Exceptional Children最新文献_第2页

A Review of U.S. Policy Guidance and Legislation on Restraint and Seclusion in Schools: Considerations for Improvement 美国关于校内限制和隔离的政策指南和立法回顾：改进的考虑因素

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-04-18 DOI: 10.1177/00144029241247032

Laura Kern, Heather Peshak George, Lauren L. Evanovich, Jennifer M. Hodnett, Jennifer Freeman

{"title":"A Review of U.S. Policy Guidance and Legislation on Restraint and Seclusion in Schools: Considerations for Improvement","authors":"Laura Kern, Heather Peshak George, Lauren L. Evanovich, Jennifer M. Hodnett, Jennifer Freeman","doi":"10.1177/00144029241247032","DOIUrl":"https://doi.org/10.1177/00144029241247032","url":null,"abstract":"Restraint and seclusion (R/S) are practices employed by schools to address severe student behavior. Although the use of R/S has been shown to have harmful impact for students, staff, and schools, there is no federal law that addresses its use in schools. A lack of a universal approach leaves each state to determine its own legislation and policy. The current study seeks to extend previous research efforts on state policy guidance and legislation reviews on the use of R/S by reporting on key similarities and differences across states policy guidance and legislation. Specifically, policy guidance and legislation on the school use of R/S are reviewed from the U.S. states and territories, including Washington, D.C.; Puerto Rico; Guam; and the Virgin Islands. Most states and territories were found to have either legislation or policy guidance on the use of R/S in schools. However, there are many differences across the states, including on its use and reporting for students with disabilities. Findings are also compared with the proposed federal bill Keeping All Students Safe Act. Finally, given the lack of passage of the federal law, highlights and recommendations are provided for state leaders on considerations for improvement as R/S remains a state regulated educational issue.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"74 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140622909","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

Theoretical and Methodological Diversity of Exceptional Children Scholarship 特殊儿童学术研究的理论和方法多样性

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-04-03 DOI: 10.1177/00144029241240615

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

引用次数: 0

A Quantitative Systematic Literature Review of Self-Monitoring Components Within Mathematics Instruction and Intervention 数学教学和干预中的自我监控内容定量系统文献综述

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-03-08 DOI: 10.1177/00144029241230322

Marah Sutherland, Cayla Lussier, Gena Nelson, Marissa Pilger Suhr, Janice Fong, Jessica Turtura, Ben Clarke

{"title":"A Quantitative Systematic Literature Review of Self-Monitoring Components Within Mathematics Instruction and Intervention","authors":"Marah Sutherland, Cayla Lussier, Gena Nelson, Marissa Pilger Suhr, Janice Fong, Jessica Turtura, Ben Clarke","doi":"10.1177/00144029241230322","DOIUrl":"https://doi.org/10.1177/00144029241230322","url":null,"abstract":"The purpose of this quantitative systematic literature review was to identify and describe published mathematics studies from 1980 to 2021 that incorporated a self-monitoring component ( k = 22 studies; N = 1,787 students). We examined specific self-monitoring procedures, instructional contexts, implementation variables, and methodological quality. For inclusion, studies needed to (a) include self-monitoring (defined as students observing, evaluating, and/or recording their behaviors), (b) include co-occurring mathematics instruction, (c) include at least one mathematics outcome measure, (d) occur in a school setting, (e) include students in Grades K–12, and (f) utilize a single-case, experimental, or quasiexperimental design. Variables of interest were coded and methodological quality was assessed using What Works Clearinghouse standards. Our findings suggest that students with and without disabilities generally benefit from embedded self-monitoring procedures across mathematical content areas and tiers of instructional support. Future research should further unpack definitions of self-monitoring and related constructs.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"29 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140069833","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

Waived English Learners: The Understudied Intersection of English Learner and Special Education Status 豁免的英语学习者：未被充分研究的英语学习者与特殊教育身份的交集

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-01-05 DOI: 10.1177/00144029231220302

Min Hyun Oh, Jeannette Mancilla‐Martinez

引用次数: 0

The Effectiveness of Diverse Designs of Chinese Stem-Deriving Instruction for Chinese Children With Dyslexia 针对中国阅读障碍儿童的不同汉语词根生成教学设计的有效性

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-01-02 DOI: 10.1177/00144029231220308

Li-Chih Wang, Duo Liu, He-Hsiu Lin, Kevin Kien-Hoa Chung, Zhengye Xu

{"title":"The Effectiveness of Diverse Designs of Chinese Stem-Deriving Instruction for Chinese Children With Dyslexia","authors":"Li-Chih Wang, Duo Liu, He-Hsiu Lin, Kevin Kien-Hoa Chung, Zhengye Xu","doi":"10.1177/00144029231220308","DOIUrl":"https://doi.org/10.1177/00144029231220308","url":null,"abstract":"One of the most well-known instructional methods used to enhance Chinese character reading (CCR) is Chinese stem-deriving instruction (CSDI). In this method, CCR is taught via a group of characters (e.g., 清, 情, and 靚) that share the same stem (e.g., 青). However, the effectiveness of CSDI on the CCR of Chinese children with dyslexia remains inconsistent, and the reason may be the diverse designs of this method across studies. Thus, this study aimed to use a quasiexperiment-design study to compare the effects of various forms of CSDI based on the (in)consistency of the extending characters’ sounds, their appearances, and their amount (i.e., how many of them). In total, 122 Chinese third to sixth graders with dyslexia were recruited from primary schools, and they were randomly assigned to one of three groups: (a) visuospatially controlled CSDI ( n = 37; all taught characters shared the same pronunciation), (b) verbally controlled CSDI ( n = 45; all taught characters shared the same structure), and (c) noncontrolled CSDI ( n = 40; all taught characters selected only on the basis of their frequencies). They were tested by CCR and dictation before and after the instruction. We found that CCR was significantly improved in all three CSDI groups, whereas only the verbally controlled CSDI group showed significant improvements in dictation. Furthermore, verbally and visuospatially controlled CSDI earned the greatest benefits in decreasing the visual errors and phonetic errors in CCR and decreasing the radical errors and homophone errors in dictation. Our findings shed light on the effectiveness of CSDI in terms of diverse designs, and frontline practitioners should take our findings into consideration when using CSDI.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"9 5","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139452364","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

Self-Regulated Strategy Development: Connecting Persuasive Writing to Self-Determination for Youth in Juvenile Justice Facilities 自我调节的策略发展：将说服性写作与青少年司法机构中青少年的自我决定联系起来

IF 2.8 3区教育学

Exceptional Children Pub Date : 2023-12-28 DOI: 10.1177/00144029231220309

Allyson Pitzel, Sara Sanders, Kristine Jolivette, Aimee J. Hackney, Ashley S. Virgin

{"title":"Self-Regulated Strategy Development: Connecting Persuasive Writing to Self-Determination for Youth in Juvenile Justice Facilities","authors":"Allyson Pitzel, Sara Sanders, Kristine Jolivette, Aimee J. Hackney, Ashley S. Virgin","doi":"10.1177/00144029231220309","DOIUrl":"https://doi.org/10.1177/00144029231220309","url":null,"abstract":"Youth with and at risk for disabilities served in alternative education settings frequently struggle with the writing process, which impedes their ability to communicate ideas and opinions with others. Providing explicit teaching of a writing strategy is necessary for this population of youth. This study examined the effects of self-regulated strategy development (SRSD) with self-determination skills on self-advocacy-focused writing probes (e.g., persuasive) for adolescent female youth in a juvenile justice setting. Emphasis was placed on teaching youth how to use persuasive writing as a tool to self-advocate for things they want or need. The SRSD instructional approach was investigated using a multiple-probe-across-participants design to evaluate the effects. Visual analyses indicated a functional relation between SRSD with self-determination instruction and youth’s writing skills. All youth demonstrated an increase in organizational quality and self-advocacy in writing from baseline to independent practice. Limitations to the current study and future directions are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"14 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139152288","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

Surfacing Principals’ Beliefs About Instruction for Students With Disabilities: A Qualitative Analysis 揭示校长对残疾学生教学的信念：定性分析

IF 2.8 3区教育学

Exceptional Children Pub Date : 2023-12-28 DOI: 10.1177/00144029231220311

Hannah Mathews, Kristabel Stark, Nathan D. Jones, Courtney Bell

引用次数: 0

Does Variability Within Tier 2 Mathematics Intervention Groups Affect Students’ Response to Intervention? 第二级数学干预小组内部的差异会影响学生对干预的反应吗？

IF 2.8 3区教育学

Exceptional Children Pub Date : 2023-12-21 DOI: 10.1177/00144029231220307

Marah Sutherland, Derek B. Kosty, Taylor Lesner, Joanna Hermida, K. Smolkowski, Christian T. Doabler, Ben Clarke

引用次数: 0

Students’ Perceptions of Instruction in Co-Teaching Classrooms: A Systematic Literature Review and Thematic Analysis 学生对合作教学课堂教学的看法：系统性文献回顾和主题分析

IF 2.8 3区教育学

Exceptional Children Pub Date : 2023-12-19 DOI: 10.1177/00144029231220303

Marie L. Wagner, Kylene Cosand, Alison L. Zagona, Betsie J. Malone

{"title":"Students’ Perceptions of Instruction in Co-Teaching Classrooms: A Systematic Literature Review and Thematic Analysis","authors":"Marie L. Wagner, Kylene Cosand, Alison L. Zagona, Betsie J. Malone","doi":"10.1177/00144029231220303","DOIUrl":"https://doi.org/10.1177/00144029231220303","url":null,"abstract":"As more schools adopt inclusive practices, the need for schools to understand how students perceive these practices grows. The current study explores K–12 students’ perceptions of co-teaching through a systematic review and thematic analysis of the literature. Through an analysis of quantitative, qualitative, and mixed-methods research from journals and dissertations, this review shows the importance of attending to contextual variables surrounding co-teaching and how these may serve as mediating factors for students’ perceptions. Using an open-ended date range for studies and including gray literature allowed for robust findings that synthesize comprehensively how students view co-teaching. Key findings include students’ perceived success academically and preference for co-teaching. Additionally, results indicated a pattern of students’ negative perceptions of co-teaching when teachers experienced many professional demands. However, the lack of reported socially constructed contextual variables, such as race and gender, limited insights into how students make meaning of co-teaching. On the basis of these findings, we discuss implications for research, policy, and practice.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":" 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961538","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

Editorial Perspectives on Critical Issues Affecting Special Education to be Addressed by Exceptional Children 编辑视角：影响特殊教育的关键问题，将由 "特殊儿童 "解决

IF 2.8 3区教育学

Exceptional Children Pub Date : 2023-12-18 DOI: 10.1177/00144029231219344

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

引用次数: 0