Frederick J Brigham
Biographic Data
| ID | 5071240 |
|---|---|
| NAME | Frederick J Brigham |
| GIVEN NAMES | Frederick J |
| FAMILY NAME | Brigham |
| SIGNATURE | BRIGHAM F J |
| AFFILIATIONS | George Mason University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
An exploratory reliability study of PLAAFP quality scores
This study evaluated the psychometric properties of a rubric designed to measure the quality of Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for students with disabilities. Interrater reliability was assessed through non‐parametric analyses among ratings from three raters scoring PLAAFP statements. Results indicated high interrater consistency, with a significant average Kendall's τ of 0.82, Spearman's ρ o…
A mediation model analysis of inclusive instructional practices for students with emotional disturbance
The relationships among teachers' knowledge, use, and perceived effectiveness of inclusive instructional practices for students with emotional disturbance (ED) has implications for the provision of a free appropriate public education (FAPE). We unpacked these nuanced relationships through mediation analysis. Data for our study came from a broader survey investigation of inclusive instruction for students with ED in one of the northeastern states …
Impact of co‐teaching on general educator self‐reported knowledge and use of inclusive practices for students with emotional and behavioral disabilities
This pilot study examined the self‐reported knowledge and implementation of recommended practices for supporting students with emotional and/or behavioral disorders (EBDs) in general education classrooms. Participants were general educators who had either limited experience in co‐teaching with a special educator or general educators with more consistent experience co‐teaching with a special educator. General educators with frequent opportunities …
Triennial Evaluations
Confusion among stakeholders regarding some aspects of the special education process—chiefly the triennial reevaluation—leads to misapplication of rules across districts and states based on interpretations of informal lore-based reasoning. Local education agencies (LEA) can determine that no additional data are needed and advise parents to forego the evaluation. Too, often, families who fear losing special education services for their child will …
Science and Social Studies
Students with high-incidence disabilities frequently encounter difficulties with content area learning in areas such as science and social studies that are as significant as their challenges with reading and writing. Textbook- or content-based science learning involves high levels of content coverage, with very substantial amounts of vocabulary learning, and factual learning. Strategies to enhance expository text comprehension, such as summarizat…
No prominent works on this page.
Science and Social Studies
Students with high-incidence disabilities frequently encounter difficulties with content area learning in areas such as science and social studies that are as significant as their challenges with reading and writing. Textbook- or content-based science learning involves high levels of content coverage, with very substantial amounts of vocabulary learning, and factual learning. Strategies to enhance expository text comprehension, such as summarizat…
Triennial Evaluations
Confusion among stakeholders regarding some aspects of the special education process—chiefly the triennial reevaluation—leads to misapplication of rules across districts and states based on interpretations of informal lore-based reasoning. Local education agencies (LEA) can determine that no additional data are needed and advise parents to forego the evaluation. Too, often, families who fear losing special education services for their child will …
Impact of co‐teaching on general educator self‐reported knowledge and use of inclusive practices for students with emotional and behavioral disabilities
This pilot study examined the self‐reported knowledge and implementation of recommended practices for supporting students with emotional and/or behavioral disorders (EBDs) in general education classrooms. Participants were general educators who had either limited experience in co‐teaching with a special educator or general educators with more consistent experience co‐teaching with a special educator. General educators with frequent opportunities …
A mediation model analysis of inclusive instructional practices for students with emotional disturbance
The relationships among teachers' knowledge, use, and perceived effectiveness of inclusive instructional practices for students with emotional disturbance (ED) has implications for the provision of a free appropriate public education (FAPE). We unpacked these nuanced relationships through mediation analysis. Data for our study came from a broader survey investigation of inclusive instruction for students with ED in one of the northeastern states …
An exploratory reliability study of PLAAFP quality scores
This study evaluated the psychometric properties of a rubric designed to measure the quality of Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for students with disabilities. Interrater reliability was assessed through non‐parametric analyses among ratings from three raters scoring PLAAFP statements. Results indicated high interrater consistency, with a significant average Kendall's τ of 0.82, Spearman's ρ o…
Family and Disability Support Research (3 works) · Pedagogy (3 works) · Psychology (3 works) · Social Psychology (3 works) · Special education (3 works) · Behavioral and Psychological Studies (2 works) · Collaborative Teaching and Inclusion (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Disability Education and Employment (2 works)