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CEHS Researchers Present Findings

September 2008

Researchers in the Center for Education and Human Services at SRI International have presented findings from several projects in a series of presentations at annual conferences and meetings and in print.

At the 2008 Annual Meeting of the American Education Research Association (AERA) in New York, Dr. Lynn Newman presented results from the National Longitudinal Transition Study-2 in her talk "Youth's Voices: Perceptions and Expectation of Youth with Disabilities." Dr. Jose Blackorby, co-director of the Center for Education and Human Services, was a discussant in the session "Multimethod Study of Factors Influencing the Postsecondary Education Success of Minority Youth with Disabilities." Drs. Jose Blackorby and Renee Cameto, and Anne-Marie Knokey presented "A National Comparison of Students with Disabilities in Standard and Alternate Assessments."

At the 5th International Conference on Positive Behavior Support in Chicago, Drs. W. Carl Sumi, Mary Wagner, and Michelle Woodbridge presented "The National Behavior Research Coordination Center (NBRCC): Overview and Preliminary Findings."

At the Council for Exceptional Children 2008 Convention in Boston, Drs. Renee Cameto and Lynn Newman presented findings from the National Longitudinal Transition Study-2 in "Youth's Voices: Perceptions and Expectations of Youth with Disabilities." Dr. Jose Blackorby presented "Improving Results for Students with Disabilities: Key Results from the National Assessment of the 1997 Amendments of IDEA."

Drs. Kathleen Hebbeler, Lauren Barton, and Sangeeta Mallik published "Assessment and Accountability for Programs Serving Young Children with Disabilities" in the journal, Exceptionality. The article abstract reads as follows:

States are in the process of developing child and family outcome measurement systems for young children with disabilities to meet federal data reporting requirements for the Part C (Infants and Toddlers with Disabilities) and Part B Preschool Grants programs that are supported through the Individuals with Disabilities Education Act. This article reviews issues related to the use of assessments in providing outcome data, discusses challenges raised in conducting valid assessments with young children for accountability purposes, and outlines decisions state administrators must make related to assessment as they design and implement outcome measurement approaches. Considerations related to standardized or curriculum-based measures are discussed along with other choices related to the use of assessments for accountability.