Journal of Learning Disabilities最新文献

{"title":"Misalignments Between Student Teaching Placements and Initial Teaching Positions: Implications for the Early-Career Attrition of Special Education Teachers","authors":"Ben Backes, James Cowan, Dan Goldhaber, Zeyu Jin, Roddy Theobald","doi":"10.1177/00222194241312193","DOIUrl":"https://doi.org/10.1177/00222194241312193","url":null,"abstract":"Graduates of special education teacher education programs can teach in a range of special education settings, raising the potential that their training can occur in very different settings than where they find their first jobs. We follow 263 completers of Moderate Disabilities programs in Massachusetts from their field placements to their early-career teaching positions and study the characteristics of their field placements and the degree to which these are aligned with their early-career teaching positions. We also assess the degree to which alignment is associated with early-career teacher turnover. We found that many of these teachers student taught in an inclusive setting but were hired into a self-contained special education setting and vice versa, and teachers who experienced this misalignment were more likely to leave the workforce early in their careers. Teachers who student taught with a supervising practitioner without a special education license were also more likely to leave early. Findings suggest that teachers training to educate students with learning disabilities should student teach in a setting that is aligned with where they are likely to be hired and with a supervising practitioner who is trained in special education.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"27 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142987354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language Predictors of Word-Problem Performance Among Third-Grade Students With Mathematics Difficulty.","authors":"Danielle O Lariviere, Sarah R Powell, Anna-Maria Fall, Greg Roberts, Tessa L Arsenault","doi":"10.1177/00222194241311979","DOIUrl":"https://doi.org/10.1177/00222194241311979","url":null,"abstract":"<p><p>We examined how generalized and mathematics-specific language skills predicted the word-problem performance of students with mathematics difficulty. Participants included 325 third-grade students in the southwestern United States who performed at or below the 25th percentile on a word-problem measure. We assessed generalized language skills in word reading, passage comprehension, and vocabulary knowledge. In addition, we measured mathematics-specific vocabulary knowledge. To explore variation within the mathematics-difficulty population, we utilized unconditional quantile regression to determine how each of these skill sets predicted word-problem performance when controlling for computation and emergent bilingual status. Results revealed that mathematics-vocabulary knowledge significantly predicted word-problem performance at all but two quantiles (<i>p</i> < .001), with strongest predictive relations at the highest quantiles. Passage comprehension had an overall significant relation to word-problem performance (<i>p</i> < .05) that was also reflected in multiple quantiles. Neither word-reading accuracy nor generalized-vocabulary knowledge demonstrated a significant predictive relation to word-problem performance. Given the consistent relation between mathematics-vocabulary knowledge and word-problem performance across quantiles, researchers and practitioners should prioritize evidence-based mathematics-vocabulary instruction to support students' word-problem-solving skills.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194241311979"},"PeriodicalIF":2.4,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142984748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mathematics Achievement in Women With and Without ADHD: Childhood Predictors and Developmental Trajectories Into Adulthood.","authors":"Laura N Henry, Rachel A Gross, Stephen P Hinshaw","doi":"10.1177/00222194241301044","DOIUrl":"https://doi.org/10.1177/00222194241301044","url":null,"abstract":"<p><p>Youth with attention-deficit/hyperactivity disorder (ADHD) often exhibit impairments in mathematics, but long-term math development into adulthood, particularly in females, is underexplored. We characterized trajectories of math achievement in girls with ADHD and an age- and ethnicity-matched comparison sample from childhood through early adulthood across four waves and examined childhood cognitive predictors (global executive functioning, working memory, processing speed) of trajectories. The ethnically and socioeconomically diverse sample comprised 140 girls with carefully diagnosed ADHD and 88 neurotypicals, ages 6 to 12 years at baseline. Using latent growth curve models, we examined predictors of 16-year math achievement trajectories. In both the ADHD and neurotypical groups, scores declined over time; rates of change did not differ significantly. Yet in the ADHD sample, math difficulties (defined as scores at least 1 <i>SD</i> below the national average) increased notably over time, with many such difficulties emerging after childhood. By adulthood, nearly half of women with ADHD exhibited clear math difficulties. Worse baseline global executive functioning predicted slower math growth over time. Girls with ADHD may benefit from math supports <i>before</i> concerns emerge or worsen after childhood. Additional research on preventive interventions for math difficulties, including investigation of executive functioning, is warranted.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194241301044"},"PeriodicalIF":2.4,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142933116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools.","authors":"Garret J Hall, Peter M Nelson, David C Parker","doi":"10.1177/00222194241236164","DOIUrl":"10.1177/00222194241236164","url":null,"abstract":"<p><p>School context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 U.S. Grade 3 students in a community-based supplemental reading intervention program to investigate the degree to which school context factors (percentage eligible for free/reduced-price lunch [FRPL], school-level achievement) relate to the differences in triannual reading fluency growth rates between students actively receiving supplemental intervention (active recipients) and those that formerly received intervention (and therefore only received general class instruction at this time; former recipients). Using Bayesian multilevel modeling, our findings indicate that school-level FRPL eligibility played a more prominent factor in growth rate differences between these two groups than school-level reading achievement. However, school-level reading achievement was much more strongly related to reading fluency differences between active and former intervention recipients at the beginning of the school year (when controlling for FRPL). Implications for investigating school-level heterogeneity in intervention response and sustainability are discussed.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"46-61"},"PeriodicalIF":2.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140337283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Derivational Morphology Training in French-Speaking 9- to 14- Year-Old Children and Adolescents With Developmental Dyslexia: Does It Improve Morphological Awareness, Reading, and Spelling Outcome Measures?","authors":"Estelle Ardanouy, Pascal Zesiger, Hélène Delage","doi":"10.1177/00222194231223526","DOIUrl":"10.1177/00222194231223526","url":null,"abstract":"<p><p>Children with developmental dyslexia (DD) display partially preserved morphology skills which they rely upon for reading and spelling. Therefore, we conducted explicit and intensive training of derivational morphology in French and Swiss individuals with DD, ages 9 to 14 years, in order to assess its effect on: morphological awareness, reading (speed and accuracy), and spelling. Our pre-posttest design included a group trained in derivational morphology and a group of children who continued their business-as-usual rehabilitation program with their speech-language therapist. Results showed effects on morphological awareness and on the spelling of complex words, with a large between-group effect size for trained items and a large to moderate effect size for untrained items. All these gains tended to be maintained over time on the delayed posttest, 2 months later. For reading, the results were more contrasted, with large between-group effect sizes for accuracy and speed for trained items, reducing to a small effect for accuracy on the delayed posttest. For untrained items, small effects were observed on accuracy (at both posttests) but not on speed. These results are very promising and argue in favor of using derivational morphology as a medium to improve literacy skills in French-speaking children and adolescents with DD.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"62-77"},"PeriodicalIF":2.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636023/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139698717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ongoing Teacher Support for Data-Based Individualization: A Meta-Analysis and Synthesis.","authors":"Emma Shanahan, Seohyeon Choi, Jechun An, Bess Casey-Wilke, Seyma Birinci, Caroline Roberts, Emily Reno","doi":"10.1177/00222194241271335","DOIUrl":"10.1177/00222194241271335","url":null,"abstract":"<p><p>Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for DBI on teachers' DBI knowledge, skills, beliefs, and fidelity and the achievement of preschool to Grade 12 students with academic difficulties. The second aim was to report on characteristics of this support and explore whether features were associated with effects. We identified 26 studies, 16 and 22 of which examined teacher and student outcomes, respectively. Meta-analyses indicated that the weighted mean effect size for DBI with ongoing support for teachers was <i>g</i> = 0.86 (95% confidence interval [CI] = [0.43, 1.28], <i>p</i> < .001, <i>I</i>² = 83.74%, <i>k</i> = 46) and <i>g</i> = 0.31 for students (95% CI = [0.19, 0.42], <i>p</i> < .001, <i>I</i>² = 61.38%, <i>k</i> = 103). We did not identify moderators of treatment effects. However, subset effects were descriptively larger for ongoing support that targeted data-based instructional changes or included collaborative problem-solving. Researchers may improve future DBI PD by focusing on support for teachers' instructional changes, describing support practices in greater detail, and advancing technological supports.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"3-18"},"PeriodicalIF":2.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636021/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142141367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Graph Out Loud: Pre-Service Teachers' Data Decisions and Interpretations of CBM Progress Graphs.","authors":"Jessica R Toste, Marissa J Filderman, Nathan H Clemens, Erica Fry","doi":"10.1177/00222194241231768","DOIUrl":"10.1177/00222194241231768","url":null,"abstract":"<p><p>Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively little attention has been devoted to investigating this skill among special education teachers. In the present study, we examined the data decisions of 32 U.S. pre-service special education teachers (29 females and 3 males). Participants viewed data presented sequentially on CBM progress graphs and used a think-aloud procedure to explain their reasoning each time they indicated they would make instructional changes. We also asked participants to make the same type of decisions in response to static CBM progress graphs depicting 10 weeks of data. Overall, there was inconsistency in pre-service teachers' responses related to <i>when</i> or <i>why</i> they would make an instructional change. Decisions were often influenced by graph-related features, such as variability in the data. Furthermore, responses suggested misunderstandings that led to premature instructional change decisions and reliance on individual data points.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"33-45"},"PeriodicalIF":2.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636013/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139984228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Individuals With Disabilities Education Act: Clarifying the Relationship Between Free Appropriate Public Education and Least Restrictive Environment","authors":"Mitchell Louis Yell, M. Renee Bradley","doi":"10.1177/00222194241305352","DOIUrl":"https://doi.org/10.1177/00222194241305352","url":null,"abstract":"In 2025, the Individuals with Disabilities Education (IDEA) will have been the primary law driving the field of special education for 50 years. A contentious area of disagreement has been the relationship between two primary mandates of the law: the obligation of schools to provide a free appropriate public education (FAPE) to eligible students with disabilities and the obligation to place these students in the least restrictive environment (LRE) appropriate to each student’s individual needs. The conflict over LRE can be traced throughout the history of IDEA, in debates referenced as “mainstreaming,” “regular education initiative,” “inclusion,” and “full inclusion.” In this case, we draw on (a) Congressional intent as shown in the writings of a co-sponsor of the law, (b) the language of the law and regulations, (c) special education rulings of the U.S. Supreme Court and other U.S. Courts of Appeals addressing FAPE and LRE, and (d) policy guidance from the U.S. Department of Education. We argue that there is no basis for believing that FAPE and LRE are in conflict. Rather, the FAPE requirement of the IDEA is the primary obligation of school districts, and it sets the parameters for determining the LRE. To believe otherwise represents a fundamental misunderstanding of the law. We describe how for students eligible under the category of learning disabilities, this perceived conflict has been especially challenging. Historically, the IDEA has made a distinction between high-incidence disabilities, those that occur more frequently, and low-incidence disabilities, those that occur less frequently. At some point, these distinctions morphed into a belief that high-incidence disabilities required less-intensive interventions and were more suited to regular class placement than those students with low-incidence disabilities. This distinction is incorrect. For each student identified as eligible for special education services, the determination of LRE should be an individualized decision based on student needs and where those needs can be best met. This discussion is a critical one for students with learning disabilities and all students with disabilities who may require intensive individualized supports, regardless of prior conceptions of low- and high-disability categories.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"83 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Why Do Parenting Styles Matter? The Relation Between Parenting Styles, Cyberbullying, and Problematic Internet Use Among Children With and Without SLD/ADHD","authors":"Sigal Eden, Hila Tal","doi":"10.1177/00222194241301051","DOIUrl":"https://doi.org/10.1177/00222194241301051","url":null,"abstract":"This study focuses on the pervasive issues of cyberbullying and problematic internet use (PIU) among youth, particularly in children with disabilities. To elucidate the role of parents in mitigating these challenges, the study examines the prevalence of three parenting styles (permissive/authoritarian/authoritative), and their correlation with cyberbullying and PIU among children with or without specific learning disorder (SLD) or attention-deficit/hyperactivity disorders (ADHD). The study comprised of 300 participants: 150 children—9 to 12 years old, matched with their 150 parents, divided into two groups—SLD/ADHD and those with typical-development. Comparative analysis revealed that the SLD/ADHD group scored higher in the authoritarian style compared with the typical-development group. Furthermore, authoritative parenting style correlated with lower incidences of cyberbullying and PIU, and foster a more positive parent–child relationship, which in turn contributed to reduced cyberbullying and PIU. These findings underscore the importance of adopting an authoritative parenting style among parents, particularly among parents of children with SLD/ADHD.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"52 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142823165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting Teachers' Data-Based Individualization of Early Writing Instruction: An Efficacy Trial.","authors":"Kristen L McMaster, Erica S Lembke, Emma Shanahan, Seohyeon Choi, Jechun An, Christopher Schatschneider, McKinzie D Duesenberg-Marshall, Seyma Birinci, Elizabeth McCollom, Carol Garman, Kim Moore","doi":"10.1177/00222194241300324","DOIUrl":"https://doi.org/10.1177/00222194241300324","url":null,"abstract":"<p><p>In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers' data-based instruction (DBI) for students with intensive early writing needs. Teachers (<i>N</i> = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group (<i>n</i> = 76), in which they received tools, learning, and coaching to support their DBI implementation over 20 weeks, or to a control group (<i>n</i> = 78). Students either received DBI in early writing (<i>n</i> = 155) from treatment teachers or their usual writing instruction (<i>n</i> = 154) from control teachers. Treatment teachers outperformed controls on measures of DBI knowledge and skills (<i>d</i> = 1.57) and self-efficacy for writing instruction (<i>d</i> = .94), and treatment students outperformed controls on proximal and distal writing outcomes (<i>d</i>s = .14-.29). Student characteristics (grade, special education status, English learner status, and race/ethnicity) did not moderate intervention effects. We discuss findings in terms of the importance of supporting students with intensive learning needs, the efficacy and feasibility of implementing DBI-TLC, and implications for pre- and in-service teacher training and support.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194241300324"},"PeriodicalIF":2.4,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}