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A Framework for Remediating Number Combination Deficits. 修复数字组合缺陷的框架。
IF 2.2 3区 教育学
Exceptional Children Pub Date : 2010-01-01 DOI: 10.1177/001440291007600201
Lynn S Fuchs, Sarah R Powell, Pamela M Seethaler, Douglas Fuchs, Carol L Hamlett, Paul T Cirino, Jack M Fletcher
{"title":"A Framework for Remediating Number Combination Deficits.","authors":"Lynn S Fuchs, Sarah R Powell, Pamela M Seethaler, Douglas Fuchs, Carol L Hamlett, Paul T Cirino, Jack M Fletcher","doi":"10.1177/001440291007600201","DOIUrl":"10.1177/001440291007600201","url":null,"abstract":"<p><p>This article introduces a framework for the remediation of number combination (NC) deficits. Research on the remediation of NC deficits is summarized, and research program studies are used to illustrate the 3 approaches to remediation. The Framework comprises a 2-stage system of remediation. The less intensive stage implementing 1 of 3 intervention approaches hypothesized to be most productive for a student uses a validated protocol while monitoring student response. The more intensive stage, which is reserved for nonresponders, involves integrating the 3 intervention approaches within a skills-based diagnostic-prescriptive scheme for individualizing intervention.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"76 2","pages":"135-165"},"PeriodicalIF":2.2,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3144578/pdf/nihms-303749.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"30046068","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
IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation. 智商与阅读教学的反应关系不大：Meta-Analytic Interpretation.
IF 2.2 3区 教育学
Exceptional Children Pub Date : 2009-10-01 DOI: 10.1177/001440290907600102
Karla K Stuebing, Amy E Barth, Peter J Molfese, Brandon Weiss, Jack M Fletcher
{"title":"IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation.","authors":"Karla K Stuebing, Amy E Barth, Peter J Molfese, Brandon Weiss, Jack M Fletcher","doi":"10.1177/001440290907600102","DOIUrl":"10.1177/001440290907600102","url":null,"abstract":"<p><p>A meta-analysis of 22 studies evaluating the relation of different assessments of IQ and intervention response did not support the hypothesis that IQ is an important predictor of response to instruction. We found an R(2) of .03 in models with IQ and the autoregressor as predictors and a unique lower estimated R(2) of .006 and a higher estimated R(2) of .013 in models with IQ, the autoregressor, and additional covariates as predictors. There was no evidence that these aggregated effect sizes were moderated by variables such as the type of IQ measure, outcome, age, or intervention. In simulations of the capacity of variables with effect sizes of .03 and .001 for predicting response to intervention, we found little evidence of practical significance.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"76 1","pages":"31-51"},"PeriodicalIF":2.2,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2836021/pdf/nihms152885.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"28771708","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
Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties. 预防性辅导对三年级数学阅读困难学生数学解题的影响。
IF 2.2 3区 教育学
Exceptional Children Pub Date : 2008-01-01 DOI: 10.1177/001440290807400202
Lynn S Fuchs, Pamela M Seethaler, Sarah R Powell, Douglas Fuchs, Carol L Hamlett, Jack M Fletcher
{"title":"Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties.","authors":"Lynn S Fuchs, Pamela M Seethaler, Sarah R Powell, Douglas Fuchs, Carol L Hamlett, Jack M Fletcher","doi":"10.1177/001440290807400202","DOIUrl":"10.1177/001440290807400202","url":null,"abstract":"<p><p>This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"74 2","pages":"155-173"},"PeriodicalIF":2.2,"publicationDate":"2008-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2832201/pdf/nihms158848.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"28758659","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
Factors influencing the social status of children with mild academic disabilities in regular classrooms. 影响普通课堂轻度学业障碍儿童社会地位的因素。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-12-01 DOI: 10.1177/001440299305900303
C Roberts, S Zubrick
{"title":"Factors influencing the social status of children with mild academic disabilities in regular classrooms.","authors":"C Roberts,&nbsp;S Zubrick","doi":"10.1177/001440299305900303","DOIUrl":"https://doi.org/10.1177/001440299305900303","url":null,"abstract":"<p><p>This article discusses the development and evaluation of a model of social status which has implications for students both with and without mild academic disabilities in integrated classrooms. Behavioral data relating to peer social status were collected from peers, teachers, and independent observers for 97 students with disabilities and 97 without disabilities from the same regular elementary school classes. Path analysis indicated that teachers' attitudes toward integration were not related to the social status of the students with disabilities. However, teacher perceptions of academic behavior, peer perceptions of academic behavior, and peer perceptions of disruptive behavior were found to be related to social status for both groups of students.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 3","pages":"192-202"},"PeriodicalIF":2.8,"publicationDate":"1993-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19415789","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: 81
Group evaluation: a collaborative, peer-mediated behavior management system. 群体评价:一个协作的、同伴介导的行为管理系统。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-12-01 DOI: 10.1177/001440299305900304
S J Salend, C R Whittaker, E Reeder
{"title":"Group evaluation: a collaborative, peer-mediated behavior management system.","authors":"S J Salend,&nbsp;C R Whittaker,&nbsp;E Reeder","doi":"10.1177/001440299305900304","DOIUrl":"https://doi.org/10.1177/001440299305900304","url":null,"abstract":"<p><p>The efficacy of a consensus based group-evaluation system was examined using a reversal design. Two groups of students with disabilities served as subjects. The group-evaluation system involved: (a) dividing the groups into teams; (b) having each team agree on a common rating for the group's behavior during a specified time period; (c) comparing each team's rating to the teacher's rating; and (d) delivering reinforcement to each team based on the group's behavior and the team's accuracy in rating the group's behavior. Results indicated that the group-evaluation system was an effective strategy for modifying classroom behavior.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 3","pages":"203-9"},"PeriodicalIF":2.8,"publicationDate":"1993-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900304","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19415791","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: 16
Adult adjustment among high school graduates with mild disabilities. 轻度残疾高中毕业生的成人适应。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-12-01 DOI: 10.1177/001440299305900306
P L Sitlington, A R Frank, R Carson
{"title":"Adult adjustment among high school graduates with mild disabilities.","authors":"P L Sitlington,&nbsp;A R Frank,&nbsp;R Carson","doi":"10.1177/001440299305900306","DOIUrl":"https://doi.org/10.1177/001440299305900306","url":null,"abstract":"<p><p>This study investigated the adult adjustment of a statewide random sample of 737 young adults with learning disabilities, 59 labeled behaviorally disordered, and 142 labeled mentally disabled, all graduates of special education resource teacher programs. Results are reported in terms of (a) general status information, such as marital status and living arrangements; (b) information about those competitively employed, such as wages, hours worked per week, and percentage of living expenses paid; and (c) comparison of competitively employed versus unemployed individuals, in terms of high school vocational training and work experiences. Information is also provided on postsecondary education and overall \"successful\" adult adjustment. Data are compared across disability groups and across gender, where relevant.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 3","pages":"221-33"},"PeriodicalIF":2.8,"publicationDate":"1993-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900306","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19415795","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: 109
Educational services for children with chronic illnesses: perspectives of educators and families. 慢性病儿童的教育服务:教育工作者和家庭的观点。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-12-01 DOI: 10.1177/001440299305900305
E W Lynch, R B Lewis, D S Murphy
{"title":"Educational services for children with chronic illnesses: perspectives of educators and families.","authors":"E W Lynch,&nbsp;R B Lewis,&nbsp;D S Murphy","doi":"10.1177/001440299305900305","DOIUrl":"https://doi.org/10.1177/001440299305900305","url":null,"abstract":"<p><p>Two parallel studies examined schools' and families' perceptions of the needs of children with chronic illnesses. Samples of 80 California school districts and 72 families were interviewed regarding types of chronic illnesses and school services, perceptions of and barriers to services, strategies for overcoming barriers, and fears and concerns of children with chronic illnesses. Most students were served in regular classes or at home. The most common barriers named by districts were funding and lack of public and staff awareness. Barriers named by families included teachers' misunderstanding of the child's needs and misinformation about the illness. Families focused on social-emotional issues and the impact of illness on their child's life; districts emphasized school absences and falling behind in schoolwork.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 3","pages":"210-20"},"PeriodicalIF":2.8,"publicationDate":"1993-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19415792","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: 60
Examining the instructional contexts of students with learning disabilities. 研究有学习障碍学生的教学环境。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-12-01 DOI: 10.1177/001440299305900302
J A Bulgren, J J Carta
{"title":"Examining the instructional contexts of students with learning disabilities.","authors":"J A Bulgren,&nbsp;J J Carta","doi":"10.1177/001440299305900302","DOIUrl":"https://doi.org/10.1177/001440299305900302","url":null,"abstract":"<p><p>This review of the literature examines how instructional contexts for elementary and secondary level students with learning disabilities have been studied in the past 10 years through a variety of methodological approaches and observation instruments. These studies employed some direct measure of classroom ecology, as well as some measure of the teacher or students' classroom behavior. Information included the time that students were engaged in different activities in different settings, interactions between teachers and students, and students' classroom behavior.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 3","pages":"182-91"},"PeriodicalIF":2.8,"publicationDate":"1993-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900302","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19415790","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: 73
Relationships among states' fiscal and demographic data and the implementation of P.L. 94-142. 各州财政和人口数据与P.L. 94-142实施之间的关系。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-12-01 DOI: 10.1177/001440299305900308
M J McLaughlin, M F Owings
{"title":"Relationships among states' fiscal and demographic data and the implementation of P.L. 94-142.","authors":"M J McLaughlin,&nbsp;M F Owings","doi":"10.1177/001440299305900308","DOIUrl":"https://doi.org/10.1177/001440299305900308","url":null,"abstract":"<p><p>This study examined the relationships between state-level fiscal and demographic variables and identification rates and cumulative placement rates for certain categories of special education students in 1976, 1980, and 1983. The study explored the feasibility of using extant national data to study implementation of special education programs. Identification rates for students with learning disabilities and emotional disturbance were associated with level of state per-capita income and proportion of rural school-age population. States with higher per-capita income tended to have higher cumulative placement rates in special classes and all more restrictive settings.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 3","pages":"247-61"},"PeriodicalIF":2.8,"publicationDate":"1993-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900308","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19416632","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: 23
Learning disabilities and social competence: a social ecological perspective. 学习障碍与社会能力:一个社会生态学的视角。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-12-01 DOI: 10.1177/001440299305900307
J M Coleman, A M Minnett
{"title":"Learning disabilities and social competence: a social ecological perspective.","authors":"J M Coleman,&nbsp;A M Minnett","doi":"10.1177/001440299305900307","DOIUrl":"https://doi.org/10.1177/001440299305900307","url":null,"abstract":"<p><p>To explore the relationship between learning disabilities (LD) and social competence, various indexes of social and academic competence were collected from a sample of students with LD, as well as a matched sample of children without disabilities, in Grades 3-6. Measures included academic grades, teacher perceptions, peer perceptions, self-perceptions, social network outside of school, and direct observation of social interactions. Results suggest that children with LD differ from children without disabilities on virtually all indexes of academic competence, regardless of social status. In the social domain, children with LD had higher self-concept scores than did children without disabilities. Most social differences were linked to the child's peer status, independent of disability.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 3","pages":"234-46"},"PeriodicalIF":2.8,"publicationDate":"1993-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900307","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19416630","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: 42
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