholars. Here is a typical example: A faculty member from an underrepresented, minoritized group tends to lead equity, diversity and inclusion (EDI) efforts at the department, college, and/or university level. Yet, being a scholar from a historically underrepresented and minoritized background is not synonymous with being an EDI expert. I think people don’t quite understand that these unspoken expectations can create a real time and ethical dilemma for emerging scholars from underrepresented, minoritized groups that their peers from majority groups do not encounter.

This  interview blog was produced by Sarah Brasiel (Sarah.Brasiel@ed.gov), a program officer for the reading, writing, and language portfolio in the National Center for Special Education Research.

The 9th annual ED Games Expo will take place in Washington, DC, at the John F. Kennedy Center for the Performing Arts REACH on September 20 and 21, 2023 (Agenda). The Expo is a public showcase of game-changing education technology (EdTech) innovations developed through programs at the U.S. Department of Education’s Institute of Education Sciences (IES) and across the federal government. There will be a Showcase of Special Education and Technology products on September 21 from 8:30 am to 12:30 pm in Studio F of the REACH building (Agenda/Overview). The showcase will focus on accessibility and inclusion, with special speakers and demonstrations from 30 developers.

With artificial intelligence (AI) tools and products are spreading across schools and other learning contexts, it is important to maintain a focus on accessibility and inclusion in the development of these technologies. Accessibility needs to be considered from the beginning stages of design/development of technology, including digital games and learning technology. This showcase will highlight product developers doing just that!

The showcase starts with three thought leaders with expertise in this field who will share their ideas for what we can do now to make sure these special education and assistive technology innovations can be disseminated to have impact at scale and be sustained over time.

Laura Allen, head of strategy and programs for Accessibility and Disability Inclusion at Google, works to improve the accessibility and usability of Google products and processes and to make Google a more accessible place for people with disabilities.

Erin Mote, executive director and co-founder of InnovateEDU, is a recognized leader in mobile and broadband technology and has spent much of her career focused on expanding access to technology in the United States and abroad.

Kevin Custer is a founding principal at Arc Capital Development, an early-stage venture firm for education and special needs healthcare markets that has invested and managed more than $18 million in companies that provide products and technology for educators and people with special needs, especially autistic individuals.

We will host two panels with developers funded by the Office of Special Education and Rehabilitation Services (OSERS) of technology for accessibility, including:

• Matthew Seita, postdoctoral researcher at Gallaudet University
• Katrina Best, accessible coding product manager with American Printing House for the Blind
• Sarah Bradley, braille technology product manager at American Printing House for the Blind
• Denise Kavin, assistant dean for admissions, National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology (RIT)
• Jason Roop, director of the NTID Regional STEM Center at the Alabama Institute for Deaf and Blind
• Spencer Montan, associate director at RIT/NTID’s Center on Access Technology
• Jason Stark, director of Described and Captioned Media Program
• Maggie Pickett, senior technical assistance specialist, Center on Inclusive Technology & Education Systems  and Accessible Educational Materials Center   

In addition to the talks on special education technology products funded by SBIR, OSERS and its Office of Special Education Programs, and other federal agencies, the showcase will feature live demonstrations of the following 11 innovations funded by the National Center for Special Education Research (NCSER):

• ATHEMOS (video trailer) is a videogame and real-world intervention package to help middle school students with ADHD improve their organization, scheduling, and note-taking skills. 
• ATLAS-PA (video demo) a web-based program developed for children ages 3 to 7 years that includes three subtests with items related to rhyming, blending, and segmentation.
• Classroom Pivotal Response Teaching is a naturalistic, behavioral intervention for students with autism that includes 10 teaching strategies to improve outcomes for learners.
• The Cognitopia Platform for Self-Determination (video trailer) is a suite of web-based self-management tools including MyLife for IEP self-direction, Routines for multimedia task analysis, and GoalGuide for learners in kindergarten to post-secondary.
• Connect-IT is a computer-based inference-making intervention for middle school students with or at risk for reading disabilities.
• Goal Setting Challenge App (video demo) is a technology tool for teachers to engage secondary students with disabilities in setting and attaining academic, behavior, and transition goals.
• ibestt (Integrating Behavior Support and Team Technology; video demo) is an online coaching and collaboration system that guides school-based teams in the implementation of individual student behavior support strategies in elementary and early childhood settings.
• Inference Galaxy (video demo) is a fully automated, web-based platform that includes tools  designed to assess and support K-2 students’ inference-making skills in a non-reading context.
• MARCS: Facilitating Math Learning with Adaptive Reading Supports is a set of individualized reading supports (video trailer), embedded in MATHia—Carnegie Learning’s adaptive mathematics learning system—for middle school students with reading difficulties.
• NumberShire™ (video demo) is an internet-based, educational game with an intensive focus on critical whole number concepts and skills for K-2 students with or at risk for mathematics difficulties.

Many of these products will also be demonstrated the night before at the ED Expo Public Event, held Wednesday, September 20, from 5:30 to 8:30 pm (Register Here). This event is open to the public (including families) where they can meet with developers and test out the innovations.

After the Special Education Technology Showcase, there will be office hours on September 21 from 3:00 to 5:30 pm where people can meet with developers and representatives from over 40 government offices that invest in and support EdTech initiatives, as well as dozens of national education organizations that lead initiatives to support EdTech innovation, research, and commercialization. Sarah Brasiel, program officer for NCSER’s projects focusing on technology for special education, will be at a table during office hours and happy to talk to you about our NCSER funding opportunities.

Space is limited for the Showcase of Special Education Technology, so please Register Here!

This blog was authored by Sarah Brasiel (Sarah.Brasiel@ed.gov), program officer at NCSER.

In honor of Mental Health Awareness Month, NCSER would like to discuss special education teacher burnout and its connection to America’s teacher shortage crisis. Special education teachers are essential to our nation’s ability to provide a free and appropriate public education to the 7.3 million students with disabilities that attend our public schools. But significant shortages in qualified special educators affect the ability of our public schools to provide equal educational opportunities for all students.

A nationwide survey of schools in 2022 reported that vacancies in special education were nearly double that of other subject areas. This survey also found that 65% of public schools in the United States reported being understaffed in special education. Even prior to the pandemic, there was a downward trend in the number of special education teachers. One study found the numbers decreased by 17% between the years 2005-12. Research has also shown that the number of teachers leaving the field of special education is among the largest contributors to the growing shortage. High job demands without adequate support and resources may lead to teacher burnout, which may, in turn, lead to teachers leaving the profession. Because teacher burnout and general working conditions are real concerns, NCSER has funded projects to take a closer look at this problem and find potential solutions. This blog highlights a few of these projects below.

NCSER-Funded Studies on Special Educator Burnout

Elizabeth Bettini at Boston University led a research project exploring special educator working conditions. The research aimed to provide an understanding of how instructional resources, planning time, and support from colleagues affect teacher instruction and student outcomes, as well as explore how administrators view their role in providing supportive working conditions for special educators. They found that teachers who provided high-quality instruction had a trusted co-teacher, consistent paraprofessionals with time and support for training, and protected time for instruction.

To help prevent burnout among special education teachers, Lisa Ruble at Ball State University has been developing and testing an intervention called BREATHE (Burnout Reduction: Enhanced Awareness, Tools, Handouts, and Education). As part of the larger project, the research team explored the longitudinal trajectory of burnout. The first wave of data collection occurred in Fall 2020 during the pandemic and analyses from that particular wave of data collection demonstrated that out of the 468 participating special educators from across the United States, approximately 38% met clinical criteria for generalized anxiety disorder and 38% for major depressive disorder—rates that are several times greater than those in the general U.S. population. Additionally, teachers indicated that the pandemic had a moderate to extreme impact on stress (91%), depression (58%), anxiety (76%), and emotional exhaustion (83%). The research team is still analyzing all the data from the pilot study.

At Pennsylvania State University, Jennifer Frank is leading a research project examining the efficacy of Cultivating Awareness and Resilience in Education (CARE). In prior research, the CARE program was shown to improve teacher outcomes (such as improving emotion regulation and reducing distress) and enhance classroom interactions in general education settings, but it had not been studied in a special education context. The current project is examining whether there are similar positive impacts of the intervention on outcomes for special education teachers and students with disabilities.

Justin Garwood at the University of Vermont is leading a research project aimed at understanding risk factors related to special education teacher burnout, such as role stressors, relationships with colleagues, and behavior management abilities. Ultimately, this project aims to collect data that could help target interventions for preventing or reducing special education teacher burnout and improving educator and student outcomes.

NCSER would like to thank all our researchers for their dedication and continued efforts to find solutions that support educators and students. We look forward to seeing the final results of the projects described here. We would also like to extend our deepest gratitude to the special education teachers and support staff in our nation’s schools.

This blog was written by Shanna Bodenhamer, virtual student federal service intern at IES and graduate student at Texas A&M University. Katie Taylor is the NCSER program officer for the Educators and School-Based Service Providers portfolio and the other programs that support the projects presented in this blog.

International and national assessment data show that many U.S. students struggle with mathematics, and there continues to be a gap between students with and without disabilities. The recent 2022 NAEP mathematics results continue to showcase these disparities, which have been further exacerbated as a result of the COVID-19 pandemic, particularly for lower-performing students and students of color.

In honor of Mathematics and Statistics Awareness Month, we want to highlight the research IES is supporting to improve mathematics achievement and access to educational opportunities for all learners, especially learners who have been historically underserved and underrepresented in STEM education.

IES is supporting research through its discretionary grant competitions to measure, explore, develop, and evaluate effective mathematics programs, practices, and policies for all students, including those with or at risk for disabilities. Here are a few highlights of some new research supported by IES:

• Interleaved Mathematics Practice – Bryan Matlen (WestEd) and colleagues are conducting a systematic replication of a highly promising mathematics learning intervention, interleaved practice, in 7th grade classrooms. With the interleaved practice intervention, some of the assigned math practice problems are rearranged so that problems of different kinds are mixed together, which improves learning, and problems of the same kind are distributed across multiple assignments, which improves retention. Numerous studies in the laboratory and classroom have demonstrated that merely rearranging practice problems so that the students receive a higher dose of interleaved practice can dramatically boost scores on measures of learning. This replication study will determine whether this promising intervention can improve math learning and achievement and whether the intervention can scale to a widely-used online intervention that currently reaches tens of thousands of students in diverse settings.
• Educational Technology Approaches to K-12 Mathematics – Jennifer Morrison (Johns Hopkins University) and colleagues are conducting a meta-analysis of rigorous evaluations of approaches that use technology to improve student mathematics achievement in grades K to 12. Using meta-analytic techniques, the team will be identifying conditions under which various types of technology applications are most effective in teaching mathematics. The results will provide researchers and education leaders with up-to-date information on effective uses of technology, including computer assisted instruction, cooperative learning, intelligent tutoring systems, games, simulations, virtual reality, inquiry/discovery, project-based learning, and media-infused instruction.
• Specialized Intervention to Reach All Learners - Sarah Powell (University of Texas at Austin) and colleagues are conducting an initial efficacy evaluation of Math SPIRAL, an educator-provided mathematics intervention for students identified as needing intervention services through state achievement testing in grades four and five. Educators are provided with an evidence-based word problem intervention (Pirate Math Equation Quest), associated professional development, and coaching to support implementation and address the needs of their learners who are struggling in math. The research team will evaluate the impact of Math SPIRAL on mathematics outcomes for upper elementary students identified as being with or at risk for a disability. The results will provide information on the efficacy of Math SPIRAL as a tool to accelerate the learning of students in need of math intervention.
• Math and Reading Acquisition Co-Adaptive System – Jess Gropen (Center for Applied Special Technology), Steve Ritter (Carnegie Learning), and their research team are iteratively developing and studying a set of individualized reading supports for students embedded within an adaptive mathematics learning system (MATHia) and an associated teacher application (LiveLab). Heuristics will determine when reading supports or scaffolds should be provided or recommended to students. In addition, adaptive supports for teachers will alert them when students are likely exhibiting reading challenges and provide recommendations for intervention. The findings will determine whether these reading supports that can be embedded into a variety of digital and/or adaptive math tools to decrease reading challenges and increase students' ability to engage effectively with math. The findings and generated technical resources (such as design assets and heuristics) will be Creative Commons licensed and made available through GitHub for use by other developers.

In August 2022, IES also launched the Learning Acceleration Challenge (LAC) Math Prize to identify and award school-based, digital interventions that significantly improve math outcomes for upper elementary school students with or at risk for a disability that affects math performance. Interventions for the Math Prize needed to specifically focus on fractions and could also include prerequisite skills such as whole numbers and operations. Two interventions are currently competing for the math prize and the winner will be announced Fall 2023.

In addition, IES has developed Practice Guides with evidence-based recommendations for educators to address challenges in their classrooms and schools. A list of the mathematics focused Practice Guides can be found here.

This blog was written by Christina Chhin (christina.chhin@ed.gov), NCER; Sarah Brasiel (sarah.brasiel@ed.gov), NCSER; and Britta Bresina (britta.bresina@ed.gov), NCSER.