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Learning Disabilities Research & Practice最新文献

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“He understands how I work and how I function”: Math teacher actions that promote autonomy among students with LDs and/or EBDs "他了解我的工作方式和功能"：数学教师促进有 LD 和/或 EBD 学生自治能力的行动
Learning Disabilities Research & Practice Pub Date : 2024-01-10 DOI: 10.1177/09388982231225736
Rebecca Louick, Alyssa Emery
{"title":"“He understands how I work and how I function”: Math teacher actions that promote autonomy among students with LDs and/or EBDs","authors":"Rebecca Louick, Alyssa Emery","doi":"10.1177/09388982231225736","DOIUrl":"https://doi.org/10.1177/09388982231225736","url":null,"abstract":"Guided by Self-Determination Theory, we conducted a case study of a high school math teacher nominated by students with disabilities as one who enhanced their learning. Using a combination of interviews and classroom observations, we explored the specific strategies that the teacher used to promote perceived autonomy among students with learning disabilities (LDs) and emotional-behavioral disorders (EBDs). The literature offers extensive evidence for the benefits of autonomy-supportive teacher practice, but much of the work was conducted without explicit inclusion of students with LDs and/or EBDs. Our analyses demonstrated that many of the practices captured in this research also worked to support the psychological needs of students with LDs and/or EBDs who participated in this study. Additionally, our case study teacher engaged in two additional strategies that are not currently represented in that body of evidence. As such, we discuss implications for practice and future directions for research.","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139627327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Use of simulated discussions of postsecondary accommodations to inform self-advocacy instruction 利用中学后住宿问题模拟讨论为自我辩护教学提供信息
Learning Disabilities Research & Practice Pub Date : 2024-01-09 DOI: 10.1177/15405826231221314
Justin E. Freedman, Alicia M. Drelick, Benjamin H. Dotger
{"title":"Use of simulated discussions of postsecondary accommodations to inform self-advocacy instruction","authors":"Justin E. Freedman, Alicia M. Drelick, Benjamin H. Dotger","doi":"10.1177/15405826231221314","DOIUrl":"https://doi.org/10.1177/15405826231221314","url":null,"abstract":"Researchers increasingly recognize the importance of high school students with disabilities being prepared to advocate for postsecondary academic accommodations. The purpose of this study was to inform how self-advocacy instruction can reflect the authentic context in which postsecondary students with learning disabilities (LD) and with attention deficit-hyperactivity disorder (ADHD) advocate for accommodations. Postsecondary undergraduate students with LD and with ADHD engaged in a video-recorded simulated meeting to discuss accommodations with a standardized (actor-portrayed) professor. A qualitative analysis of the meetings and postsimulation interviews was conducted. Findings demonstrate how students with LD and students with ADHD discuss accommodations with a professor, including their tendency to be hesitant to assert their preferences and needs for accommodations. Data from postsimulation interviews also suggest that participating in and reflecting upon the simulated interview facilitated students to assess their self-advocacy and identify changes they would make in future conversations about accommodations. Implications for research and practice in self-advocacy instruction are discussed.","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":"35 51","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139442805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A synthesis of prealgebraic reasoning interventions for students with mathematics difficulty in Grades 6 through 8 针对六至八年级数学困难学生的前代数推理干预措施综述
Learning Disabilities Research & Practice Pub Date : 2024-01-09 DOI: 10.1177/09388982231222179
Danielle O. Lariviere, Sarah R. Powell, Syeda Sharjina Akther
{"title":"A synthesis of prealgebraic reasoning interventions for students with mathematics difficulty in Grades 6 through 8","authors":"Danielle O. Lariviere, Sarah R. Powell, Syeda Sharjina Akther","doi":"10.1177/09388982231222179","DOIUrl":"https://doi.org/10.1177/09388982231222179","url":null,"abstract":"In this synthesis, we analyzed 10 prealgebraic reasoning interventions for students with mathematics difficulty (MD) in Grades 6 through 8. All interventions focused on one or more prealgebraic concepts including integer operations, algebraic expressions and equations, and functions. Of the 10 intervention studies, six employed single-case design methodology and four employed group design. We synthesized intervention effects and identified instructional practices utilized within interventions. Results indicated positive proximal student performance across studies, generally positive maintenance effects, and mixed transfer effects. Manipulative-based instruction and explicit instruction were the two most used instructional practices within interventions, supporting their use in improving targeted prealgebraic reasoning skills among students with MD. Additional implications for research and practice are discussed.","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":"14 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139441649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The impact of initial level of performance on multidisciplinary team eligibility decisions when using response to intervention 在采用干预对策时，初始成绩水平对多学科小组资格决定的影响
Learning Disabilities Research & Practice Pub Date : 2023-12-28 DOI: 10.1177/09388982231222056
Michael J. Boneshefski, Drew W. Hunter
{"title":"The impact of initial level of performance on multidisciplinary team eligibility decisions when using response to intervention","authors":"Michael J. Boneshefski, Drew W. Hunter","doi":"10.1177/09388982231222056","DOIUrl":"https://doi.org/10.1177/09388982231222056","url":null,"abstract":"When using response to intervention (RTI) for special education eligibility decisions, multidisciplinary teams (MDTs) may use performance level and rate of improvement (ROI) as two metrics when evaluating student responsiveness. Although examining student responsiveness to instruction is a critical component of an evaluation using RTI, previous research suggests that final level of performance is the main factor in MDT decisions. ROI is influenced by pre-intervention performance and is also inherently captured in students’ postintervention level, potentially limiting ROI's utility as a distinct indicator of performance. To address these issues with ROI, this study examined whether initial performance level and ROI improve actual MDT decisions about special education eligibility beyond the final level of performance. Results indicate that initial level of performance and ROI add no additional value to predicting MDT's eligibility decisions when using RTI despite identified students having significantly lower initial performance levels and lower ROIs than their nonidentified peers.","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":"57 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139150908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Anxiety and Reading Comprehension of Chinese Children with and without Reading Disabilities: The Role of Processing Speed 阅读障碍儿童焦虑与阅读理解:加工速度的作用
Learning Disabilities Research & Practice Pub Date : 2022-05-05 DOI: 10.1111/ldrp.12279
Li-Chih Wang, Ji‐Kang Chen, H. Tsai
{"title":"Anxiety and Reading Comprehension of Chinese Children with and without Reading Disabilities: The Role of Processing Speed","authors":"Li-Chih Wang, Ji‐Kang Chen, H. Tsai","doi":"10.1111/ldrp.12279","DOIUrl":"https://doi.org/10.1111/ldrp.12279","url":null,"abstract":"","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120548469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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