Exceptionality最新文献_第9页

Oral Language Contributions to Reading and Writing in Students with and without Language-Learning Disabilities 口语对有或无语言学习障碍学生阅读和写作的贡献

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-08-26 DOI: 10.1080/09362835.2020.1801435

Anthony D. Koutsoftas, Pradyumn Srivastava

{"title":"Oral Language Contributions to Reading and Writing in Students with and without Language-Learning Disabilities","authors":"Anthony D. Koutsoftas, Pradyumn Srivastava","doi":"10.1080/09362835.2020.1801435","DOIUrl":"https://doi.org/10.1080/09362835.2020.1801435","url":null,"abstract":"ABSTRACT Purpose Oral language plays a significant role in the development of reading and writing skills in intermediate grade students. Therefore, it is an important consideration for students receiving special education services for a language-based learning disability (LLD) through the public school system. The goal of this study was to examine the relative contribution of oral language in predicting reading and writing in students with and without LLD. Method An extant dataset including 50 students in fourth and fifth grades was used to answer the study’s research questions. Participants completed a standardized assessment of oral language and reading, and produced one narrative and one expository writing sample counterbalanced across days. Results Significant differences were observed between groups across all measures of oral language, reading, and writing. Oral language accounted for significant amounts of variance in predicting both reading and writing across the sample, with differing patterns by modality. Conclusion Findings from this study contribute to the research knowledge base on intermediate grade students with and without LLD and provide insights into how age, gender, and oral language contribute to the development of reading and writing.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"28 1","pages":"380 - 392"},"PeriodicalIF":1.3,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1801435","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41368742","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

Comparing Video Modeling to Teacher-Led Modeling for Algebra Instruction with Students with Learning Disabilities 视频建模与教师主导建模在学习障碍学生代数教学中的比较

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-08-25 DOI: 10.1080/09362835.2020.1801436

Rajiv Satsangi, Rachel H. Billman, Alexandra R. Raines

{"title":"Comparing Video Modeling to Teacher-Led Modeling for Algebra Instruction with Students with Learning Disabilities","authors":"Rajiv Satsangi, Rachel H. Billman, Alexandra R. Raines","doi":"10.1080/09362835.2020.1801436","DOIUrl":"https://doi.org/10.1080/09362835.2020.1801436","url":null,"abstract":"ABSTRACT Students with a mathematics learning disability face many challenges learning algebraic curricula. To support this population, targeted supplementary instruction beyond what is provided by a classroom teacher may benefit their learning outcomes. In this context, video modeling designed in accordance with an established instructional design framework may offer promise in mathematics for this population. While video modeling was studied extensively for students with severe disabilities, its application for students with a mathematics learning disability is limited. Using a single subject alternating treatments design, this study compared video modeling to teacher-led modeling for instructing three secondary students with a mathematics learning disability how to graph linear equations. Across intervention, all three students increased their performance on all dependent variables with both treatments, with teacher-led modeling providing greater accuracy scores for two of the three students. The results of this study and their implications for the field are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"249 - 264"},"PeriodicalIF":1.3,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1801436","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44303780","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: 2

School-Based Mental Health Services for Students with Disabilities: Urgent Need, Systemic Barriers, and a Proposal 以学校为基础的残疾学生心理健康服务:迫切需要、系统障碍和建议

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-08-25 DOI: 10.1080/09362835.2020.1801437

N. Skaar, Susan K. Etscheidt, A. Kraayenbrink

引用次数: 7

The Absence of Civics Interventions for Students with Disabilities: A Mixed-Methods Investigation 残疾学生缺乏文明干预的混合方法调查

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-08-13 DOI: 10.1080/09362835.2020.1801438

J. Garwood

引用次数: 1

Relations between the Socioeconomic Status of Secondary Students with Disabilities and Non-Academic Transition Behaviors 中学残疾学生社会经济地位与非学业过渡行为的关系

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-06-24 DOI: 10.1080/09362835.2020.1772067

Maeghan N. Hennessey, Jason P. Herron, J. Martin, M. Herron

{"title":"Relations between the Socioeconomic Status of Secondary Students with Disabilities and Non-Academic Transition Behaviors","authors":"Maeghan N. Hennessey, Jason P. Herron, J. Martin, M. Herron","doi":"10.1080/09362835.2020.1772067","DOIUrl":"https://doi.org/10.1080/09362835.2020.1772067","url":null,"abstract":"ABSTRACT Many studies suggest students’ socioeconomic status (SES) predicts academic performance as well as employment and further education outcomes for students both with and without disabilities. The extent to which SES affects the precedents for those outcomes, or the non-academic transition skills identified as being predictive of those post-school outcomes, has been less well studied, and the studies that have been conducted have had varying results. The current study attempts to add to this growing literature base by using multilevel modeling to determine the extent to which variables related to SES predict non-academic skills identified in the literature as being associated with post-school further education and employment outcomes. Results of this study show non-academic outcomes are not strongly related to students’ SES classifications. Specifically, results indicate SES variables generally do not predict non-academic skills associated with post-school further education or employment at the school or student level, meaning SES status does not determine if high school students will attain necessary non-academic skills.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"28 1","pages":"362 - 379"},"PeriodicalIF":1.3,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1772067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49071184","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: 0

Legal Information in Special Education: Accuracy with Transparency 特殊教育中的法律信息：准确透明

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-06-17 DOI: 10.1080/09362835.2020.1772069

P. Zirkel

引用次数: 4

Examining the Expectations of Parents of Young Children with Disabilities from a “Care” Perspective 从“关爱”视角审视残疾幼儿父母的期望

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-06-07 DOI: 10.1080/09362835.2020.1772065

S. Luke, Cynthia O. Vail, K. Roulston, T. Clees

引用次数: 2

High-School Students with High-Incidence Disabilities’ Use of Smartphones for Self-Monitoring 高发残疾高中生智能手机自我监控的研究

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-06-07 DOI: 10.1080/09362835.2020.1772064

Kathleen B. Cook, Kristin L. Sayeski

{"title":"High-School Students with High-Incidence Disabilities’ Use of Smartphones for Self-Monitoring","authors":"Kathleen B. Cook, Kristin L. Sayeski","doi":"10.1080/09362835.2020.1772064","DOIUrl":"https://doi.org/10.1080/09362835.2020.1772064","url":null,"abstract":"ABSTRACT Self-monitoring of attention (SMA) promotes increased learning opportunities and greater independence for students but has been sparsely researched with high-school students. This study evaluated the effects of a self-monitoring strategy that included the use of a smartphone with a vibrating app to signal high-school students with high-incidence disabilities to self-monitor on-task behavior in general education classrooms. A multiple-treatment research design was used to evaluate potential effects of this self-monitoring strategy on on-task behavior and then compare the effects of self-monitoring alone to self-monitoring with self-graphing. At least two of four participants showed moderate increases in on-task behavior when self-monitoring. Only two participants used self-graphing materials and neither showed additional increases in on-task behavior when self-graphing was used. Generalization across settings was not evident; however, treatment effects were maintained for five to seven weeks for two participants. End-of-study surveys indicated that participants and teachers found the self-monitoring intervention to be acceptable for general education settings.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"279 - 295"},"PeriodicalIF":1.3,"publicationDate":"2020-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1772064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48372127","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

Teachers’ Perspectives on the Identification of and Intervention for Students at Risk for Disabilities in South Korea 韩国教师对有残疾风险学生的识别和干预的看法

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-06-07 DOI: 10.1080/09362835.2020.1772066

Woori Kim, Jiyeon Kim, Sylvia Linan-Thompson

{"title":"Teachers’ Perspectives on the Identification of and Intervention for Students at Risk for Disabilities in South Korea","authors":"Woori Kim, Jiyeon Kim, Sylvia Linan-Thompson","doi":"10.1080/09362835.2020.1772066","DOIUrl":"https://doi.org/10.1080/09362835.2020.1772066","url":null,"abstract":"ABSTRACT This study investigated teachers’ experiences and perspectives on the identification of and educational support for students at risk for disabilities. Three focus groups with general education teachers and four with special education teachers were conducted. The interview data were analyzed using grounded theory methodology. The results, based on axial coding, revealed the core phenomenon to be the cycle of referral, identification, and intervention. The contextual conditions that sustained the cycle were: (a) parental denial, (b) families with low SES or vulnerability, (c) the negative effects of labeling, (d) general education teachers’ workload, (e) ambiguity of special education teachers’ role, and (f) poor collaboration between general and special education teachers. The key factors required to switch to the positive cycle were teachers’ responsibility and competence. The action strategies to facilitate the identification and intervention processes were summarized as implementation of: (a) valid and reliable identification procedures, (b) schoolwide preventative intervention system, and (c) comprehensive family support.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"359 - 374"},"PeriodicalIF":1.3,"publicationDate":"2020-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1772066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44833686","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: 0

Teachers’ Use and Perceptions of Research-to-Practice Articles 教师对研究-实践文章的使用和认知

IF 1.3 4区教育学

Exceptionality Pub Date : 2020-06-04 DOI: 10.1080/09362835.2020.1772068

Renée E. Lastrapes, P. Mooney

引用次数: 1