Research and Practice for Persons With Severe Disabilities最新文献_第7页

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

Treatment Intensity: Considering Persons with Autism Spectrum Disorder and Intellectual Disability Who Have Complex Communication Needs 治疗强度:考虑有复杂沟通需要的自闭症谱系障碍和智力残疾人士

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-09-01 DOI: 10.1177/15407969211036202

J. Reichle, J. Ganz, Lauren M. Pierson, Daira Rodriguez

引用次数: 2

Quality of Life for People with Disabilities: Why Applied Behavior Analysts Should Consider This a Primary Dependent Variable 残疾人的生活质量:为什么应用行为分析师应该考虑这是一个主要的因变量

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-09-01 DOI: 10.1177/15407969211033629

I. Schwartz, Elizabeth M. Kelly

引用次数: 9

Introduction to an Agenda for Advancing the Field of Severe Disabilities 《推进严重残疾领域议程导言》

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-09-01 DOI: 10.1177/15407969211030966

J. Halle, Robert H. Horner

引用次数: 0

Education of Students with Disabilities, Science, and Randomized Controlled Trials 残疾学生教育、科学和随机对照试验

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-07-26 DOI: 10.1177/15407969211032341

S. Odom

{"title":"Education of Students with Disabilities, Science, and Randomized Controlled Trials","authors":"S. Odom","doi":"10.1177/15407969211032341","DOIUrl":"https://doi.org/10.1177/15407969211032341","url":null,"abstract":"The purpose of this article is to examine the application of randomized controlled trial (RCT) methodology for determining the efficacy of school-based interventions in general and special education. In education science, RCTs are widely acknowledged as the gold standard of efficacy research, with other methodologies relegated to a lower level of credibility. However, scholars from different disciplines have raised a variety of issues with RCT methodology, such as the utility of random assignment, external validity, and the challenges of applying the methodology for assessing complex service interventions, which are necessary for many students with disabilities. Also, scholars have noted that school-based RCT studies have largely generated low effect sizes, which indicate that the outcomes of the interventions do not differ substantially from services as usual. The criticisms of RCT studies as the primary methodology in school-based intervention research for students with disabilities are offered along with recommendations for extending the acceptability of a broader variety of research approaches.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"132 - 145"},"PeriodicalIF":2.5,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15407969211032341","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43953842","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: 8

Book Review: Those They Called Idiots: The Idea of the Disabled Mind From 1700 to the Present Day by Jarrett, S 书评：《他们称之为白痴的人：1700年至今的残疾人思想》，S·贾勒特著

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-06-02 DOI: 10.1177/15407969211020350

P. Ferguson

引用次数: 0

Supporting Families with Children Who Display Severe Challenging Behavior 支持有孩子表现出严重挑战行为的家庭

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-05-29 DOI: 10.1177/15407969211019802

V. Durand

引用次数: 1

The Role of Multiliteracies in Changing Learning Spaces and Promoting Self-Advocacy for Students with Complex Support Needs 多元读写能力在改变学习空间和促进有复杂支持需求的学生自我倡导中的作用

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-04-26 DOI: 10.1177/15407969211010307

Sudha Krishnan

{"title":"The Role of Multiliteracies in Changing Learning Spaces and Promoting Self-Advocacy for Students with Complex Support Needs","authors":"Sudha Krishnan","doi":"10.1177/15407969211010307","DOIUrl":"https://doi.org/10.1177/15407969211010307","url":null,"abstract":"Traditional literacy practices using print-based texts exclude students with complex support needs from the full range of literacy activities provided to peers without disabilities, which may limit them to low-level literacy skills or functional skills. By contrast, by including various forms of representation and text, multiliteracies are uniquely positioned to address the literacy development of students with complex support needs. The present study aimed to investigate the changes in student engagement, teacher–student interaction, staff and parent perceptions, and self-advocacy opportunities created during the implementation of multiliteracies with students with complex support needs. In a public high school classroom in northern California with a teacher and six paraeducators, two students with complex support needs created a multimodal book to present as student input at their individualized education program meetings. The book included the students’ favorite images of family and school, videos and images of their favorite activities at home and school, an identity chart with adjectives that best described them, a description of their strengths, and a transition plan describing what they wanted to do after school. Grounded theory was used to analyze the data collected through interviews, observations, and video and audio recordings. Data suggested that multiliteracies’ pedagogy created new learning spaces, empowering teacher–student interactions, and student self-advocacy.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"108 - 124"},"PeriodicalIF":2.5,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15407969211010307","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44401556","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: 5

Evaluation of the Evidence Base for Shared Reading to Support Literacy Skill Development for Students with Extensive Support Needs 共享阅读支持有广泛支持需求学生识字技能发展的证据库评估

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-04-22 DOI: 10.1177/15407969211008531

S. Toews, J. Mcqueston, Jennifer A. Kurth

引用次数: 7

A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems 改进图式教学法在中重度残疾学生数学应用题教学中的应用综述

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2021-04-21 DOI: 10.1177/15407969211007561

A. Clausen, Melissa C. Tapp, R. Pennington, F. Spooner, Annette Teasdell

{"title":"A Systematic Review of Modified Schema-Based Instruction for Teaching Students with Moderate and Severe Disabilities to Solve Mathematical Word Problems","authors":"A. Clausen, Melissa C. Tapp, R. Pennington, F. Spooner, Annette Teasdell","doi":"10.1177/15407969211007561","DOIUrl":"https://doi.org/10.1177/15407969211007561","url":null,"abstract":"Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of which 11 met quality standards. Thirty-nine participants, all of whom participated in statewide alternate assessments, were included in these studies, the majority of whom were middle school students with intellectual disability. Four research teams explicitly targeted state content standards. The researcher served as interventionist in 82% of the studies. Although the overall effect size was very large (1.0 Tau), our findings suggest that MSBI is not yet an EBP for students with MSD. We provide an overview of current contextual factors and suggestions for future researchers to continue the investigation of MSBI.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"94 - 107"},"PeriodicalIF":2.5,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/15407969211007561","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48112895","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: 8