Remedial and Special Education最新文献_第3页

“It’s Like She’s Researching My Brain”: Exploring Children’s Perspectives on Special Education Teaching Quality “就像她在研究我的大脑”：探索儿童对特殊教育教学质量的看法

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-12-16 DOI: 10.1177/07419325251395215

Hannah Morris Mathews, Audrey N. Milam, Florence Bason, María Virginia Giani

引用次数: 0

Reading Development by Language and Disability Status: The Role of Response to Intervention 语言与残疾状况的阅读发展：干预反应的作用

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-12-01 DOI: 10.1177/07419325251393184

Seohyeon Choi, Moon Young Savana Bak, Kristen L. McMaster

{"title":"Reading Development by Language and Disability Status: The Role of Response to Intervention","authors":"Seohyeon Choi, Moon Young Savana Bak, Kristen L. McMaster","doi":"10.1177/07419325251393184","DOIUrl":"https://doi.org/10.1177/07419325251393184","url":null,"abstract":"Understanding reading development requires attention to both student characteristics and school contexts. Using ECLS-K:2011 data, we investigated how language and disability status—and their interaction—relate to reading outcomes from kindergarten through fifth grade; how school-level Response to Intervention (RTI) implementation relates to reading growth; and whether RTI implementation moderates the associations between student characteristics and reading growth. Results showed that multilingual students and students with disabilities began with lower reading scores and exhibited slower growth compared to English-monolingual students and students without disabilities. A significant interaction between language and disability status emerged for linear growth, suggesting a more complex pattern for multilingual students with disabilities. Although RTI alone was not linked to reading growth, it moderated the relations of student characteristics with reading trajectories. These findings highlight the need to consider both student- and school-level factors and to strengthen educational practices that effectively support the diverse and evolving needs of learners.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"152 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145651533","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 the IEP Goals and Mathematical Outcomes of Autistic Students Across 2 Years 自闭症学生2年的IEP目标和数学成绩

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-11-22 DOI: 10.1177/07419325251388083

Sarah K. Cox, Courtenay A. Barrett, Goretty Chavez, Lamia Bagasrawala, Rebecca Saur

{"title":"Examining the IEP Goals and Mathematical Outcomes of Autistic Students Across 2 Years","authors":"Sarah K. Cox, Courtenay A. Barrett, Goretty Chavez, Lamia Bagasrawala, Rebecca Saur","doi":"10.1177/07419325251388083","DOIUrl":"https://doi.org/10.1177/07419325251388083","url":null,"abstract":"Autistic students’ individualized education programs (IEPs) outline annual goals to address identified needs, such as mathematics. Prior research has suggested that autistic students may need additional support in mathematics, especially in later grades. Thus, the current study examined (a) the relationship between autistic students’ grade-levels and mathematics scores, (b) the content (e.g., focus, repeated) of autistic students’ IEP goals, and (c) the association between mathematics scores on standardized assessments and math-focused IEP goals. The current study analyzed secondary data from 182 autistic students (K-12) from 28 schools, across two school years. Results suggested that as students’ grade-level increased, their mathematics performance decreased. Further, results suggested that on average autistic students had 7 IEP goals, although 50.3% of these goals were repeated from one year to the next. Finally, as mathematics scores decreased, the number of math-focused IEP goals increased. Implications for practice, limitations, and directions for future research are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"21 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575615","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

What Are Special Educators’ Working Conditions? 什么是特殊教育工作者的工作条件？

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-11-22 DOI: 10.1177/07419325251388479

Elizabeth Bettini, Nelson Brunsting, Kristen O’Brien, Michelle M. Cumming, Corinne Huggins-Manley, Neslihan Ünlüol Ünal, Kamil Celoch, Katherine Szocik

引用次数: 0

Using Self-Monitoring With Ethnic Minority Students With ADHD: Effectiveness and Preliminary Evidence of Maintenance and Generalization 对少数民族ADHD学生进行自我监测：有效性、维持和推广的初步证据

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-11-22 DOI: 10.1177/07419325251388493

Shiri Ayvazo, Makram Milhim, Omar Habiballah

{"title":"Using Self-Monitoring With Ethnic Minority Students With ADHD: Effectiveness and Preliminary Evidence of Maintenance and Generalization","authors":"Shiri Ayvazo, Makram Milhim, Omar Habiballah","doi":"10.1177/07419325251388493","DOIUrl":"https://doi.org/10.1177/07419325251388493","url":null,"abstract":"Students with attention-deficit/hyperactivity disorder (ADHD) exhibit significant academic underachievement and require targeted remedial academic services, special accommodations, and frequent prompting and reinforcement from supporting adults. Our investigation implemented a behavioral self-monitoring strategy to improve the on-task behavior and academic engagement of Arab students living in Israel who were diagnosed with ADHD ages 7 to 9 years attending a special education school. Using a multiple-baseline across participants design, we measured on-task behavior and self-recording accuracy during baseline, self-monitoring intervention, fading, and maintenance phases. We also probed for generalization and evaluated treatment acceptability and feasibility. Findings show that on-task behavior of all participants immediately increased when the intervention was applied and their high and stable response rate maintained throughout the intervention sessions, including the fading and maintenance phases. The study documented the effectiveness of a self-monitoring intervention among minority children with ADHD, a successful demonstration of fading behavioral support, and maintenance and generalization of the learned behavior.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"189 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575631","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

Toward Adaptive Training Interventions for Teachers: A Systematic Review of Tiered Training Frameworks 面向教师的适应性培训干预：分层培训框架的系统回顾

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-11-13 DOI: 10.1177/07419325251377475

Jessica N. Torelli, Mark D. Samudre, Lauren M. LeJeune, Anna H. Miller

{"title":"Toward Adaptive Training Interventions for Teachers: A Systematic Review of Tiered Training Frameworks","authors":"Jessica N. Torelli, Mark D. Samudre, Lauren M. LeJeune, Anna H. Miller","doi":"10.1177/07419325251377475","DOIUrl":"https://doi.org/10.1177/07419325251377475","url":null,"abstract":"This systematic review synthesized the peer-reviewed literature on tiered training for teachers to inform developing optimized, adaptive training interventions targeting specific evidence-based practices. Tiered training is an adaptive approach to professional development (PD) in which PD is individualized based on teacher or context factors, such as teacher response to PD. We summarized the research by target practice type, investigating potential adaptive intervention components (i.e., PD approaches, progress monitoring procedures, tailoring variables, decision rules, decision points) and analyzing teacher and student outcomes. We analyzed the quality and rigor of studies using What Works Clearinghouse Version 5.0 standards. We identified 14 articles (16 studies), all targeting teachers’ implementation of behavior support practices and nine targeting teachers’ use of behavior-specific praise. Researchers implemented tiered training using research-driven measurement of teacher response (i.e., frequent direct observation). We discuss implications and recommendations for researchers interested in advancing tiered training frameworks as fully protocolized, adaptive interventions.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"148 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145498700","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

Challenging Paradigmatic Homogeneity in Special Education Research: A Systematic Review 挑战特殊教育研究中的范式同质性：系统回顾

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-11-04 DOI: 10.1177/07419325251378479

Melinda R. Snodgrass, Catherine Corr, Jisun R. Oh, Mia Chudzik

{"title":"Challenging Paradigmatic Homogeneity in Special Education Research: A Systematic Review","authors":"Melinda R. Snodgrass, Catherine Corr, Jisun R. Oh, Mia Chudzik","doi":"10.1177/07419325251378479","DOIUrl":"https://doi.org/10.1177/07419325251378479","url":null,"abstract":"The field of special education has privileged positivistic paradigms and, consequently, has underutilized qualitative methods. For those skeptical of this claim or curious about its accuracy, the purpose of this literature review was to: (a) understand the prevalence of qualitative methods within the broader context of the research methods published in top special education journals and (b) compare quantitative and qualitative features of the qualitative research published in those journals. Using a positivistic lens historically privileged in special education, we demonstrate in this review that quantitative methods remain the most prevalent method in special education research and that quantitative ways of knowing often infiltrate qualitative research in top special education journals. Thus, rather than solely focusing on increasing the diversity of methods used, the more impactful and pressing need is to increase the diversity of thought (i.e., paradigms) represented in the researchers, reviewers, editors, and gatekeepers that determine the paradigms that are present and privileged in special education research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"27 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145434953","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

Perceptions of Single-Case Experimental Design Researchers About Questionable and Improved Research Practices 单例实验设计研究人员对有问题和改进的研究实践的看法

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-10-28 DOI: 10.1177/07419325251375992

Jason C. Travers, Art Dowdy, Matt Tincani, Tim Slocum

{"title":"Perceptions of Single-Case Experimental Design Researchers About Questionable and Improved Research Practices","authors":"Jason C. Travers, Art Dowdy, Matt Tincani, Tim Slocum","doi":"10.1177/07419325251375992","DOIUrl":"https://doi.org/10.1177/07419325251375992","url":null,"abstract":"Questionable research practices (QRPs) are methodological decisions motivated and reinforced by publication that can distort conclusions drawn from the scientific literature. This study surveyed 143 single-case experimental design (SCED) researchers from various backgrounds about their perceptions of QRPs and corresponding improved research practices (IRPs). Participants rated the problematic nature, prevalence, validity-enhancing potential, and feasibility of 64 QRP-IRP pairs. We found broad agreement that most QRPs undermine SCED research integrity, and IRPs could further enhance SCED validity. Exploratory analyses revealed a strong correlation between perceived QRP severity and likelihood of IRP adoption. However, variability existed in observed QRP prevalence and feasibility of IRP implementation. We discuss ways to increase awareness about QRPs and IRPs, potential journal editorial policy shifts, and SCED researcher development to strengthen transparency and rigor. Implications for advancing SCED methodology also are discussed with emphasis on fostering a culture of improved SCED transparency and rigor.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"53 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397380","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

Implementation of Intensive Intervention to Address Mathematics Essential Elements for Middle School Students in Tier 3 中学三年级学生数学基本要素强化干预的实施

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-10-14 DOI: 10.1177/07419325251377017

Sarah K. Cox, Emily C. Bouck, Larissa Jakubow

引用次数: 0

Introduction to the Special Series: Examining the Special Education Research Base 专题系列导论：考察特殊教育研究基地

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-10-09 DOI: 10.1177/07419325251379789

Bryan G. Cook, William J. Therrien

引用次数: 0