Exceptional Children最新文献

{"title":"A Mathematics-Vocabulary Intervention Combined With Schema Instruction for Grade 4 Students With Mathematics Difficulty","authors":"Danielle O. Lariviere,Sarah R. Powell,Katherine A. Berry","doi":"10.1177/00144029261498543","DOIUrl":"https://doi.org/10.1177/00144029261498543","url":null,"abstract":"","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"13 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149226034","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}

{"title":"SRSD Tier 2 Intervention in Resource Classrooms for Writing to Persuade From Source Text: An RCT","authors":"Amber B. Ray,Karen R. Harris,Julia D. Houston-Cunningham,Ashley Barkel,A. Angelique Aitken,Colin P. Kavanagh,Steve Graham,Scott C. Marley","doi":"10.1177/00144029261497515","DOIUrl":"https://doi.org/10.1177/00144029261497515","url":null,"abstract":"","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"48 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149173033","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}

{"title":"“New Way to Look at Shared Problems”: Team Science in Special Education Research","authors":"Hedda Meadan,Carol A. Miller,Robert Pennington,Sheena Jennings,Alexandra M. Reilly,Zhenying Jiang,Jinjun Xiong","doi":"10.1177/00144029261495301","DOIUrl":"https://doi.org/10.1177/00144029261495301","url":null,"abstract":"","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"82 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149172498","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}

{"title":"Who, What, and How? A Scoping Review of Early Intervention Research","authors":"Ruby Batz, Lauren M. Cycyk, Benjamin W. Sanders, Veronica I. Underwood Carrasco, Sam Lim, Gauri Bharadwaj, Marijane White, Danielle D. Jones, Chloe Yocom, Katharine E. Zuckerman","doi":"10.1177/00144029261491014","DOIUrl":"https://doi.org/10.1177/00144029261491014","url":null,"abstract":"Our review explored the following questions: Who is researched, what is researched, and how is research conducted in Part C Early Intervention (EI) in the United States? Guided by Kilbourne's health disparities framework and Bronfenbrenner's ecological systems model, we addressed these questions through a scoping review of 258 peer-reviewed empirical EI studies published between 1988 and 2024. The scoping review process followed and adapted PRISMA guidelines and used team coding with an 86-item data extraction form. It includes data from more than 4.8 million participants, including children, caregivers, and EI-related providers. Our findings indicate that EI scholarship often centers White, English-speaking, urban participants, while racially and ethnically minoritized children and families, multilingual households, rural communities, and U.S. territories are underrepresented or inconsistently reported. Reporting on language, socioeconomic status, nativity, and provider demographics was limited. Furthermore, EI research disproportionately focused on service provision within the EI pipeline, with less attention to referral, eligibility determination, Individualized Family Service Plan development, and transition, and emphasized individual-level child and family factors over organizational, community, and historical factors. Most studies employed quantitative designs, signaling the continued privileging of particular methodological approaches and data sources in EI knowledge production. Understanding who, what, and how EI research is studied is critical, as researchers, journals, and funders function as epistemological gatekeepers whose decisions shape cumulative knowledge, policy, and practice. Our review documents how incomplete demographic reporting, narrow sampling practices, and methodologically constrained approaches contribute to a fragmented and inequitable evidence base. We call for coordinated action across the research-to-practice and research-to-policy pipelines to advance more transparent, contextually grounded EI research that supports equitable access and outcomes in Part C for all children and families.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"33 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149123403","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}

{"title":"A Word Reading Intervention With and Without the Good Behavior Game on Reading and Behavior of Second-Language Learners with Co-occurring Reading and Behavioral Difficulties","authors":"Anne Barwasser, Markus Spilles, Delia Vilz, Matthias Grünke, Gino Casale","doi":"10.1177/00144029261489709","DOIUrl":"https://doi.org/10.1177/00144029261489709","url":null,"abstract":"Reading is an essential life skill. However, students who speak German as a second language (L2) and have behavioral difficulties are at risk for reading problems and, therefore, need specific reading support to help them overcome their challenges. Automation of word recognition can be effectively trained through (sub-)lexical units. Further, peer-supported learning and the Good Behavior Game (GBG) have proven to be particularly effective interventions for both reading and behavior problems. This study examined a (sub-)lexical word-reading intervention with and without the GBG, in particular, the impact of the GBG on the reading performance and behavior of German L2 primary school students with reading and behavioral difficulties ( <jats:italic toggle=\"yes\">N</jats:italic> = 10). A multiple-baseline design with Phases A, B, and C was used. The intervention took place three times a week for 25 min each over seven weeks. The reading intervention as well as the GBG had effects on training words; in addition, the GBG also had effects on transfer words and disruptive behavior. Further, level effects were found for academically engaged behavior. Results are discussed, and limitations and implications are presented.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149124048","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}

{"title":"Understanding Key High School Supports and Experiences to Enhance Social Connectedness and Sense of Belonging: A Modified Participatory Delphi Study","authors":"Rebecca B. Smith Hill, Anthony J. Plotner, Erica Milliron, Sarah Livingston, Adrianna Shoemaker","doi":"10.1177/00144029261486756","DOIUrl":"https://doi.org/10.1177/00144029261486756","url":null,"abstract":"Using a modified participatory Delphi technique, researchers sought to build consensus on the high school supports and experiences that college students with intellectual and developmental disability (IDD) perceive as contributing to their current sense of belonging in postsecondary education. This Facilitating Inclusive Reflection and Empowerment-Delphi study took place in three distinct phases. The design was primarily qualitative, incorporating structured and semiquantitative elements (card sorting and ranking) to support consensus building. Phase One involved semistructured interviews, Phase Two used a card sort activity that generated quantitative data, and Phase Three employed a group insight mapping process to produce additional qualitative data. The research team specifically developed each phase for accessibility and inclusivity, centering the voices and expertise of 13 college students with IDD as the primary experts. Through iterative ranking and group discussion, participants emphasized the importance of teachers who fostered acceptance, friendships with peers with disabilities, and supportive school administrators. In the final phase, they further highlighted the value of teamwork experiences and conversations with teachers about college, underscoring how context and relationships shaped the impact of these supports. We discuss implications for practice and future research.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"12 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148993723","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}

{"title":"“I Just Want Him to Live, Basically”: Parent Perspectives on Facilitators and Barriers to a Successful Transition to Adulthood for Black Autistic Youth","authors":"Asya Miles, Elizabeth Biggs","doi":"10.1177/00144029261486783","DOIUrl":"https://doi.org/10.1177/00144029261486783","url":null,"abstract":"Despite disparities in outcomes, few studies have focused on understanding the experiences of Black autistic youth or their caregivers during the transition to adulthood. This descriptive qualitative study sought insight into how parents of Black youth with autism (a) defined “success” during the transition to adulthood and (b) described facilitators and barriers to this success. Using community cultural wealth theory to guide the study, semistructured interviews were conducted with seven parents of Black autistic youth. Data were analyzed inductively through thematic analysis. One overarching theme, “I just want him to live, basically,” captured how parents described success. This theme focused on their children communicating effectively and being understood, growing in their independence, and having fulfilling relationships. Findings also included four additional themes, which captured the challenges (barriers) that Black youth and families encountered and the corresponding supports (facilitators) that could make a difference in their experiences: (a) difficulty adjusting (barrier): support from the family (facilitator), (b) challenging school experiences (barrier): family advocacy (facilitator), (c) confusing and inadequate adult services (barrier): connection to and expansion of resources (facilitator), and (d) stigma and misunderstanding (barrier): changed societal perceptions (facilitator). Implications for practice and policy are provided to support success for Black autistic youth and their families during the transition to adulthood.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"28 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148915453","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}

{"title":"A Mixed Methods Examination of Youth in Foster Care's Trust in Social Institutions","authors":"Wendy Cavendish, Deborah Perez, Kele Stewart","doi":"10.1177/00144029261485614","DOIUrl":"https://doi.org/10.1177/00144029261485614","url":null,"abstract":"Youth in foster care interact at the intersection of multiple systems. Experiences and relationships within each system may facilitate or hinder youths’ trust. Importantly, trust has been identified as a potential contributor to improved school and life outcomes for youth in foster care. This explanatory sequential mixed methods study used surveys and focus groups to examine levels of trust and barriers or facilitators to the development of trust across systems for high school foster youth with and without disabilities. Rasch model item statistics revealed low levels of trust in the legal system (foster care system, courts, and police) and relatively low levels of trust in the education system. Youth reported high levels of trust in family and friends within their social networks. Black male youth with disabilities reported the lowest levels of trust overall. Focus groups with youth revealed experiences that created barriers to trust, such as school, foster care system, and court personnel being dishonest, not allowing youth to engage in decision-making, and unfair treatment. Interactions that facilitated trust included demonstrating care, advocating for youth, and being a consistent presence. Implications for practice and future research are provided.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"6 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148901924","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}

{"title":"On Advancing Equity, Diversity, and Inclusive Education: A Response to","authors":"Elizabeth B. Kozleski, Marie Wagner, Neal Kingston, Wayne Sailor, Zach McCall","doi":"10.1177/00144029261479107","DOIUrl":"https://doi.org/10.1177/00144029261479107","url":null,"abstract":"This article critiques <jats:xref ref-type=\"bibr\">Fuchs et al. (2023)</jats:xref> , arguing that their conclusions about time in general education classrooms for students with disabilities rest on a narrow conception of inclusive education and on evidence that does not support the practice claims they advance. We address three issues surfaced in their article: (a) what contemporary research on learning outcomes for students with disabilities in general education settings actually shows; (b) whether the evidence Fuchs et al. marshal is adequate to support broad claims about school practice; and (c) how the Office of Special Education and Rehabilitative Services (OSERS) should be understood in relation to federal policy leadership focused on educational outcomes for students with disabilities. Together, these issues matter because research reviews do not merely summarize knowledge—they shape which questions appear legitimate, which forms of evidence appear authoritative, and which educational possibilities are treated as viable. When inclusive education is reduced to unsupported placement and when federal institutional roles are mischaracterized, the result is a narrowed account of what democratic public education can and should require. Because federal leadership remains central to special education policy, accurate characterization of OSERS's role matters. This is a critical time for researchers, practitioners, and the general public to engage. For 46 years, federally funded research and technical assistance infrastructure has shaped special education policy and practice. The DOE's influence and leadership on education has built a legacy of educational services in local, state, and national contexts.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"161 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148815528","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}

{"title":"Predictors of Plans and Desire to Teach Mathematics Among Special Education Preservice Teachers","authors":"Jessica Rodrigues, Delinda van Garderen, Cassandra Smith, Stephanie Hopkins","doi":"10.1177/00144029261479104","DOIUrl":"https://doi.org/10.1177/00144029261479104","url":null,"abstract":"Prior research indicates that some special education preservice teachers (PSTs) experience mathematics anxiety and may feel underprepared to teach mathematics, which raises the question if special education PSTs are entering the field with plans to teach mathematics or desire to teach mathematics. The current study investigated (a) the relationships among special PSTs’ mathematics anxiety, mathematics teaching efficacy, mathematics values, preferred classroom setting, grade level PSTs plan to teach, and average prior mathematics grade, all assessed before completing formal mathematics methods coursework, and (b) the effects of the six variables on PSTs’ plans and desire to teach mathematics. A total of 188 special education PSTs across 18 states who had not yet completed a mathematics methods course responded to an online survey. Among the 188 special education PSTs, 54% reported that they plan to teach mathematics in their future classroom setting, and 57% indicated a desire to teach mathematics. Mathematics teaching efficacy beliefs, preferred classroom setting, and grade level PSTs plan to teach were significant variables for the prediction of plans to teach mathematics, and the same three variables along with mathematics values were significant variables for the prediction of desire to teach mathematics. Implications for teacher preparation courses and for supporting special education PSTs who do not plan and/or desire to teach mathematics at the start of their training are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"120 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148768503","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}