Teaching Exceptional Children最新文献

{"title":"Preview","authors":"J. Lloyd, W. Therrien","doi":"10.1177/00144029221119072","DOIUrl":"https://doi.org/10.1177/00144029221119072","url":null,"abstract":"For this first issue of the last volume year in our editorship, we are pleased to provide a diverse set of studies. Not only do the contents of this issue represent students from kindergarten to college preparatory ages, and topics ranging from math, reading, and transition, but also we have two studies that made extensive use of open science practices and studies from international scholars. In “College and Career Readiness Support Youth with and Without Disabilities Based on the National Longitudinal Transition Study 2021,” Allison Lombardi, Graham Rifenbark, Tyler Hicks, Ashley Taconet, and Clewiston Challenger examined interactions among disability, race and ethnicity, and household income for students with different disabilities. Their results showed that, although students without disabilities receivedmore college and career readiness support than those with disabilities, the discrepancies were especially pronounced among students of color. Nadine Cruz Neri and Jan Retelsdorf studied the influence of reducing linguistic complexity on studentswith andwithout learningdisabilities in reading. They reported that their study, “Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?,” revealednooverall benefit of simplifying linguistic complexityor differential benefit for the students with learning disabilities in reading. In “AConceptualReplicationof aKindergarten Math Intervention Within the Context of a Research-Based Core,” Ben Clarke, Jessica Turtura, Taylor Lesner, Madison Cook, Keith Smolkowski, Derek Kosty, and Christian Doabler reported the results of a study that examined the effects of a Tier-2 kindergarten math curriculum. Althoughanearlier studyhadshownstudentsbenefiting from the intervention curriculum, in the study they reported here, there were no benefits for the students in the experimental condition. Alexander O’Donnell, Gerry Redmond, Joanne Arciuli, Sally Robinson, Jennifer Skattebol, Parimala Raghavendra, Cathy Thomson, Joanna Wang,andEricEmersonprovidedtheirexamination of “The Association Between Parental Educational Expectations and School Functioning Among Young People With Disabilities: A Longitudinal Investigation.”Theyfoundthatadolescentswithdisabilities whose parents had high expectations engaged in school activities at a higher level, but thesamewasnottrueforstudentswithoutdisabilities. In “Sustainability of a Teacher Professional Development Program on Proportional Reasoning Skills of Students With Mathematics Difficulties,” Asha Jitendra, Michael Harwell, and Soo-hyun Im reported the results of their study aboutwhether teachers with prior experience in using strategy-based instruction implemented instruction with higher fidelity than teachers who were implementing it for thefirst time.They found that bothgroupsof teachers implemented the strategy-based instruction faithfully, and that the level of teacher experience did not different","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"5 1","pages":"4 - 4"},"PeriodicalIF":1.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74701606","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":"Corrigenda to “Development of Mathematical Practices Through Word Problem-Solving Instruction for Students with Autism Spectrum Disorder” by Sarah K. Cox and Jenny R. Root","authors":"","doi":"10.1177/00144029221111892","DOIUrl":"https://doi.org/10.1177/00144029221111892","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"25 1","pages":"119 - 119"},"PeriodicalIF":1.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84984495","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":"Peer-Assisted Aided AAC Modeling for Students With Complex Communication Needs","authors":"H. Kleinert, J. Kearns, L. Land, Judith L. Page, J. Kleinert","doi":"10.1177/00400599221122871","DOIUrl":"https://doi.org/10.1177/00400599221122871","url":null,"abstract":"This article presents the rationale, evidence base, and strategies for teachers and related service personnel to implement peer-assisted Augmentative & Alternative Communication (AAC) modeling with their students with complex communication needs within inclusive settings across the school day. Specific steps for teaching the student’s same-age peers to use aided AAC modeling are provided, as well as overall recommendations for implementation. Aided AAC modeling examples and strategies for collecting data on student AAC use are also included.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"268 - 277"},"PeriodicalIF":1.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45197577","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":"Practice-Based Professional Development for Self-Regulated Strategy Development Writing Instruction With Secondary Teachers","authors":"Amber B. Ray, Erin R. FitzPatrick","doi":"10.1177/00400599221122888","DOIUrl":"https://doi.org/10.1177/00400599221122888","url":null,"abstract":"Students with disabilities need high-quality instruction to effectively wield writing as a tool to powerfully shape both academic and economic outcomes. Self-regulated strategy development (SRSD) is a powerful intervention demonstrated to improve student growth and writing performance for students with learning disabilities, emotional and behavioral disorders, and attention deficit hyperactivity disorder. Moreover, it has been extended to show benefits beyond those populations into general education settings at the secondary level and to also support both reading and content area knowledge acquisition. That said, it’s a complex intervention that requires intensive support through professional development. In this manuscript, we outline how instructional coaches and other teacher leaders can best support teachers in middle and high school settings as they adopt SRSD, an evidence-based writing practice, through a practice-based professional development model. We offer step-by-step directions for planning, implementing, supporting, and evaluating the implementation.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43607007","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":"Intensifying Language Supports in Word-Problem Schema Instruction","authors":"Tessa L. Arsenault, S. R. Powell","doi":"10.1177/00400599211069555","DOIUrl":"https://doi.org/10.1177/00400599211069555","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46419141","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":"Essential Components for Math Instruction: Considerations for Students With Extensive Support Needs","authors":"Jenny R. Root, Alicia F. Saunders, Bree A. Jimenez, Deidre Gilley","doi":"10.1177/00400599221120882","DOIUrl":"https://doi.org/10.1177/00400599221120882","url":null,"abstract":"In this article, we focus on pairing instructional approaches with a strong evidence base in math with evidence-based practices for students with extensive support needs. To do so we draw on two sources. We use the 2021 Practice Guide from the Institution for Education Sciences (Fuchs et al., 2021). In addition, we use identified evidence-based practices specific for teaching mathematics to students with extensive support needs (Root et al., 2021; Spooner et al., 2017). We describe considerations for implementation of these practices identified by the IES practice guide by describing how to implement them with learners with ESN using additional evidence-based practices and supports.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41538484","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":"Get to Know the Professional Standards and Practices Committee","authors":"T. Garfield, Maria B. Peterson-Ahmad","doi":"10.1177/00400599221139099","DOIUrl":"https://doi.org/10.1177/00400599221139099","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"76 - 77"},"PeriodicalIF":1.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43828805","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":"New School Year, New Adjustments","authors":"Danielle M. Kovach","doi":"10.1177/00400599221121718","DOIUrl":"https://doi.org/10.1177/00400599221121718","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"4 - 4"},"PeriodicalIF":1.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47320215","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":"Revisiting Reinforcement: A Focus on Happy, Relaxed, and Engaged Students","authors":"Holly C. Gover, John E. Staubitz, A. Juárez","doi":"10.1177/00400599221123185","DOIUrl":"https://doi.org/10.1177/00400599221123185","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 . 1 , p p . 7 2 – 74 . 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 23 18 5 Research and practice in applied behavior analysis (ABA) have contributed to the education of students with autism and other intellectual or developmental disabilities in school settings across a wide variety of efforts, including but not limited to, academic instruction (Delano, 2007), addressing behaviors restricting a student’s environments and opportunities (e.g., aggression; Santiago et al., 2016), and schoolwide positive behavior supports (Carr et al., 2002). One significant contribution of ABA is the process for identifying what motivates student learning in order to develop individualized approaches for teaching and intervention. In behavior-analytic terms, we refer to the events motivating learning as “reinforcers” and to the process by which those events engender new skills as “reinforcement.” In everyday terms, it is useful to think of reinforcers as events that contribute to a learner becoming and staying happy, relaxed, and engaged (Hanley, 2021). The language of “happy, relaxed, and engaged” is a useful heuristic to guide decisions about what to incorporate into reinforcement contexts and may be helpful in updating what we contemporarily consider educationally meaningful reinforcers.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"72 - 74"},"PeriodicalIF":1.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44991259","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":"Promoting Anti-Racism Practices and the Cycle of Critical Consciousness within Positive Behavior Interventions and Supports Frameworks","authors":"Jonte' C. Taylor, Whitney Hanley, Gwendolyn Deger, William C. Hunter","doi":"10.1177/00400599221120242","DOIUrl":"https://doi.org/10.1177/00400599221120242","url":null,"abstract":"Note this manuscript has supplementary files that will only be available online and does not need to be included in the printed version. text for online abstract: The interpretation of behavior of from marginalized backgrounds is susceptible to prejudice, bias, and racist ideology. This is especially true when evaluations include subjective assessment of perceived challenging behaviors which has historically led to overrepresentation of student from marginalized backgrounds at-risk of or with an emotional disturbance. While Positive Behavior Intervention and Supports (PBIS) frameworks are increasingly used in schools to support students behaviorally and decrease the need for special education services, students of color continue to be overrepresented as needing supports within these frameworks. One possible cause for this overrepresentation is implicit bias in evaluation and intervention of behavior for marginalized students. In an effort to increase the cultural responsiveness of PBIS frameworks, we describe the incorporation of anti-racist actions and the concept of critical consciousness in evaluating student behavior.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"314 - 322"},"PeriodicalIF":1.0,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48161152","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}