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Journal of Special Education最新文献

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Reading Characteristics During Resolution of Lexical Ambiguity in Elementary Students and University Students: An Eye-Tracking Study 小学生和大学生词汇歧义消解过程中的阅读特征:一项眼动追踪研究
IF 2 4区 教育学
Journal of Special Education Pub Date : 2023-08-31 DOI: 10.31863/jse.2023.08.39.3.63
Jin Young Noh, So Young Choi,, Mina Hwang
{"title":"Reading Characteristics During Resolution of Lexical Ambiguity in Elementary Students and University Students: An Eye-Tracking Study","authors":"Jin Young Noh, So Young Choi,, Mina Hwang","doi":"10.31863/jse.2023.08.39.3.63","DOIUrl":"https://doi.org/10.31863/jse.2023.08.39.3.63","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87623856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Speech-Language Pathologists’ Self-Confidence in the Evaluation and Treatment of Stuttering 语言病理学家在口吃评估和治疗中的自信心
IF 2 4区 教育学
Journal of Special Education Pub Date : 2023-08-31 DOI: 10.31863/jse.2023.08.39.3.41
Seung-Mi Kim, Eun-Ju Lee
{"title":"Speech-Language Pathologists’ Self-Confidence in the Evaluation and Treatment of Stuttering","authors":"Seung-Mi Kim, Eun-Ju Lee","doi":"10.31863/jse.2023.08.39.3.41","DOIUrl":"https://doi.org/10.31863/jse.2023.08.39.3.41","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80525543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Video Modeling and Systematic Instructions to Teach Graphing Skills to Elementary School Students With Intellectual and Hearing Disabilities 视频建模与系统教学法在小学智障和听力障碍学生绘图技能教学中的应用
IF 2 4区 教育学
Journal of Special Education Pub Date : 2023-08-19 DOI: 10.1177/00224669231192967
Kohei Nagayama, Kamiyama Tsutomu, Kazusa Wakabayashi
{"title":"Video Modeling and Systematic Instructions to Teach Graphing Skills to Elementary School Students With Intellectual and Hearing Disabilities","authors":"Kohei Nagayama, Kamiyama Tsutomu, Kazusa Wakabayashi","doi":"10.1177/00224669231192967","DOIUrl":"https://doi.org/10.1177/00224669231192967","url":null,"abstract":"Systematic instruction and video modeling are evidence-based practices for teaching academic skills to students with intellectual disabilities; however, its efficacy has not been established for teaching graphing skills in a small-group setting. Three elementary school students with hearing and intellectual disabilities were taught to describe graphs and compare their differences in a math class at a special needs school using systematic instruction and video modeling. The effectiveness was evaluated using a multiple-baseline across participants’ design. The results showed an increase in correct response rates after the intervention, with similar levels of correct response rates in the probe and graphing based on tables phases. A functional relation was demonstrated between systematic instruction and video modeling and graphing behaviors.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43623485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Teaching Mathematics Word Problem Solving to Students With Autism Spectrum Disorder 自闭症谱系障碍学生数学应用题教学
IF 2 4区 教育学
Journal of Special Education Pub Date : 2023-08-11 DOI: 10.1177/00224669231190662
Xiaojun Ma, Y. Xin
{"title":"Teaching Mathematics Word Problem Solving to Students With Autism Spectrum Disorder","authors":"Xiaojun Ma, Y. Xin","doi":"10.1177/00224669231190662","DOIUrl":"https://doi.org/10.1177/00224669231190662","url":null,"abstract":"The National Council of Teachers of Mathematics (NCTM) emphasizes the teaching of “Big Ideas” in mathematics. This study focuses on the part–part–whole (PPW) relationship as a crucial aspect of word problem solving involving addition and subtraction. The research evaluates the effects of conceptual model-based problem-solving (COMPS) with the concrete-representational-abstract (CRA) sequence on teaching addition and subtraction word problem solving to students with autism spectrum disorder (ASD). Using a multiple-probe design across the participants, the study evaluates the impact of the intervention on students’ performance across three types of word problems: join-in, take-away, and combine. Results demonstrated significant improvements in students’ problem-solving abilities on criterion tests. In addition, students successfully generalized their skills to solve problems with new contexts. The findings of this study provide implications for future research and educational practice.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43159955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Caregiver Perspectives Regarding Special Education Service Changes Amid COVID-19. COVID-19期间照顾者对特殊教育服务变化的看法
IF 2 4区 教育学
Journal of Special Education Pub Date : 2023-08-01 DOI: 10.1177/00224669221113528
Christina Harkins, Eleonora Sadikova, Sophie Brunt, Ava Swanstrom, Michelle Menezes, Micah O Mazurek
{"title":"Caregiver Perspectives Regarding Special Education Service Changes Amid COVID-19.","authors":"Christina Harkins,&nbsp;Eleonora Sadikova,&nbsp;Sophie Brunt,&nbsp;Ava Swanstrom,&nbsp;Michelle Menezes,&nbsp;Micah O Mazurek","doi":"10.1177/00224669221113528","DOIUrl":"https://doi.org/10.1177/00224669221113528","url":null,"abstract":"<p><p>School instruction and service delivery changed dramatically amid disruptions caused by the COVID-19 pandemic. Children receiving special education services were especially vulnerable to the impact of reduced or eliminated school services as part of their Individualized Education Programs. Caregiver perspectives regarding the changes in school service delivery amid the pandemic were evaluated using qualitative methods. Caregivers reported reduced or eliminated services, inconsistencies in service delivery, challenges with distance learning, increased stress and advocacy efforts, and varying perceptions of student engagement and teacher efforts. The implications of school services changes are discussed.</p>","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10333978/pdf/10.1177_00224669221113528.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9825102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 2
Federal Leadership Perspectives and Role on the Era of Access, Accountability, and Evidence-Based Practices in Special Education 联邦领导层对特殊教育准入、问责和循证实践时代的看法和作用
IF 2 4区 教育学
Journal of Special Education Pub Date : 2023-07-05 DOI: 10.1177/00224669231181643
Jeannie Kleinhammer-Tramill, Zorka Karanxha, A. Broughton
{"title":"Federal Leadership Perspectives and Role on the Era of Access, Accountability, and Evidence-Based Practices in Special Education","authors":"Jeannie Kleinhammer-Tramill, Zorka Karanxha, A. Broughton","doi":"10.1177/00224669231181643","DOIUrl":"https://doi.org/10.1177/00224669231181643","url":null,"abstract":"This article is part of a case study of federal leadership in special education from the perspective of those who served in the roles of Assistant Secretaries of the Office of Special Education and Rehabilitation Services and Directors of the Office of Special Education Programs or their equivalents in the former U.S. Office of Education and later U.S. Department of Education. This case study covers the time period from the George W. Bush administration and lasting through the first 4 years of President Barack Obama’s administration (2000–2012). During this time, government intervention in education reached its zenith with the passage of No Child Left Behind in 2001 and the reauthorization of the Individuals with Disabilities Education Act as the Individuals with Disabilities Education Improvement Act of 2004. The participants detailed their (a) career and appointment, (b) vision for educating students with disabilities, (c) theory of change, (d) politics and financial constraints, (e) advocacy, and (f) views of the past, present, and future.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43940713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Examining Student Responses in Technology-Delivered Self-Determination Intervention Using the Goal-Setting Challenge App 使用目标设定挑战应用程序检查学生在技术提供的自决干预中的反应
IF 2 4区 教育学
Journal of Special Education Pub Date : 2023-06-10 DOI: 10.1177/00224669231179241
Sheida K. Raley, Rebecca J. Townsend, K. Shogren, Valerie L. Mazzotti, Darcy Fredrick, Stephen M. Kwiatek, Richard Chapman
{"title":"Examining Student Responses in Technology-Delivered Self-Determination Intervention Using the Goal-Setting Challenge App","authors":"Sheida K. Raley, Rebecca J. Townsend, K. Shogren, Valerie L. Mazzotti, Darcy Fredrick, Stephen M. Kwiatek, Richard Chapman","doi":"10.1177/00224669231179241","DOIUrl":"https://doi.org/10.1177/00224669231179241","url":null,"abstract":"The Goal-Setting Challenge App (GSC App) translates the Self-Determined Learning Model of Instruction (SDLMI) to a web-based format, shifting responsibility from teachers to technology to address challenges in scaling-up implementation. The present descriptive study examines transition-age students’ responses to GSC App lessons to explore the degree to which students’ responses reflected learning aligned with the SDLMI. Student responses suggest the GSC App successfully supported students in progressing through the SDLMI and setting goals, building action plans, and evaluating their progress. Implications related to the importance of setting standards for engagement in the GSC App, further exploration of teacher roles in supporting students to engage with the GSC App, and the ongoing provision of teacher implementation supports are highlighted.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48172437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
The Impact of an Intensive Phoneme and Grapheme Intervention with Explicit Instruction in Word Recognition and Generalization on First-Grade Students with Reading Difficulties 显性教学强化音素和字素干预对一年级阅读困难学生单词识别和泛化的影响
IF 2 4区 教育学
Journal of Special Education Pub Date : 2023-05-31 DOI: 10.31863/jse.2023.05.39.2.93
Hyoun Il Jang, Sora Kang, Jiyoon Park
{"title":"The Impact of an Intensive Phoneme and Grapheme Intervention with Explicit Instruction in Word Recognition and Generalization on First-Grade Students with Reading Difficulties","authors":"Hyoun Il Jang, Sora Kang, Jiyoon Park","doi":"10.31863/jse.2023.05.39.2.93","DOIUrl":"https://doi.org/10.31863/jse.2023.05.39.2.93","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89909172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
The Comprehension of Emotional Words of Children with Mild Intellectual Disorder by Emotion Dimensions and Contextual Type 情绪维度和语境类型对轻度智力障碍儿童情绪词汇的理解
IF 2 4区 教育学
Journal of Special Education Pub Date : 2023-05-31 DOI: 10.31863/jse.2023.05.39.2.1
Esther Kim, Soyoung Choi
{"title":"The Comprehension of Emotional Words of Children with Mild Intellectual Disorder by Emotion Dimensions and Contextual Type","authors":"Esther Kim, Soyoung Choi","doi":"10.31863/jse.2023.05.39.2.1","DOIUrl":"https://doi.org/10.31863/jse.2023.05.39.2.1","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88586304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Effects of a Parent-participating Picture Exchange Communication System on Requesting Behavior of a elementary student with Autism spectrum Disorder and Parenting efficacy 家长参与式图片交换交流系统对自闭症谱系障碍小学生请求行为及亲子效能的影响
IF 2 4区 教育学
Journal of Special Education Pub Date : 2023-05-31 DOI: 10.31863/jse.2023.05.39.2.19
Da Hyoung Kim, S. Jeon
{"title":"Effects of a Parent-participating Picture Exchange Communication System on Requesting Behavior of a elementary student with Autism spectrum Disorder and Parenting efficacy","authors":"Da Hyoung Kim, S. Jeon","doi":"10.31863/jse.2023.05.39.2.19","DOIUrl":"https://doi.org/10.31863/jse.2023.05.39.2.19","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78575058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
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