Teaching Exceptional Children最新文献_第9页

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

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Teaching Exceptional Children Pub Date : 2022-12-08 DOI: 10.1177/00400599221138098

Kerri L. Clopton, Stephanie L. Schmitz, N. Skaar, S. Etscheidt

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

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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":"28 1","pages":"314 - 331"},"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

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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":"55 1","pages":"84 - 87"},"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

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Teaching Exceptional Children Pub Date : 2022-11-01 DOI: 10.1177/00400599221142708

Danielle M. Kovach

引用次数: 0

National Teacher Hall Of Fame 国家教师名人堂

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Teaching Exceptional Children Pub Date : 2022-11-01 DOI: 10.1177/00400599221148583

引用次数: 0

Essential Components of Math Instruction 数学教学的基本组成部分

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Teaching Exceptional Children Pub Date : 2022-10-21 DOI: 10.1177/00400599221125892

S. R. Powell, Emily C. Bouck, Marah Sutherland, Ben Clarke, Tessa L. Arsenault, Shaqwana Freeman‐Green

引用次数: 1

Allocating Resources for Tier 2 and 3 Implementation Within Positive Behavioral Interventions and Supports 在积极的行为干预和支持中为第2和第3层的实施分配资源

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Teaching Exceptional Children Pub Date : 2022-10-11 DOI: 10.1177/00400599221125889

Angus Kittelman, M. K. Strickland-Cohen, Kathleen M. Conley, Robert H. Horner

引用次数: 0

Using Sound Walls to Promote Independent Spellers 利用隔音墙促进独立拼写者

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Teaching Exceptional Children Pub Date : 2022-10-11 DOI: 10.1177/00400599221127434

Christina Novelli, Kristin L. Sayeski

引用次数: 0

Implementing the Science of Math in a Culturally Sustainable Framework for Students With and at Risk for Math Learning Disabilities 在文化可持续的框架下为有数学学习障碍或有数学学习障碍风险的学生实施数学科学

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Teaching Exceptional Children Pub Date : 2022-10-11 DOI: 10.1177/00400599221127385

Jennifer E. Kong, Genesis D. Arizmendi, Christian T. Doabler

引用次数: 1

College and Career Readiness Support for Youth With and Without Disabilities Based on the National Longitudinal Transition Study 2012 基于2012年全国纵向过渡研究的残疾和非残疾青年的大学和职业准备支持

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Teaching Exceptional Children Pub Date : 2022-10-01 DOI: 10.1177/00144029221088940

Allison R. Lombardi, Graham G. Rifenbark, Tyler A. Hicks, Ashley Taconet, Clewiston D. Challenger

{"title":"College and Career Readiness Support for Youth With and Without Disabilities Based on the National Longitudinal Transition Study 2012","authors":"Allison R. Lombardi, Graham G. Rifenbark, Tyler A. Hicks, Ashley Taconet, Clewiston D. Challenger","doi":"10.1177/00144029221088940","DOIUrl":"https://doi.org/10.1177/00144029221088940","url":null,"abstract":"In this study, we examined college and career readiness (CCR) support for students with and without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR and focused on the interaction of disability, race and ethnicity, and household income across a range of disability categories, including those on individualized education programs and 504 plans, as well as for those without disabilities. Overall, we analyzed 19 groups of students representing these intersectional characteristics. Our findings show significant differences among the groups with regard to receiving the CCR supports: help with college applications, course-taking advice, interpretation of college admissions exam scores, and arranging college visits. Results show students of color without disabilities from low-income households were 2 times more likely to receive certain CCR supports. In contrast, across all study outcomes, students with disabilities showed different patterns than their counterparts without disabilities and were at a clear disadvantage with regard to access to CCR supports. Findings suggest disparities in schoolwide CCR supports for those with disabilities, which are more pronounced for students of color with disabilities. Implications for secondary transition educators and school counselors are discussed.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"27 1","pages":"5 - 22"},"PeriodicalIF":1.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84468704","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