Exceptional Children最新文献_第4页

Who Are We Measuring? Teacher Effects in Gifted and Talented Teacher Rating Scales 我们在衡量谁？资优和天才教师评级量表中的教师效应

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-09-27 DOI: 10.1177/00144029241247035

D. Betsy McCoach, Scott Peters, Anthony J. Gambino, Daniel Long, Del Siegle

引用次数: 0

Single-Case Effect Size Distributions for Interventions Designed to Improve Engagement in Elementary Schools 旨在提高小学参与度的干预措施的单例效应大小分布

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-08-30 DOI: 10.1177/00144029241275222

Jennifer R. Ledford, Sienna A. Windsor, Jason C. Chow, Paige Bennett Eyler

{"title":"Single-Case Effect Size Distributions for Interventions Designed to Improve Engagement in Elementary Schools","authors":"Jennifer R. Ledford, Sienna A. Windsor, Jason C. Chow, Paige Bennett Eyler","doi":"10.1177/00144029241275222","DOIUrl":"https://doi.org/10.1177/00144029241275222","url":null,"abstract":"Engagement behaviors are crucial for school success and are often targeted for improvement in school-based interventions. It may be helpful for both researchers and school-based practitioners to understand the likely impacts of interventions on engagement behaviors (e.g., to understand the extent to which engagement behaviors might change with treatment). For single-case studies designed to answer demonstration questions (i.e., including a baseline condition) and that were conducted in elementary classroom settings ( N = 131), we calculated log response ratio and within-case standardized mean difference effect sizes for engagement dependent variables to establish benchmarks. We described differences based on study characteristics (functional relation determination, publication status, primacy of outcome), disability status of participants, and implementation characteristics (group size, implementer). Effect sizes (645 A-B comparisons) were heterogenous and varied based on functional relation determination, disability status, and implementation variables. More research is needed about additional variables that might explain heterogenous outcomes, especially for children with autism and behavioral disorders.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"17 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142100652","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

Differences in Loneliness Experiences Among High-Ability Students: Individual and Social Context Predictors 高能力学生的孤独体验差异：个人和社会背景预测因素

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-08-30 DOI: 10.1177/00144029241271927

Alicia Ramos, Nina Steenberghs, Jeroen Lavrijsen, Luc Goossens, Karine Verschueren

{"title":"Differences in Loneliness Experiences Among High-Ability Students: Individual and Social Context Predictors","authors":"Alicia Ramos, Nina Steenberghs, Jeroen Lavrijsen, Luc Goossens, Karine Verschueren","doi":"10.1177/00144029241271927","DOIUrl":"https://doi.org/10.1177/00144029241271927","url":null,"abstract":"This study examined the diversity in feelings of loneliness among high-ability students. Individual differences (intelligence level, giftedness label, and personality) and differences in the social context (peer acceptance, peer rejection, victimization, and friendship quantity) of adolescents were considered as predictors of loneliness. Additionally, gender differences were investigated in both the level of loneliness and in the effect of social-context characteristics on loneliness. The sample consisted of 403 students belonging to the top 10% of their age group in terms of cognitive ability ( Mage = 12.4 years, 50.3% males). Variables were measured longitudinally across four time points during two consecutive school years using self-report and peer nominations. Multilevel growth curve analyses revealed that all predictors except giftedness label and peer rejection uniquely predicted loneliness over time. Gender differences were found for the effects of peer rejection and victimization. These findings highlight the diversity of social experiences among high-ability youth and emphasize the importance of both individual and contextual factors in shaping these distinct experiences.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"6 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142100651","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

Teacher Attitudes Toward Gifted Students and Gifted Education: The Typologies of Attitudes and Their Predictors 教师对资优学生和资优教育的态度：态度类型及其预测因素

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-08-21 DOI: 10.1177/00144029241271135

Jae Yup Jung, Jihyun Lee

引用次数: 0

Experiences of Family Peer Advocates Supporting Black Families Raising Autistic Children 为抚养自闭症儿童的黑人家庭提供支持的家庭同伴倡导者的经历

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-08-21 DOI: 10.1177/00144029241271151

Jamie N. Pearson, Lonnie D. C. Manns, Jared H. Stewart-Ginsburg, DeVoshia L. Mason Martin, Janelle A. Johnson

{"title":"Experiences of Family Peer Advocates Supporting Black Families Raising Autistic Children","authors":"Jamie N. Pearson, Lonnie D. C. Manns, Jared H. Stewart-Ginsburg, DeVoshia L. Mason Martin, Janelle A. Johnson","doi":"10.1177/00144029241271151","DOIUrl":"https://doi.org/10.1177/00144029241271151","url":null,"abstract":"Professionals play an important role in when and how families access autism services. Black families often experience disparate access to autism services compared to White families. Family Peer Advocates (FPAs) are professionals who have personal experience with the diagnostic process, school-based supports, and community-based services, and provide training and support to families. Understanding the experiences of FPAs may help researchers and practitioners better address the needs of Black autistic children and their families. The purpose of this qualitative study was to explore FPAs’ experiences providing autism-related services and resources for Black families with autistic children. We conducted focus groups with 32 FPAs from two agencies in one southeastern state. Three themes emerged from our inductive data analysis regarding FPA experiences: (a) serving multiple roles; (b) working with “zero resources”; and (c) variations in racial responsivity. Given our findings, we call for FPAs to ensure they are considering and responding to the intersecting impact of race on families’ experiences with autism diagnosis and services.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"6 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142021869","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

“For Whom” and “Under What Conditions” Is MSBI Effective? A Conceptual Replication With High School Students With Autism MSBI 对 "谁 "和 "在什么条件下 "有效？以患有自闭症的高中生为对象的概念验证

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-07-25 DOI: 10.1177/00144029241259013

Sarah K. Cox, Jenny R. Root, Addie McConomy, Kathryn Davis

{"title":"“For Whom” and “Under What Conditions” Is MSBI Effective? A Conceptual Replication With High School Students With Autism","authors":"Sarah K. Cox, Jenny R. Root, Addie McConomy, Kathryn Davis","doi":"10.1177/00144029241259013","DOIUrl":"https://doi.org/10.1177/00144029241259013","url":null,"abstract":"Replications provide credibility by demonstrating under what conditions experimental findings can be repeated, the premise behind evidence-based practices. Replications in single-case research also investigate generalization of findings across groups. For groups with high variability, such as individuals with autism, assumptions of generalizability should be based on learners who are similar in critical ways. The purpose of this study was to use Coyne et al.'s framework for replication and the next generation guidelines for single-case research to extend understanding of “for whom” and “under what conditions” modified schema-based instruction (an established evidence-based practice for individuals with autism) is effective. In this distal conceptual replication of Root et al., contextual and instructional variables of theoretical and practical importance were intentionally manipulated or maintained and reported to model transparency and support replicability. Four high school students receiving special education under the Individuals With Disabilities Education Act category of autism were taught mathematical and social problem-solving behaviors within the context of percentage-of-change word problems. Researchers used modified schema-based instruction and augmented reality in a one-on-one setting and assessed generalization to purchasing in the food court of a mall biweekly. We frame our discussion around the recommendations for replication research from Coyne et al. and recommendations for single-case research from Ledford et al., concluding with suggestions for future replications that use single-case research designs.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"48 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141764039","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

STEM Pathway and College Progression: The Link Between Engineering CTE and Postsecondary Outcomes for Students With Learning Disabilities STEM Pathway and College Progression：有学习障碍学生的工程学 CTE 与中学后成果之间的联系

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-05-28 DOI: 10.1177/00144029241247034

Jay Plasman, Desmond Myles

引用次数: 0

Postsecondary Planning Perspectives of Black Parents of Young Adults With High-Incidence Disabilities 高发残疾青少年的黑人家长对中学后规划的看法

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-05-17 DOI: 10.1177/00144029241247071

Erin Pearce Kilpatrick, Jolie Ziomek-Daigle, Allison U. Nealy

引用次数: 0

Effects of a Math Single-Case Intervention on Word Problem-Solving in Students With Learning Disabilities and Emotional and Behavioral Disorders 数学单例干预对有学习障碍和情绪与行为障碍的学生解决文字问题的影响

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-04-24 DOI: 10.1177/00144029241247037

Anne Barwasser, Sarah Schulze, Chiara Gieseler, Matthias Grünke

{"title":"Effects of a Math Single-Case Intervention on Word Problem-Solving in Students With Learning Disabilities and Emotional and Behavioral Disorders","authors":"Anne Barwasser, Sarah Schulze, Chiara Gieseler, Matthias Grünke","doi":"10.1177/00144029241247037","DOIUrl":"https://doi.org/10.1177/00144029241247037","url":null,"abstract":"Word problem-solving is one major area in mathematics that has been identified as being particularly challenging for students, specifically for those with learning disabilities (LDs) and emotional and behavioral disorders (EBD). This study aims at evaluating the effects of a strategic math intervention with concept maps on the ability to solve word problems (addition and subtraction problems, number range of thousand) among students with LDs and EBD from the eighth grade. A multiple-baseline design across participants ( N = 9) was applied to evaluate the intervention, which was held three times a week over a 6-week period. Overall, the results demonstrated a functional relation between the amount of correctly solved word problem tasks and the intervention. All nine students improved in word problem-solving, as evidenced by the fact that more tasks were solved, with a higher score in the intervention phase compared with the baseline (between-case standardized mean difference was 1.84; 95% confidence interval [1.24, 2.44]). The social validity data display that all students found the intervention helpful but also partly exhausting. The limitations and implications of this study are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140642936","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 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