Riding Fences 40.1

In this first issue of Volume 40, I am pleased to present four research reports and a program description from colleagues across the country. In the first article, Randolph, Hott, Chubb, and CruzTorres provide the results of a study implemented to explore the efficacy of iCoaching to increase the use of behaviorspecific praise (BSP). Following a focused professional development (PD), three educators working in a rural center-based classroom for students with emotional and behavioral disabilities increased the use of BSP while participating in iCoaching. Furthermore, BSP rates were maintained after iCoaching was withdrawn. The authors provide a discussion of implications for using iCoaching with rural educators and future directions for research. The next two articles focus on postschool outcomes for youth with disabilities. First, Bouck, Long, and Costello conducted a secondary analysis of the National Longitudinal Transition Study 2012 to examine parent and youth expectations regarding postschool outcomes for students with intellectual disability relative to school locale (i.e., rural, urban, and suburban) and severity of intellectual disability. The authors report that the results of the analysis indicate that youth from rural schools reported high rates of positive postschool expectations with regard to independent living and being employed, and their rates relative to independent living exceeded parental expectations. The authors also report results of logistical regression analyses and discuss findings, implications for practice, and future research. Next, Swindlehurst and Berry report on program improvement efforts by a university to embed more evidence-based transition practices into their preservice teacher preparation program. Preservice teachers’ perceptions of the impact of the revision were measured and are discussed. The authors include an outline of key aspects of the program revision and online resources for faculty to utilize when seeking to improve their special education preparation program in the area of postsecondary transition The final research report, by Beck and DeSutter, focuses on special education professionals as facilitators of Individualized Education Program (IEP) team meetings. The authors used the results of semi-structured interviews to explore how facilitators see their roles during IEP meetings and how the IEP facilitators envision an ideal IEP meeting in school districts with rural schools. Findings indicate that facilitators see their roles in three distinct parts and view an ideal IEP meeting as inclusive of a strong presence by members, parental involvement, and achieving true collaboration. The authors conclude by discussing implications for practice. The authors of the final article in this issue describe a PD model modified to support educators in rural areas who face challenges due to a lack of opportunities and travel requirements. Hardesty et al. adapted the ECHO Model for use in education and have implemented networks that connect local providers with experts in the areas of autism, assistive technology, secondary transition, and behavioral supports. Analysis of participant survey data indicates that educators found ECHO highly acceptable and reported improved skills and knowledge. The authors discuss the effectiveness and potential of the ECHO for Education model in rural settings. I would like to thank all the authors who contributed to Volume 40, Issue 1, of Rural Special Education Quarterly (RSEQ). I hope you enjoy this new issue and will be able to use some of the ideas in your own community of practice. Look forward to an upcoming issue that concludes our special series about supporting educators, students, and families during COVID-19. Finally, I would like to announce a change in the Managing Editor. After 3 years of service, Dr. Tina Hudson has stepped down from the position. I would like to thank Tina for all her hard work managing every RSEQ manuscript that has come through the ScholarOne system since we transitioned to Hammill/SAGE. I wish Tina good luck in her future! I would like to welcome Caroline Fitchett, M.Ed., as the new Managing Editor. Caroline is a first-year doctoral student at the University of Louisville. Welcome Caroline!