Exceptional Children最新文献

Examining Differential Intervention Effects: Do Individualized Student Intervention Effects Vary by Student Abilities and Characteristics? 检验差异干预效果：个性化学生干预效果是否因学生能力和特征而异？

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-10-16 DOI: 10.1177/00144029251378405

Wilhelmina van Dijk, Christopher Schatschneider, Stephanie Al Otaiba, Holly B. Lane, Sara A. Hart

{"title":"Examining Differential Intervention Effects: Do Individualized Student Intervention Effects Vary by Student Abilities and Characteristics?","authors":"Wilhelmina van Dijk, Christopher Schatschneider, Stephanie Al Otaiba, Holly B. Lane, Sara A. Hart","doi":"10.1177/00144029251378405","DOIUrl":"https://doi.org/10.1177/00144029251378405","url":null,"abstract":"The Individualized Student Instruction (ISI) intervention was designed to help teachers increase their use of differentiated core reading instruction, to optimize student growth by providing appropriate amounts of code- and meaning-focused instruction. Based on the results from original studies on ISI, it is still unclear if differentiated instruction can mitigate the influence of individual differences, and if this is similar for all students. Using integrative data analytic techniques, we combined data from six randomized control trials on the ISI intervention conducted in kindergarten and first grade and obtained a dataset with a total sample of 3,144 students in Grades K and 1. We then fit conditional multilevel quantile regression models to examine differential effects on word reading and vocabulary outcomes and the moderating effect of pre-intervention skills. The model coefficients did not indicate a treatment effect of the ISI intervention on either vocabulary or word reading skills. We discuss these results in the light of the importance of data sharing and registered reports to uncover what works for which students under which conditions.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"97 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145310745","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

Speech-Language Services in IEPs of Students with Extensive Support and Complex Communication Needs 有广泛支持和复杂沟通需要的学生的iep言语语言服务

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-10-08 DOI: 10.1177/00144029251377056

Kathryn E. Dorney, Nancy A. Quick, Karen A. Erickson

{"title":"Speech-Language Services in IEPs of Students with Extensive Support and Complex Communication Needs","authors":"Kathryn E. Dorney, Nancy A. Quick, Karen A. Erickson","doi":"10.1177/00144029251377056","DOIUrl":"https://doi.org/10.1177/00144029251377056","url":null,"abstract":"Students with extensive support needs (ESN) are a group of students with multiple disabilities including significant expressive and receptive language impairments that make it difficult for them to access and participate in the general education curriculum, even with quality instruction and appropriate accommodations. Like all students with disabilities, students with ESN typically require related services to benefit from the special education services they receive. The purpose of this descriptive and parametric statistics study was to examine speech-language services in the IEPs of students with ESN ( n = 258) across six U.S. states. Specifically, the type and intensity of speech-language services were examined across grade band, the Individuals With Disabilities Education Improvement Act (2004) disability category, and symbolic communication level (i.e., pre-symbolic, symbolic). The relationship between speech-language services and various demographic variables was analyzed using multinomial logistic regression. While no significant relationship was identified between demographic variables and the type of speech-language services students received, some demographic variables (i.e., communication level, grade band) predicted the intensity of speech-language services. Findings are discussed relative to the literature with implications for practice in schools and future research.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"14 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145246717","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

Family Variables Influencing the Social Validity of Telepractice in Early Childhood Intervention 影响幼儿远程实践社会效度的家庭变量

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-10-08 DOI: 10.1177/00144029251382565

Gabriel Martínez-Rico, Pau García-Grau, Margarita Cañadas, Rómulo J. González-García

{"title":"Family Variables Influencing the Social Validity of Telepractice in Early Childhood Intervention","authors":"Gabriel Martínez-Rico, Pau García-Grau, Margarita Cañadas, Rómulo J. González-García","doi":"10.1177/00144029251382565","DOIUrl":"https://doi.org/10.1177/00144029251382565","url":null,"abstract":"The use of telepractice in early childhood intervention has increased considerably in recent years. It is necessary, therefore, to examine its social validity in order to improve services and meet the needs of families. Determining relevant family variables influencing social validity allows practitioners to ensure their practices are based on socially meaningful and valid processes. We examined the influence of family-level variables through a multiple mediation model with: (a) child and adult age and mother's education level as predictors; (b) family role during sessions and technology skills as mediators; and (c) social validity of telepractice and the focus on family needs as dependent variables. We examined direct, indirect, and total effects through path analysis, as well as the joint effect of both mediators on social validity appraisals and the scores on focus on family needs. Overall, good perception of social validity of telepractice was found. No differences in social validity scores among telepractice modalities or eligibility criteria were found. Higher social validity was associated with greater focus on family needs, a more active role during sessions, better technology skills, and younger children and adults. Higher mother's educational level was related to having an active role in telepractice sessions and perceiving the intervention to be more focused on their needs. Addressing family needs is a priority for telepractice in early childhood intervention. Deciding with families the telepractice modality that could fit best their needs, as well as considering a hybrid approach, could help programs support their families more effectively.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"36 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145246611","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

Pilot Implementation of a Culturally Adapted Training for Caregivers of Young Autistic Children: A Mixed Methods Study 自闭症儿童照顾者文化适应性培训试点实施：一项混合方法研究

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-10-03 DOI: 10.1177/00144029251375983

Adriana Kaori Terol, Hedda Meadan, Sandy Magaña

{"title":"Pilot Implementation of a Culturally Adapted Training for Caregivers of Young Autistic Children: A Mixed Methods Study","authors":"Adriana Kaori Terol, Hedda Meadan, Sandy Magaña","doi":"10.1177/00144029251375983","DOIUrl":"https://doi.org/10.1177/00144029251375983","url":null,"abstract":"The demand for services and resources to support individuals with autism has increased in correspondence with the rising prevalence of autism around the globe. However, there is limited availability of resources and services to support autistic children and their families in low-to-middle-income countries. Caregiver training is an evidence-based practice that leads to positive outcomes for both caregivers and their autistic children, and is an appropriate way to deliver support for caregivers of autistic children in low-resourced settings. In this study, we used a convergent mixed-methods design to evaluate the effects and social validity of a culturally adapted caregiver training program with 17 caregivers of autistic children in Paraguay. Caregivers increased their knowledge about autism, their understanding of their children's strengths and needs, and their advocacy knowledge and skills, from pre-program to post-program. Additionally, caregivers deemed the program feasible, acceptable, and needed in the Paraguayan context. Implications for policy and practice, and directions for future research are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"10 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145246473","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

IDEA at 50—Progress, Equity, and the Work Ahead IDEA成立50周年——进步、公平和未来工作

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-08-25 DOI: 10.1177/00144029251367473

Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan, Kathleen King Thorius

引用次数: 0

Intersectional Field Analysis: Conceptualizing Immigrant Families’ Encounters with Special Education Power 交叉场域分析：移民家庭遭遇特殊教育权力的概念化

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-08-12 DOI: 10.1177/00144029251363836

Ankita Bhattashali, Zachary A. McCall

引用次数: 0

Special Education Personnel Attrition in Pennsylvania 宾夕法尼亚州特殊教育人员的流失

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-08-12 DOI: 10.1177/00144029251350069

Allison F. Gilmour, Equia Aniagyei-Cobbold, Roddy Theobald

引用次数: 0

When Is It OHI? A Review of Case Law Decisions for OHI - ADHD Eligibility 什么时候是OHI？对OHI - ADHD资格的判例法判决的回顾

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-07-29 DOI: 10.1177/00144029251360445

Tara Kulkarni, Elizabeth L. Shaver, Thuy Nguyen, Edvin Pepic, Evie M. Harter, Amanda L. Sullivan

{"title":"When Is It OHI? A Review of Case Law Decisions for OHI - ADHD Eligibility","authors":"Tara Kulkarni, Elizabeth L. Shaver, Thuy Nguyen, Edvin Pepic, Evie M. Harter, Amanda L. Sullivan","doi":"10.1177/00144029251360445","DOIUrl":"https://doi.org/10.1177/00144029251360445","url":null,"abstract":"Educators, families, and policy actors rely on federal and state special education law to inform many decision-making processes. Vague eligibility criteria within the laws can result in conflict between school districts and parents. Resulting due process hearing decisions can have important implications for future practice. One area of particular ambiguity and inconsistency is the disability category—other health impairment—for which students with attention-deficit/hyperactivity disorder may qualify. We examined outcomes of cases regarding disputes about eligibility for other health impairment where attention-deficit/hyperactivity disorder was considered, including judges’ decisions, rationales, and factors influencing their decision-making, as well as trends over time and location. The systematic search process yielded 202 relevant cases wherein the majority of judges’ decisions (67%) were in favor of the school district, often citing educational need, or lack thereof, in their rationale. The second most common rationale was the evaluation itself being deemed (in)appropriate. Parents who had an expert witness were almost four times more likely to prevail in their cases. We discuss implications for parents, practitioners, and policy.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"26 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144748206","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 Critical Appraisal of the Evidence on Racial Disproportionality in Special Education 特殊教育中种族不均衡证据的批判性评价

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-07-15 DOI: 10.1177/00144029251350094

Rachel Elizabeth Fish, Kenneth Shores, João M. Souto Maior

引用次数: 0

“Well, Those Students Have a Name:” Special Educators’ Beliefs About Students Labeled With Emotional/Behavioral Disorders 好吧，这些学生有一个名字：“特殊教育者对被贴上情绪/行为障碍标签的学生的看法。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-06-27 DOI: 10.1177/00144029251350065

Hannah Morris Mathews, Lindsey Kaler, Malavika Ragunathan, Elizabeth Bettini, Kathryn M. Meyer

引用次数: 0