Working for Your Bread: The Labor Supply Effects of SNAP

The Supplemental Nutrition Assistance Program (SNAP), the only universal US means-tested safety net program, has a low benefit-reduction rate. Thus, many SNAP recipients are working. We apply recent methods to study whether there is evidence of moral hazard among SNAP recipients. We see if individuals respond to incentives in SNAP eligibility by bunching near kink points in the budget set. While this responsiveness has been shown for various taxes and tax credits, little work has examined responsiveness of safety net program participants to kinks in their eligibility formulae. We use novel administrative data on eligibility determination and find little evidence of responsiveness around these kinks.

Scale Evaluation and Eligibility Determination of a Field-Test Version of the Assessment, Evaluation, and Programming System Third Edition

Rasch and classification analyses on a field-test version of the Assessment, Evaluation, and Programming System Test—Third Edition (AEPS-3), a curriculum-based assessment used to assess young children birth to age 6 years, were conducted. First, an evaluation of the psychometric properties of data from each developmental area of an AEPS-3 field-test version was conducted. Next, cutoff scores at 6-month age intervals were created and then the validity of the cutoff scores was evaluated. Results using Rasch modeling indicated acceptable model fit statistics with reasonable reliability estimates within each developmental area. Classification results showed cutoff scores accurately classified a high percentage of eligible children. Findings suggest that scores from a field-test version of the AEPS-3 are reliable within developmental areas. To the extent allowed by state criteria, early childhood interventionists could possibly use a new field-test version of the AEPS-3 to determine or corroborate eligibility for special education services.

Factors Influencing Fixed-Route Transit Decision-Making: Exploring Differences by Disability and Community Type

Transit agencies utilize the following complementary initiatives to encourage greater fixed-route transit usage by people with disabilities: (1) implement more rigorous paratransit eligibility determination practices and (2) address the factors that deter people with disabilities from using fixed-route transit. This research focuses on the latter and uses previously conducted survey data to determine the most important factors individuals with disabilities consider when deciding to use various transportation options, and how these factors vary by disability and community type. Findings indicate that individuals with mobility impairments consistently rated the built environment factors as more important to their transit mode decision-making than scheduling-related factors. Findings also highlighted the importance of addressing complex trips when assisting riders with intellectual and cognitive disabilities. The current study also revealed that people with disabilities experience barriers differently based on where they live, suggesting the need for context sensitive interventions to support fixed-route ridership. Transit agencies should utilize this information to employ more targeted interventions to encourage greater fixed-route transit usage for individuals with disabilities.

Use of Design Thinking to Inform Eligibility Recommendations for Children With Spoken Language and Literacy Disorders in Schools

Purpose The purpose of this tutorial was to consider and apply design thinking to the clinical process of determining eligibility for special education and related services for students with spoken language and literacy disorders in school-based settings. Specifically, we will consider some of the predicaments that multidisciplinary assessment teams face when applying legal criteria and local procedures to referral and assessment processes, as well as the actual application of eligibility criteria, particularly when considering issues related to referral for an assessment for a suspected spoken language or literacy disorder. Method Design thinking is a human-centered, iterative process that can be used to problem solve issues at the individual and system levels. We applied the IDEO design thinking process model, which includes five phases (i.e., discovery, interpretation, ideation, experimentation, and evolution), to the process of determining eligibility in school-based settings. Our exploration included a review of predicaments that sometimes arise during the eligibility determination process. Results We applied design thinking to a specific predicament in the eligibility determination process. We also used design thinking to develop several guiding questions for two additional eligibility predicaments. Conclusions Design thinking is a robust and structured framework used to make decisions and solve problems in a variety of settings. Given its human-centered focus, it is appropriate to use within the context of the Individuals with Disabilities Education Improvement Act of 2004. Using a human-centered approach helps retain the “I” in “IEP” (Individualized Education Program) and ensure that the unique needs of students with communication disorders are met.

Autism and Neurodiversity: Addressing Concerns and Offering Implications for the School-Based Speech-Language Pathologist

Purpose The purpose of this article is to address some common concerns associated with the neurodiversity paradigm and to offer related implications for service provision to school-age autistic students. In particular, we highlight the need to (a) view first-person autistic perspectives as an integral component of evidence-based practice, (b) use the individualized education plan as a means to actively address environmental contributions to communicative competence, and (c) center intervention around respect for autistic sociality and self-expression. We support these points with cross-disciplinary scholarship and writings from autistic individuals. Conclusions We recognize that school-based speech-language pathologists are bound by institutional constraints, such as eligibility determination and Individualized Education Program processes that are not inherently consistent with the neurodiversity paradigm. Consequently, we offer examples for implementing the neurodiversity paradigm while working within these existing structures. In sum, this article addresses key points of tension related to the neurodiversity paradigm in a way that we hope will directly translate into improved service provision for autistic students. Supplemental Material https://doi.org/10.23641/asha.13345727

Structural Validity of an ICF-Based Measure of Activity and Participation for Children in Taiwan’s Disability Eligibility Determination System

To assess activity and participation for children in Taiwan’s Disability Eligibility Determination System (DEDS), we developed a questionnaire, the Functioning Disability Evaluation Scale (FUNDES-Child), based on the Child and Adolescent Scale of Participation (CASP). The study follows a methodology research design to investigate the construct validity of the frequency and independence dimensions of FUNDES-Child 7.0. Two samples were randomly stratified from the databank of 13,835 children and youth with disabilities aged 6.0–17.9 years to examine structural validity by exploratory factor analysis (EFA, n = 4111, mean age of 11.3 ± 3.5) and confirmatory factor analysis (CFA, n = 4823, mean age of 11.4 ± 3.5)). EFA indicated a 4-factor structure for the frequency dimension (51.3% variance explained) and a 2-factor structure for the independence dimension (53.6% variance explained). The CFA indicated that the second-order factor structures of both dimensions were more parsimonious with adequate fit indices (Goodness fit Index, GFI; Normed Fit Index, NFI; Comparative Fit Index, CFI; and Tucker-Lewis Index, TLI ≥ 0.95, Root Mean Square Error of Approximation, RMSEA < 0.06). Results provide evidence that the participation part of FUNDES-Child 7.0 has acceptable structural validity for use in Taiwan’s DEDS. Utility of FUNDES-Child 7.0 in rehabilitation, welfare, and educational services needs further study.