A Validation of Program Quality Indicators in Educational Services for Students with Severe Disabilities

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Abstract
References to “most promising practices” in educational programs for students with severe disabilities reflect a mix of social values as well as empirically validated instructional strategies. A literature search and polling of nationally recognized experts in severe disabilities was conducted to generate a listing of 123 items representing Program Quality Indicators. This initial listing was then rated by six groups (a total N = 254) representing various interests and constituencies: (a) behavior therapy experts, (b) experts in severe disabilities, (c) experts in deaf-blind, (d) mental retardation researchers, (e) state directors of special education, and (f) parents involved in advocacy efforts. Mean ratings for each item support the relative values of each of the indicators, and the results of factor analysis of the item ratings revealed five dimensions, which were valued differentially by the six respondent groups. Results are discussed in terms of future efforts to translate most promising practices into typical practices for students with severe disabilities in public school settings.