Exceptional Children最新文献_第4页

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

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