Jason C. TraversTemple University | TU · Department of Teaching and Learning
Jason C. Travers
Ph.D., BCBA-D
About
73
Publications
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1,164
Citations
Citations since 2017
Introduction
Jason C. Travers is an Associate Professor of Special Education at Temple University where coordinates the special education and applied behavior analysis programs. He studies autism, equity issues in special education, and meta-scientific trends and practices in special education research.
Additional affiliations
August 2014 - present
August 2010 - July 2014
August 2008 - August 2010
Education
August 2004 - May 2010
August 2003 - July 2004
August 2001 - May 2003
Publications
Publications (73)
Replicating previously reported empirical research is a necessary aspect of an evidence-based field of special education, but little formal investigation into the prevalence of replication research in the special education research literature has been conducted. Various factors may explain the lack of attention to replication of special education i...
Demonstration of experimental control is considered a hallmark of high-quality single-case research design (SCRD). Studies that fail to demonstrate experimental control may not be published because researchers are unwilling to submit these papers for publication and journals are unlikely to publish negative results (i.e., the file drawer effect). S...
Background: Little research exists on suspension of students with autism or intellectual disabilities. We examined suspension rates of students with autism or intellectual disability in Maryland from 2004 to 2015 to understand whether race and disability status predicted the odds of being suspended.
Method: We used school enrollment data and scho...
Evidence of disparate identification of autism at national and local levels is accumulating, but there is little understanding about disparate identification of autism at the state level. This study examined trends in state-level administrative identification of autism under the Individuals with Disabilities Education Act. Prevalence rates and odds...
The reported prevalence of autism spectrum disorder (ASD) has increased dramatically since the 1980s. In response, researchers, educators, and policy makers have sought to develop effective technologies for assessment and intervention. A focus on evidenced-based practices is logical, given significant deficits in language, social interaction, cogni...
Researchers in many scientific fields have discovered that original research findings may be inaccurate and, when not verified via multiple and independent replication studies, inaccurate studies may be perceived reliable. This chapter provides an overview of replication of single-case experimental research along with ethical rationale to encourage...
Human beings vary in their endowments or talents. Diverse genetic and environmental factors give rise to unique strengths, interests, and preferences that are responsible for a broad spectrum of human variability. Consequently, humans have “jagged profiles” of abilities, skills, attitudes, social-emotional qualities, and even physical attributes (R...
Questionable research practices (QRPs) are a variety of research choices that introduce bias into the body of scientific literature. Researchers have documented widespread presence of QRPs across disciplines and promoted practices aimed at preventing them. More recently, Single-Case Experimental Design (SCED) researchers have explored how QRPs coul...
Individuals with autism spectrum disorder (ASD) often experience barriers to competitive integrated employment during their transition to adulthood. To better understand potential reasons for these barriers, we interviewed 10 young adults with ASD, ages 18-26, and their parents or guardians. We audio-recorded, transcribed verbatim, and analyzed the...
Special education researchers have for decades emphasized the importance of intervention effectiveness and procedural fidelity, but relatively little attention has been directed toward understanding intervention intensity. This review focused on extracting details of intervention intensity as reported in peer-reviewed studies of scripting and pivot...
Questionable research practices (QRPs) are a variety of research choices that introduce bias into the body of scientific literature. Researchers have documented widespread presence of QRPs across disciplines and promoted practices aimed at preventing them. More recently, Single-Case Experimental Design (SCED) researchers have explored how QRPs coul...
Publication bias is an issue of great concern across a range of scientific fields. Although less documented in the behavior science fields, there is a need to explore viable methods for evaluating publication bias, in particular for studies based on single-case experimental design logic. Although publication bias is often detected by examining diff...
Special education and related professionals often understand the importance of adhering to intervention procedures (i.e., fidelity), but may be less familiar with concepts of intervention intensity. In some cases, professionals may correctly apply an intervention, but with insufficient intensity. This can result in an intervention failing to produc...
For more than four decades, researchers have used meta-analyses to synthesize data from multiple experimental studies often to draw conclusions that are not supported by individual studies. More recently, single-case experimental design (SCED) researchers have adopted meta-analysis techniques to answer research questions with data gleaned from SCED...
Approximately 50 years of research on rapid toilet training (RTT) first used by Azrin and Foxx
(1971) indicates RTT is effective for teaching individuals with intellectual and developmental disabilities(IDD) independent toileting routines. Professionals focused on toilet training may be familiar with RTT procedures but be less informed about the fr...
Students with Autism Spectrum Disorder are likely to demonstrate social impairments that contribute to challenging behaviors and academic difficulties. As a result, the task of improving social communication skills is a critical component to any educational program for this population. Scripting provides an evidence-based and versatile option for i...
The innovations in this volume instill a sense of optimism about how special education professionals might improve outcomes for students with disabilities. Although many interventions illustrate scientific progress toward an evidence-based profession, many special educators may find it challenging to discriminate between scientifically validated in...
Background: Autistic transition-aged youth and young adults face many societal barriers to competitive integrated employment (CIE). Existing evidence-based practices (EBPs) for autistic individuals, such as video modeling (VM), may be a viable on-the-job training method to enhance employment experiences and outcomes for this population.
Methods:...
Research indicating many study results do not replicate has raised questions about the credibility of science and prompted concerns about a potential reproducibility crisis. Moreover, most published research is not freely accessible, which limits the potential impact of science. Open science, which aims to make the research process more open and re...
Research indicating many study results do not replicate has raised questions about the credibility of science and prompted concerns about a potential reproducibility crisis. Moreover, most published research is not freely accessible, which limits the potential impact of science. Open science, which aims to make the research process more open and re...
Board Certified Behavior Analysts (BCBAs) serve increasingly diverse clientele and are often asked to provide services to culturally and linguistically diverse populations. When BCBAs do not speak the language of primary and secondary clients, they are ethically and legally obligated to seek out interpreter services. Despite these obligations, beha...
Individuals with autism spectrum disorder and other developmental disabilities (ASD/DD) may engage in socially inappropriate masturbation that puts them or others at risk for harm. This may lead professionals, parents, and other stakeholders to intervene in ways that suppress safe, socially appropriate, and gratifying masturbation. Single case expe...
This single case design study evaluated the effects of a video modeling (VM) intervention on the customer service skills of five young adults with autism spectrum disorder (ASD). Verbalization of greeting, service, and closing phrases contextualized to community employment settings were the target behaviors. A systematic approach to visual analysis...
In their recent review, 'Psychological treatment strategies for challenging behaviors in neurodevelopmental disorders: what lies beyond a purely behavioral approach?' Woodcock and Blackwell discuss supposed deficiencies in applied behavior analysis (ABA) and positive behavior support (PBS) to address challenging behavior. This commentary highlights...
BACKGROUND: Young adults with autism spectrum disorder (ASD) frequently experience barriers to competitive integrated employment. Established evidence-based practices (EBPs) for individuals with ASD may serve as an effective training method to enhance the employment experiences of this population. OBJECTIVE: This study examined the effects of a pac...
Pivotal Response Treatment (PRT) is a popular intervention for improving targeted and untargeted communication skills for learners with autism. We systematically reviewed communication outcomes reported in experimental research to determine linguistic forms and verbal behavior functions associated with PRT. We found most researchers aggregated resu...
We discuss in this chapter several issues related to inclusive education for students with severe disabilities (SWSD). We begin by explaining why the location of special education service delivery is insufficient for determining whether an inclusive education is being provided and explore the more recent concern about access to the general educatio...
Special educators often collaborate with speech-language pathologists to provide augmentative and alternative communication (AAC) interventions to students with autism. However, collaboration that results in measurable and timely student benefits can be challenging. We presented a step-by-step model for collaboration that ensures effective AAC inte...
Sexuality education is a critical component of any comprehensive education plan for individuals with intellectual and developmental disabilities (IDD). When determining the curriculum and interventions used to teach, a collaborative team of caretakers and educators should consider use of current state and national standards when determining the sco...
We acknowledge that some students with severe disabilities are not being taught in general education. We do not agree that inclusion in general education is inherently better, nor do we think it is always appropriate, and we provide some reasons that a full continuum of alternative placements is not only legally mandated but appropriate. We are sup...
The “replication crisis” describes recent difficulties in replicating studies in various scientific fields, most notably psychology. The available evidence primarily documents replication failures for group research designs. However, we argue that contingencies of publication bias that led to the “replication crisis” also operate on applied behavio...
The opinion of the Supreme Court of the United States in the Endrew case has implications for the education of all students with disabilities. Implications for several categories of disability are discussed: those with autism spectrum disorder and those with disabilities often considered high incidence, particularly those placed for a significant p...
In this manuscript, we (a) briefly describe proposed open-science practices to increase transparency of research in special education and related disciplines, and (b) provide recommendations for research funders, professional societies, journal editors and publishers, and individual researchers to support awareness, exploration, and adoption of ope...
In this manuscript, we (a) briefly describe proposed open-science practices to increase transparency of research in special education and related disciplines, and (b) provide recommendations for research funders, professional societies, journal editors and publishers, and individual researchers to support awareness, exploration, and adoption of ope...
Providing evidence-based interventions in competitive employment settings is critical to improve employment outcomes for individuals with autism. This study used a multiple baseline across behaviors design to enhance the customer service skills of a young adult with autism employed as a cashier at a retail store. Results indicated the use of custom...
A purpose of this book is to encourage and support the provision of com-
prehensive sexuality education (CSE) for healthy and safe sexual development of
learners with autism. Comprehensive sexuality education differs from traditional
sex education that tends to focus primarily on hygiene, reproduction, and sexu-
ally transmitted diseases (STDs)....
The underidentification of students with autism is a well-documented phenomenon that implies minority children are less likely to receive autism-specific interventions and services vital for better outcomes. Previous research has found that minority children are less likely to be identified as having autism, but recent changes in federal reporting...
This chapter provides background on research with practical implications for teachers and therapists who wish to use video-based instruction. The discussion is organized first around the rationale and practical considerations for using video-based instruction broadly. This includes the logic for using video as a component of instruction along with...
This chapter is an introduction to the use of methodological reviews as a means for analyzing and synthesizing the available school counseling research through a systematic evaluation of the quality of the research method. In this chapter, we (a) describe the purpose of a methodological review, (b) provide a step-by step process for conducting a me...
p values are commonly reported in quantitative research, but are often misunderstood and misinterpreted by research consumers. Our aim in this article is to provide special educators with guidance for appropriately interpreting p values, with the broader goal of improving research consumers’ understanding and interpretation of research findings. Sp...
Change is not synonymous with improvement. Improvement of special education requires better instruction of individuals with disabilities. Although LRE and inclusion are important issues, they are not the primary legal or practical issues in improving special education. Federal law (IDEA) requires a continuum of alternative placements, not placement...
Special education professionals are charged with using evidence-based practices, but various unproven, disproven, and pseudoscientific interventions continue to proliferate. Unproven and ineffective interventions emerge and are adopted for various reasons. Ineffective interventions are inevitably harmful and require professionals to adopt a conserv...
Learners with autism require specialized education and supports to ensure acquisition and mastery of various communication skills. This is particularly true for individuals whose disability significantly impacts their language development. Without functional communication, these individuals often engage in severe behavior, have reduced self-determi...
Mere tolerance of untested, illogical, and pseudoscientific interventions has too often created significant setbacks, immeasurable difficulties, and countless obstacles for children with autism and their families. The fields associated with autism have been plagued by subscription to and application of dubious interventions. New fads arise and diss...
Universal design for learning is rooted in cognitive theory, but behavioral science has generated similar suggestions about how to best design environments to maximize student learning. This paper briefly overviews the theoretical differences and highlights some ways behavioral science has converged on similar practical strategies for teachers. One...
Selection of a special education evidence-based practice (EBP) requires developing an understanding of what interventions work as well as for whom they are effective. This review examined participant characteristics in the EBP literature for learners with autism spectrum disorders (ASD) identified by the National Professional Development Center on...
Democratic education, and the dignity it affords should create opportunities for students to achieve their most desired outcomes. Some of the current thought and rhetoric in the field of special education and disability studies impinges upon these opportunities by approaching the education of children with autism and other developmental disabilitie...
Shared active surface (SAS) technology can be described as a supersized tablet computer for multiple simultaneous users. SAS technology has the potential to resolve issues historically associated with learning via single-user computer technology. This study reports findings of a SAS on the social communication and nonsocial speech of two preschool...
Facilitated Communication (FC) has been rebranded as "supported typing" and repackaged as rapid prompting method, but remains a disproven intervention for people with disabilities. Despite the absence of supportive evidence and abundant evidence that facilitators always author the messages, FC has experienced resurgence in popularity among families...
Youth in juvenile corrections settings have significant academic, behavioral, and mental health needs. Additionally, a disproportionate percentage of them are identified with a diagnosed disability, with Emotional Disturbance (ED) as the most common diagnosis. Despite these facts, appropriate education and intensive mental health care is often lack...
In this methodological review, the authors apply special education research quality indicators and standards for single case design to analyze mathematics intervention studies for secondary students with emotional and behavioral disorders (EBD). A systematic methodological review of literature from 1975 to December 2012 yielded 19 articles that met...
Publication details, including instructions for authors and subscription information:
Evidence-based practices are supported as generally effective for populations
of learners by bodies of high-quality and experimental research and, when aligned with stakeholder values and practical needs, should be prioritized for implementation. However, evidence-based practices are not currently available for all learner types in all outcome area...
Abstract: Sexual development is a complex but vital part of the human experience. People with significant disabilities are not excluded from this principle, but often may be prevented from receiving high-quality and comprehensive instruction necessary for a healthy sexual life. The functional model of self-determination emphasizes increasing knowled...
• We found that incarcerated special education and general education students exhibited substantial reading deficits in areas of decoding and reading comprehension.
• We also found that age, race, and special education status were significant predictors of reading deficits.
• Special education leaders possess the expertise and knowledge to develo...
Disproportionate representation of racially diverse students in special education is a well-documented problem, yet few studies have systematically evaluated disproportionate representation of diverse students with autism. This study examined disproportionate representation of racially diverse students with autism by determining risk and logistical...
Non-English and non-Caucasian children are diagnosed with autism spectrum disorders (ASD) and other developmental disorders at later ages, and with lower prevalence than their counterparts. The Massachusetts Act Early state team sought to address this gap so that at-risk families from diverse backgrounds receive more effective autism screening. Pre...
Background:
Epidemiological studies have found that autism is not predicted by race, ethnicity, or socioeconomic status (Fombonne,2003; 2005; 2007), but studies of administrative identification have found differences in identification of autism according to race (e.g., Mandell et al., 2010). Travers, et al. (2009) examined national population dat...
Children with autism are at-risk for poor literacy outcomes and have the right to learn literacy skills. Despite this, students with autism often may be perceived as not ready for literacy instruction. This study focused on teaching alphabet skills to young children with autism. Two instructional conditions were compared, traditional teacher-led gr...
Individuals with autism spectrum disorders (ASD) present unique needs regarding sexuality education. While the topic of sexuality has received increased attention in the fields of intellectual and developmental disabilities generally, less consideration has focused on the unique needs of individuals with ASD specifically. This paper presents one po...
Questions
Question (1)
The empirical evidence on the educational benefits of inclusive education for students with disabilities appears minimal, but inclusive education is promoted by a variety of professionals in special education, intellectual disability, autism, disability studies, and so on. "Presume competence" appears to be the rallying cry for full inclusion advocates, but also is used to defend pseudoscientific and invalidated interventions like facilitated communication and rapid prompting method. The notion seems largely supported by professionals aligned with a postmodern epistemology and may have been a strategic tactic by proponents like Douglas Biklen. Is "presuming competence" different from "presuming capable" and, regardless of the position, should we refrain from skepticism of people like Carly Fleischmann, Ido Kedar, and Sue Rubin to implicitly endorse the notion, or suspend belief until compelling evidence to substantiate their communicative competence is presented? Consider that members of society generally do not presume anyone to be competent and that we instead rely on evidence to substantiate such claims. Under what circumstances would people with disabilities be exempt from this application?
Projects
Projects (7)
Our goal in this project is to (a) examine the research base for evidence of bias, (b) disseminate information and resources to combat bias in research, and (c) apply principles of open science in research studies in special education and related fields.
The aims of this project include (a) examining how evidence-based practices are identified and classified, (b) identifying and disseminating evidence-based practices, and (c) examining how evidence-based practices are effectively disseminated and implemented in special education and related fields.
Our goal is help practitioners and beginning researchers better understand and appraise research by providing accessible descriptions of core concepts in special education.