Learning Disabilities-A Multidisciplinary Journal最新文献

Response to Intervention as a Structuring Benchmark for Organizing Services for Students at Risk and With Learning Difficulties in Reading: A Multiple Case Study in Three Elementary Schools 对干预的反应:为有阅读风险和学习困难的学生组织服务的结构基准:三所小学的多案例研究

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2023-08-14 DOI: 10.18666/ldmj-2023-v28-i1-12130

Élisabeth Boily, Chantal Ouellet, Pascale Thériault

{"title":"Response to Intervention as a Structuring Benchmark for Organizing Services for Students at Risk and With Learning Difficulties in Reading: A Multiple Case Study in Three Elementary Schools","authors":"Élisabeth Boily, Chantal Ouellet, Pascale Thériault","doi":"10.18666/ldmj-2023-v28-i1-12130","DOIUrl":"https://doi.org/10.18666/ldmj-2023-v28-i1-12130","url":null,"abstract":"Although Response to Intervention (RTI) is viewed as a promising model for preventing learning difficulties in reading, several authors have highlighted the challenges associated with its implementation in educational settings (Barrio et al., 2015; Fuchs & Vaughn, 2012; Mitchell et al., 2012). After a decade of implementing this model in the United States, researchers insist on the need for more studies on the practical issues related to the implementation of this model (Barrio et al., 2015; Simonsen et al., 2010). The purpose of this article is to present the results of a multi-case study on the roles of teachers and remedial teachers in the context of the implementation of the RTI in reading in three elementary schools. It focuses more specifically on the organization of services based on the different evaluation and intervention procedures associated with the RTI. The results indicate the presence or emergence of a data culture in the three sites studied. It was possible to observe that RTI evaluation and intervention procedures are viewed as structuring benchmarks for organizing and planning services throughout the school year for first and second Grade students at-risk and those already struggling with reading difficulties.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"97 3 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77184023","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

Supportive Environments Providing Social and Emotional Learning Explain Success in People with Learning Disabilities 提供社会和情感学习的支持性环境解释了学习障碍人士的成功

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2023-08-14 DOI: 10.18666/ldmj-2023-v28-i1-11671

Amber DeBono, Julia English, Michele Heimbauer, Elizabeth Mendelsohn, Jonathan D. Cohen

{"title":"Supportive Environments Providing Social and Emotional Learning Explain Success in People with Learning Disabilities","authors":"Amber DeBono, Julia English, Michele Heimbauer, Elizabeth Mendelsohn, Jonathan D. Cohen","doi":"10.18666/ldmj-2023-v28-i1-11671","DOIUrl":"https://doi.org/10.18666/ldmj-2023-v28-i1-11671","url":null,"abstract":"Although students with learning disabilities (SwLD) are at greater risk (compared to typical learners) for dropping out of high school, not attending college, and unemployment, some SwLD lead successful lives (Aro et al., 2019; Mazzotti et al., 2021; Wagner et al., 2005). Little, however, is known as to what factors support this subset of SwLD in defying the odds and achieving success by graduating from college and leading satisfying lives. Alumni from Winston Preparatory School (Winston), a school exclusively for SwLD that has a strong track record for high school graduation and college attendance, were recruited for this study. Results from a previous study on Winston alumni indicated all attended college and most: graduated college, were employed, and had someone who socially supported them. The present study described in this paper built on these findings. Results indicated that when students felt supported by teachers and people at home, they were more likely to report high levels of three social and emotional learning skills which predicted several measures of student success. These results may offer possible explanations for why certain SwLD succeed but more research, possibly longitudinal, is needed to gain a more thorough understanding of the factors involved.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"42 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88323119","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

An Evidence Review of Key Transition Components for Students with Learning Disabilities 学习障碍学生关键过渡要素的证据回顾

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2023-08-14 DOI: 10.18666/ldmj-2023-v28-i1-11270

K. A. Lowrey, Leonard C. W. Troughton, Ryan Nation, Samantha Papp, L. Williams

引用次数: 0

Culturally Sustaining Mathematics for Dual Language Learners in a Multitiered System of Supports 双语学习者在多层次支持系统中的文化维持数学

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2022-01-26 DOI: 10.18666/ldmj-2021-v27-i1-9988

M. Driver

引用次数: 0

Preteaching Words to Facilitate an Instructional Level in Reading with a Student with a Specific Learning Disability in Reading 以特殊学习障碍学生为对象进行阅读教学前的词汇辅导

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2022-01-26 DOI: 10.18666/ldmj-2021-v27-i1-11317

M. Burns, McKinzie D. Duesenberg‐Marshall, Elizabeth M. McCollom, Nikita McCree, Heba Abdelnaby

引用次数: 0

Reverse Engineering the Initial Steps of the Writing Process for Students with Learning Disabilities 逆向工程:学习障碍学生写作过程的初始步骤

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2022-01-26 DOI: 10.18666/ldmj-2021-v27-i1-11224

Kathy B. Ewoldt, J. Morgan

{"title":"Reverse Engineering the Initial Steps of the Writing Process for Students with Learning Disabilities","authors":"Kathy B. Ewoldt, J. Morgan","doi":"10.18666/ldmj-2021-v27-i1-11224","DOIUrl":"https://doi.org/10.18666/ldmj-2021-v27-i1-11224","url":null,"abstract":"Writing is a recursive endeavor that includes multiple and often simultaneous steps (Graham & Harris, 2013; Harris et al., 2002; Rijlaarsdam et al., 2012) and is influenced by the task, environment, and learner characteristics (Flower & Hayes, 1981). These complexities within the writing process complicate the development and implementation of interventions because a breakdown in any of these areas can cause writing difficulties. This study examined an intervention designed to improve writing knowledge and skills by teaching students a strategy for creating a well-organized paragraph through a backward- then forward-sequencing of instruction. The strategy used a systematic coding method across the initial steps of the writing process (i.e., prewriting, drafting) using a graphic organizer and exemplar paragraphs. Ten elementary students in three resource classrooms at an urban school with a high English learner population in the southwestern United States participated in the four-week intervention program. Using non-parametric methods, the comparison of pre- and post-intervention measures indicate both statistically and practically significant improvements in sentence knowledge and expository paragraph writing skills; implications are discussed.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"40 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86656519","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

Modified Student Success Skills for Students with Learning Disabilities: A Pilot Study 改进学习障碍学生成功技能:一项试点研究

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2022-01-26 DOI: 10.18666/ldmj-2021-v27-i1-10302

Brett Zyromski, Moira Konrad, Sarah Geiger

{"title":"Modified Student Success Skills for Students with Learning Disabilities: A Pilot Study","authors":"Brett Zyromski, Moira Konrad, Sarah Geiger","doi":"10.18666/ldmj-2021-v27-i1-10302","DOIUrl":"https://doi.org/10.18666/ldmj-2021-v27-i1-10302","url":null,"abstract":"A modified version of the Student Success Skills (SSS) curriculum, designed to help address the need for intervention in executive functioning skills, metacognition skills, and social skills, was offered to a small group of students in eighth grade who were identified with learning disabilities to positively impact their learning strategies and knowledge. The purpose of this pilot study was to measure the effects of this modified version of SSS on students’ (a) skills and behaviors associated with improved school performance; (b) generalization of those skills to scenarios; and (c) school-related outcomes, including a teacher report. The study design applied a single subject multiple probe across students. The primary dependent variable measured in this study was the number of school-success-related skills and strategies students identified. Findings suggest a functional relation between the modified version of SSS and participants’ ability to name skills and behaviors associated with school success. The findings of the current study, as a collaboration with school counselors and special educators, provide a first step towards illustrating the impact of a modified SSS intervention with students with IEPs. Students reported enjoying and learning from the lessons.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"29 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72933046","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 Survey of Postsecondary Disability Service Website Information 专上残疾服务网站信息调查

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2021-09-24 DOI: 10.18666/ldmj-2021-v26-i2-10860

Manju Banerjee, Adam R. Lalor, Joseph W. Madaus, Loring Cole Brinckerhoff

引用次数: 0

The AHEAD Documentation Guidance at 10 Years: Continuing Concerns 超前文件指南10年:持续关注

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2021-09-24 DOI: 10.18666/ldmj-2021-v26-i2-10788

Benjamin J. Lovett, Will Lindstrom

引用次数: 4

The Spectrum of Disability Documentation Requirements at 12 Institutions A Thematic Analysis 12个机构的残疾文件要求范围:专题分析

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2021-09-24 DOI: 10.18666/ldmj-2021-v26-i2-11121

Emily Tarconish, Ashley Taconet, Nicholas W. Gelbar, Joseph W. Madaus, Lyman L. Dukes, Michael N. Faggella-Luby

{"title":"The Spectrum of Disability Documentation Requirements at 12 Institutions A Thematic Analysis","authors":"Emily Tarconish, Ashley Taconet, Nicholas W. Gelbar, Joseph W. Madaus, Lyman L. Dukes, Michael N. Faggella-Luby","doi":"10.18666/ldmj-2021-v26-i2-11121","DOIUrl":"https://doi.org/10.18666/ldmj-2021-v26-i2-11121","url":null,"abstract":"The two laws primarily governing disability services in postsecondary education, the Americans with Disabilities Act Amendments Act (ADAAA) and Section 504 of the Rehabilitation Act of 1973, permit institutions of higher education to determine disability documentation requirements on an individual basis. Many institutions have utilized documentation guidelines delineating a range of domains to be addressed, and often, suggestions for specific tests to be included, as well as strict recency requirements. Following passage of the ADAAA in 2008, the Association on Higher Education and Disability (AHEAD) published documentation guidance practices that reflected the updated ADAAA. The current qualitative study examined the perspectives of 12 directors of disability services (DDS) at postsecondary institutions in the United States regarding the disability documentation requirements at their respective schools and their perspectives on why the standards were adopted. Findings revealed a wide spectrum from flexibility to rigidity in requirements from those who employ traditional guidelines to those who apply selective degrees of the AHEAD guidance. Benefits and drawbacks of documentation and the AHEAD guidance are discussed, as well as suggestions for practitioners and institutions seeking to implement the AHEAD guidance.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"13 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85397473","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: 2