Skip Kumm

Skip Kumm
University of Alabama | UA · Department of Special Education and Multiple Abilities

Ph.D.

About

29
Publications
28,675
Reads
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266
Citations
Introduction
Dr. Kumm is the Assistant Director of Special Education for Elmhurst Community Unit School District 205. Previously, he was a postdoctoral fellow in the Department of Special Education and Multiple Abilities at the University of Alabama. Skip's research focuses on special education, MTSS, intensive interventions, transition, juvenile justice, mental health, and behavioral interventions.

Publications

Publications (29)
Article
Full-text available
Despite multi-tiered systems of support (MTSS) being implemented for over a decade in the United States, practitioners are continuously challenged with implementing the framework to meet the needs of their students. This qualitative study aimed to examine the perspectives of educators in high-need urban schools regarding the implementation of acade...
Article
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There is general agreement in the research literature that youth in juvenile justice facilities are more likely to experience mental health disorders than their general population peers. The purpose of this systematic review and meta-analysis was to evaluate the methodological characteristics and effectiveness of mental health interventions deliver...
Article
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Youth in juvenile justice facilities may experience symptoms of mental health disorders and trauma at a higher rate than their normative peers. As a result, juvenile justice facilities have become de facto mental health agencies, resulting in an increased need to provide interventions that can meet the various needs of their residents. Embedding me...
Article
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Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study, teacher...
Article
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Goal setting is a research-informed intervention that has demonstrated improved behavioral outcomes for students with emotional and behavioral disorders. However, not all students will respond to goal-setting interventions delivered in a standard format, requiring planning, implementation, and ongoing evaluation of more intensive goal-setting forma...
Article
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Teacher-parent relationships and active family engagement are essential components to positive outcomes for students with disabilities. Latinx students are an increasingly growing student population; however, there are limited studies about the experiences unique to Latinx parents concerning family engagement and home-school partnerships in public...
Article
The implementation of effective practices to support students with disabilities requires strong leadership and understanding of the procedures to individualize educational programming. Thus, special education teacher leadership represents an important factor for facilitating the implementation of effective practices to support the education of stud...
Article
Full-text available
Purpose This systematic review and meta-analysis estimates the overall language skills of youth offenders involved with the juvenile justice system. Given the importance of this population, identifying avenues through which we can increase the likelihood of successful interventions is a necessary societal effort. Method Eighteen studies, represent...
Article
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Evidence-based practices (EBPs) are strategies shown through rigorous experimentation to be effective when implemented as designed by educators in the field. The purpose of this review is to (a) describe the state and quality of evidence-based reviews and meta-analyses of studies on classroom and behavior management interventions for students with...
Article
Educators of students with disabilities who frequently display challenging behaviors are expected to deliver high-leverage practices and evidence-based behavioral interventions to improve student academic engagement and appropriate behaviors. For these practices and interventions to be successful, educators need innovative, accessible, and sustaina...
Article
Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This...
Chapter
Interdependent group contingencies involve a common consequence based on the behavior of all members of the group, as groups may have to meet a behavioral criterion together or all group members must meet a criterion to access a consequence. Interventions such as the Good Behavior Game, Peer Reporting Interventions, and mystery motivators are examp...
Article
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Students with emotional and behavioral disorders who display disruptive behaviors in general education settings are increasingly being educated in alternative education settings. Alternative education settings can vary widely, but they typically have smaller classroom sizes and educational staff who are trained to teach students who were not succes...
Article
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Students with emotional and behavioral disorders (EBD) experience some of the poorest outcomes of all students. They are also placed in alternative education (AE) settings more frequently than students in other disability categories. For some of these students, the ultimate goal is to return to the traditional school. A systematic, five-part proces...
Article
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Valid and reliable teacher ratings serve as the foundation for screening and assessment of youth with behavioral disorders and twin studies offer an opportunity to study those ratings. We conducted a meta-analysis of 15 empirical investigations of aggressive and rule-breaking behavior using teacher ratings in the context of a twin research design....
Article
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The purpose of this paper is to explore the notion of formative design in the context of the design, development, implementation, and evaluation of a collectible card game (CCG) for teaching cybersecurity to middle school students. The approach involved a formative design approach, educational design research (EDR) that evolved from design-based re...
Article
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To address the behavioral needs of youth in juvenile settings, many juvenile agencies and facilities have adopted a multitiered system of supports framework that is predicated on teaching, modeling, and reinforcing expected prosocial behaviors while making data-based decisions with the underlying logic of all (universal, tier one), some (targeted,...
Conference Paper
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As more and more agencies and facility staff consider adopting and adapting the positive behavior interventions and supports (PBIS) within residential and juvenile justice facilities, many questions have emerged related to facility-wide positive behavior interventions and supports (FW-PBIS). Per our collective work within residential and juvenile j...
Conference Paper
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As juvenile facilities across the country seek to move away from punitive behavior management systems and practices, one popular evidence-based framework facilities are adopting is Facility-wide Positive Behavior Interventions and Supports (FW-PBIS; Jolivette, Kimball, Boden, & Sprague, 2016). FW-PBIS is a data-driven framework that (a) occurs acro...
Article
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As more and more secure and non-secure juvenile facilities and residential facilities (e.g., therapeutic hospitals, shelter care, group homes, psychiatric facilities, children and youth residential settings, etc.) serving youth with and without disabilities in a 24 hour 7 day a week delivery model adopt and adapt the positive behavior interventions...
Conference Paper
Full-text available
More and more secure and non-secure juvenile facilities are adopting and implementing Facility-wide Positive Behavior Interventions and Supports (FW-PBIS), an evidence-based framework that is preventative and developmentally appropriate, to replace traditional punitive behavior management systems and practices (Jolivette, Scheuermann, & Ennis, 2015...
Article
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Reviews of research in special education have a unique place in the scientific literature, with the potential to inform a broad audience about the effectiveness and acceptability of assessment and intervention strategies for a heterogeneous group of children and youth. Results from reviews are useful to school leaders, practitioners, parents, polic...
Article
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Special education researchers, practitioners, and policy makers continue to work toward developing and implementing empirically supported practices and policies to address the academic, social, and postschool challenges confronting students with emotional and behavioral disorders. The systematic review has become an essential vehicle for compiling...
Article
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Challenging behavior is prevalent in school settings, and addressing it in the classroom is a pressing concern for teachers (Ducharme & Shecter, 2011). Students who engage in challenging behavior are likely to struggle academically and to experience poor post-secondary outcomes; however, many teachers report lacking the knowledge and preparation to...

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