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Teaching Exceptional Children最新文献

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Meet the Newest Members of the CEC Board of Directors 会见CEC董事会最新成员
IF 1
Teaching Exceptional Children Pub Date : 2023-01-01 DOI: 10.1177/00400599231162464
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引用次数: 0
Supporting Inclusive Practices in the Least Restrictive Environment 在限制最少的环境中支持包容性做法
IF 1
Teaching Exceptional Children Pub Date : 2023-01-01 DOI: 10.1177/00400599231156042
D. Rowe, M. Blevins, Angus Kittelman, V. Walker
{"title":"Supporting Inclusive Practices in the Least Restrictive Environment","authors":"D. Rowe, M. Blevins, Angus Kittelman, V. Walker","doi":"10.1177/00400599231156042","DOIUrl":"https://doi.org/10.1177/00400599231156042","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43362269","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: 3
Building Relationships With Grace and Compassion 用优雅和同情建立人际关系
IF 1
Teaching Exceptional Children Pub Date : 2023-01-01 DOI: 10.1177/00400599231155524
Andreas Jasper
{"title":"Building Relationships With Grace and Compassion","authors":"Andreas Jasper","doi":"10.1177/00400599231155524","DOIUrl":"https://doi.org/10.1177/00400599231155524","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48877108","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
Addressing Middle Schoolers’ Disruptive Behavior: The Importance of Fostering Student Executive Functioning 处理中学生的破坏性行为:培养学生执行功能的重要性
IF 1
Teaching Exceptional Children Pub Date : 2023-01-01 DOI: 10.1177/00400599221093393
Michelle M. Cumming, Cristina Criado, Jeehyun Park, Alexandra Arango, M. L. Rodríguez, Michael Ali
{"title":"Addressing Middle Schoolers’ Disruptive Behavior: The Importance of Fostering Student Executive Functioning","authors":"Michelle M. Cumming, Cristina Criado, Jeehyun Park, Alexandra Arango, M. L. Rodríguez, Michael Ali","doi":"10.1177/00400599221093393","DOIUrl":"https://doi.org/10.1177/00400599221093393","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42646307","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
Linking IEP Status to Parental Involvement for High School Students of First-Generation and Native-Born Families 第一代和本土出生的高中生IEP状况与父母参与的关系
IF 1
Teaching Exceptional Children Pub Date : 2023-01-01 DOI: 10.1177/00144029221108402
Jennifer A. Freeman, J. Jacob Kirksey
{"title":"Linking IEP Status to Parental Involvement for High School Students of First-Generation and Native-Born Families","authors":"Jennifer A. Freeman, J. Jacob Kirksey","doi":"10.1177/00144029221108402","DOIUrl":"https://doi.org/10.1177/00144029221108402","url":null,"abstract":"As educators and policymakers increasingly use parental involvement as a mechanism to increase student achievement, scholars know surprisingly little about the disparities in frequencies of parental involvement for first-generation immigrant compared to native-born parents as well as how involvement may differ for parents of students with Individualized Education Programs (IEPs). Using HSLS:2009, we compared parental involvement of first-generation immigrant parents and native-born parents of high school students with and without IEPs. Our descriptive results indicate that first-generation parents exhibit lower frequencies of school-based involvement compared to native-born parents. In our propensity score matching analysis, we found that IEP status is associated with an increase in school-based parental involvement for both first-generation immigrant and native-born families. We also found that IEP status was negatively associated with academic socialization for both first-generation immigrant and native-born families.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86393247","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
Increasing the Independence of Students With Disabilities in the Classroom Through Indirect Paraprofessional Support 通过间接辅助专业支持提高残疾学生在课堂上的独立性
IF 1
Teaching Exceptional Children Pub Date : 2022-12-28 DOI: 10.1177/00400599221143457
Andrew R. Scheef, Aleksandra Hollingshead, Kalley Malone, Whitney M. Sherman, Adrienne Seamans, Toni Sabala, Janice Carson
{"title":"Increasing the Independence of Students With Disabilities in the Classroom Through Indirect Paraprofessional Support","authors":"Andrew R. Scheef, Aleksandra Hollingshead, Kalley Malone, Whitney M. Sherman, Adrienne Seamans, Toni Sabala, Janice Carson","doi":"10.1177/00400599221143457","DOIUrl":"https://doi.org/10.1177/00400599221143457","url":null,"abstract":"Paraprofessionals are a crucial component of special education services and can be vital to promoting inclusive learning opportunities. Although intentions behind utilizing paraprofessional support may be good, students with disabilities may become over-reliant on paraprofessionals, thus limiting student independence in the classroom. This paper intends to shift the traditional paradigm to focus on increasing student independence through indirect paraprofessional supports. Practical recommendations for fading paraprofessional support to promote student independence are included.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41705639","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
Securing School-Based Mental Health Services for Students With Disabilities: An Illustration of the Six-Component Approach 确保为残疾学生提供校本心理健康服务:六要素方法的例证
IF 1
Teaching Exceptional Children Pub Date : 2022-12-08 DOI: 10.1177/00400599221138098
Kerri L. Clopton, Stephanie L. Schmitz, N. Skaar, S. Etscheidt
{"title":"Securing School-Based Mental Health Services for Students With Disabilities: An Illustration of the Six-Component Approach","authors":"Kerri L. Clopton, Stephanie L. Schmitz, N. Skaar, S. Etscheidt","doi":"10.1177/00400599221138098","DOIUrl":"https://doi.org/10.1177/00400599221138098","url":null,"abstract":"The IDEA requires schools to evaluate and provide services to students who have a mental health issue that is deemed an educational disability or a mental health issue that is comorbid with an educational disability. Etscheidt and colleagues (this issue) propose a six component approach to securing school-based mental health services for students with disabilities. This article illustrates the six component approach using two vignettes. The first vignette involves a preschool student referred due to aggression who has not been previously identified as eligible for special education. The second vignette involves a 5th grade student who was receiving special education services under the category of SLD who’s academic progress had plateaued.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44978155","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
Promoting Paraeducators’ Use of Evidence-Based Practices for Students With Autism 促进辅助教育工作者对自闭症学生使用循证实践
IF 1
Teaching Exceptional Children Pub Date : 2022-11-09 DOI: 10.1177/00144029221135572
Ann M. Sam, Jessica R Steinbrenner, S. Odom, Sallie W. Nowell, V. Waters, Y. Perkins, Mary White, H. Swaminathan, H. Rogers
{"title":"Promoting Paraeducators’ Use of Evidence-Based Practices for Students With Autism","authors":"Ann M. Sam, Jessica R Steinbrenner, S. Odom, Sallie W. Nowell, V. Waters, Y. Perkins, Mary White, H. Swaminathan, H. Rogers","doi":"10.1177/00144029221135572","DOIUrl":"https://doi.org/10.1177/00144029221135572","url":null,"abstract":"The purpose of this study was to examine the efficacy of a teacher-implemented professional development program to increase the fidelity with which paraeducators use evidence-based practices (EBPs) in instruction for children with autism. Employing a modified multiple-probe design, investigators implemented the Autism Focused Intervention Resources and Modules for Paraprofessionals (AFP) program in four special education and four inclusive classrooms enrolling students with autism. As the teacher initiated features of the AFP program focusing on individual EBPs, level changes in paraeducators’ EBP fidelity increased markedly, with replications across paraeducators demonstrating experimental control. Statistical analyses produced large effect sizes, Goal Attainment Scale scores indicated student progress, and participants’ ratings reflected strong social validity. School closure due to the COVID-19 pandemic prevented the completion of the study, but the pattern of effects suggests the efficacy of the AFP program as a program of professional development for paraeducators providing instruction for children with autism.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80421108","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
Enhancing Support for Student Mental Health in Schools 加强学校对学生心理健康的支援
IF 1
Teaching Exceptional Children Pub Date : 2022-11-01 DOI: 10.1177/00400599221147085
Stephen P. Kilgus, Carly Oddleifson, Angus Kittelman, D. Rowe
{"title":"Enhancing Support for Student Mental Health in Schools","authors":"Stephen P. Kilgus, Carly Oddleifson, Angus Kittelman, D. Rowe","doi":"10.1177/00400599221147085","DOIUrl":"https://doi.org/10.1177/00400599221147085","url":null,"abstract":"TE A C H IN G E xc ep ti o na l C hi ld re n, V o l. 55 , N o . 2 , p p . 8 4 –8 7. C o p yr ig ht 2 0 22 T he A ut ho r( s) . D O I: 10 .11 77 /0 0 4 0 0 59 9 22 11 4 70 8 5 This View From the Field column is the fourth and final installment in a series focused on the roles of key stakeholders in the implementation of effective practices for students with or at risk for educational disabilities. In the first column, Rowe and colleagues (2022) highlighted different roles peers have in supporting the implementation of effective practices for students with or at risk for disabilities (e.g., peer networks, peer-assisted learning strategies). In the second column, Garbacz and colleagues (2022) described different validated strategies useful for enhancing parent collaboration in the implementation of effective practices (e.g., relationship building, motivational interviewing, implementation planning). In the third column, Rousey and colleagues (2022) described important roles community stakeholders (e.g., vocational rehabilitation, transition specialists, employers) have in providing effective transition services for students with disabilities. For this column, we emphasize the importance and timeliness in addressing mental health problems facing students in schools and describe how stakeholders (e.g., school and community mental health professionals, parents) are vital in the implementation of effective practices to support students struggling with internalizing and externalizing problems.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42163638","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
Big Dreams and Bright Futures: Teaching, Leadership, and Thanks 伟大的梦想和光明的未来:教学，领导和感谢
IF 1
Teaching Exceptional Children Pub Date : 2022-11-01 DOI: 10.1177/00400599221142708
Danielle M. Kovach
{"title":"Big Dreams and Bright Futures: Teaching, Leadership, and Thanks","authors":"Danielle M. Kovach","doi":"10.1177/00400599221142708","DOIUrl":"https://doi.org/10.1177/00400599221142708","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41908555","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
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