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Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder. 突发性读写干预对学龄前自闭症谱系障碍儿童的影响。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2017-10-01 Epub Date: 2017-07-03 DOI: 10.1177/0014402917705855
Roxanne F Hudson, Elizabeth A Sanders, Rosanne Greenway, Sharon Xie, Maya Smith, Colin Gasamis, Jay Martini, Ilene Schwartz, Jacob Hackett
{"title":"Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder.","authors":"Roxanne F Hudson,&nbsp;Elizabeth A Sanders,&nbsp;Rosanne Greenway,&nbsp;Sharon Xie,&nbsp;Maya Smith,&nbsp;Colin Gasamis,&nbsp;Jay Martini,&nbsp;Ilene Schwartz,&nbsp;Jacob Hackett","doi":"10.1177/0014402917705855","DOIUrl":"https://doi.org/10.1177/0014402917705855","url":null,"abstract":"<p><p>Combining data from a series of three planned, consecutive independent randomized controlled trials (RCTs), the present study investigates two literacy interventions for preschool children with autism spectrum disorder (ASD). For the first cohort, children were randomized to interactive book reading treatment (IBR)or a business-as-usual (BAU) control condition; in Cohort 2, children were randomized to phonological awareness treatment (PA)or BAU; in Cohort 3, children were randomized to IBR or PA. Both treatments were implemented weekly in the classroom from November to May. Combined across cohorts, data from <i>n</i> =47 IBR, <i>n</i> =42 PA, and <i>n</i> =44 BAU students from 57 classrooms in 8 districts were available for analysis. Model results showed that IBR had significantly greater pretest-posttest gains than the sample mean on expressive vocabulary and listening comprehension (<i>d*</i>=0.29 and 0.30), whereas PA had significantly greater phonological awareness gains (<i>d*</i>=0.39).</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"84 1","pages":"55-75"},"PeriodicalIF":2.8,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402917705855","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36109024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 30
Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes. 教学压力太大?教学质量、学生参与和IEP结果。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2017-07-01 Epub Date: 2017-08-09 DOI: 10.1177/0014402917690729
Venus Wong, Lisa A Ruble, Yue Yu, John H McGrew
{"title":"Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes.","authors":"Venus Wong,&nbsp;Lisa A Ruble,&nbsp;Yue Yu,&nbsp;John H McGrew","doi":"10.1177/0014402917690729","DOIUrl":"https://doi.org/10.1177/0014402917690729","url":null,"abstract":"<p><p>Teacher stress and burnout have a detrimental effect on the stability of the teaching workforce. However, the possible consequences of teacher burnout on teaching quality and on student learning outcomes are less clear, especially in special education settings. We applied Maslach and Leiter's model (1999) to understand the direct effects of burnout on teaching in general and stress arising from interaction with a specific student on the IEP outcomes of young children with autism spectrum disorder. We also examined indirect effects through teaching quality and student engagement. The results indicated that one of the three components of burnout-teacher personal accomplishment-was directly related to IEP outcomes, a distal effect, whereas stress was directly related to teaching quality and student engagement, which were more proximal effects. Additionally, teacher stress, emotional exhaustion, and depersonalization had indirect effects on IEP outcomes through teaching quality and student engagement.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"83 4","pages":"412-427"},"PeriodicalIF":2.8,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402917690729","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36786805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 74
Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention. 从儿童层面预测对循证数学干预的反应。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2017-07-01 Epub Date: 2017-08-09 DOI: 10.1177/0014402917690728
Sarah R Powell, Paul T Cirino, Amelia S Malone
{"title":"Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention.","authors":"Sarah R Powell, Paul T Cirino, Amelia S Malone","doi":"10.1177/0014402917690728","DOIUrl":"10.1177/0014402917690728","url":null,"abstract":"<p><p>We identified child-level predictors of responsiveness to 2 types of mathematics (calculation and word-problem) intervention among 2nd-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We assigned classrooms randomly assigned to calculation intervention, word-problem intervention, or business-as-usual control. Intervention lasted 17 weeks. Path analyses indicated that scores on working memory and language comprehension assessments moderated responsiveness to calculation intervention. No moderators were identified for responsiveness to word-problem intervention. Across both intervention groups and the control group, attentive behavior predicted both outcomes. Initial calculation skill predicted the calculation outcome, and initial language comprehension predicted word-problem outcomes. These results indicate that screening for calculation intervention should include a focus on working memory, language comprehension, attentive behavior, and calculations. Screening for word-problem intervention should focus on attentive behavior and word problems.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"83 4","pages":"359-377"},"PeriodicalIF":2.8,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5560604/pdf/nihms-841218.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35284482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial. 全班级功能相关干预团队效能试验的学生和教师结果。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2016-10-01 Epub Date: 2016-10-05 DOI: 10.1177/0014402916658658
Howard Wills, Debra Kamps, Kandace Fleming, Blake Hansen
{"title":"Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial.","authors":"Howard Wills,&nbsp;Debra Kamps,&nbsp;Kandace Fleming,&nbsp;Blake Hansen","doi":"10.1177/0014402916658658","DOIUrl":"https://doi.org/10.1177/0014402916658658","url":null,"abstract":"Schools continue to strive for the use of evidenced-based interventions and policies to foster well-managed classrooms that promote improved student outcomes. The present study examined the effects of the Class-Wide Function-related Intervention Teams (CW-FIT), a group contingency intervention, on the on-task and disruptive behavior of elementary school students with or at risk for emotional behavior disorders (EBD). Seventeen elementary schools, 159 general education teachers, and 313 students participated in the randomized-control group design study. Fidelity of implementation was strong for intervention group teachers and was measured across groups and throughout baseline conditions. Results suggest that CW-FIT can be used to increase on-task behavior and reduce the disruptive behavior of students with or at risk for EBD. In addition, teachers in intervention classes increased praise and reduced reprimands to individual students and along with their students, reported high levels of consumer satisfaction.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"83 1","pages":"58-76"},"PeriodicalIF":2.8,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402916658658","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39189356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 32
Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners. 多层支持系统对风险学习者计算、字题和代数前表现的影响。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2015-07-01 DOI: 10.1177/0014402914563702
Sarah R Powell, Lynn S Fuchs, Paul T Cirino, Douglas Fuchs, Donald L Compton, Paul C Changas
{"title":"Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners.","authors":"Sarah R Powell,&nbsp;Lynn S Fuchs,&nbsp;Paul T Cirino,&nbsp;Douglas Fuchs,&nbsp;Donald L Compton,&nbsp;Paul C Changas","doi":"10.1177/0014402914563702","DOIUrl":"https://doi.org/10.1177/0014402914563702","url":null,"abstract":"<p><p>The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2<sup>nd</sup>-grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"81 4","pages":"443-470"},"PeriodicalIF":2.8,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402914563702","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33407038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 45
To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading. 等待1级还是立即干预:一项检查阅读一年级干预反应(RTI)的随机实验。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2014-10-01 DOI: 10.1177/0014402914532234
Stephanie Al Otaiba, Carol M Connor, Jessica S Folsom, Jeanne Wanzek, Luana Greulich, Christopher Schatschneider, Richard K Wagner
{"title":"To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading.","authors":"Stephanie Al Otaiba,&nbsp;Carol M Connor,&nbsp;Jessica S Folsom,&nbsp;Jeanne Wanzek,&nbsp;Luana Greulich,&nbsp;Christopher Schatschneider,&nbsp;Richard K Wagner","doi":"10.1177/0014402914532234","DOIUrl":"https://doi.org/10.1177/0014402914532234","url":null,"abstract":"<p><p>This randomized controlled experiment compared the efficacy of two Response to Intervention (RTI) models - Typical RTI and Dynamic RTI - and included 34 first-grade classrooms (<i>n</i> = 522 students) across 10 socio-economically and culturally diverse schools. Typical RTI was designed to follow the two-stage RTI decision rules that wait to assess response to Tier 1 in many districts, whereas Dynamic RTI provided Tier 2 or Tier 3 interventions immediately according to students' initial screening results. Interventions were identical across conditions except for when intervention began. Reading assessments included letter-sound, word, and passage reading, and teacher-reported severity of reading difficulties. An intent-to-treat analysis using multi-level modeling indicated an overall effect favoring the Dynamic RTI condition (<i>d</i> = .36); growth curve analyses demonstrated that students in Dynamic RTI showed an immediate score advantage, and effects accumulated across the year. Analyses of standard score outcomes confirmed that students in the Dynamic condition who received Tier 2 and Tier 3 ended the study with significantly higher reading performance than students in the Typical condition. Implications for RTI implementation practice and for future research are discussed.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"81 1","pages":"11-27"},"PeriodicalIF":2.8,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402914532234","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32925274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 108
Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities. 情绪障碍或学习障碍儿童口语阅读流畅性的发展。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2013-01-01 DOI: 10.1177/001440291408000204
Jeanne Wanzek, Stephanie Al Otaiba, Yaacov Petscher
{"title":"Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities.","authors":"Jeanne Wanzek,&nbsp;Stephanie Al Otaiba,&nbsp;Yaacov Petscher","doi":"10.1177/001440291408000204","DOIUrl":"https://doi.org/10.1177/001440291408000204","url":null,"abstract":"<p><p>This study used a large state-wide database to examine the oral reading fluency development of second and third grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were administered to 185,367 students without disabilities (general education), 2,146 students identified with an emotional disturbance, and 10,339 students with a learning disability. Student status and growth trends were examined in a piecewise model at each grade level for the full sample as well as for a subsample with reading difficulties. Data suggested students with disabilities performed significantly below students without disabilities in initial status and growth. Gender was also examined as a moderator of outcomes for each of the study groups.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"80 2","pages":"187-204"},"PeriodicalIF":2.8,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440291408000204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32123533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 42
Smart RTI: A Next-Generation Approach to Multilevel Prevention. 智能 RTI：多层次预防的新一代方法。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2012-01-01 DOI: 10.1177/001440291207800301
Douglas Fuchs, Lynn S Fuchs, Donald L Compton
{"title":"Smart RTI: A Next-Generation Approach to Multilevel Prevention.","authors":"Douglas Fuchs, Lynn S Fuchs, Donald L Compton","doi":"10.1177/001440291207800301","DOIUrl":"10.1177/001440291207800301","url":null,"abstract":"<p><p>During the past decade, responsiveness to intervention (RTI) has become popular among many practitioners as a means of transforming schooling into a multilevel prevention system. Popularity aside, its successful implementation requires ambitious intent, a comprehensive structure, and coordinated service delivery. An effective RTI also depends on building-based personnel with specialized expertise at all levels of the prevention system. Most agree on both its potential for strengthening schooling and its heavy demand on practitioners. In this article, we describe Smart RTI, which we define as making efficient use of school resources while maximizing students' opportunities for success. In light of findings from recent research, we discuss three important features of Smart RTI: (a) multistage screening to identify risk, (b) multistage assessment to determine appropriate levels of instruction, and (c) a role for special education that supports prevention.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"78 3","pages":"263-279"},"PeriodicalIF":2.8,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3380278/pdf/nihms379981.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30719847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using Word Identification Fluency to Monitor First-Grade Reading Development. 利用单词识别流畅性监测一年级阅读发展。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2012-01-01 DOI: 10.1177/001440291207800204
Rebecca O Zumeta, Donald L Compton, Lynn S Fuchs
{"title":"Using Word Identification Fluency to Monitor First-Grade Reading Development.","authors":"Rebecca O Zumeta, Donald L Compton, Lynn S Fuchs","doi":"10.1177/001440291207800204","DOIUrl":"10.1177/001440291207800204","url":null,"abstract":"<p><p>This study assessed the effects of sampling breadth on technical features of word identification fluency (WIF), a tool for screening and monitoring the reading development of first graders. From a potential pool of 704 first-grade students, the authors measured both a representative sample (n = 284) and 2 other subgroups: those with low reading achievement (n = 202) and those with high/average achievement (n = 213). Data were collected weekly on broadly and narrowly sampled WIF lists for 15 weeks and on criterion measures in the fall and spring. Broad lists were developed by sampling words from 500 high-frequency words, whereas narrow lists were created by sampling from the 133 words from Dolch preprimer, primer, and first-grade word lists. Overall, predictive validity for performance level, predictive validity for growth, and commonality analysis showed narrow sampling was better for screening the representative group and the high/average subgroup. Broad sampling was superior for screening the low-achieving subgroup and for progress monitoring across groups.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"78 2","pages":"201-220"},"PeriodicalIF":2.8,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3380540/pdf/nihms379985.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30719392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Impact of the Self-Determined Learning Model of Instruction on Self-Determination: A Randomized-Trial Control Group Study. 自主学习教学模式对自我决定的影响:一项随机试验对照组研究。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 2012-01-01 DOI: 10.1177/001440291207800201
Michael L Wehmeyer, Karrie A Shogren, Susan B Palmer, Kendra L Williams-Diehm, Todd Little, Aaron Boulton
{"title":"Impact of the Self-Determined Learning Model of Instruction on Self-Determination: A Randomized-Trial Control Group Study.","authors":"Michael L Wehmeyer,&nbsp;Karrie A Shogren,&nbsp;Susan B Palmer,&nbsp;Kendra L Williams-Diehm,&nbsp;Todd Little,&nbsp;Aaron Boulton","doi":"10.1177/001440291207800201","DOIUrl":"https://doi.org/10.1177/001440291207800201","url":null,"abstract":"<p><p>Promoting self-determination has become best practice in special education. There remains, however, a paucity of causal evidence for interventions to promote self-determination. We conducted a group-randomized, modified equivalent control group design study of the efficacy of the Self-Determined Learning Model of Instruction to promote self-determination. Data on self-determination using multiple measures was collected with 312 high school students with cognitive disabilities in both a control and treatment group. We examined the relationship between the SDLMI and self-determination using structural equation modeling. After determining strong measurement invariance for each latent construct, we found significant differences in latent means across measurement occasions and differential effects attributable to the SDLMI. This was true across disability category, though there was variance across disability populations.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"78 2","pages":"135-153"},"PeriodicalIF":2.8,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440291207800201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32695124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 204
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