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Remedial and Special Education最新文献

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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
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
{"title":"Using Data to Intensify Math Instruction: An Evaluation of the Instructional Hierarchy","authors":"Robin S. Codding, A. Vanderheyden, Reina Chehayeb","doi":"10.1177/07419325231194354","DOIUrl":"https://doi.org/10.1177/07419325231194354","url":null,"abstract":"This study extends prior research by manipulating both intervention and skill difficulty using a multiple baseline across participants design with changing phases in a virtual tutoring environment. Participants included four students from third and fifth grades for whom appropriate and challenging instructional targets were selected following diagnostic assessment using curriculum-based measurement. Instructional strategies were selected to align or misalign with those instructional targets. The multiple baseline design was used to determine the functional relationship between the instructional strategies (acquisition or fluency-building) with appropriate and challenging skills. Results suggested that indicated intervention strategies aligned with students’ skill proficiency resulted in improvements but that contraindicated intervention strategies that were misaligned with students’ skill proficiency did not. Furthermore, most students rated the contraindicated intervention strategies as less acceptable or reported higher levels of math anxiety.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48574970","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
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
{"title":"No Child Left Behind and the Individuals with Disabilities Education Act: Examining Special Educators’ Outcomes","authors":"Tuan D. Nguyen, Christopher Redding, Allison F. Gilmour, Elizabeth F. Bettini","doi":"10.1177/07419325231193332","DOIUrl":"https://doi.org/10.1177/07419325231193332","url":null,"abstract":"Drawing on eight waves of the Schools and Staffing Survey and the National Teacher and Principal Survey, we used a difference-in-differences research design to examine special education teachers’ (SETs) responses to No Child Left Behind (NCLB) and the subsequent reauthorization of the Individuals with Disabilities Education Act (IDEA). IDEA was associated with decreases in the proportion of SETs with special education as a field of study and graduate degrees, an increase in co-teaching, and a decrease in the proportion of SETs working in a resource delivery model, with no evidence that NCLB influenced these outcomes. Little consistent evidence was found to indicate these federal policies influenced SETs’ job attitudes (e.g., job satisfaction). We identified differences in these associations based on school poverty status and grade level. These findings help to better understand the status and challenges of the current SET workforce and the unintended consequences of federal reform policies.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42527336","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
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
{"title":"A Comparison of Decision Rule Accuracy From Curriculum-Based Measurement of Reading and Nonsense Word Fluency","authors":"Ethan R. Van Norman, David A. Klingbeil, Kirsten Truman, Peter M. Nelson, David C. Parker","doi":"10.1177/07419325231190812","DOIUrl":"https://doi.org/10.1177/07419325231190812","url":null,"abstract":"The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once nor at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word fluency [NWF]) and oral reading rate (curriculum-based measurement of reading [CBM-R]). Outcomes from students receiving Tier-2 supports in oral reading and decoding were analyzed to generate model parameters. Scores were simulated for NWF and CBM-R and decision rules were applied to schedules where one observation was collected per week. The trend-line rule was viable with NWF after 7 weeks and 9 to 10 weeks with CBM-R. Differences in base rates of non-proficiency between measures call into question the utility of NWF to capture student improvement in alphabetic principle as they encounter increasingly complex word types.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41434485","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 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
{"title":"What Predicts Within-Participant Replication of Relative Efficiency in Single-Case Comparisons? A Logistic Regression Analysis","authors":"Lanqi Wang, Chengan Yuan, Shahad B Alsharif, Qingxing Zhang, Yang Du","doi":"10.1177/07419325231190808","DOIUrl":"https://doi.org/10.1177/07419325231190808","url":null,"abstract":"Single-case comparative studies could help identify efficient instructional procedures for individuals with disabilities. However, previous literature reported inconsistent efficiency results if multiple comparisons were conducted, indicating that within-participant replication was uncommon. In this review, we examined single-case comparative studies with multiple within-participant comparisons and identified the arrangements that may be related to within-participant replication. We performed a multilevel mixed-effects logistic regression analysis to assess the association between different arrangements and consistent efficiency results between the comparisons. We found that some arrangements, such as random assignment of targets and a combination of random assignment and equating procedure, appear more predictive of within-participant replication.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44252220","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
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
{"title":"Promoting Adolescents’ Comprehension of Text: Efficacy and Effectiveness","authors":"S. Vaughn, Jeanne Wanzek","doi":"10.1177/07419325231190805","DOIUrl":"https://doi.org/10.1177/07419325231190805","url":null,"abstract":"This paper provides an examination of the foundations, efficacy, and effectiveness of a set of practices associated with improved social studies and history learning and literacy outcomes for middle grade students, including students with varying learning needs (e.g., English learners, students with disabilities). This approach, Promoting Adolescents’ Comprehension of Text, has been the focus of multiple randomized controlled trials, including a large-scale effectiveness study. This paper has two foci: (a) to examine the evidence for the PACT intervention across settings, populations, and time and (b) to consider the design of these studies and the unit of randomization (i.e., within teacher or across school) to better understand why the typically expected differential effect sizes between efficacy and effectiveness studies were not evident.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42247545","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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