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Remedial and Special Education最新文献

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Culturally Adapted Social, Emotional, and Behavioral Support for Black Male Learners 黑人男性学习者适应文化的社会、情感和行为支持
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-01-11 DOI: 10.1177/07419325221143965
A. R. Campbell, M. Sallese, Julie L. Thompson, C. J. Fournier, Meghan L. Allen
{"title":"Culturally Adapted Social, Emotional, and Behavioral Support for Black Male Learners","authors":"A. R. Campbell, M. Sallese, Julie L. Thompson, C. J. Fournier, Meghan L. Allen","doi":"10.1177/07419325221143965","DOIUrl":"https://doi.org/10.1177/07419325221143965","url":null,"abstract":"Black learners, like all other learners, bring their cultural values into the classroom, how they express themselves, and how they problem-solve. In addition, their life experiences influence their social and emotional behaviors. This study examined the effects of a multicomponent intervention approach—including a culturally adapted social and emotional learning curriculum, check-in/check-out, and self-monitoring—on the externalizing behaviors of Black male learners in an urban elementary school. A multiple-baseline-across-classes, single-case, experimental design evaluated the effects of the intervention package. Results from the study show a consistent decrease in externalizing problem behaviors, increases in social and emotional competencies, and high levels of social validity for the intervention package based on the input of relevant stakeholders. An embedded alternating-treatment, single-case design explored the relative impact of self-monitoring. The authors also include a discussion of the limitations of this work and the implications for future research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45089142","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
Momentary Affective Experiences of Teachers Serving Students With Emotional and Behavioral Disabilities in Self-Contained Settings 教师在独立环境中为情绪和行为障碍学生服务的瞬间情感体验
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2022-11-30 DOI: 10.1177/07419325221135613
Kristabel Stark, Elizabeth F. Bettini, Olivia L. Chi
{"title":"Momentary Affective Experiences of Teachers Serving Students With Emotional and Behavioral Disabilities in Self-Contained Settings","authors":"Kristabel Stark, Elizabeth F. Bettini, Olivia L. Chi","doi":"10.1177/07419325221135613","DOIUrl":"https://doi.org/10.1177/07419325221135613","url":null,"abstract":"Emotions play an important role in the work of teachers serving students with emotional and behavioral disabilities (EBD), yet little is known about teachers’ momentary affective experiences. In this study, we collected 710 surveys regarding momentary affect from 14 teachers of students with EBD. We used descriptive analysis and variance decomposition to examine the frequency, intensity, and variability of these experiences. We then tested a series of models to explore how specific professional activities relate to teachers’ momentary affect. We found that teachers experienced positive affect more frequently and intensely than negative affect and that large proportions of the variation in positive and negative affect can be attributed to variation within individual teachers across time points. For these teachers, engaging in discipline was significantly associated with a higher negative affect, whereas engaging in instructional activities was associated with a higher positive affect. We discuss implications for researchers and practitioners.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"381 - 394"},"PeriodicalIF":2.4,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45800336","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
Matching Autism Interventions to Goals With Planned Adaptations Using COMPASS 使用COMPASS将自闭症干预与计划适应的目标相匹配
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2022-11-23 DOI: 10.1177/07419325221134122
Lisa A. Ruble, J. McGrew, LeAnne D. Johnson, Kahyah Pinkman
{"title":"Matching Autism Interventions to Goals With Planned Adaptations Using COMPASS","authors":"Lisa A. Ruble, J. McGrew, LeAnne D. Johnson, Kahyah Pinkman","doi":"10.1177/07419325221134122","DOIUrl":"https://doi.org/10.1177/07419325221134122","url":null,"abstract":"To understand the process by which evidence-based practices (EBPs) move from identification as effective through research establishing empirically validated effects, to being routinely adopted to bring about meaningful impact, we examined the selection/adaptation process within a well-established consultation model, COMPASS, applying two frameworks—the Evidence-Based Practice in Psychology (EBPP) Framework and the Consolidated Framework for Implementation Research (CFIR). The EBPP Framework proposes the equal importance of the EBP, student/family factors, and school/teacher factors in decision-making. CFIR highlights greater understanding of the iterative decision-making process and elucidates how an EBP moves through selection, adaptation, and use. Descriptive analysis of COMPASS intervention plans revealed that five EBPs were selected on average and specific EBPs were based on goal domain. Social goals used the widest variety of EBPs and demonstrated the greatest number of intercorrelations with other EBPs. Goal attainment outcomes were similar across goal domains.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"365 - 380"},"PeriodicalIF":2.4,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44891178","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
Paraprofessional Instructional Assistants Raise the Reading Performance of Latina/o First Graders in a Low-Income District 准专业教学助理提高低收入地区拉丁裔一年级学生的阅读成绩
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2022-11-14 DOI: 10.1177/07419325221134919
Melina Aurora, G. Farkas
{"title":"Paraprofessional Instructional Assistants Raise the Reading Performance of Latina/o First Graders in a Low-Income District","authors":"Melina Aurora, G. Farkas","doi":"10.1177/07419325221134919","DOIUrl":"https://doi.org/10.1177/07419325221134919","url":null,"abstract":"One relatively low-cost mechanism to assist teachers serving many English learner (EL) students and struggling readers is to hire, train, and manage paraprofessionals to provide supplementary instruction to such students. This study evaluated a program in which one district provided instructional aides to all first-grade teachers in the lowest-performing schools. To estimate program effects on reading, we used matched comparison schools in two research designs. One was a comparative interrupted time-series design, which compared school-level test score averages for treatment and comparison schools before and after program implementation. The other analyzed student-level test scores in these schools before and after the program. Both yielded positive estimates of program effects, significant at the p < .10 and p < .05 levels.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"308 - 318"},"PeriodicalIF":2.4,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44205673","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
A Systematic Review of Second Step Social-Emotional Skills Program in Middle Schools 中学第二步社会情感技能课程的系统评价
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2022-11-08 DOI: 10.1177/07419325221131913
Paloma Pérez-Clark, D. J. Royer, K. S. Austin, K. Lane
{"title":"A Systematic Review of Second Step Social-Emotional Skills Program in Middle Schools","authors":"Paloma Pérez-Clark, D. J. Royer, K. S. Austin, K. Lane","doi":"10.1177/07419325221131913","DOIUrl":"https://doi.org/10.1177/07419325221131913","url":null,"abstract":"In this systematic review, we evaluated the quality and rigor of the current evidence base for the Second Step social-emotional learning program in middle schools. Eleven studies were coded using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education with an 80% weighted criterion. We determined five studies met the weighted 80% criteria and one study demonstrated a positive effect as defined by Council for Exceptional Children. The other four studies demonstrated neutral/mixed results, and we therefore classified Second Step for middle schools in the mixed evidence category. We discuss the strengths of evaluated studies and future directions for research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"395 - 408"},"PeriodicalIF":2.4,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47665510","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
Corrigendum to “The Role of Teacher Self-Efficacy in Special Education Teacher Candidates’ Sensemaking: A Mixed-Methods Investigation” “教师自我效能感在特殊教育教师候选人意义建构中的作用:一项混合方法调查”的勘误表
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2022-11-07 DOI: 10.1177/07419325221136695
{"title":"Corrigendum to “The Role of Teacher Self-Efficacy in Special Education Teacher Candidates’ Sensemaking: A Mixed-Methods Investigation”","authors":"","doi":"10.1177/07419325221136695","DOIUrl":"https://doi.org/10.1177/07419325221136695","url":null,"abstract":"","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"253 - 253"},"PeriodicalIF":2.4,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43512050","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
A Systematic Review of Characteristics of Students With Emotional Disturbance in Special Education Research 特殊教育研究中情绪障碍学生特征的系统回顾
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2022-10-17 DOI: 10.1177/07419325221125890
Jason C. Chow, Ashley Morse, Hongyang Zhao, Corinne R. Kingsbery, R. Murray, Isha Soni
{"title":"A Systematic Review of Characteristics of Students With Emotional Disturbance in Special Education Research","authors":"Jason C. Chow, Ashley Morse, Hongyang Zhao, Corinne R. Kingsbery, R. Murray, Isha Soni","doi":"10.1177/07419325221125890","DOIUrl":"https://doi.org/10.1177/07419325221125890","url":null,"abstract":"We conducted a systematic literature review examining the participant characteristics of studies of students with emotional disturbance (ED) with the purpose of better understanding potential similarities and differences between students with ED in research and the population of students with ED. Results indicate (a) participants with reported demographics were predominantly White or Black/African American and male; (b) participants in research samples were significantly different from the national population on gender, age, and race across study designs; (c) the research samples included significantly more White and Black/African American participants and fewer from other minority racial groups compared with the national population; (d) male participants were overrepresented and female underrepresented in studies generally, but the pattern was reversed in researcher-recruit samples; and (e) young children ages 3 to 5 years old were severely underrepresented in the research sample. We discuss the implications of this review and future directions for research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"409 - 422"},"PeriodicalIF":2.4,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47771111","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
Progress Monitoring Data for Learners With Disabilities: Professional Perceptions and Visual Analysis of Effects 残疾学习者的进度监测数据：专业感知和效果的视觉分析
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2022-10-15 DOI: 10.1177/07419325221128907
Collin Shepley, Justin D. Lane, Devin Graley
{"title":"Progress Monitoring Data for Learners With Disabilities: Professional Perceptions and Visual Analysis of Effects","authors":"Collin Shepley, Justin D. Lane, Devin Graley","doi":"10.1177/07419325221128907","DOIUrl":"https://doi.org/10.1177/07419325221128907","url":null,"abstract":"This study serves as an initial attempt to establish content validity for graphs likely to be included in trainings targeting progress monitoring for professionals serving learners with or at risk for disabilities. We created a survey containing 32 graphic displays of hypothetical learner data. These surveys were administered to a sample of special education teachers, behavior analysts, higher education faculty, and related service providers. Survey respondents rated each graph on its likelihood of being encountered in practice and whether a graph depicted a therapeutic effect. Results indicated that graphs displaying a therapeutic effect were most likely to be encountered and that graphs with variable data in either a baseline or intervention condition were associated with incorrect visual analysis determinations. Implications of our findings are discussed with respect to personnel who develop and provide trainings on analyzing learners’ progress monitoring data.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"283 - 293"},"PeriodicalIF":2.4,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44756800","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
Professional Networks of Special Educators and Speech-Language Pathologists Working With Students Who Use Augmentative and Alternative Communication 特殊教育工作者和言语语言病理学家与使用增强和替代交流的学生合作的专业网络
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2022-10-15 DOI: 10.1177/07419325221128497
E. E. Biggs, J. Bumble, Rebecca E. Hacker
{"title":"Professional Networks of Special Educators and Speech-Language Pathologists Working With Students Who Use Augmentative and Alternative Communication","authors":"E. E. Biggs, J. Bumble, Rebecca E. Hacker","doi":"10.1177/07419325221128497","DOIUrl":"https://doi.org/10.1177/07419325221128497","url":null,"abstract":"Supporting students with complex communication needs requires collaboration within and beyond the school system. Through a state-wide survey, this quantitative descriptive study used social network analysis to examine the professional networks and collaboration patterns of 325 special education teachers and 189 speech-language pathologists who worked with students with complex communication needs. Findings revealed wide variability in network size and function across these educators. Information is reported about collaborative partners, frequency of communication, perceptions of trust, and exchange of supports across relationships (i.e., informational, tangible, emotional supports). Teachers and speech-language pathologists who worked with students with access to high-tech augmentative and alternative communication (AAC) had larger professional networks than those whose students only used unaided AAC (e.g., gestures, signs) or low-tech AAC such as picture symbols. This research provides an important first look at AAC-related professional networks and collaboration patterns within these networks to inform future research and practice.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"351 - 364"},"PeriodicalIF":2.4,"publicationDate":"2022-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44014006","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
A Randomized Trial of the Digital Down Syndrome LanguagePlus (DSL+) Vocabulary Intervention Program 数字唐氏综合症语言+（DSL+）词汇干预计划的随机试验
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2022-10-01 DOI: 10.1177/07419325211058400
K. B. Næss, S. Hokstad, Liv Inger Engevik, A. Lervåg, Elizabeth Smith
{"title":"A Randomized Trial of the Digital Down Syndrome LanguagePlus (DSL+) Vocabulary Intervention Program","authors":"K. B. Næss, S. Hokstad, Liv Inger Engevik, A. Lervåg, Elizabeth Smith","doi":"10.1177/07419325211058400","DOIUrl":"https://doi.org/10.1177/07419325211058400","url":null,"abstract":"This study investigated the effect of the digital Down Syndrome LanguagePlus (DSL+) intervention on vocabulary outcomes through a school-delivered randomized controlled trial. A national sample of first graders with Down syndrome from 91 schools was allocated to an intervention group (n = 50), which received daily intervention for 15 weeks, or a business-as-usual control group (n = 53). The intervention involved picture book sharing and structured tasks and was organized as one-to-one, small-group, and full-class lessons. Children in the intervention group made greater gains than children in the control group in expressive vocabulary breadth (d = .429, CI [.160, .699]) and receptive vocabulary breadth (d = .447, CI [.193, .700]). The outcomes indicate that the novel DSL+ intervention is an effective intervention to increase trained vocabulary among first graders with Down syndrome, and it takes only 15 minutes of effort 5 days a week.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"43 1","pages":"314 - 327"},"PeriodicalIF":2.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45835283","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
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