Remedial and Special Education最新文献_第8页

Examination of the Factor Structure and Measurement Invariance of the SRSS-IE sss - ie的因子结构及测量不变性检验

3区教育学

Remedial and Special Education Pub Date : 2023-09-16 DOI: 10.1177/07419325231193147

Kathleen Lynne Lane, Wendy Peia Oakes, Mark Matthew Buckman, Nathan Allen Lane, Katie Scarlett Lane, Kandace Fleming, Rebecca E. Swinburne Romine, Rebecca L. Sherod, Chi-Ning Chang, Jamie Jones, Emily Dawn Cantwell, Meredith Crittenden

{"title":"Examination of the Factor Structure and Measurement Invariance of the SRSS-IE","authors":"Kathleen Lynne Lane, Wendy Peia Oakes, Mark Matthew Buckman, Nathan Allen Lane, Katie Scarlett Lane, Kandace Fleming, Rebecca E. Swinburne Romine, Rebecca L. Sherod, Chi-Ning Chang, Jamie Jones, Emily Dawn Cantwell, Meredith Crittenden","doi":"10.1177/07419325231193147","DOIUrl":"https://doi.org/10.1177/07419325231193147","url":null,"abstract":"Given the need for a swift, systematic way to identify students with internalizing and externalizing behavior patterns to connect students with appropriate supports, we present new findings of the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE). In this article, we examined (a) factor structure of the SRSS-IE and (b) the extent to which measurement invariance holds across gender, special education status, race, and ethnicity, as well as time point (fall, winter, spring) within each school level (elementary, middle, high). The sample includes 124 schools from four U.S. geographic regions in their first year of implementing the SRSS-IE collected over a 10-year span. Using confirmatory factor analysis procedures accounting for the nesting of students within teachers’ classrooms, we confirmed a two-factor structure (internalizing and externalizing) and determined three items may be removed from the instrument while maintaining adequate model fit, pending replication with schools in later stages of screening implementation. All model comparisons between configural, metric, scalar, and strict models met invariance criteria within a time point. Longitudinal models also met these invariance criteria. We discuss educational implications, limitations, and directions for future research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135306436","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

Using Data to Intensify Math Instruction: An Evaluation of the Instructional Hierarchy 利用数据加强数学教学:对教学层次的评价

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2023-08-31 DOI: 10.1177/07419325231194354

Robin S. Codding, A. Vanderheyden, Reina Chehayeb

引用次数: 0

No Child Left Behind and the Individuals with Disabilities Education Act: Examining Special Educators’ Outcomes 《不让一个孩子掉队》和《残疾人教育法:检查特殊教育者的成果》

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2023-08-31 DOI: 10.1177/07419325231193332

Tuan D. Nguyen, Christopher Redding, Allison F. Gilmour, Elizabeth F. Bettini

引用次数: 0

Comparing the Cost–Accuracy Ratios of Multiple Approaches to Reading Screening in Elementary Schools 小学阅读筛选多种方法的成本-准确率比较

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2023-08-25 DOI: 10.1177/07419325231190809

Courtenay A. Barrett, L. Johnson, Adrea J. Truckenmiller, A. Vanderheyden

{"title":"Comparing the Cost–Accuracy Ratios of Multiple Approaches to Reading Screening in Elementary Schools","authors":"Courtenay A. Barrett, L. Johnson, Adrea J. Truckenmiller, A. Vanderheyden","doi":"10.1177/07419325231190809","DOIUrl":"https://doi.org/10.1177/07419325231190809","url":null,"abstract":"Elementary schools administer reading screeners to identify students in need of remedial instruction. However, the administration of additional assessments comes with a cost. It is unclear the extent to which multiple types of reading screeners warrant the increase in resources that could be used for instruction. This study compared cost–accuracy ratios for three types of reading screeners in Grade 3: curriculum-based measurement (Acadience), computer adaptive assessment (Star), informal reading inventory (Fountas and Pinnell Benchmark Assessment System), and the cost–accuracy of using all three in conjunction. We used classification and regression tree analysis to identify local cut-scores and identify how measures could be combined to maximize classification accuracy. Results suggested that oral reading fluency score (Acadience) yielded the best cost–accuracy ratio, but the combination of Star and oral reading fluency identified important instructional groups. Cost tables provide additional insight to schools on critical decision points for choosing and implementing reading screeners.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48029566","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 Decision Rule Accuracy From Curriculum-Based Measurement of Reading and Nonsense Word Fluency 基于课程的阅读与非义词流利度测量的决策规则准确性比较

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2023-08-23 DOI: 10.1177/07419325231190812

Ethan R. Van Norman, David A. Klingbeil, Kirsten Truman, Peter M. Nelson, David C. Parker

引用次数: 0

What Predicts Within-Participant Replication of Relative Efficiency in Single-Case Comparisons? A Logistic Regression Analysis 在单一案例比较中，参与者内相对效率的复制预测是什么？Logistic回归分析

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2023-08-18 DOI: 10.1177/07419325231190808

Lanqi Wang, Chengan Yuan, Shahad B Alsharif, Qingxing Zhang, Yang Du

引用次数: 0

Promoting Adolescents’ Comprehension of Text: Efficacy and Effectiveness 促进青少年文本理解:效能与效果

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2023-08-15 DOI: 10.1177/07419325231190805

S. Vaughn, Jeanne Wanzek

引用次数: 0

A Case for Systems Change in Special Education 特殊教育制度变革的案例

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2023-07-03 DOI: 10.1177/07419325231181385

Julie Taylor, W. Sailor

{"title":"A Case for Systems Change in Special Education","authors":"Julie Taylor, W. Sailor","doi":"10.1177/07419325231181385","DOIUrl":"https://doi.org/10.1177/07419325231181385","url":null,"abstract":"With this position paper, we advance the case for reformation of special education law and praxis. These have undergone mostly incremental changes over the five decades since their inception despite a substantial body of evidence amassed over this period, which points to a major gap between extant policy and praxis, and contemporary cultural ethos and mindset of stakeholders engaged in the mission of special education. We review evidence supporting the need for change, with a particular focus on the continuing practice of segregating students with complex educational support needs. We examine this practice’s contributions to ongoing racial segregation within special education, including intersectionality. We consider the inclusion movement and reasons for its failure to rectify problems with implementing the least restrictive environment mandate in current law. Furthermore, we discuss the importance of mindset and nomenclature as they pertain to students with support needs in considering reformation. Finally, we review relevant theories of systems change and their potential contributions to the process of reformation. We conclude with a suggestion that alternatives to the next reauthorization of the Individuals with Disabilities Education Act (IDEA) be considered in the public policy arena, including a possible conversion of policy and funding to a Title program as one option.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46129876","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

Executive Function, Perceived Stress, and Academic Performance Among Middle Schoolers With and Without Behavior Problems 有或无行为问题中学生的执行功能、感知压力与学习成绩

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2023-06-15 DOI: 10.1177/07419325231176762

Michelle M. Cumming, Rachel Oblath, Yuxi Qiu, S. Frazier, P. Zelazo, Helen Flores, Jeehyun Park

{"title":"Executive Function, Perceived Stress, and Academic Performance Among Middle Schoolers With and Without Behavior Problems","authors":"Michelle M. Cumming, Rachel Oblath, Yuxi Qiu, S. Frazier, P. Zelazo, Helen Flores, Jeehyun Park","doi":"10.1177/07419325231176762","DOIUrl":"https://doi.org/10.1177/07419325231176762","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research investigating these relationships among students with or at risk for EBD, especially during the elevated stress and risk period of middle school, and particularly among racially/ethnically under-represented groups. Therefore, with 118 middle schoolers with or at risk for EBD and typical peers (70% Hispanic/Latinx; 25% Black), we examined group differences and relationships among perceived family, peer, and school stress, EF, and academic outcomes. When compared with their typical peers, students with or at risk for EBD scored lower on EF and academic tasks. For all students, higher EF predicted better academic functioning. Perceived stress was directly and negatively related with EF and indirectly associated with academic outcomes via EF.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42311563","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

Type and Dosage of Performance Feedback Following COMPASS Consultation on Teacher and Student Outcomes 教师和学生成果的COMPASS咨询后绩效反馈的类型和剂量

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2023-05-03 DOI: 10.1177/07419325231164755

Lindsey N. Ogle, Lisa A. Ruble, Michael D. Toland, J. McGrew

引用次数: 0