Research and Practice for Persons With Severe Disabilities最新文献_第6页

A Heartfelt Tribute to Dr. Lou Brown: A Well-Intentioned Manipulator 向卢·布朗博士致敬:一个善意的操纵者

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-10-29 DOI: 10.1177/15407969211056572

Kurt A. Schneider

引用次数: 0

Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review 在全纳学校环境中，辅助教育工作者为有广泛支持需求的学生提供干预措施:系统回顾

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-10-28 DOI: 10.1177/15407969211055127

V. Walker, Jennifer A. Kurth, Megan E. Carpenter, Melissa C. Tapp, A. Clausen, Elissa Lockman Turner

{"title":"Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review","authors":"V. Walker, Jennifer A. Kurth, Megan E. Carpenter, Melissa C. Tapp, A. Clausen, Elissa Lockman Turner","doi":"10.1177/15407969211055127","DOIUrl":"https://doi.org/10.1177/15407969211055127","url":null,"abstract":"Schools have continued to rely on paraeducators to assist special education teachers and other professionals in the provision of special education and related services. Although paraeducators often support students with extensive support needs (ESN) in a range of school environments, the subset of intervention studies focused on paraeducators who support students with ESN in inclusive settings has not been systematically reviewed. The purpose of this literature review was to synthesize single-case research studies involving paraeducator-delivered interventions for students with ESN in inclusive school environments. Our findings suggest that research primarily has focused on communication and social skills interventions that involved paraeducator-facilitated peer supports in core academic classes and specials (e.g., art, music, physical education). Overall, paraeducator-delivered interventions resulted in improved student outcomes. Likewise, paraeducator training, which typically included an oral description, modeling, and/or performance feedback, was effective in improving paraeducator implementation of the target interventions. We present implications for practice specific to paraeducators who support students with ESN in inclusive settings and future research directions.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"278 - 295"},"PeriodicalIF":2.5,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49034212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Books Received 书收到了

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-10-27 DOI: 10.1177/15407969211056048

引用次数: 0

Lou Brown: The Man Behind the Legend 卢·布朗：传奇背后的人

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-10-27 DOI: 10.1177/15407969211055121

Patrick Schwarz

引用次数: 0

In Memory of Dr. Lou Brown 纪念卢·布朗博士

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-10-26 DOI: 10.1177/15407969211052307

M. Falvey

引用次数: 0

Ecological Systems for Students Who Use AAC: Stakeholders’ Views on Factors Impacting Intervention and Outcomes 使用AAC的学生的生态系统:利益相关者对影响干预和结果的因素的看法

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-10-25 DOI: 10.1177/15407969211052309

E. E. Biggs, Rebecca E. Hacker

{"title":"Ecological Systems for Students Who Use AAC: Stakeholders’ Views on Factors Impacting Intervention and Outcomes","authors":"E. E. Biggs, Rebecca E. Hacker","doi":"10.1177/15407969211052309","DOIUrl":"https://doi.org/10.1177/15407969211052309","url":null,"abstract":"Although substantial evidence demonstrates the effectiveness of augmentative and alternative communication (AAC) intervention for students with severe disabilities who have complex communication needs, increasing importance is being placed on understanding how to move research into practice. This descriptive qualitative study focused on understanding the views of 19 parents and professionals (i.e., special education teachers, paraeducators, and speech-language pathologists) related to factors impacting intervention and outcomes for students with complex communication needs. Within an implementation science perspective, analysis involved applying ecological systems theory to understand factors across systems acting as challenges or facilitators to effective AAC intervention and to outcomes more broadly for students with complex communication needs. Findings produce insight into the ways student-related and micro-, meso-, macro-, and exosystem factors impact intervention implementation and outcomes, highlighting the importance of cross-cutting factors associated with AAC access, family–school partnerships and supports, and inclusive education. Implications for research and practice are discussed related to how these findings can be used to bridge the gap between research and practice for students with complex communication needs.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"259 - 277"},"PeriodicalIF":2.5,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45484699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities 技能、行为、期望和经历与显著认知障碍学生高等教育后结果的改善相关

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-10-25 DOI: 10.1177/15407969211053810

Amber E. McConnell, C. Sanford, James Martin, Renée Cameto, Lori Hodge

引用次数: 0

Approaches to Identification and Instruction for Students with Significant Cognitive Disabilities Who Are English Learners 英语学习者显著认知障碍学生的识别与指导方法

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-09-13 DOI: 10.1177/15407969211040256

Meagan Karvonen, Amy K. Clark, Chelsea Carlson, Sheila Wells Moreaux, Jennifer J. Burnes

{"title":"Approaches to Identification and Instruction for Students with Significant Cognitive Disabilities Who Are English Learners","authors":"Meagan Karvonen, Amy K. Clark, Chelsea Carlson, Sheila Wells Moreaux, Jennifer J. Burnes","doi":"10.1177/15407969211040256","DOIUrl":"https://doi.org/10.1177/15407969211040256","url":null,"abstract":"Research is needed to better understand the academic instruction needs of students with significant cognitive disabilities who are English learners and the classroom practices of their teachers. In this qualitative study, we interviewed 10 teachers to learn how they identify and meet the unique needs of this student subpopulation. Our findings suggest that teachers generally do not view disability- and language-related needs as separate and that approaches to instruction tend to follow those perceptions. Some expressed a desire for more support from language professionals in the classroom, whereas others thought their special education classrooms adequately meet student language development needs. Finally, although the teachers we interviewed went to great lengths to engage families in supporting instruction, some reported dissatisfaction with and barriers to those relationships. We discuss our findings in light of the current literature, the study’s limitations, and implications for future research and practice.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"223 - 239"},"PeriodicalIF":2.5,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46918796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

On Expanding the Definition and Use of Procedural Fidelity 论拓展程序忠实的定义与运用

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-09-01 DOI: 10.1177/15407969211036911

P. Strain, L. Fox, E. Barton

引用次数: 1

Parent Advocacy for Lives That Matter 父母对重要生命的倡导

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-09-01 DOI: 10.1177/15407969211036442

B. Harry, Lydia Ocasio-Stoutenburg

{"title":"Parent Advocacy for Lives That Matter","authors":"B. Harry, Lydia Ocasio-Stoutenburg","doi":"10.1177/15407969211036442","DOIUrl":"https://doi.org/10.1177/15407969211036442","url":null,"abstract":"This article draws parallels between the concept of “Black lives matter” and the efforts of caregivers to advocate for the value of the lives of their children who have disabilities. The authors identify three key concepts that undergird their argument: first, the concept of systemic bias as built in to the hierarchical valuing of different disabilities and the role of this bias in the valuing of parents’ voices; second, the ways in which stigmatized identity markers intersect to intensify bias; and third, the authors propose a broad interpretation of the meaning of parent advocacy in which service providers seek to work as co-advocates rather than as professional advisors. The authors review relevant literature on these themes and also draw on their own experiences as women of color who are parents of children with disabilities. They present their exploration of these topics against the backdrop of the convergence of the COVID-19 pandemic and the Black Lives Matter movement, and call on epistemological assumptions and intersectionality to address the question of whether participants’ perspectives on racism should be considered as “truth.”","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"184 - 198"},"PeriodicalIF":2.5,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48523668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3