Hello Lisa,

Welcome to the KUCDD Winter 2024 Newsletter! You are receiving this newsletter because you have been a part of our community in the past year. Thank you for taking time to explore what is happening at KUCDD.

November 2023

The Kansas Navigator Series (KNS) project is funded by the Kansas Council on Developmental Disabilities (KCDD). It is a self-directed virtual learning series for self-advocates and their supporters focused on promoting supported decision-making, building self-determination, establishing a strong circle of support, and encouraging dignity of risk. The virtual series was launched in October 2023 and includes nine videos and learning documents in English and Spanish for each topic. Ben Edwards, KUCDD Assistant Researcher, guides you through each topic and shares personal examples of setting and working towards goals in his life.

Join Ben in the virtual series to start navigating your future by visiting the Kansas Navigator Series.

This 4-year project is a collaboration between two sites: the University of Texas at Austin, led by Jess Toste, and the University of Kansas, led by Karrie Shogren. The focus of this project is on the development of the Self-Determined Learning Model of Instruction for Reading (SDLMI-R) to increase self-determination and reading achievement among 4^th and 5^th graders with or at-risk for reading disabilities.

National data indicates that two-thirds of upper elementary students are struggling with reading (National Center for Education Statistics, 2019) and this number is even greater among those with identified disabilities. Self-determination is an area of development that has primarily focused on secondary special education and transition, however, accumulating evidence indicates that self-determination develops across the lifespan and supporting self-determination in children can positively impact longer-term outcomes (Wehmeyer et al., 2017).

This newly designed program can address developmental factors unique to this population of learners and has potential to individualize and intensify existing reading interventions by teaching skills to promote self-determined learning and create conditions that enhance motivation.

For more information about the SDLMI-R project, please email: sdlmi-r@ku.edu.

Project MounTaiN is an Office of Special Education Programs (OSEP) grant designed to teach and fund students enrolled in Master’s in Early Childhood Unified Special Education to become leaders in:

• Intensive Intervention
• Collaboration
• Family-Centered Practices
• Evidence-Based Intervention
• Inclusion

Project MounTaiN scholars receive full tuition, health insurance, student teaching and childcare supplement stipends, and the opportunity for an additional leadership fellowship.

Please visit the Project MounTaiN website to learn more. This project is led by Maria Hugh and Katie Tuck.

Project EARLY

Project EARLY is an Office of Special Education Programs (OSEP) doctoral leadership training grant designed to support four doctoral scholars focusing on early intervention/early childhood special education at KU. Project EARLY is recruiting scholars who have professional experience working with children ages birth to 3^rd grade with disabilities and their caregivers in a variety of roles: educators (general or special education in public or private settings), related service providers, advocates, administrators, and/or individuals with lived experience as persons with disabilities or caregivers of persons with disabilities.

Please visit the Project EARLY website to learn more. This project is led by Maria Hugh and Katie Tuck.

Project ALIGN

Launched in 2023, Project ALIGN is a five-year, multi-site research project funded by the Institute of Education Sciences. The goal of this project is to test whether aligned core (whole class) and intervention (small group instruction) improves students' reading comprehension and vocabulary performance. The project focuses on 5^th grade students with reading difficulties and disabilities (SWRD). Aligned instruction means students will learn the same reading comprehension and vocabulary practices in both settings. This gives SWRD more opportunities to practice and apply skills throughout the school day. Schools will be randomly assigned to one of two treatment conditions (aligned and nonaligned) or a comparison condition. Students’ reading comprehension, content knowledge, and vocabulary outcomes will be assessed before and after the 18-week project. Core teachers in the aligned and nonaligned conditions and intervention teachers in the aligned condition will receive ongoing implementation support via observations with feedback. Teachers and students in Kansas and Texas will participate in project activities across the four years of the project.

Project ALIGN is a collaboration between Principal Investigator Dr. Elizabeth Stevens at the University of Kansas, and Co-Principal Investigators Dr. Sharon Vaughn, Dr. Greg Roberts, and Christy Murray at the University of Texas at Austin.

For more information about this project, please contact Dr. Elizabeth Stevens at lizstevens@ku.edu.

Welcome New KUCDD Members

Jessica Benner

Part-time Research Assistant

Clay Burkhead

Part-time Research Assistant

Marty Gunn

Part-time Research Assistant

Amy McCaskey

Part-time Research Assistant

Andrea Nelson

Research Project Coordinator

KUCDD Promotions

Ben Edwards

Assistant Researcher

Ryan Henley

Assistant Researcher

Spencer Hunley

Research Assistant

Baylee Kilburn

Research Project Coordinator

The 2023 American Speech-Language-Hearing Association (ASHA) Convention was held in Boston, Massachusetts, from November 16^th to November 18^th. This convention was a professional development and networking event for speech-language pathologists, audiologists, and speech, language, and hearing scientists.

Representing KUCDD, Dr. Karrie Shogren made two presentations with Dr. Stel Gragoudas: "Strategies to Integrate Self-Determined Learning into Practice" and "Self-Determination: Supporting Students with Disabilities to Set and Go After Goals." Both presentations focused on defining self-determination and its importance to enhancing outcomes.

For more information on KUCDD presentations at ASHA, click here.

The TASH Conference was held November 30^th - December 2^nd in Baltimore, Maryland. It brought together TASH members to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. Attendees included passionate leaders, experts, and advocates from every corner of the disability community.

Presenters from KUCDD included: Gina Kim, Jenny Kurth, Roxanne Loyless, Mary Mansouri, Karrie Shogren, Rebecca Townsend, Elissa Lockman Turner and Alison Zagona.

For more information about the 2023 TASH Conference, please click here.

Community Corner

Snacks & Chats: Holiday Edition

On December 8^th, KUCDD Staff, Faculty and affiliated team members participated in our monthly Snacks and Chats virtual gathering. With a festive Holiday theme, the event included a spirited game of Holiday Bingo. This was a fun and informal way to bring our team together and provided a great opportunity to catch up with one another. Congratulations to the top three participants: Helena Rodriguez, Janie Claywell, and Hilary Casey! A big thank you to all who took part. We're looking forward to doing this again next year!

KUCDD Annual Holiday Party

On Wednesday, December 13^th, KUCDD staff, students, faculty, and affiliated team members participated in the 2^nd annual KUCDD Holiday Party. The holiday party was held at the home of KUCDD Director Karrie Shogren. Delicious food was catered from Taco Zone. During the holiday party, KUCDD team members had the opportunity to participate in an ugly sweater contest with “ugly” being in the eye of the beholder. Team members voted for their favorite ugly sweater and the winner was Liz Stevens, congratulations!

March Madness Bracket Challenge Reminder

The KUCDD Community Connections Committee would like to remind all staff members that we will be having another March Madness Bracket Challenge this year. Everyone who participated last year had so much fun, and we look forward to doing this again. This year's challenge will involve both the Men's and Women's NCAA Basketball Tournaments.

More information will be shared at a later date via email, but if you have any early questions, please reach out to Ryan Henley at rhenley96@ku.edu.

Neurodiversity in the Workplace Presentation

Representing the Diversity, Equity, Inclusion, and Belonging (DEIB) Committee, KUCDD staff members Natalie Nordby Chen, Ben Edwards, Austin Myers, and Sean Swindler have developed a presentation about supporting neurodivergent staff members in the workplace. They include a brief history of neurodiversity, its impact on workplace environments, and strengths-based suggestions to support neurodivergent colleagues. To date, this group has shared this content with:

• KU's Accessible Teaching, Learning, and Assessment Systems (ATLAS) – June 2023
• Lenexa Chapter of the Environmental Protection Agency (EPA) – October 2023
• Olathe School District – January 2024

Frick, T., Schnitz, A., Cosand, K., Horn, E., & Zimmerman, K. N. (2023).

Dosage Reporting in Early Intervention Literature: A Systematic Review. Topics in Early Childhood Special Education, 43(1), 5-16. http://dx.doi.org/10.1177/0271121423115960

Kim, G. Y., Zimmerman, K. N., Cheatham, G., & Smith, K. (2023). Visual

Cues Using Mobile Technology to Support In-Class Transitions for All Children. Young Exceptional Children. http://dx.doi.org/10.1177/10962506231195900

Kurth, J. A., Zagona, A. L., Walker, V., & Loman, S. L. (2023). Teachers’

Perspectives and knowledge of students with complex support needs and practices associated with SWPBIS. Journal of Special Education, 0(0). https://doi.org/10.1177/00224669231164396

Ledford, J. R., Lambert, J. M., Pustejovsky, J. E., Zimmerman, K. N.,

Hollins, N., & Barton, E. E. (2023). Single-case-design research in special education: Next-generation guidelines and considerations. Exceptional Children, 89(4), 379-396. http://doi.org/10.1177/00144029221137656

Ledford, J. R. & Zimmerman, K. N. (2023). Rethinking rigor in multiple

baseline and multiple probe designs. Remedial and Special Education, 44(2), 154-167. https://doi.org/10.1177/07419325221102539

Malone, B. J., Zimmerman, K. N., & Joo, S. (2023). Noncompliance

Interventions for Young Children: A Best Evidence Synthesis and Meta-Analysis. Topics in Early Childhood Special Education. Advanced Online Publication.

Malone, E. A. & Zimmerman, K. N. (2023). Noncompliance Assessments,

Interventions, and Ethical Considerations for Young Children: A Systematic Review. Topics in Early Childhood Special Education.

https://doi.org/10.1177/02711214231193323

Wahman, C. L., Fettig, A., & Zimmerman, K. N. (2023). Social and

Emotional Intervention Research as Justice: A Case for Accountability. Remedial and Special Education, 44(5), 423-438. http://dx.doi.org/10.1177/07419325221143761