Virginia L Walker
Biographic Data
| ID | 9520476 |
|---|---|
| NAME | Virginia L Walker |
| GIVEN NAMES | Virginia L |
| FAMILY NAME | Walker |
| SIGNATURE | WALKER V L |
| AFFILIATIONS | Department of Special Education and Child Development University of North Carolina at Charlotte Charlotte North Carolina USA |
| ORCID | 0000-0003-3248-7290 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Effects of a Community-Based Intervention for Teaching Leisure and Recreation Skills to Young Adults With Extensive Support Needs
Research indicates that community-based instruction (CBI) for students with extensive support needs (ESN) leads to positive outcomes such as greater access to goods and services, opportunities for inclusive experiences, and an increased sense of belonging and self-determination. On the contrary, CBI is not consistently and systematically implemented with students with ESN of all ages across settings and skill domains. To address this need, we con…
Special Education Teacher Preparation in PBIS for Students With Extensive Support Needs
School‐wide positive behavioral interventions and supports (PBIS) is a multi‐tiered system of supports that promotes a safe and equitable school environment by supporting the social, emotional, and behavioral needs of all students, including those with extensive support needs (ESN). Research suggests not all students with ESN access and meaningfully participate in all aspects of PBIS, in part due to teachers' misconceptions and negative beliefs c…
Conceptualizing and Utilizing Board Certified Behavior Analysts as Related Services Providers in Inclusion-Oriented Schools
Although behavior analytic practices have been widely applied in schools to support students with disabilities, there remains limited guidance concerning utilization of these practices in inclusion-oriented schools and, more specifically, the role of the board certified behavior analyst in the provision of related services. The goal of this article is to encourage discussions among stakeholders hopefully leading to a clearer conceptualization and…
Effects of check‐in/check‐out on the behavior of students with autism spectrum disorder who have extensive support needs
Students with autism spectrum disorder (ASD) who have extensive support needs (ESN) may require support to develop appropriate social behavior. School‐wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence‐based framework to support the social and behavioral needs of all students. As an evidence‐based practice commonly used as a Tier 2 support within SWPBIS, check‐in/check‐out (CICO) has improved social behavior among student…
Participation of students with extensive support needs in SWPBIS
We explored the involvement of students with extensive support needs (ESN) in School‐wide Positive Behavioral Interventions and Supports (SWPBIS). We interviewed 15 administrators and special and general educators from elementary schools implementing SWPBIS during the 2019–2020 school year and analyzed responses using qualitative content analysis. Although participants reported commitment to inclusion as a central aspect of SWPBIS, inclusion prim…
A meta‐analytic review of paraprofessional‐implemented interventions for students with autism spectrum disorder
The purpose of this meta‐analysis was to summarize single‐case design studies in which paraprofessionals delivered interventions to students with autism spectrum disorder in school settings. We descriptively analyzed participant and intervention characteristics and study quality and estimated intervention effect using Tau‐U across student participants. Overall, paraprofessional‐implemented interventions resulted in large to very large changes acr…
No prominent works on this page.
A meta‐analytic review of paraprofessional‐implemented interventions for students with autism spectrum disorder
The purpose of this meta‐analysis was to summarize single‐case design studies in which paraprofessionals delivered interventions to students with autism spectrum disorder in school settings. We descriptively analyzed participant and intervention characteristics and study quality and estimated intervention effect using Tau‐U across student participants. Overall, paraprofessional‐implemented interventions resulted in large to very large changes acr…
Participation of students with extensive support needs in SWPBIS
We explored the involvement of students with extensive support needs (ESN) in School‐wide Positive Behavioral Interventions and Supports (SWPBIS). We interviewed 15 administrators and special and general educators from elementary schools implementing SWPBIS during the 2019–2020 school year and analyzed responses using qualitative content analysis. Although participants reported commitment to inclusion as a central aspect of SWPBIS, inclusion prim…
Conceptualizing and Utilizing Board Certified Behavior Analysts as Related Services Providers in Inclusion-Oriented Schools
Although behavior analytic practices have been widely applied in schools to support students with disabilities, there remains limited guidance concerning utilization of these practices in inclusion-oriented schools and, more specifically, the role of the board certified behavior analyst in the provision of related services. The goal of this article is to encourage discussions among stakeholders hopefully leading to a clearer conceptualization and…
Effects of check‐in/check‐out on the behavior of students with autism spectrum disorder who have extensive support needs
Students with autism spectrum disorder (ASD) who have extensive support needs (ESN) may require support to develop appropriate social behavior. School‐wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence‐based framework to support the social and behavioral needs of all students. As an evidence‐based practice commonly used as a Tier 2 support within SWPBIS, check‐in/check‐out (CICO) has improved social behavior among student…
Special Education Teacher Preparation in PBIS for Students With Extensive Support Needs
School‐wide positive behavioral interventions and supports (PBIS) is a multi‐tiered system of supports that promotes a safe and equitable school environment by supporting the social, emotional, and behavioral needs of all students, including those with extensive support needs (ESN). Research suggests not all students with ESN access and meaningfully participate in all aspects of PBIS, in part due to teachers' misconceptions and negative beliefs c…
Effects of a Community-Based Intervention for Teaching Leisure and Recreation Skills to Young Adults With Extensive Support Needs
Research indicates that community-based instruction (CBI) for students with extensive support needs (ESN) leads to positive outcomes such as greater access to goods and services, opportunities for inclusive experiences, and an increased sense of belonging and self-determination. On the contrary, CBI is not consistently and systematically implemented with students with ESN of all ages across settings and skill domains. To address this need, we con…
Disability Education and Employment (5 works) · Psychology (5 works) · Behavioral and Psychological Studies (4 works) · Medical education (4 works) · Psychological intervention (4 works) · Social Psychology (4 works) · Autism Spectrum Disorder Research (3 works) · Family and Disability Support Research (3 works) · Intervention (counseling) (3 works) · Mathematics education (3 works)