发布求助
文献互助 智能选刊 最新文献

Research and Practice for Persons With Severe Disabilities最新文献

筛选
英文 中文
Delivering Interventions Via Telehealth: Functional Communication Training with a Child with Autism as a Case Example. 通过远程医疗提供干预:以自闭症儿童为例的功能性沟通训练。
IF 2.5 3区 教育学
Research and Practice for Persons With Severe Disabilities Pub Date : 2021-03-01 DOI: 10.1177/1540796920980452
Matthew J O'Brien, Kelly M Schieltz, Wendy K Berg, Jennifer J McComas, David P Wacker
{"title":"Delivering Interventions Via Telehealth: Functional Communication Training with a Child with Autism as a Case Example.","authors":"Matthew J O'Brien,&nbsp;Kelly M Schieltz,&nbsp;Wendy K Berg,&nbsp;Jennifer J McComas,&nbsp;David P Wacker","doi":"10.1177/1540796920980452","DOIUrl":"https://doi.org/10.1177/1540796920980452","url":null,"abstract":"<p><p>In this article, we provide a case example of how telehealth can be used by care providers in their homes to access empirically validated procedures such as functional communication training. As shown in the case example, complex assessment and intervention procedures were implemented successfully by care providers in their homes while receiving real-time coaching by behavior analysts who were located in a hospital in a different city. This case example is representative of the results we obtained thus far; substantial improvements in challenging and adaptive behavior occurred. Given these results obtained to date with telehealth, in terms of both outcomes of interventions and rated acceptability of the procedures by care providers, further and more widespread application of telehealth is warranted.</p>","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920980452","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10075115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
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":null,"pages":null},"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
Effects of a Literacy Feature in an Augmentative and Alternative Communication App on Single Word Reading of Individuals with Severe Autism Spectrum Disorders. 辅助和替代性交流应用程序中的识字功能对严重自闭症谱系障碍患者单词阅读的影响。
IF 2.5 3区 教育学
Research and Practice for Persons With Severe Disabilities Pub Date : 2021-01-01 DOI: 10.1177/1540796921992123
Jessica Caron, Janice Light, David McNaughton
{"title":"Effects of a Literacy Feature in an Augmentative and Alternative Communication App on Single Word Reading of Individuals with Severe Autism Spectrum Disorders.","authors":"Jessica Caron, Janice Light, David McNaughton","doi":"10.1177/1540796921992123","DOIUrl":"10.1177/1540796921992123","url":null,"abstract":"<p><p>The purpose of this study was to investigate the effects of an augmentative and alternative communication (AAC) app with transition to literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol within the grid display), on the acquisition of 12 personally relevant single words for individuals with severe autism spectrum disorder (ASD) who had minimal or no speech. The study implemented a single-subject, multiple-probe, across word sets design with four participants. All four participants in this study demonstrated increased accuracy reading targeted single words and results from this study provide preliminary evidence that the T2L features can positively impact the single word learning of individuals with ASD who have minimal speech and limited literacy skills.</p>","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8297979/pdf/nihms-1698446.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39223533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信