Kara N Shawbitz
Biographic Data
| ID | 9622796 |
|---|---|
| NAME | Kara N Shawbitz |
| GIVEN NAMES | Kara N |
| FAMILY NAME | Shawbitz |
| SIGNATURE | SHAWBITZ K N |
| AFFILIATIONS | The Ohio State University, Columbus, USA |
| ORCID | 0000-0001-8585-0466 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Teachers Training Paraeducators to Implement Systematic Prompting Practices for Students with Significant Disabilities
Teachers are often tasked with training paraeducators to deliver instruction to students with significant disabilities, but there is little research that involves teachers training paraeducators. In this single-case design study, we supported teachers to deliver tiered training that first involved group training for teams of paraeducators, and then follow-up coaching for the subset who did not meet criterion-level implementation fidelity. Three t…
Preparing Special Educators to Generalize Evidence-Based Practices Across Students and Situations
Closing the research-to-practice gap in special education requires high-quality training that enables educators to generalize evidence-based practices (EBPs) across students, settings, and situations. In this systematic review, we identified 52 studies published in 50 articles that measured generalization of teacher, pre-service teacher, or paraeducator fidelity of practices for students with disabilities. Most studies used a combination of didac…
Philosophical Perspectives and Practical Considerations for the Inclusion of Students with Developmental Disabilities
Federal law in the United States requires that students with disabilities receive their education alongside their peers without disabilities to the maximum extent appropriate given their individual circumstances. As a result, students with less support needs have enjoyed increasing amounts of time in the regular education classroom, while their peers with developmental disabilities are still largely served in separate educational settings. When t…
No prominent works on this page.
Philosophical Perspectives and Practical Considerations for the Inclusion of Students with Developmental Disabilities
Federal law in the United States requires that students with disabilities receive their education alongside their peers without disabilities to the maximum extent appropriate given their individual circumstances. As a result, students with less support needs have enjoyed increasing amounts of time in the regular education classroom, while their peers with developmental disabilities are still largely served in separate educational settings. When t…
Teachers Training Paraeducators to Implement Systematic Prompting Practices for Students with Significant Disabilities
Teachers are often tasked with training paraeducators to deliver instruction to students with significant disabilities, but there is little research that involves teachers training paraeducators. In this single-case design study, we supported teachers to deliver tiered training that first involved group training for teams of paraeducators, and then follow-up coaching for the subset who did not meet criterion-level implementation fidelity. Three t…
Preparing Special Educators to Generalize Evidence-Based Practices Across Students and Situations
Closing the research-to-practice gap in special education requires high-quality training that enables educators to generalize evidence-based practices (EBPs) across students, settings, and situations. In this systematic review, we identified 52 studies published in 50 articles that measured generalization of teacher, pre-service teacher, or paraeducator fidelity of practices for students with disabilities. Most studies used a combination of didac…
Special education (3 works) · Best practice (2 works) · Collaborative Teaching and Inclusion (2 works) · Disability Education and Employment (2 works) · Family and Disability Support Research (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Attention Deficit Hyperactivity Disorder (1 work) · Autism Spectrum Disorder Research (1 work)