Teaching Exceptional Children最新文献

{"title":"Introducing the Science of Math","authors":"Robin S. Codding, Corey Peltier, Jared Campbell","doi":"10.1177/00400599221121721","DOIUrl":"https://doi.org/10.1177/00400599221121721","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43804825","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":"Supporting Student Agency in Communication Intervention: Alternatives to Spelling to Communicate and Other Unproven Fads","authors":"J. Travers, R. Pennington","doi":"10.1177/00400599231171759","DOIUrl":"https://doi.org/10.1177/00400599231171759","url":null,"abstract":"Many interventions and supports rooted in applied behavior analysis have been established as evidence-based and high leverage practices for educating students with intellectual and developmental disabilities (e.g., Hume et al., 2021; Pennington et al., 2023). Unfortunately, despite decades of evidence and widespread availability of these practices, educators may consider other practices without research evidence to support their effectiveness. Unsupported practices may appear enticing to educators for myriad reasons, but their adoption puts students at risk for lack of achievement and other potential harms (Travers, 2017). The potentially negative impacts of adopting unsupported practices are magnified when they are used in the place of well-established practices to address the education-related needs for vulnerable populations of students, such as those who do not develop communication skills necessary to successfully navigate the world around them.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"384 - 386"},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48535092","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":"Right Now Is a Good Time to Get Involved","authors":"Andreas Jasper","doi":"10.1177/00400599231171758","DOIUrl":"https://doi.org/10.1177/00400599231171758","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"300 - 301"},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46755669","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":"Meet the 2023 Yes I Can Honorees","authors":"","doi":"10.1177/00400599231186241","DOIUrl":"https://doi.org/10.1177/00400599231186241","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"69 2","pages":"388 - 391"},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41276013","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":"Leading With an Equity Lens: Addressing the Intersection of Racism and Ableism in Public Schools","authors":"L. S. Stansberry Brusnahan, Erin Maguire, Elizabeth A. Harkins Monaco, Adam D. Leckie, S. Bailey, Marcus C. Fuller","doi":"10.1177/00400599231173073","DOIUrl":"https://doi.org/10.1177/00400599231173073","url":null,"abstract":"The Council for Exceptional Children studied the profession of special education and found that a substantial number of special educators rated their confidence as lower in culturally responsive instruction strategies (Fowler, et al., 2019). The recommendations in this article highlight how to confront the intersection of racism and ableism and eradicate deficit ideology in educational structures. Leading with an equity lens requires a conceptual framework and diversifying the workforce, adopting a theoretical framework, engaging with diverse students and families, developing skills through systemic professional development, and using practices such as culturally and linguistically sustaining practices, and anti-racist Universal Design for Learning (UDL).","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"302 - 313"},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43076831","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":"Nonconcurrent Multiple-Baseline and Multiple-Probe Designs in Special Education: A Systematic Review of Current Practice and Future Directions","authors":"Kristi L. Morin, Esther R. Lindström, T. Kratochwill, J. Levin, Alyssa M. Blasko, Amanda Weir, Christiana M. Nielsen-Pheiffer, Samantha Kelly, Davit Janunts, E. Hong","doi":"10.1177/00144029231165506","DOIUrl":"https://doi.org/10.1177/00144029231165506","url":null,"abstract":"Although quality guidelines for single-case intervention research emphasize the importance of concurrent baselines in multiple-baseline and multiple-probe designs, nonconcurrent variations on these designs persist in the research literature. This study describes a systematic review of special education intervention studies ( k = 406) between 1988 and 2020 that report using nonconcurrent multiple-baseline or multiple-probe designs to test interventions for individuals with disabilities ages 21 years and younger. We coded and synthesized study characteristics pertaining to participants, settings, interventions, data reporting, and contextual factors. Findings indicate the prevalence of nonconcurrent designs for intervention studies in a variety of settings addressing social and communication needs of individuals with disabilities. We discuss implications for research and practice and offer suggestions for improving the validity of nonconcurrent designs. A PRISMA-compliant abstract is available at https://osf.io/sdnj5/?view_only=f386b1fe5f14430a8d63fceed293718d .","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"48 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84675740","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":"Indicators of Progress in the Wake of Endrew F.: The Distinction Between Professional Recommendations and Judicial Rulings","authors":"P. Zirkel, M. Yell","doi":"10.1177/00144029231165500","DOIUrl":"https://doi.org/10.1177/00144029231165500","url":null,"abstract":"The central obligation under the Individuals With Disabilities Education Act is to provide each eligible student with a free appropriate public education (FAPE). In Endrew F. v. Douglas County School District RE-1 (2017), the U.S. Supreme Court revised the prior substantive standard for determining FAPE that the court had developed in Board of Education v. Rowley (1982). The Endrew F. court modified the Rowley standard of requiring the individualized education program (IEP) to be reasonably calculated to enable the student to receive educational benefit to requiring a student's IEP to be reasonably calculated to enable the student to “make progress appropriate in light of the student's circumstances.” The purpose of this article is to compare what the post– Endrew F. courts use with what the professional literature recommends as measures of appropriate progress. The results inform special education practitioners about the significant discrepancy between the courts’ focus on the “must” of legal requirements and the “should” of professional recommendations. The discussion suggests ways that special education professionals can use their expertise to inform courts and legislatures to narrow this gap for the benefit of more effective progress for students with disabilities.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"28 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87431503","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":"Preview","authors":"J. Lloyd, W. Therrien","doi":"10.1177/00144029231157610","DOIUrl":"https://doi.org/10.1177/00144029231157610","url":null,"abstract":"We are pleased to have the opportunity to provide an issue with excellent reports from fine scholars. Here we show how robust research about special education and rehabilitation is, has been, and will be. Applied and basic research is alive and well, and these articles show it. In the first article for this issue, Cook et al. provide evidence establishing a baseline for special education researchers’ adoption of open practices (e.g., preregistration, registered reports, open materials). They analyzed a sample of 250 articles from special education journals to assess authors’ use of open practices. They found that most articles reported some features (e.g., statements about conflicts of interest) but few reported other features (e.g., preregistration, registered reports, open peer review). This article earned three openscience badges. In the context of current political controversies, Scott et al. provide a teacher-characteristic study about whether teachers who are racially diverse differentially intend to remain in special education teaching positions. They report that special education teachers of color, especially in urban schools, were more likely to say they would continue teaching. They also found that teachers of color reported good support and that teachers in urban areas said they were more likely to expect to continue teaching than those in more rural areas. Stevens et al. wondered whether adding explicit and detailed vocabulary features to instruction teaching word-problem solving would increase outcomes for students with mathematics disabilities. They compared outcomes of third graders in three groups: business as usual, schema instruction alone, and schema instruction combined with explicit vocabulary instruction. Students who got schema and vocabulary instruction had better outcomes, and those benefits persisted over time. Cumming et al. scrutinized the executive functioning of young children at risk for emotional and behavioral disorders. Using sophisticated statistical methods, they examined whether there are patterns among measures of cognition for at-risk children. They found that students’ levels of problematic behavior, social competence, and language difficulties showed severity. Their next task will be to show the extent to which these patterns relate to independently and objectively assessed behavior. Employing their refined professional development strategies for improving instruction for students with autism, Ann et al. assessed the effects of special training on employing evidence-based practices (e.g., reinforcement, prompting, time delay, and visual supports) on paraprofessionals’ implementation of those practices and students’ progress on learning goals. Using a multiple-probe design, they found that the professional development resulted in the use of the practices with fidelity in both separate and inclusive settings. Fuchs et al. continued their efforts to develop effective mathematics instruction. They examined whe","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"17 1","pages":"236 - 237"},"PeriodicalIF":1.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73553685","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":"Cultural Considerations for Building Equitable and Trusting Relationships (BETR) With All Families","authors":"Endia J. Lindo, Kathleen B. Kyzar, Tracy Gershwin","doi":"10.1177/00400599231161799","DOIUrl":"https://doi.org/10.1177/00400599231161799","url":null,"abstract":"Research has shown the importance of family-school collaboration in promoting positive student outcomes, but also the lack of satisfaction and trust on the part of both teachers and family members, especially with cross-cultural interactions. A key barrier is the lack of teacher professional development regarding research-based practices and systemic support (e.g., resources, time). This paper presents a research-based conference strategy designed to cultivate a trusting relationship between families and educators, referred to as Building Equitable Trusting Relationships (BETR). Critical to this trust-building process is understanding how one's own (and the organization’s) culture and norms shape the expectations and actions in support or detriment of establishing trust. The three-step process for engaging in the ongoing and iterative work of becoming more culturally competent: 1) Cultural Self-Study, 2) Acquiring Cultural Knowledge, and 3) Putting Knowledge to Practice (CAP) is demonstrated in the context of the BETR meeting model. Evidence, illustrations, and possible adaptations for implementing this strategy with diverse families across contexts are addressed.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44146929","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":"Student-Led Transition Planning Using the Self-Determined Learning Model of Instruction","authors":"Hunter A. Matusevich, K. Shogren, Sheida K. Raley, Dale W. Matusevich","doi":"10.1177/00400599231155604","DOIUrl":"https://doi.org/10.1177/00400599231155604","url":null,"abstract":"All students go through a variety of transitions throughout their life (i.e., middle school to high school, high school to the workforce). However, students with disabilities tend to experience disparities compared to their peers without disabilities in regard to in-school and postschool outcomes. One way to enhance outcomes for students with disabilities is providing opportunities for students to enhance their self-determination. One evidence-based practice to enhance self-determination is the Self-Determined Learning Model of Instruction (SDLMI). To support self-determination in transition planning, teachers can use the SDLMI to enable students to direct their own learning and work towards self-selected transition goals related to enhanced in-school and postschool outcomes, such as goal attainment, competitive integrated employment, and community participation. This article describes how teachers can support students in setting and working towards goals while also supporting progress in their IEP to enhance student voice and student-directed transition planning","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48316835","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}