Preventing School Failure最新文献

{"title":"The gap between research and practice revisited: Accommodation practices amid the COVID-19 pandemic and beyond","authors":"Pei-Ying Lin, Caroline Locher-Lo, Chia Jung Yeh","doi":"10.1080/1045988x.2023.2270811","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2270811","url":null,"abstract":"AbstractPrevious research suggests that there is a demonstrated need to provide instructional and assessment accommodations for students with special needs in Canada and worldwide. Therefore, we conducted nine semi-structured interviews to better understand how Canadian elementary special education teachers’ perceived understanding of accommodations affected their practices before the COVID-19 pandemic, during school closures, and after school reopened in the province of Saskatchewan. Our interview data show that teachers’ perceptions of accommodations did not align with research and theory. Elementary teachers tended to utilize groupwise strategies for students with special needs. Overall, teachers’ perceptions and practices of accommodations remained constant prior to school closures and after school reopened, excepting some practices that were changed due to the COVID-19 safety protocols.Keywords: Accommodation practicesCOVID-19 pandemiconline teachingschool reentryspecial education Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis research was supported by the Social Sciences and Humanities Research Council of Canada.Notes on contributorsPei-Ying LinDr. Pei-Ying Lin is an Associate Professor at the Department of Educational Psychology and Special Education, University of Saskatchewan, Canada. Her scholarship primarily focuses on instructional and assessment policies and practices for students with special needs and/or English language learners, particularly in relation to equity and fairness within the contexts of classroom assessment and large-scale testing.Caroline Locher-LoDr. Caroline Locher-Lo is a lecturer with the department of Sociology and the Institute for Gender, Race, Sexuality, and Social Justice at University of British Columbia. Her research interests encompass a wide spectrum, including literacy acquisition, linguistic retention, perceived and aspired identity, social inequality and equity, and gender and racial relations.Chia Jung YehDr. Chia Jung Yeh is an Associate Professor in the Department of Human Development and Family Science at East Carolina University. Her research focuses on international virtual exchange learning, global teacher education, creative teaching strategies in mathematics and science, and STEM teaching and learning.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135342471","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}

{"title":"Examining behavior specific praise as an individual behavior management strategy in a high-need educational setting","authors":"Faith G. Miller, Nicole Swenson Wagner, Alexandria C. Robers","doi":"10.1080/1045988x.2023.2269891","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2269891","url":null,"abstract":"AbstractBehavior specific praise (BSP) is widely regarded as an evidence-based classroom management strategy, with decades of research supporting its use. However, relatively few studies have examined the effect of BSP as a targeted intervention strategy, particularly for traditionally underrepresented students. The present study evaluated the utility of BSP as an individual behavior management strategy for diverse students in the context of a high-need educational setting. Specifically, it examined the effects of BSP on teacher’s ratings of academically engaged and disruptive behavior in the classroom using Direct Behavior Ratings–Single Item Scales (DBR-SIS). A concurrent multiple baseline design was implemented with three racially/ethnically minoritized (REM) target students across one third and one fourth grade classroom. Results demonstrated that teachers’ estimated rates of BSP delivered to target students were successfully increased to a criterion level of six per hour following delivery of a multicomponent training package, with high levels of treatment integrity. All participating students demonstrated statistically significant improvements in behavior, although visual analysis suggested only one clear demonstration and one replication of effect. Social validity data revealed high levels of teacher acceptability and willingness to implement the BSP strategy, with mixed perceptions from students. Implications for research and practice are discussed.Keywords: Behaviorconsultationpraise Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsFaith G. MillerFaith G. Miller is an Associate Professor and Peyton Faculty Fellow in Child and Adolescent Well-being at the University of Minnesota–Twin Cities. Her research interests relate to improving assessment and intervention practices within MTSS to better support students’ social, emotional, and behavioral functioning by engaging an equity lens.Nicole Swenson WagnerNicole Swenson Wagner is a graduate of the School Psychology Program at the University of Minnesota–Twin Cities.Alexandria C. RobersAlexandria C. Robers is a is a graduate of the School Psychology Program at the University of Minnesota–Twin Cities and is completing a postdoctoral fellowship at the Monroe-Meyer Institute.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135411980","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}

{"title":"Addressing discipline equity: the Inclusive Skill-Building Learning Approach (ISLA) an alternative to exclusionary discipline","authors":"Irin A. Pimentel-Mannan, Joseph F. T. Nese, Alex Newson, Rhonda N. T. Nese, Jean Kjellstrand","doi":"10.1080/1045988x.2023.2252761","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2252761","url":null,"abstract":"AbstractExclusionary discipline practices are frequently utilized in schools despite decades of research indicating their ineffectiveness (American Psychological Association Zero Tolerance Task Force, Citation2008; Losen & Skiba, Citation2010; Muñiz, Citation2021). Research shows that removing students from the classroom does not change student behavior, is administered disproportionately to historically marginalized and minoritized groups, and is linked to the school-to-prison pipeline and lower academic achievement (Barnes & Motz, Citation2018; Losen & Martinez, Citation2020; Noltemeyer et al., Citation2015). This study explores the impact of the Inclusive Skill-Building Learning Approach (ISLA), an instructional and restorative alternative to exclusionary discipline practices, on discipline disproportionality. Pre-intervention, implementation, and post-intervention discipline data for 6th through 8th grade students were collected to understand the relation between ISLA and disproportional discipline data by race and gender. The findings suggest that ISLA is an effective tool for reducing overall in-school and out-of-school suspension rates as well as the risk indices for out-of-school suspensions for students of color, yet there is still a need for intervention adaptations to address specific disparities in exclusionary discipline practices. Research findings, study limitations, and implications and directions for future research and practice are further discussed.Keywords: Achievement gapdisproportionalitydiscipline equityexclusionary disciplineschool-based interventions Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 WOW is a three step research-informed strategy that can be used to create positive classroom environments: Welcome students, Own your classroom environment, and Wrap up class with the intention (Nese, Santiago-Rosario, et al., Citation2022).Additional informationFundingThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A180006 to the University of Oregon. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.Notes on contributorsIrin A. Pimentel-MannanIrin A. Pimentel-Mannan is a doctoral candidate at the University of Oregon. Her current research interests are prevention of school-to-prison pipeline, exclusionary discipline, alternatives to exclusionary discipline practice, and parent-child relationships and child behavioral outcomes.Joseph F. T. NeseJoseph F. T. Nese is a research associate professor at the University of Oregon. His current research interests are computer science, behavioral outcomes, exclusionary discipline, and positive behavioral interventions & supports to advance the systems used by educators to support data-based decision making and improve student outcomes.Alex NewsonAlex Newson is a doctoral candidate at the Un","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"127 21-22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815403","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}

{"title":"Professional development on the basics of behavior assessment and intervention: training by school district staff for district staff","authors":"Allison Negron-Campbell, Samantha E. Goldman, Nanho Vander Hart","doi":"10.1080/1045988x.2023.2259823","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2259823","url":null,"abstract":"AbstractResearch shows that schools struggle with conducting high quality functional behavior assessments (FBA) and implementing effective behavior intervention plans (BIP). Access to training is a documented challenge to effective implementation. One training with preliminary empirical support is Basic FBA. This pilot study extended the research on Basic FBA to determine whether the intervention could be implemented effectively by district staff. Fourteen staff working in an urban school district completed within-district training consisting of four modules on FBA/BIP with aligned between-session assignments; half were randomly assigned to receive coaching support. Participants increased their knowledge and skill in FBA/BIP and rated the training as socially acceptable. Differences in outcomes for coached and control groups were minimal, with some higher social validity ratings and more FBA/BIPS developed by those receiving coaching.Keywords: Behavior intervention plancoachingfunctional behavioral assessmentstaff training AcknowledgementsWe would like to thank the school district employees who participated in this study as well as the administrative support of Triada Frangou-Apostolou and the SEL Leadership Team. Special thanks for the project coaches, Nicole Bradley, Naomi Haaker, Tracey Swenson, and Lacey Hale who dedicated many hours to supporting the success of this project.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingFunding for this research was provided through the Office of the Provost at Assumption University.Notes on contributorsAllison Negron-CampbellAllison Negron-Campbell is District Focused Instructional Coach for Social Emotional Learning (SEL) in the Climate and Culture Department of the Worcester Public Schools in Worcester, Massachusetts. Her current research interests are multi-tiered systems of support in social emotional learning and behavior, school culture and climate, and functional behavior assessment and interventions.Samantha E. GoldmanSamantha Goldman is an associate professor of special education at Assumption University in Worcester, Massachusetts. Her research focuses on family-school partnership, alternative dispute resolution, supporting students with autism and challenging behavior, and special education teacher preparation.Nanho Vander HartNanho Vander Hart is the director and an associate professor of special education at Assumption University in Worcester, Massachusetts. Her current research interests are inclusive education, handwriting, writing instruction, and special education teacher preparation.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136892","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}

{"title":"Remedial and compensatory writing technologies for middle school students with learning disabilities and their classmates in inclusive classrooms","authors":"Patricia M. Barbetta","doi":"10.1080/1045988x.2023.2259837","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2259837","url":null,"abstract":"AbstractAs students enter middle school, they face increased writing expectations. Middle school teachers expect students to write lengthier compositions across genres that are more technically correct and thoughtfully written than those required in elementary school. Some students will meet the increased expectations, while others will not. Most students with learning disabilities have more writing challenges than their general education classmates. Consequently, middle school inclusive classroom students present a wider range of writing abilities and challenges. Teachers can include in their writing instruction various technologies to teach and remediate their students’ writing. Compensatory technologies can provide students with ongoing support as they write. This article describes technologies teachers and students can use throughout the writing stages.Keywords: ChatGPTcompensatory writing technologyinclusive middle school classroomslearning disabilitiesremedial writing technologywriting process stages Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsPatricia M. BarbettaPatricia M. Barbetta, Ph.D., is a special education associate professor at the Florida International University, Miami, FL. Her current research interests are instructional and assistive technologies for students with disabilities, technologies to support the writing process, online learning, active student learning, and behavior management.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136135741","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}

{"title":"A special educator’s guide to the Science of Reading","authors":"Zachary T. Barnes, R. Fields, K. Cartwright","doi":"10.1080/1045988x.2023.2243847","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2243847","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49272057","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}

{"title":"Unseen advantage and disadvantage in high schools: Cultural norms and educational equity","authors":"Samantha Bates","doi":"10.1080/1045988x.2023.2238628","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2238628","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48137287","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}

{"title":"Do family characteristics predict student absenteeism?","authors":"Charles Anim, David Baidoo-Anu, Kenneth Gyamerah, Williams Agyemang-Duah","doi":"10.1080/1045988x.2023.2236042","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2236042","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48180617","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}

{"title":"Zero tolerance: effects, bias, and more effective strategies for Improving school safety","authors":"M. Santiago-Rosario, Sean C. Austin, Sara Izzard, M. K. Strickland-Cohen, John C. R. Gallo, Alexandra Newson, K. McIntosh","doi":"10.1080/1045988x.2023.2236054","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2236054","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43994945","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}

{"title":"From ‘pushed out’ to reengaged: experiences from a flexible learning programme","authors":"M. Butson, R. Jeanes","doi":"10.1080/1045988x.2023.2230921","DOIUrl":"https://doi.org/10.1080/1045988x.2023.2230921","url":null,"abstract":"","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47992183","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}