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Remedial and Special Education最新文献

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Does Going to School-Based Prekindergarten Predict Access to Disability Services in Elementary School? 上校本学前班能预测在小学获得残疾服务的机会吗？
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2025-08-03 DOI: 10.1177/07419325251350610
Michael Gottfried, Phil Kim, Michael Little, Lora Cohen-Vogel
{"title":"Does Going to School-Based Prekindergarten Predict Access to Disability Services in Elementary School?","authors":"Michael Gottfried, Phil Kim, Michael Little, Lora Cohen-Vogel","doi":"10.1177/07419325251350610","DOIUrl":"https://doi.org/10.1177/07419325251350610","url":null,"abstract":"This study examines school-based Pre-K (SBPK) versus center-based Pre-K (CBPK) settings, focusing on subsequent access to disability supports, an underexplored area. Specifically, we examine whether attending SBPK is associated with difference rates of disability diagnosis or receiving an Individualized Education Program (IEP) in elementary school, grades K through 5. Using data from the Early Childhood Longitudinal Study—Kindergarten Class of 2010–11 (ECLS-K: 2010–11), we analyzed 8,990 children who attended either SBPK or CBPK. Results indicate that SBPK attendance is associated with higher rates of disability diagnosis and IEPs in early elementary grades (K-2), suggesting that SBPK settings may offer better resources for identifying and supporting children with disabilities. Implications are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"217 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766149","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
The Effects of Self-Regulated Strategy Development on Mathematical Writing for Students With Mathematics Difficulties 自我调节策略发展对数学困难学生数学写作的影响
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2025-08-01 DOI: 10.1177/07419325251350708
Joo Young Lee, Jiyeon Park, Elizabeth M. Hughes, Kimberly Seale
{"title":"The Effects of Self-Regulated Strategy Development on Mathematical Writing for Students With Mathematics Difficulties","authors":"Joo Young Lee, Jiyeon Park, Elizabeth M. Hughes, Kimberly Seale","doi":"10.1177/07419325251350708","DOIUrl":"https://doi.org/10.1177/07419325251350708","url":null,"abstract":"This study explored the effectiveness of Self-regulated Strategy Development in improving mathematical writing (MW) performance for three seventh grade students with mathematics difficulties (MD). A total of 12 lessons were taught by a special education teacher, focusing on the utilization of PRISM✓ strategy to support students’ MW performance in multiplicative problem solving and reasoning. To assess the impacts of the intervention, a multiple probe design across the participants was employed to visualize the functional relations between the intervention and dependent measures. Following the intervention, all students demonstrated improvements in their MW performance. They wrote longer paragraphs, skillfully used the strategy, and showed qualitative enhancements in their written mathematical problem-solving and reasoning. However, the maintenance and generalization effects varied among the students. The implications for future research and practice were discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"10 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766150","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
Revisiting Special Educators’ Usability and Feasibility of Data-Based Instruction 再论特殊教育工作者数据化教学的可用性与可行性
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2025-07-29 DOI: 10.1177/07419325251352183
Apryl L. Poch, Pyung-Gang Jung, Kristen L. McMaster, Erica S. Lembke
{"title":"Revisiting Special Educators’ Usability and Feasibility of Data-Based Instruction","authors":"Apryl L. Poch, Pyung-Gang Jung, Kristen L. McMaster, Erica S. Lembke","doi":"10.1177/07419325251352183","DOIUrl":"https://doi.org/10.1177/07419325251352183","url":null,"abstract":"Data-based instruction (DBI) has a strong empirical base for supporting the intensive academic needs of students who do not respond to standard treatment protocols. However, teachers use DBI infrequently in practice. In a previous study, teachers reported supports such as coaching facilitated DBI implementation, whereas access to materials and external factors presented challenges. For this partial replication study, we adapted the previous study’s coding structure to explore usability and feasibility of a professional development (PD) system designed to support teachers’ DBI use. Eleven special educators across two Midwestern school districts participated. Findings revealed teachers perceived supports such as alignment and structure as facilitators of DBI implementation; external conflicts remained challenges. Suggestions for teachers new to DBI were also generated from the data. Findings directly informed further revisions made to the PD system and continue to support teacher-level variables needed to promote teachers’ use of data-based practices.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"37 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144766128","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
The Use of Generative Artificial Intelligence in Identifying and Extracting Single Case Participant Demographics Data 生成式人工智能在识别和提取单个案例参与者人口统计数据中的应用
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2025-07-24 DOI: 10.1177/07419325251352181
Conrad Oh-Young, Jennifer Buchter, Chelsea W. Morgan, Christine Clark
{"title":"The Use of Generative Artificial Intelligence in Identifying and Extracting Single Case Participant Demographics Data","authors":"Conrad Oh-Young, Jennifer Buchter, Chelsea W. Morgan, Christine Clark","doi":"10.1177/07419325251352181","DOIUrl":"https://doi.org/10.1177/07419325251352181","url":null,"abstract":"Performing research syntheses can be challenging due to time, labor, and monetary costs. This manuscript presents the findings of two studies that investigate the usability and feasibility of artificial intelligence (AI) systems to assist with performing research syntheses. In Study 1, participant demographics data coded by humans were compared against data extracted using ChatGPT-4 and Google Bard from 67 single case research design (SCRD) studies in which infants, toddlers, and young children participated. Both AIs achieved interobserver agreement values above 96% for data related to participants’ names, ages, genders, race/ethnicities, and disabilities/conditions. Study 2 compared the time it took two human coders to extract participant demographics data from an additional 40 SCRD studies against ChatGPT-4. ChatGPT-4 extracted data from the studies faster than the human coders. Alhough both AIs may not be ready to autonomously perform research syntheses, findings suggest that both can assist researchers with the coding process.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"25 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144701992","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
Evaluating an Instructional Package for Teaching Sentence Writing Within a Story-Based Lesson for Students With IDD IDD学生基于故事的句子写作教学评估
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2025-07-24 DOI: 10.1177/07419325251350699
Thai Ray Williams, Pamela J. Mims, Robert C. Pennington
{"title":"Evaluating an Instructional Package for Teaching Sentence Writing Within a Story-Based Lesson for Students With IDD","authors":"Thai Ray Williams, Pamela J. Mims, Robert C. Pennington","doi":"10.1177/07419325251350699","DOIUrl":"https://doi.org/10.1177/07419325251350699","url":null,"abstract":"The purpose of this study was to investigate the effect of an intervention package that included constant time delay (CTD) and sentence frames on correct word selection for sentences constructed using technology-aided instruction (TAI) during a story-based lesson (SBL) for participants ages 6 to 8 years who have intellectual and/or developmental disabilities (IDD). A single-case multiple-probe across participants design was used to evaluate the efficacy of the intervention. Probes were conducted during baseline, intervention, generalization, and maintenance phases to determine the effectiveness of the intervention on correct word selection for sentence construction. Results indicate a functional relation between the intervention package and correct word selection for sentence construction during a shared story. In addition, the Percent of Nonoverlapping Data (PND) indicates overall strong effects. Finally, students were able to demonstrate both generalization and maintenance of skills.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"20 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144701889","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
Postsecondary Educational Experiences of Autistic Young Adults: A Longitudinal Follow-Up to a School-Based Study 自闭症青年的中学后教育经历：一项校本研究的纵向随访
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2025-07-18 DOI: 10.1177/07419325241276170
Nancy S. McIntyre, Lindsay F. Rentschler, Brianne R. Tomaszewski, Bonnie R. Kraemer
{"title":"Postsecondary Educational Experiences of Autistic Young Adults: A Longitudinal Follow-Up to a School-Based Study","authors":"Nancy S. McIntyre, Lindsay F. Rentschler, Brianne R. Tomaszewski, Bonnie R. Kraemer","doi":"10.1177/07419325241276170","DOIUrl":"https://doi.org/10.1177/07419325241276170","url":null,"abstract":"This longitudinal follow-up study of 129 autistic young adults and their parents in three U.S. states was designed to (a) investigate autistic young adults’ postsecondary education experiences, (b) learn if the experiences align with their interests and if they are satisfied with them, (c) explore the educational supports and disability services they are they provided in the educational settings, and (d) analyze high school factors predicting participation in postsecondary education. Results indicated that the postsecondary education landscape is encouraging as the majority of young adults had engaged in some postsecondary education. In general, courses and programs were satisfactory and aligned with young adult interests, and a wide variety of primarily academic supports were provided to students. Key high school predictors of postsecondary education outcomes were (a) more time in general education classes, (b) greater language, social communication, and literacy skills, and (c) effective classroom engagement skills.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144677339","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
The Effects of Trauma-Informed Check-in, Check-out for Youth With EBD in a Residential Treatment Facility 创伤知情的入住和退房对青少年EBD在住宿治疗机构的影响
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2025-07-02 DOI: 10.1177/07419325251350696
Aimee J. Hackney, Kristine Jolivette, Sara Sanders, Robin Parks Ennis, Nicole Cain Swoszowski, Ashley Salter Virgin, June Preast
{"title":"The Effects of Trauma-Informed Check-in, Check-out for Youth With EBD in a Residential Treatment Facility","authors":"Aimee J. Hackney, Kristine Jolivette, Sara Sanders, Robin Parks Ennis, Nicole Cain Swoszowski, Ashley Salter Virgin, June Preast","doi":"10.1177/07419325251350696","DOIUrl":"https://doi.org/10.1177/07419325251350696","url":null,"abstract":"Students with or at-risk for emotional and behavioral disorders served in residential facilities have been exposed to traumatic events at higher rates compared to their peers. Behavioral interventions may be more effective for this population if they include trauma-informed relationship building adaptations. One intervention that may be modified to include such adaptations is Check-in, Check-out (CICO). A single-case reversal design was used to examine the effects of Trauma-Informed CICO integrating PRIDE Skills in each check-in and out conversation and the substitution of the daily progress report (DPR) with a student guided self-reflection sheet (TI-CICO+SR). Three students with emotional and behavioral disorders (EBD) and a history of prior traumatic exposures residing in a residential treatment facility participated in this study. Findings indicated a functional relation between TI-CICO and increased on-task behavior for all youth participants and a functional relation between TI-CICO+SR and increased on-task behavior for one youth participant. Youth surveys and interviews indicated TI-CICO+SR had higher social validity compared to TI-CICO. Limitations and future research directions are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"48 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144547188","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
Examining Associations Between Accommodation Types and Student Outcomes: Extended Time and Breaks Individually Versus Bundled 考察住宿类型与学生成绩之间的关系：单独延长时间和休息时间与捆绑
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2025-05-30 DOI: 10.1177/07419325251341178
Xin Wei
{"title":"Examining Associations Between Accommodation Types and Student Outcomes: Extended Time and Breaks Individually Versus Bundled","authors":"Xin Wei","doi":"10.1177/07419325251341178","DOIUrl":"https://doi.org/10.1177/07419325251341178","url":null,"abstract":"This study examines the relationships between three accommodation strategies—Extended Time (ET) only, breaks only, and breaks bundled with ET—and academic performance, test-taking behavior, and attitudes among eighth-grade students with disabilities who participated in the 2017 National Assessment of Educational Progress (NAEP) mathematics assessment. Utilizing propensity score analysis to mitigate selection bias, the study finds that students receiving only breaks tend to exhibit lower performance and engagement compared to those receiving ET alone or those receiving breaks bundled with ET. In addition, results suggest that bundling breaks with ET is associated with lower performance compared to ET alone. These findings highlight the complexities of interactions between accommodations and support the need for reevaluating current accommodation policies to enhance their effectiveness for students with disabilities.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"5 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193201","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
Teaching Place Value Using the Concrete-Representational-Abstract Integrated Sequence of Instruction 运用具体-表征-抽象综合教学顺序进行位置价值教学
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2025-04-30 DOI: 10.1177/07419325251334847
Margaret M. Flores, Vanessa M. Hinton, Margaret O. Podemski, Madeline G. Burdette
{"title":"Teaching Place Value Using the Concrete-Representational-Abstract Integrated Sequence of Instruction","authors":"Margaret M. Flores, Vanessa M. Hinton, Margaret O. Podemski, Madeline G. Burdette","doi":"10.1177/07419325251334847","DOIUrl":"https://doi.org/10.1177/07419325251334847","url":null,"abstract":"The current study investigated the effects of the concrete-representational-abstract integrated (CRA-I) sequence to teach rounding and number decomposition. Five students in third grade participated; two students were eligible for services under the category of learning disabilities, and three students were at risk of having learning disabilities and received Tier 3 interventions through a multi-tiered system of supports. Students learned the two place value skills using an explicit and systematic presentation of the following models: base ten blocks, pictures, number lines, and abstract numbers and symbols. The students learned a procedural strategy for rounding after they used physical and pictorial models. The researchers used a multi-probe single-case research design and assessed both maintenance and generalization. There was a functional relation between CRA-I and place value skills, and students varied in their maintenance of skills 6 weeks after instruction as well as in generalization.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"56 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143893470","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
Cognitive and Language Abilities Associated With Reading in Intellectual Disability: A Systematic Review and Meta-Analysis 认知和语言能力与智力障碍阅读的关系：系统回顾和荟萃分析
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2025-04-04 DOI: 10.1177/07419325251328644
Karin Nilsson, Åsa Elwér, David Messer, Henrik Danielsson
{"title":"Cognitive and Language Abilities Associated With Reading in Intellectual Disability: A Systematic Review and Meta-Analysis","authors":"Karin Nilsson, Åsa Elwér, David Messer, Henrik Danielsson","doi":"10.1177/07419325251328644","DOIUrl":"https://doi.org/10.1177/07419325251328644","url":null,"abstract":"Cognitive and language abilities influence literacy outcomes in individuals with intellectual disability (ID). The aim of this study was to investigate abilities associated with decoding and reading comprehension in individuals with ID with a systematic review and a correlational meta-analysis. A total of 26 studies with 27 samples and 1,137 participants were included in the meta-analysis. The results showed that reading comprehension was significantly related to decoding ( <jats:italic>r</jats:italic> = .63), vocabulary ( <jats:italic>r</jats:italic> = .51), listening comprehension ( <jats:italic>r</jats:italic> = .43), and IQ ( <jats:italic>r</jats:italic> = .32). Decoding was significantly related to phonological awareness ( <jats:italic>r</jats:italic> = .52), phonological short-term memory ( <jats:italic>r</jats:italic> = .46), rapid automatized naming ( <jats:italic>r</jats:italic> = −.44), vocabulary ( <jats:italic>r</jats:italic> = .34), chronological age ( <jats:italic>r</jats:italic> = .26), IQ ( <jats:italic>r</jats:italic> = .30), visual short-term memory ( <jats:italic>r</jats:italic> = .24), and executive-loaded working memory ( <jats:italic>r</jats:italic> = .32). Limitations connected to unexplained heterogeneity and study quality were found and discussed. This meta-analysis showed that variables identified in studies of typically developing children are relevant for individuals with ID indicating that theories about literacy could reasonably be applied to this population.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"73 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143775433","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
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