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Evaluating Augmented Reality to Teach Science for Secondary Students With Intellectual Disability 评估增强现实技术在智障中学生科学教学中的应用
The Journal of Special Education Pub Date : 2024-06-12 DOI: 10.1177/00224669241258225
Emrah Gulboy, Hicran Denizli-Gulboy
{"title":"Evaluating Augmented Reality to Teach Science for Secondary Students With Intellectual Disability","authors":"Emrah Gulboy, Hicran Denizli-Gulboy","doi":"10.1177/00224669241258225","DOIUrl":"https://doi.org/10.1177/00224669241258225","url":null,"abstract":"Augmented reality (AR) provides students with visual, auditory, and concrete learning understandings that facilitate their understanding of abstract concepts, leading to positive experiences in the learning process. Positive experiences increase students’ motivation and interest in learning. This study examined the effects of using AR technology to teach science concepts. Three students with intellectual disabilities, aged between 12 and 13 years, who were attending inclusive education, participated in the study. A multiple probe design across behaviors replicated across participants was used. The results indicated that all students acquired the science concepts, maintained the concepts 5 weeks later, and generalized the concept with classroom materials (science course textbook). Social validity results also showed that students found the AR intervention acceptable, making their learning experience more enjoyable. Conclusions are discussed in the context of applying universal design principles with AR technologies to create unique opportunities for students with intellectual disabilities to learn science concepts.","PeriodicalId":514723,"journal":{"name":"The Journal of Special Education","volume":"130 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Relationship Between Severity of Disability and Segregated Placements for Students With Complex Support Needs 有复杂支持需求的学生的残疾严重程度与隔离安置之间的关系
The Journal of Special Education Pub Date : 2024-06-10 DOI: 10.1177/00224669241256126
Jennifer A. Kurth, Tyler A. Hicks, K. Shogren, Alison L. Zagona, J. Jameson, Lewis Jackson, Martin Agran, Diane L. Ryndak
{"title":"The Relationship Between Severity of Disability and Segregated Placements for Students With Complex Support Needs","authors":"Jennifer A. Kurth, Tyler A. Hicks, K. Shogren, Alison L. Zagona, J. Jameson, Lewis Jackson, Martin Agran, Diane L. Ryndak","doi":"10.1177/00224669241256126","DOIUrl":"https://doi.org/10.1177/00224669241256126","url":null,"abstract":"Most students with complex support needs are taught in separate special education classrooms; one reason is teams that inappropriately use the intensity of support needs as the basis for placement in more restrictive placements. This study used Bayesian multilevel modeling to determine whether the intensity of student support needs predicted educational placement and the extent to which educational placement mediated the relationship between student support needs and outcomes for a sample of 98 elementary students with complex support needs. Findings suggest that students with more intensive support needs were more likely to be placed in more restrictive placements and those restrictive placements predicted lower outcomes. Implications for research and practice related to placement decisions are included.","PeriodicalId":514723,"journal":{"name":"The Journal of Special Education","volume":" July","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effects of a Family-Implemented LEGO Intervention on Social Interactions for Children on the Autism Spectrum in China 家庭实施乐高干预对中国自闭症儿童社交互动的影响
The Journal of Special Education Pub Date : 2024-06-03 DOI: 10.1177/00224669241256954
G. Lee, Xiaoyi Hu, Ziying Lian, Chongying Wang
{"title":"Effects of a Family-Implemented LEGO Intervention on Social Interactions for Children on the Autism Spectrum in China","authors":"G. Lee, Xiaoyi Hu, Ziying Lian, Chongying Wang","doi":"10.1177/00224669241256954","DOIUrl":"https://doi.org/10.1177/00224669241256954","url":null,"abstract":"The objective of the current study was to assess how a LEGO intervention, implemented by a grandparent and a parent at home, affected social interactions for four children (two girls, two boys; ages 6–7 years) on the autism spectrum in China. A multiple probe design across four families was used. Grandparents and parents were trained to use effective teaching strategies in structured LEGO play activities to engage in interactions with their children. Results indicated that all four children’s spontaneous social initiations and responses were improved and maintained for at least 7 weeks following completion of the intervention. Increased social initiations and responses were generalized to family activities and free play at home.","PeriodicalId":514723,"journal":{"name":"The Journal of Special Education","volume":"110 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141272162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effects of Modified Schema-Based Instruction to Teach Students With Autism to Solve Additive Compare Problems 基于模式的修正教学对自闭症学生解决加法比较问题的影响
The Journal of Special Education Pub Date : 2024-05-17 DOI: 10.1177/00224669241252422
J. Goñi-Cervera, I. Polo-Blanco, Alicia Bruno, Raúl Fernández-Cobos
{"title":"Effects of Modified Schema-Based Instruction to Teach Students With Autism to Solve Additive Compare Problems","authors":"J. Goñi-Cervera, I. Polo-Blanco, Alicia Bruno, Raúl Fernández-Cobos","doi":"10.1177/00224669241252422","DOIUrl":"https://doi.org/10.1177/00224669241252422","url":null,"abstract":"This study assessed the effectiveness of modified schema-based instruction (MSBI) in teaching students with autism spectrum disorder (ASD) how to solve additive compare word problems. The study was conducted in Spain, and it involved three students with ASD aged 6, 7, and 9. A single-case, multiple-baseline across-students design was followed. Results indicated a functional relation between MSBI and improved performance in solving additive compare problems of type difference amount unknown and compare amount unknown, maintained for 4 to 6 weeks post-intervention. Additionally, two students successfully applied their skills to reference-amount-unknown compare problems, demonstrating successful generalization. However, their generalization to problems involving two operations was somewhat limited by difficulties with one of the operations. Social validity data collected from the students’ families and teachers indicated that both groups had positive views on the use of the MSBI for mathematical word problem-solving skills.","PeriodicalId":514723,"journal":{"name":"The Journal of Special Education","volume":"51 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140965514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Analysis of Literacy Content in IEPs of Students With Complex Support Needs 分析有复杂支持需求学生的个人教育计划中的识字内容
The Journal of Special Education Pub Date : 2024-02-14 DOI: 10.1177/00224669241228871
Alison L. Zagona, K. Lansey, J. Kurth, R. Loyless, E. Stevens
{"title":"Analysis of Literacy Content in IEPs of Students With Complex Support Needs","authors":"Alison L. Zagona, K. Lansey, J. Kurth, R. Loyless, E. Stevens","doi":"10.1177/00224669241228871","DOIUrl":"https://doi.org/10.1177/00224669241228871","url":null,"abstract":"The Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills identified in IEP goals, (b) the extent to which students’ IEP goals aligned with the literacy skills identified in their PLAAFPs, and (c) how this alignment differed across placements. Results revealed some students were missing literacy-focused content in their IEP, very few K–2 students had goals focused on early literacy skills, few students in Grades 3 to 6 had expressive writing goals, and IEP goals were inconsistently aligned with PLAAFP statements.","PeriodicalId":514723,"journal":{"name":"The Journal of Special Education","volume":"105 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139836724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Analysis of Literacy Content in IEPs of Students With Complex Support Needs 分析有复杂支持需求学生的个人教育计划中的识字内容
The Journal of Special Education Pub Date : 2024-02-14 DOI: 10.1177/00224669241228871
Alison L. Zagona, K. Lansey, J. Kurth, R. Loyless, E. Stevens
{"title":"Analysis of Literacy Content in IEPs of Students With Complex Support Needs","authors":"Alison L. Zagona, K. Lansey, J. Kurth, R. Loyless, E. Stevens","doi":"10.1177/00224669241228871","DOIUrl":"https://doi.org/10.1177/00224669241228871","url":null,"abstract":"The Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills identified in IEP goals, (b) the extent to which students’ IEP goals aligned with the literacy skills identified in their PLAAFPs, and (c) how this alignment differed across placements. Results revealed some students were missing literacy-focused content in their IEP, very few K–2 students had goals focused on early literacy skills, few students in Grades 3 to 6 had expressive writing goals, and IEP goals were inconsistently aligned with PLAAFP statements.","PeriodicalId":514723,"journal":{"name":"The Journal of Special Education","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139776888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Childhood Placement in Special Education and Adult Well-Being. 特殊教育中的儿童安置和成人福利。
IF 2
The Journal of Special Education Pub Date : 2016-08-01 Epub Date: 2016-01-07 DOI: 10.1177/0022466915624413
Ashley A Chesmore, Suh-Ruu Ou, Arthur J Reynolds
{"title":"Childhood Placement in Special Education and Adult Well-Being.","authors":"Ashley A Chesmore,&nbsp;Suh-Ruu Ou,&nbsp;Arthur J Reynolds","doi":"10.1177/0022466915624413","DOIUrl":"https://doi.org/10.1177/0022466915624413","url":null,"abstract":"<p><p>The present study investigates the relationship between childhood placement in special education and adult well-being among 1,377 low-income, minority children participating in the Chicago Longitudinal Study. Roughly 16% of the sample received special education services in grades 1-8. After accounting for sociodemographic factors and early academic achievement, children receiving special education services tended to have lower rates of high school completion and fewer years of education, as well as greater rates of incarceration, substance misuse, and depression. Eighth grade academic achievement significantly mediated the association between childhood placement in special education and adult well-being outcomes. The study contributes to the literature by providing support for a pathway from childhood special education placement to adult outcomes among an inner-city minority cohort.</p>","PeriodicalId":514723,"journal":{"name":"The Journal of Special Education","volume":"50 2","pages":"109-120"},"PeriodicalIF":2.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0022466915624413","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34679057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 18
Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School. 自闭症谱系障碍学生从学前到高中接受的特殊教育服务。
IF 2
The Journal of Special Education Pub Date : 2014-11-01 DOI: 10.1177/0022466913483576
Xin Wei, Mary Wagner, Elizabeth R A Christiano, Paul Shattuck, Jennifer W Yu
{"title":"Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School.","authors":"Xin Wei,&nbsp;Mary Wagner,&nbsp;Elizabeth R A Christiano,&nbsp;Paul Shattuck,&nbsp;Jennifer W Yu","doi":"10.1177/0022466913483576","DOIUrl":"https://doi.org/10.1177/0022466913483576","url":null,"abstract":"<p><p>Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates.</p>","PeriodicalId":514723,"journal":{"name":"The Journal of Special Education","volume":"48 3","pages":"167-179"},"PeriodicalIF":2.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0022466913483576","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32832555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 102
Establishing a Causal Relationship between Interventions to Promote Self-Determination and Enhanced Student Self-Determination. 建立促进自我决定的干预措施与增强学生自我决定的因果关系。
IF 2
The Journal of Special Education Pub Date : 2013-02-01 DOI: 10.1177/0022466910392377
Michael L Wehmeyer, Susan B Palmer, Karrie Shogren, Kendra Williams-Diehm, Jane Soukup
{"title":"Establishing a Causal Relationship between Interventions to Promote Self-Determination and Enhanced Student Self-Determination.","authors":"Michael L Wehmeyer,&nbsp;Susan B Palmer,&nbsp;Karrie Shogren,&nbsp;Kendra Williams-Diehm,&nbsp;Jane Soukup","doi":"10.1177/0022466910392377","DOIUrl":"https://doi.org/10.1177/0022466910392377","url":null,"abstract":"<p><p>Promoting the self-determination of adolescents with disabilities has become best practice in secondary education and transition services, but to date there have been no studies establishing a causal relationship between efforts to promote self-determination and enhancement of the self-determination of youth with disabilities. This article reports a randomized trial, placebo control group study of 371 high school students receiving special education services under the categorical areas of mental retardation or learning disabilities. Students were randomly assigned to an intervention or control group (by high school campus), with students in the intervention condition receiving multiple instructional components to promote self-determination. Latent growth curve analysis showed that although all students in the study showed improved self-determination over the three years of the study, students in the intervention group showed significantly greater growth, though specific intra-individual variables impacted this growth. Implications for research and intervention are discussed.</p>","PeriodicalId":514723,"journal":{"name":"The Journal of Special Education","volume":"46 4","pages":"195-210"},"PeriodicalIF":2.0,"publicationDate":"2013-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0022466910392377","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32285547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 241
A Propensity Score Matching Analysis of the Effects of Special Education Services. 特殊教育服务效果的倾向得分匹配分析。
IF 2
The Journal of Special Education Pub Date : 2010-02-01 DOI: 10.1177/0022466908323007
Paul L Morgan, Michelle Frisco, George Farkas, Jacob Hibel
{"title":"A Propensity Score Matching Analysis of the Effects of Special Education Services.","authors":"Paul L Morgan,&nbsp;Michelle Frisco,&nbsp;George Farkas,&nbsp;Jacob Hibel","doi":"10.1177/0022466908323007","DOIUrl":"https://doi.org/10.1177/0022466908323007","url":null,"abstract":"<p><p>We sought to quantify the effectiveness of special education services as naturally delivered in U.S. schools. Specifically, we examined whether children receiving special education services displayed (a) greater reading or mathematics skills, (b) more frequent learning-related behaviors, or (c) less frequent externalizing or internalizing problem behaviors than closely matched peers not receiving such services. To do so, we used propensity score matching techniques to analyze data from the Early Childhood Longitudinal-Study Kindergarten Cohort, 1998-1999, a large scale, nationally representative sample of U.S. schoolchildren. Collectively, results indicate that receipt of special education services has either a negative or statistically non-significant impact on children's learning or behavior. However, special education services do yield a small, positive effect on children's learning-related behaviors.</p>","PeriodicalId":514723,"journal":{"name":"The Journal of Special Education","volume":"43 4","pages":"236-254"},"PeriodicalIF":2.0,"publicationDate":"2010-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0022466908323007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31375155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 180
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