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Research and Practice for Persons With Severe Disabilities最新文献

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Motor Competence in Children with CHARGE Syndrome CHARGE综合征儿童的运动能力
IF 2.5 3区 教育学
Research and Practice for Persons With Severe Disabilities Pub Date : 2021-03-07 DOI: 10.1177/1540796921998011
Melanie Perreault, Pamela Haibach-Beach, L. Lieberman, Elizabeth Foster
{"title":"Motor Competence in Children with CHARGE Syndrome","authors":"Melanie Perreault, Pamela Haibach-Beach, L. Lieberman, Elizabeth Foster","doi":"10.1177/1540796921998011","DOIUrl":"https://doi.org/10.1177/1540796921998011","url":null,"abstract":"Children with Coloboma, Heart defects, Atresia choanae, Restricted growth, Genital hypoplasia, and Ear abnormalities (CHARGE) syndrome have many sensory impairments that can cause delays in motor development impacting physical activity, health, and quality of life. However, only one limited study has investigated motor competence in children with CHARGE syndrome. The purpose of this study was to examine differences in motor competence between children with and without CHARGE syndrome and the relationship between motor competence and age at independent walking, an important motor milestone. Thirty-three children with CHARGE syndrome and 38 typically developing peers were assessed on 13 motor skills using the Test of Gross Motor Development–Third Edition. Parents completed a demographic questionnaire about their child’s age, sex, and motor milestones. Results indicated that the children with CHARGE syndrome were significantly behind their typically developing peers for all motor skills (p < .001). Age at independent walking in children with CHARGE syndrome was significantly later than their typically developing peers (p < .001) and had significant negative correlations with all motor skills (p < .01). The results of the study demonstrate a clear need for interventions focused on improving motor competence in children with CHARGE syndrome. Intervention planning should include a multidisciplinary team of relevant service providers to ensure the individualized needs of the child are met.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"67 - 76"},"PeriodicalIF":2.5,"publicationDate":"2021-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796921998011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47075772","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: 4
How Does Health Impact Challenging Behavior? 健康如何影响挑战行为?
IF 2.5 3区 教育学
Research and Practice for Persons With Severe Disabilities Pub Date : 2021-03-03 DOI: 10.1177/1540796921996437
C. Kennedy
{"title":"How Does Health Impact Challenging Behavior?","authors":"C. Kennedy","doi":"10.1177/1540796921996437","DOIUrl":"https://doi.org/10.1177/1540796921996437","url":null,"abstract":"People with severe disabilities have a higher prevalence of many health conditions when compared with the general population. Examples include gastrointestinal conditions, chronic allergies, epilepsy, and sleep dysregulation, among many other health concerns. Of particular interest in the treatment of challenging behavior is the comorbidity of health conditions and behavioral challenges. Evidence suggests that not only do people with severe disabilities have higher rates of health conditions, but people with severe disabilities and challenging behavior have even higher rates of health concerns. This article reviews the existing evidence linking health conditions and challenging behavior, discusses health disparities in diagnosis and treatment of these comorbidities, and suggests future avenues for discovery and intervention.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"208 - 215"},"PeriodicalIF":2.5,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796921996437","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42856837","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: 1
Effects of a Collaborative Planning and Consultation Framework to Increase Participation of Students with Severe Disabilities in General Education Classes 合作规划和咨询框架对提高重度残疾学生参与普通教育课程的影响
IF 2.5 3区 教育学
Research and Practice for Persons With Severe Disabilities Pub Date : 2021-03-01 DOI: 10.1177/1540796921992518
Emily M. Kuntz, E. Carter
{"title":"Effects of a Collaborative Planning and Consultation Framework to Increase Participation of Students with Severe Disabilities in General Education Classes","authors":"Emily M. Kuntz, E. Carter","doi":"10.1177/1540796921992518","DOIUrl":"https://doi.org/10.1177/1540796921992518","url":null,"abstract":"Although many students with severe disabilities are enrolled in general education classrooms, general educators rarely receive strong training and guidance on supporting the academic and social participation of these students. A multiple probe across participants design was used to evaluate the effectiveness of a collaborative planning and consultation framework on the academic engagement of four middle school students with severe disabilities and the instructional behaviors they receive from their general educators. The intervention package increased each focus student’s academic engagement with classwide instruction and changed the types of instructional behaviors some general educators directed toward these students. Recommendations are offered for research and practice aimed at engaging general educators in the design and delivery of inclusive interventions.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"35 - 52"},"PeriodicalIF":2.5,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796921992518","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44790991","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: 7
Cultural Brokers in Special Education 特殊教育中的文化掮客
IF 2.5 3区 教育学
Research and Practice for Persons With Severe Disabilities Pub Date : 2020-12-07 DOI: 10.1177/1540796920975386
Kathleen Mortier, Isabella Brown, Corrine Aramburo
{"title":"Cultural Brokers in Special Education","authors":"Kathleen Mortier, Isabella Brown, Corrine Aramburo","doi":"10.1177/1540796920975386","DOIUrl":"https://doi.org/10.1177/1540796920975386","url":null,"abstract":"Culturally and linguistically diverse families face substantial barriers in the special education system and seek support from cultural brokers to help them navigate it. We used a qualitative design to study cultural brokering experiences among Latinx families of children with extensive support needs and cultural brokers. Through individual interviews with 10 Latinx families of children with extensive support needs, and focus groups with 10 Latinx cultural brokers, this study shows how cultural brokers inform, encourage, assist, and provide emotional support for Latinx families, and revealed their motivations, qualities, and skill sets. The findings also include recommendations for teachers and schools who want to engage in cultural brokering to improve their partnership with Latinx families.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"46 1","pages":"3 - 17"},"PeriodicalIF":2.5,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920975386","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45909149","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: Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support by Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K. & Strain, P. S. 书评:《预防-教学-强化:个体化积极行为支持的校本模型》，作者:邓拉普，G.，约瓦诺内，R.，金凯德，D.，威尔逊，K.，克里斯蒂安森，K.和斯特拉，P. S.。
IF 2.5 3区 教育学
Research and Practice for Persons With Severe Disabilities Pub Date : 2020-12-01 DOI: 10.1177/1540796920962426
April Regester
{"title":"Book Review: Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support by Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K. & Strain, P. S.","authors":"April Regester","doi":"10.1177/1540796920962426","DOIUrl":"https://doi.org/10.1177/1540796920962426","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"288 - 290"},"PeriodicalIF":2.5,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920962426","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44820547","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: 0
Book Review: Affirming Disability: Strengths-Based Portraits of Culturally Diverse Families by Sauer, J. S., & Rossetti, Z. 书评:《肯定残疾:基于优势的多元文化家庭肖像》，作者:绍尔，j.s.和罗塞蒂，Z。
IF 2.5 3区 教育学
Research and Practice for Persons With Severe Disabilities Pub Date : 2020-12-01 DOI: 10.1177/1540796920960685
Christopher J. Rivera
{"title":"Book Review: Affirming Disability: Strengths-Based Portraits of Culturally Diverse Families by Sauer, J. S., & Rossetti, Z.","authors":"Christopher J. Rivera","doi":"10.1177/1540796920960685","DOIUrl":"https://doi.org/10.1177/1540796920960685","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"291 - 293"},"PeriodicalIF":2.5,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920960685","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47992920","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: 0
Books Received 收到的书籍
IF 2.5 3区 教育学
Research and Practice for Persons With Severe Disabilities Pub Date : 2020-12-01 DOI: 10.1177/1540796920966180
{"title":"Books Received","authors":"","doi":"10.1177/1540796920966180","DOIUrl":"https://doi.org/10.1177/1540796920966180","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"295 - 295"},"PeriodicalIF":2.5,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920966180","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48023199","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: 0
Guest Reviewers 客人评论者
IF 2.5 3区 教育学
Research and Practice for Persons With Severe Disabilities Pub Date : 2020-12-01 DOI: 10.1177/1540796920966179
{"title":"Guest Reviewers","authors":"","doi":"10.1177/1540796920966179","DOIUrl":"https://doi.org/10.1177/1540796920966179","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"294 - 294"},"PeriodicalIF":2.5,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920966179","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46371230","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: 0
Contextualizing Mathematical Problem-Solving Instruction for Secondary Students with Extensive Support Needs: A Systematic Replication 面向有广泛支持需求的中学生的情境化数学问题解决教学：系统复制
IF 2.5 3区 教育学
Research and Practice for Persons With Severe Disabilities Pub Date : 2020-12-01 DOI: 10.1177/1540796920949448
Jenny R. Root, Sarah K. Cox, Kate Davis, Nanette C. Hammons
{"title":"Contextualizing Mathematical Problem-Solving Instruction for Secondary Students with Extensive Support Needs: A Systematic Replication","authors":"Jenny R. Root, Sarah K. Cox, Kate Davis, Nanette C. Hammons","doi":"10.1177/1540796920949448","DOIUrl":"https://doi.org/10.1177/1540796920949448","url":null,"abstract":"Replication research provides evidence to establish, refute, or support evidence-based practices. Systematic replications are also necessary to determine “what works for whom when.” The purpose of this study was to conduct a conceptual systematic replication to evaluate the effectiveness of a multicomponent treatment package on multiplicative problem solving for middle school students with extensive support needs. Using a modified schema-based instructional strategy, three participants were taught to solve percent of change problems contextualized in real-world scenarios and a purchasing strategy (i.e., next-dollar strategy) to help them determine how much money was needed to pay for services/products. In addition, goal-setting and self-graphing activities supported development of self-determination skills. Findings from the multiple probe across participant design demonstrate a functional relation between the intervention and independent problem-solving behaviors of all three participants. Students also generalized problem-solving behaviors when presented with real-world stimuli of coupons and receipts. Implications for practice and future research are discussed.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"241 - 255"},"PeriodicalIF":2.5,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920949448","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43204231","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: 9
Parents’ Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings From NLTS 2012 家长对自闭症、智力残疾和多重残疾学生的中学后教育期望：NLTS 2012的研究结果
IF 2.5 3区 教育学
Research and Practice for Persons With Severe Disabilities Pub Date : 2020-10-19 DOI: 10.1177/1540796920962423
X. Qian, David R. Johnson, Yi-Chen Wu, J. LaVelle, M. Thurlow, Ernest C Davenport
{"title":"Parents’ Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings From NLTS 2012","authors":"X. Qian, David R. Johnson, Yi-Chen Wu, J. LaVelle, M. Thurlow, Ernest C Davenport","doi":"10.1177/1540796920962423","DOIUrl":"https://doi.org/10.1177/1540796920962423","url":null,"abstract":"This study uses data from the National Longitudinal Transition Study 2012 to examine predictors at the individual, family, and school levels associated with parental expectations toward postsecondary education among students with significant support needs, including those with autism spectrum disorder, intellectual disability, and multiple disabilities. Consistent with previous studies, chi-square tests revealed a positive relation between socioeconomic status such as household income or parental education level and parental expectations. Logistic regression analyses showed that whether parents have a college degree and whether students have participated in college entrance or advanced placement tests are factors that are positively associated with parental expectations toward children’s future education.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"256 - 270"},"PeriodicalIF":2.5,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920962423","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42701711","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
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