Teacher Education and Special Education最新文献_第7页

E-coaching Preschool Teachers to Use Simultaneous Prompting to Teach Children With Autism Spectrum Disorder 在线辅导幼儿教师使用同步提示教学自闭症谱系障碍儿童

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-06-12 DOI: 10.1177/0888406420925014

Ayse Tunc-Paftali, Elif Tekin‐Iftar

{"title":"E-coaching Preschool Teachers to Use Simultaneous Prompting to Teach Children With Autism Spectrum Disorder","authors":"Ayse Tunc-Paftali, Elif Tekin‐Iftar","doi":"10.1177/0888406420925014","DOIUrl":"https://doi.org/10.1177/0888406420925014","url":null,"abstract":"In this study, researchers examine the impact of e-coaching (including a web-based professional development [PD] portal consisting of a learning module, self-monitoring, and video feedback) on preschool teachers’ use of a simultaneous prompting (SP) procedure and the effects of SP on teaching discrete skills to their students with autism spectrum disorder (ASD). The researchers also examine maintenance and generalization effects on teachers’ and students’ behaviors. Moreover, researchers investigate the social validity of the study. They use nested multiple probe designs across four preschool teacher and student dyads to evaluate the effects of the e-coaching intervention and the SP procedure, respectively, on teachers’ and students’ behaviors. E-coaching was effective in the acquisition, maintenance, and generalization of preschool teachers’ use of the SP procedure, and the SP procedure was effective in teaching discrete skills to students with ASD. Teachers had positive opinions about e-coaching and the SP procedure. Limitations and implications for future research are discussed.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"255 - 273"},"PeriodicalIF":2.9,"publicationDate":"2020-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420925014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45281129","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}

引用次数: 7

Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review 全纳教育教师代理的概念化：一个系统的国际回顾

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-06-05 DOI: 10.1177/0888406420926976

Lingyu Li, Andrea Ruppar

引用次数: 31

A Randomized Evaluation of Group Training for Paraprofessionals to Implement Systematic Instruction Strategies With Students With Severe Disabilities 辅助专业人员实施系统教学策略小组培训对重度残疾学生的随机评价

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-06-01 DOI: 10.1177/0888406420923769

Matthew E. Brock, Mary A Barczak, Scott A. Dueker

{"title":"A Randomized Evaluation of Group Training for Paraprofessionals to Implement Systematic Instruction Strategies With Students With Severe Disabilities","authors":"Matthew E. Brock, Mary A Barczak, Scott A. Dueker","doi":"10.1177/0888406420923769","DOIUrl":"https://doi.org/10.1177/0888406420923769","url":null,"abstract":"Paraprofessionals are often tasked with providing instruction to students with severe disabilities despite little or no training in evidence-based practices. Previous studies have demonstrated that specific strategies (i.e., didactic instruction, modeling, and immediate performance feedback) in a 1-to-1 format can enable paraprofessionals to implement practices with fidelity; however, training all paraprofessionals exclusively in a 1-to-1 format with immediate feedback is not feasible. We tested two modifications to improve feasibility: delivery in a group and delayed performance feedback from video recordings. We randomized 17 paraprofessionals to a control condition or group training condition focused on simultaneous and least-to-most prompting. Paraprofessionals in the training condition implemented the prompting strategies with better adherence to steps (d = 0.91 and d = 1.56), better implementation quality (d = 0.60), and their students made more progress (d = 0.29). These findings provide evidence that effective coaching strategies can be utilized in a group context.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"44 1","pages":"206 - 220"},"PeriodicalIF":2.9,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406420923769","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49527577","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}

引用次数: 3

Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities 教师对残障学生全纳教育专业知识的认知

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-05-22 DOI: 10.1177/0888406420921582

Jennifer A. Kurth, Heather Allcock, V. Walker, A. Olson, Deborah J. Taub

引用次数: 11

Raising the Power of Curriculum-Based Measurement Tools in Preservice Training 提高课程测量工具在防腐训练中的作用

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-05-14 DOI: 10.1177/0888406420916829

Sarah J. Watt, Sarah J. Conoyer, J. Ford, A. Foegen, Georgia Luckey

引用次数: 1

An Empty Seat at the Table: Examining General and Special Education Teacher Collaboration in Response to Intervention 餐桌上的一个空座位：检查普通教育和特殊教育教师合作对干预的反应

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-05-01 DOI: 10.1177/0888406419850894

Joyce Gomez-Najarro

{"title":"An Empty Seat at the Table: Examining General and Special Education Teacher Collaboration in Response to Intervention","authors":"Joyce Gomez-Najarro","doi":"10.1177/0888406419850894","DOIUrl":"https://doi.org/10.1177/0888406419850894","url":null,"abstract":"Response to Intervention (RTI) may create an opportunity for equitable approaches to special education evaluation, in part, through collaboration among general and special education teachers, who can combine their areas of expertise to better understand how to serve students’ unique academic needs, particularly in underresourced schools serving diverse learners. Historically ineffective attempts to improve collaboration between general and special education, however, may pose challenges to effective RTI implementation. In this study, the author uses Cultural-Historical Activity Theory (CHAT) to examine how RTI implementation and the intersection of other context-specific conditions impact the way general and special educators work together at one public elementary school serving a large population of diverse learners. Findings indicate that, outside of referral meetings, RTI implementation was primarily a general education endeavor. The results hold implications for the way teacher education programs prepare general and special candidates to foster collaborative approaches to RTI in unique K-12 contexts.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"109 - 126"},"PeriodicalIF":2.9,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419850894","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49338167","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}

引用次数: 16

The Fight Within: Parent-Educators Advocating for their Children with Autism Inside their Own School Districts 内心的斗争:家长-教育者在自己的学区内为自闭症儿童辩护

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-05-01 DOI: 10.1177/0888406419861964

Keri C. Fogle, David Hoppey, D. Allsopp

引用次数: 2

Examining the Role of Paraeducators When Supporting Children With Complex Communication Needs: A Multiple Case Study 考察辅助教育者在支持有复杂沟通需求的儿童时的作用：多个案例研究

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-05-01 DOI: 10.1177/0888406419852778

Gretchen M. Cole-Lade, Lucy E Bailey

{"title":"Examining the Role of Paraeducators When Supporting Children With Complex Communication Needs: A Multiple Case Study","authors":"Gretchen M. Cole-Lade, Lucy E Bailey","doi":"10.1177/0888406419852778","DOIUrl":"https://doi.org/10.1177/0888406419852778","url":null,"abstract":"The purpose of this study was to examine the roles of paraeducators in educational teams who supported young children with complex communication needs (CCNs). Participants included members of three teams which included general and special education teachers, paraeducators, speech and language pathologists (SLPs), and parents. An instrumental, multiple case study, qualitative research design was used to better understand paraeducators’ distinct roles and their varying levels of participation as members of their educational teams. Emergent cross-case themes included, first, the varying degrees to which teams worked collaboratively with the paraeducator and, second, the different roles the paraeducators fulfilled based on team members’ expectations. Findings indicated that the degree to which the three teams included the paraeducator as an integral team member varied from minimal to fully integrated. The fully integrated team worked collaboratively to best support the child. The paraeducator’s role and experience on each team was based on the educational team member’s expectations and the support the paraeducator received from the team.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"144 - 161"},"PeriodicalIF":2.9,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419852778","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49537413","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}

引用次数: 8

An Examination of Group Facilitator Challenges and Problem-Solving Techniques During IEP Team Meetings 在IEP小组会议中，小组主持人的挑战和解决问题的技巧

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-05-01 DOI: 10.1177/0888406419839766

S. Beck, K. Desutter

引用次数: 6

An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education 职前教师自我效能感与全纳教育信念的检验

IF 2.9 2区教育学

Teacher Education and Special Education Pub Date : 2020-05-01 DOI: 10.1177/0888406419873060

J. Metsala, M. Harkins

{"title":"An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education","authors":"J. Metsala, M. Harkins","doi":"10.1177/0888406419873060","DOIUrl":"https://doi.org/10.1177/0888406419873060","url":null,"abstract":"Teachers’ self-efficacy and beliefs are important to classroom practices and student success. In this study, the authors examine preservice teachers’ self-efficacy and beliefs related to inclusive education. One hundred seventy-nine preservice teachers enrolled in secondary or elementary education programs participated in this study. Overall, participants in elementary versus secondary programs felt more responsible for students with disabilities and more efficacious with inclusive practices. At the same time, preservice teachers in the secondary program and those in their second (vs. first) year rated themselves higher on negative beliefs about inclusive education and viewed ability as more of a fixed and stable trait. Preservice teachers with a history of reading difficulty had higher teacher self-efficacy than those without this history. The factors examined in this study accounted for about a third of the variance in each of preservice teachers’ self-efficacy for inclusive instructional practices and in their negative beliefs about inclusive education. Epistemological beliefs about ability emerged as a strong predictor of preservice teachers’ negative beliefs about inclusive education. The results from this study are discussed within the context of preparing teachers for the inclusive classroom.","PeriodicalId":51596,"journal":{"name":"Teacher Education and Special Education","volume":"43 1","pages":"178 - 192"},"PeriodicalIF":2.9,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0888406419873060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48563613","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}

引用次数: 12