Exceptionality最新文献_第10页

Using a Systematic Evaluation to Establish Need and Buy-In Prior to Adoption of a SWPBIS Model 在采用SWPBIS模型之前，使用系统评估来确定需求和购买

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-05-26 DOI: 10.1080/09362835.2020.1849615

Kelly Carriere, Michael Krezmien, Alicia C. Gonzales

引用次数: 0

Reading Instruction for Children with down Syndrome: Extending Research on Behavioral Phenotype Aligned Interventions 唐氏综合症儿童的阅读指导:行为表型相关干预的扩展研究

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-04-19 DOI: 10.1080/09362835.2020.1749631

S. King, C. Lemons, K. A. Davidson, Deborah Fulmer, Alicia A. Mrachko

引用次数: 5

Meta-Analysis of Prompt and Duration for Curriculum-Based Measurement of Written Language 基于课程的书面语测试的提示和持续时间的元分析

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-04-05 DOI: 10.1080/09362835.2020.1743706

J. Romig, Alexandra A. Miller, W. Therrien, J. Lloyd

引用次数: 8

A Systematic Review of Teacher-Mediated Interventions to Improve the Mathematical Performance of Students with Emotional and Behavioral Disorders 教师干预对改善情绪与行为障碍学生数学成绩的系统评价

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-03-14 DOI: 10.1080/09362835.2020.1771717

Corey Peltier, Kimberly J. Vannest, Kristi L. Morin, Tracy E. Sinclair, M. Sallese

{"title":"A Systematic Review of Teacher-Mediated Interventions to Improve the Mathematical Performance of Students with Emotional and Behavioral Disorders","authors":"Corey Peltier, Kimberly J. Vannest, Kristi L. Morin, Tracy E. Sinclair, M. Sallese","doi":"10.1080/09362835.2020.1771717","DOIUrl":"https://doi.org/10.1080/09362835.2020.1771717","url":null,"abstract":"ABSTRACT Students with emotional and behavioral disorders (EBD) demonstrate poor academic outcomes, particularly in mathematics. Student-mediated interventions (e.g., self-management, self-monitoring, self-instruction) are replete in the intervention literature base for students with EBD. However, teacher-mediated interventions have been examined less frequently. The goal of this project was to examine the literature on teacher-mediated interventions to improve the mathematical performance of students with EBD to identify what is known and gaps that need to be filled. A total of 17 studies including 47 students met inclusion criteria; however, only seven studies including 17 students met the What Works Clearinghouse (WWC) Pilot Single-Case Design Standards with or without reservations. Using the WWC Evidence Standards, six studies demonstrated moderate evidence of effect and one study demonstrated weak evidence. The omnibus Tau-U was 72% (CI95 62–82%), representing data from the seven studies that met the WWC Design Standards. We calculated the between-case standardized mean difference (BC-SMD) for four studies that met assumptions; the effect sizes ranged from 3.48 to 0.45. Implications for research and practice are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"28 1","pages":"121 - 141"},"PeriodicalIF":1.3,"publicationDate":"2020-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1771717","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44118510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Teaching the Partial Products Algorithm Using the Concrete-representational-abstract Sequence 用具体表示抽象序列教授偏积算法

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-03-14 DOI: 10.1080/09362835.2020.1772070

Margaret M. Flores, Jessica H. Milton

{"title":"Teaching the Partial Products Algorithm Using the Concrete-representational-abstract Sequence","authors":"Margaret M. Flores, Jessica H. Milton","doi":"10.1080/09362835.2020.1772070","DOIUrl":"https://doi.org/10.1080/09362835.2020.1772070","url":null,"abstract":"ABSTRACT The development of conceptual multiplication knowledge will assist students in making progress within current mathematics standards. Previous research has shown the concrete-representational-abstract (CRA) sequence to be successful in teaching multiplication with regrouping with an emphasis on conceptual understanding while developing fluency and procedural knowledge. Previous research taught the standard algorithm; however, standards include using multiple strategies. Therefore, the purpose of this study was to use the CRA sequence to teach multiplication using another strategy, partial products algorithm. Three elementary students with disabilities participated in the study. During regularly scheduled instruction, their special education teacher taught multiplication of two 2-digit numbers using the CRA sequence. The researchers employed a multiple probe across students design and demonstrated a functional relation between CRA instruction and accuracy and fluency in multiplication. The researchers also showed that students maintained their performance up to one year after instruction.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"28 1","pages":"142 - 160"},"PeriodicalIF":1.3,"publicationDate":"2020-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1772070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49595137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Replication Research to Support Mathematical Learning of Students with Extensive Support Needs 支持有广泛支持需求学生数学学习的复制研究

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-03-14 DOI: 10.1080/09362835.2020.1743708

Jenny R. Root, Bree A. Jimenez, Alicia F. Saunders, Carol A. Stanger

引用次数: 5

Ten Legal Lessons for Special Educators 特殊教育工作者的十大法律课程

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-03-11 DOI: 10.1080/09362835.2020.1727341

Emma Gratton-Fisher, P. Zirkel

引用次数: 1

Special Education Policy Prospects: Lessons From Social Policies Past 特殊教育政策展望:过去社会政策的教训

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-03-04 DOI: 10.1080/09362835.2020.1727326

J. Kauffman, Bernd Ahrbeck, D. Anastasiou, Jeanmarie Badar, Marion Felder, Betty A. Hallenbeck

{"title":"Special Education Policy Prospects: Lessons From Social Policies Past","authors":"J. Kauffman, Bernd Ahrbeck, D. Anastasiou, Jeanmarie Badar, Marion Felder, Betty A. Hallenbeck","doi":"10.1080/09362835.2020.1727326","DOIUrl":"https://doi.org/10.1080/09362835.2020.1727326","url":null,"abstract":"ABSTRACT Social policies can be well-intentioned but ineffective in achieving what is intended. They can be undermined or destroyed by their exaggerated or oversimplified caricatures with a single, narrow focus. Caricatures may result in the opposite of the original intent of more carefully crafted variants. Institutionalization and deinstitutionalization are used as examples of a full cycle of policy failure. The shift from mandatory special education to the full inclusion movement (FIM) internationally is noted. Nowadays, the FIM maintains a narrow focus on one aspect of the U. S. Individuals with Disabilities Education Act (IDEA), with a deeply erroneous interpretation of the least restrictive environment (LRE) requirement. In giving comparatively little attention to other parts of the U. S. law, including free appropriate public education (FAPE), the individual education plan (IEP), and a continuum of alternative placements (CAP), the FIM may become a caricature; emphasizing physical/spatial inclusion to the neglect of FAPE and learning, it may achieve the opposite of what was intended. Not accidentally, IDEA has been criticized as outdated, and it could be revised detrimentally if such criticism, accompanied by alarming international policy trends, dominate thinking about special education. Recommendations are made for learning from the history of social policy, including the institutionalization/deinstitutionalization movements.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"16 - 28"},"PeriodicalIF":1.3,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1727326","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46372404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 22

Empowering Teachers with Low-Intensity Strategies: Supporting Students At-Risk for EBD with Instructional Choice during Reading 授权教师使用低强度策略:在阅读过程中支持有EBD风险的学生进行教学选择

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-02-25 DOI: 10.1080/09362835.2020.1729766

R. Ennis, K. Lane, Sarah Cole Flemming

引用次数: 2

National Trends and School-Level Predictors of Restraint and Seclusion for Students with Disabilities 残疾学生约束和隔离的国家趋势和学校水平预测因素

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-02-25 DOI: 10.1080/09362835.2020.1727327

Nicholas A. Gage, Danielle L. Pico, Lauren L. Evanovich

引用次数: 12