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Abstract

For this first issue of the last volume year in our editorship, we are pleased to provide a diverse set of studies. Not only do the contents of this issue represent students from kindergarten to college preparatory ages, and topics ranging from math, reading, and transition, but also we have two studies that made extensive use of open science practices and studies from international scholars. In “College and Career Readiness Support Youth with and Without Disabilities Based on the National Longitudinal Transition Study 2021,” Allison Lombardi, Graham Rifenbark, Tyler Hicks, Ashley Taconet, and Clewiston Challenger examined interactions among disability, race and ethnicity, and household income for students with different disabilities. Their results showed that, although students without disabilities receivedmore college and career readiness support than those with disabilities, the discrepancies were especially pronounced among students of color. Nadine Cruz Neri and Jan Retelsdorf studied the influence of reducing linguistic complexity on studentswith andwithout learningdisabilities in reading. They reported that their study, “Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?,” revealednooverall benefit of simplifying linguistic complexityor differential benefit for the students with learning disabilities in reading. In “AConceptualReplicationof aKindergarten Math Intervention Within the Context of a Research-Based Core,” Ben Clarke, Jessica Turtura, Taylor Lesner, Madison Cook, Keith Smolkowski, Derek Kosty, and Christian Doabler reported the results of a study that examined the effects of a Tier-2 kindergarten math curriculum. Althoughanearlier studyhadshownstudentsbenefiting from the intervention curriculum, in the study they reported here, there were no benefits for the students in the experimental condition. Alexander O’Donnell, Gerry Redmond, Joanne Arciuli, Sally Robinson, Jennifer Skattebol, Parimala Raghavendra, Cathy Thomson, Joanna Wang,andEricEmersonprovidedtheirexamination of “The Association Between Parental Educational Expectations and School Functioning Among Young People With Disabilities: A Longitudinal Investigation.”Theyfoundthatadolescentswithdisabilities whose parents had high expectations engaged in school activities at a higher level, but thesamewasnottrueforstudentswithoutdisabilities. In “Sustainability of a Teacher Professional Development Program on Proportional Reasoning Skills of Students With Mathematics Difficulties,” Asha Jitendra, Michael Harwell, and Soo-hyun Im reported the results of their study aboutwhether teachers with prior experience in using strategy-based instruction implemented instruction with higher fidelity than teachers who were implementing it for thefirst time.They found that bothgroupsof teachers implemented the strategy-based instruction faithfully, and that the level of teacher experience did not differentially affect students’ performance. Luann Ley Davis, Fred Spooner, and Alicia Saunders provided an examination of the “Efficacy of Peer-Delivered Mathematical Problem-Solving Instruction to Students With Extensive Support Needs.” They reported that a diverse group of same-age peer tutors not only delivered schema-based instruction with fidelity but also that the tutees acquired and maintained word-problem-solving skills. In addition, we have included corrections to an earlier article. Sarah Cox and Jenny Root provided a corrigenda for “Development of Mathematical Practices Through Word Problem-Solving Instruction for Students With Autism Spectrum Disorder.” We hope that this robust set of studies across a wide-ranging array of issues will be of value to readers with both applied and research orientations. Happy reading!