发布求助
文献互助 智能选刊 最新文献

Remedial and Special Education最新文献

筛选
英文 中文
Pre-Service Teachers’ Perceptions of Websites That Feature Research-Based Practices 职前教师对以研究为基础的实践为特色的网站的看法
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-12-28 DOI: 10.1177/07419325231217522
Lydia A. Beahm, Nina R. Mandracchia, Bryan G. Cook, Austin H. Johnson
{"title":"Pre-Service Teachers’ Perceptions of Websites That Feature Research-Based Practices","authors":"Lydia A. Beahm, Nina R. Mandracchia, Bryan G. Cook, Austin H. Johnson","doi":"10.1177/07419325231217522","DOIUrl":"https://doi.org/10.1177/07419325231217522","url":null,"abstract":"Research-based practices generally improve student outcomes but are not regularly implemented with fidelity in classrooms. Websites that feature research-based practices may be used to improve pre-service teachers’ understanding of the practices; however, little is known about pre-service teachers’ experiences with or perceptions of these websites. The purpose of this study was to evaluate and explore pre-service teachers’ perceptions of content related to one effective strategy, self-monitoring, after reviewing three websites that feature research-based practices (i.e., IRIS, Ci3T, and Intervention Central) to which they were randomly assigned. Results indicate that the 168 participating pre-service teachers increased their perceived understanding of self-monitoring after visiting the websites. In addition, participants identified features of the websites (i.e., videos, real-world examples, implementation guides, assessments, quizzes, resources, and organization) they perceived as helping them understand self-monitoring.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"86 4","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139151763","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 Rational Number Concepts to Fifth-Grade Students Who Struggle With Mathematics 向数学学习有困难的五年级学生教授有理数概念
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-12-28 DOI: 10.1177/07419325231217315
Margaret M. Flores, Vanessa M. Hinton, Kelly B. Schweck
{"title":"Teaching Rational Number Concepts to Fifth-Grade Students Who Struggle With Mathematics","authors":"Margaret M. Flores, Vanessa M. Hinton, Kelly B. Schweck","doi":"10.1177/07419325231217315","DOIUrl":"https://doi.org/10.1177/07419325231217315","url":null,"abstract":"This study’s purpose was to examine the effects of the concrete-representational-abstract integrated (CRA-I) sequence on the performance of students who struggled with rational number concepts. Three students in fifth grade participated in the study. The CRA-I intervention was grounded in the principles of explicit instruction and showed rational number concepts related to fractions and decimals using fraction blocks, number lines, base 10 blocks, and coins. Students learned about unit fractions, fraction magnitude, fraction equivalence, addition of fractions with unlike denominators, equivalent decimals, and notation of fractions as decimals. The researchers used a multiple probe across behaviors design and demonstrated a functional relation between CRA-I and three behaviors: decreased fraction estimation error, accuracy in adding fractions with unlike denominators, and accuracy writing fractions as decimals.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"20 s8","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139150197","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
Exploring Individual Changes in Disability Status and Their Relations to Reading Comprehension Development 探索残疾状况的个体变化及其与阅读理解能力发展的关系
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-12-28 DOI: 10.1177/07419325231217521
Aleksander Kocaj, Kai S. Cortina, Anita F. Vereb, Joanne F. Carlisle
{"title":"Exploring Individual Changes in Disability Status and Their Relations to Reading Comprehension Development","authors":"Aleksander Kocaj, Kai S. Cortina, Anita F. Vereb, Joanne F. Carlisle","doi":"10.1177/07419325231217521","DOIUrl":"https://doi.org/10.1177/07419325231217521","url":null,"abstract":"This study used data from Michigan schools participating in the Reading First program to examine the stability of students’ disability status in Grades 1 to 3. Reading First aimed to improve at-risk students’ reading comprehension through research-based instruction. We analyzed how changes in students’ disability status were related to reading comprehension growth. The sample consisted of n = 10,196 students from 191 schools who took the Iowa Test of Basic Skills (ITBS) Reading Comprehension subtest. Data were collected from 2003 through 2008. We observed considerable changes in disability status for students with speech–language disorders or a specific learning disability ( n = 1,193). These students had lower achievement levels and made less progress than students without disabilities. Overall, achievement gains did not differ between students with different stability and change patterns in their disability status. However, students changing from speech–language disorders to a specific learning disability demonstrated the smallest achievement gains.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"34 19","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139151439","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
An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School 针对初中阶段有严重阅读困难的初学双语学生的广泛阅读干预措施
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-12-28 DOI: 10.1177/07419325231213876
Philip Capin, Jeremy Miciak, Bethany H. Bhat, Greg Roberts, Paul K. Steinle, Jack Fletcher, Sharon Vaughn
{"title":"An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School","authors":"Philip Capin, Jeremy Miciak, Bethany H. Bhat, Greg Roberts, Paul K. Steinle, Jack Fletcher, Sharon Vaughn","doi":"10.1177/07419325231213876","DOIUrl":"https://doi.org/10.1177/07419325231213876","url":null,"abstract":"This study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention ( n = 171) or business-as-usual comparison condition ( n = 169). Results on a measure of word reading indicated significant differences favoring treatment after Year 1; however, there were no significant differences between groups on standardized measures of reading comprehension. Initial English vocabulary knowledge moderated reading comprehension scores at the beginning of the second year of intervention, indicating that students’ response to instruction varied as a function of their initial English language proficiency. The discussion focuses on interpreting these findings with an emphasis on improving the effectiveness of interventions for secondary grade emergent bilinguals with significant reading difficulties.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"32 9","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139149982","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 Cost-Effectiveness of Intensive Interventions: Implementation Costs From the Teacher and Student Perspective 审查强化干预措施的成本效益：从教师和学生的角度看实施成本
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-12-07 DOI: 10.1177/07419325231213875
G. Scheibel, Tyler A. Hicks, Kathleen N. Zimmerman, Jesse R. Pace
{"title":"Examining the Cost-Effectiveness of Intensive Interventions: Implementation Costs From the Teacher and Student Perspective","authors":"G. Scheibel, Tyler A. Hicks, Kathleen N. Zimmerman, Jesse R. Pace","doi":"10.1177/07419325231213875","DOIUrl":"https://doi.org/10.1177/07419325231213875","url":null,"abstract":"Intensive interventions are time- and resource-demanding interventions designed to be implemented with a single student with unique learning needs. Economic evaluation provides a methodology for evaluating the time and material resource costs of implementing these interventions to provide detailed feasibility information for educators considering the implementation of these interventions. This study presents a cost analysis of the time and materials required to implement an intensive intervention, I-Connect, and compares those costs to the reported effects, from the perspective of the intervention agent and recipient (i.e., teacher and student) using time as the primary cost metric. The results suggest the total time cost of implementing I-Connect falls within the time teachers and students are likely to have available. Furthermore, teachers will likely find I-Connect to be a cost-effective option for generating a 50% increase in on-task behavior if they have an initial 40 min of available time to become familiar with the intervention procedures, prepare the intervention, train the student to engage in self-monitoring, and initiate a 10-min session of I-Connect. Limitations and future research directions for the economic evaluation of intensive interventions are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"14 7","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591447","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
Parent-Implemented Reading Intervention for Children With Intellectual and Developmental Disability 针对智力和发育障碍儿童的家长阅读干预措施
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-11-21 DOI: 10.1177/07419325231211333
Jodi K. Heidlage, Christopher J. Lemons, Lakshmi Balasubramanian, Linda Dunnavant
{"title":"Parent-Implemented Reading Intervention for Children With Intellectual and Developmental Disability","authors":"Jodi K. Heidlage, Christopher J. Lemons, Lakshmi Balasubramanian, Linda Dunnavant","doi":"10.1177/07419325231211333","DOIUrl":"https://doi.org/10.1177/07419325231211333","url":null,"abstract":"Children with intellectual and developmental disabilities (IDDs) require intensive multicomponent interventions to learn to read. Parent-implemented interventions have been shown to be effective for children with disabilities and are one potential method for providing intervention. This study used a multiple probe single case design to evaluate the effectiveness of an early multicomponent reading intervention implemented by parents in the home. This study was designed as a conceptual replication of Lemons et al. in response to concerns with the overall quality of instruction during schooling at home during the COVID-19 pandemic. Three parents of children with IDD (ages 4–7 years) participated in this study. Results indicated that with systematic training, coaching, and feedback, parents were able to positively impact their child’s reading abilities and implement the intervention with fidelity.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"52 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139251938","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 Multiplicative Thinking With Virtual Representations to Children With Mathematics Difficulty 用虚拟表示法教授数学困难儿童的乘法思维
3区 教育学
Remedial and Special Education Pub Date : 2023-10-30 DOI: 10.1177/07419325231206483
Rajiv Satsangi, Stephanie D. Sigmon
{"title":"Teaching Multiplicative Thinking With Virtual Representations to Children With Mathematics Difficulty","authors":"Rajiv Satsangi, Stephanie D. Sigmon","doi":"10.1177/07419325231206483","DOIUrl":"https://doi.org/10.1177/07419325231206483","url":null,"abstract":"Whole number computations are a critical skill that serves as a foundation upon which higher-order concepts in mathematics are taught to children. To facilitate their instruction, educators often use multiple representations to support a child’s cognition. Representations with physical manipulatives are widely studied through a graduated instructional sequence featuring concrete, representational, and abstract stages of learning. In contrast, research on representational sequences featuring virtual manipulatives is less robust. Thus, this study evaluated an instructional strategy with virtual manipulatives, static representational drawings, and abstract algorithms to teach multiplication to three elementary students with mathematics difficulty. A functional relation was established via a single-subject multiple probe design between the treatment and students’ accuracy performance. Baseline-corrected Tau estimates confirmed a medium effect size for all three students, while student performance on measures assessing the number of errors committed and the duration of sessions also returned favorable findings.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"83 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022848","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 Summary of Relevant Demographic Characteristics of Multiple-Baseline Designs Targeting Academic Skills 以学术技能为目标的多重基线设计的相关人口学特征总结
3区 教育学
Remedial and Special Education Pub Date : 2023-10-17 DOI: 10.1177/07419325231203343
Ethan R. Van Norman, David A. Klingbeil, Jaclin Boorse, Adelle K. Sturgell
{"title":"A Summary of Relevant Demographic Characteristics of Multiple-Baseline Designs Targeting Academic Skills","authors":"Ethan R. Van Norman, David A. Klingbeil, Jaclin Boorse, Adelle K. Sturgell","doi":"10.1177/07419325231203343","DOIUrl":"https://doi.org/10.1177/07419325231203343","url":null,"abstract":"Educators are required to use evidence-based practices to support student development of academic skills. Results from single-case experimental designs are well suited for this purpose and may be more flexible for applied use than group-based designs. However, educators also require information about which interventions work for whom and under what conditions. Although previous reviews of single-case experimental designs exist, most focused on design characteristics related to internal validity. The purpose of this study was to determine the participant characteristics within multiple-baseline and multiple-probe across participant designs targeting academic skills. Representation of various demographic subgroups differ between studies targeting different academic skill areas (mathematics, reading, and writing). However, reporting was often inconsistent, with a substantial proportion of records omitting information about participants’ race/ethnicity, economic status, and English learner status. This finding was divergent from best practice recommendations. Implications for future research are discussed within the context of the study’s limitations.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135995515","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 Comparison of Special Education Students’ Triennial Norm-Referenced Academic Achievement Before and During COVID-19 新冠肺炎疫情前后特殊教育学生三年学业成绩比较
3区 教育学
Remedial and Special Education Pub Date : 2023-09-27 DOI: 10.1177/07419325231199272
Adam B. Lockwood, Nicholas Benson, Ryan L. Farmer, Kelsey Klatka, Kristen Lilly
{"title":"A Comparison of Special Education Students’ Triennial Norm-Referenced Academic Achievement Before and During COVID-19","authors":"Adam B. Lockwood, Nicholas Benson, Ryan L. Farmer, Kelsey Klatka, Kristen Lilly","doi":"10.1177/07419325231199272","DOIUrl":"https://doi.org/10.1177/07419325231199272","url":null,"abstract":"Despite growing evidence for learning loss due to COVID-19, there is little research examining this phenomenon using norm-referenced tests (NRTs) or with special educations students. Using a repeated-measures design with 96 fourth- through 12th-grade students previously identified as eligible for special education services, the present study attempted to measure learning loss using W Difference scores gathered from triennial evaluations using the Woodcock–Johnson IV Tests of Achievement. Findings revealed that participants fell further behind proficiency expectations in the areas of decoding, spelling, and math calculation skills. Academic proficiency was found to differ markedly from normative expectations for typical same-age peers across tests, both prior to and during the COVID-19 pandemic. While academic proficiency was more like that of a clinical sample of students with learning disabilities, moderate to large differences in the sample means of most tests suggest that COVID-19 has had a negative impact on academic achievement.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537317","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 “Investigating the Alignment Between English Language Arts Curricula Developed for Students With Significant Intellectual Disability and the CCS” “调查为严重智障学生而设的英语语言艺术课程与CCS的一致性”的勘误表
3区 教育学
Remedial and Special Education Pub Date : 2023-09-18 DOI: 10.1177/07419325231203122
{"title":"Corrigendum to “Investigating the Alignment Between English Language Arts Curricula Developed for Students With Significant Intellectual Disability and the CCS”","authors":"","doi":"10.1177/07419325231203122","DOIUrl":"https://doi.org/10.1177/07419325231203122","url":null,"abstract":"","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135207049","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
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